This article deals with the problem of the culture of professional self-realization of Russian students in the process of university education at the present stage. The role of information and communications technologies is revealed, in particular the interactive technology of self-regulation developed by the authors, as a necessary pedagogical condition for the successful professional self-realization of students. The paper describes the interactive technology of self-regulation formation used in teaching a foreign language in order to improve the educational process. The paper provides an analysis of the current state of the classroom educational environment in teaching a foreign language in order to determine the possibilities of improving the educational process. The main goal of the interactive technology of self-regulation formation is to optimize and intensify the activities of students in the classroom and extracurricular activities. The interactive technology of self-regulation formation in a nonlinguistic university was applied in the proposed work. Special attention was paid to the problem of structuring and the algorithmization of independent work. Ways for increasing interactivity are revealed, and an algorithm for teaching and speech actions in interactive mode was developed. It was established that the introduction of structured algorithmization using the interactive technology of self-regulation formation could be effectively used for teaching poorly prepared students. It has been established that the culture of professional self-actualization for modern students is directly dependent on the quality of online interaction with a university teacher. It was revealed that it is the student’s awareness of the objectives of learning interaction and ways for its implementation that allow him to competently perform his academic work, which in turn contributes to the actualization of personal professional qualities that are required by a university graduate for successful implementation in the future.

This article describes the use of Chlorella sorokiniana biomass additives in pasta recipes to enrich the product with biologically active phytonutrients, as well as to achieve the desired color range without the use of synthetic dyes. Samples of dry biomass were obtained by the cultivation of microalgae C. sorokiniana (strain), its quality indicators and nutritional value were determined for use as a food additive. A method of using dry biomass of microalgae C. sorokiniana as a phytoadditive to replace 5% of flour mixture for effective enrichment of pasta with biologically active phytonutrients was proposed. The choice of the optimal amount of addition of microalgae biomass was proved since it turned out that the replacement of flour should be no more than 5% due to the distinct fish flavor of the final product. The present study was conducted to evaluate the effect of adding dry biomass of Chlorella microalgae on total protein, lipid, chlorophyll, and carotenoid content. Substitution of 5% of pasta flour led to an increase in the content of proteins and lipids to 15.7 ± 0.50% and 4.1 ± 0.06%, respectively. Meanwhile, the addition of microalgae Chlorella to pasta has helped to increase the content of polyunsaturated fatty acids, chlorophyll, and carotenoids which are necessary for the prevention of foodborne diseases. The aim of this study is to develop pasta recipe with additives of microalgae biomass C. sorokiniana and study their quality indicators.

The topicality of the article is determined by the widespread use of blended learning approaches in higher education, especially in studying foreign languages. With the limited number of classroom hours proposed for teaching foreign languages at technical universities, it became very relevant to introduce various alternative out-of-class monitoring methods. The aim of the research is to investigate the effectiveness of introducing video sketches as the way to improve the process of foreign language studying at technical universities. The authors assume that recording video monologues could facilitate students’ speaking abilities, reduce the level of their anxiety compared to delivering monologues in class and could stimulate the effective use of classroom hours for teaching foreign languages. To prove this hypothesis the authors of the study conducted an experiment in Peter the Great St. Petersburg Polytechnic University during the autumn term of 2019-2020 academic year with the total number of 232 participants randomly chosen from 1-course students of technical specialties with different levels of English language proficiency. The possibility to record a monologue instead of delivering it face-to-face was considered as the IV (independent variable) of the experiment. Such research method as an open-close questionnaire was used afterwards to identify the students’ satisfaction with the proposed alternative as well as the analysis of the exam results at the end of the course. These results as the part of the students’ academic performance represented the DV (dependent variable) of the experiment. The obtained data showed that students of the experimental group passed their exam significantly better than the students of the control group. Thus, the present survey proved that students of the experimental group would prefer to record video sketches instead of delivering monologues face to face and that making video monologues improved their fluency and helped overcome some psychological barriers. On the basis of the research and the results obtained during the experiment, the authors conclude that the application of video monologues in the process of teaching foreign languages is highly promising.

Information about the paper titled "TEACHING FOREIGN LANGUAGES IN HIGHER EDUCATION: DISTANCE LEARNING IMPACT ON STUDENT’S METACOGNITIVE SELF-REGULATION" at IATED Digital Library