Актуальность исследования обусловлена необходимостью совершенствования методического обеспечения подготовки специалистов в области медиакоммуникаций в условиях цифровой трансформации медиаиндустрии и системы высшего образования. Цель работы - выявить возможности применения интенсивных технологий обучения для формирования профессиональных компетенций у студентов направления подготовки 42.03.05 «Медиакоммуникации». Методологическую основу составили деятельностный и контекстный подходы, а также комплекс эмпирических методов: опрос, анкетирование, интервью, фокус-группы (выборка – 109 человек). Ключевые результаты: 1) выявлены дефициты традиционной методики преподавания профильных дисциплин; 2) определены оптимальные интенсивные технологии для внедрения (бинарная лекция, метод «жужжащих групп», интеллект-карты и др.); 3) экспериментально доказана их результативность для развития познавательного интереса, коммуникативных способностей и практических навыков обучающихся; 4) разработаны методические рекомендации по интеграции данных технологий в учебный процесс. Исследование имеет прикладное значение для модернизации образовательных программ подготовки медиаспециалистов. Дальнейшие изыскания целесообразно направить на масштабирование и комплексную оценку эффектов выявленных педагогических инноваций.
The relevance of the research is due to the need to improve the methodological support for training specialists in the field of media communications in the context of the digital transformation of the media industry and the higher education system. The purpose of the work is to identify the possibilities of using intensive learning technologies for the formation of professional competencies among students of the 42.03.05 «Media Communications» training area. The methodological basis was based on activity-based and contextual approaches, as well as a set of empirical methods: a survey, a questionnaire, interviews, focus groups (sample - 109 people). Key results: 1) deficiencies of traditional teaching methods of specialized disciplines have been identified; 2) optimal intensive technologies for implementation (binary lecture, the method of «buzzing groups», intelligence maps, etc.) have been identified; 3) their effectiveness has been experimentally proven for the development of cognitive interest, communicative abilities and practical skills of students; 4) methodological recommendations for integration have been developed these technologies are included in the educational process. The research is of applied importance for the modernization of educational programs for the training of media specialists. It is advisable to direct further research to scaling and a comprehensive assessment of the effects of the identified pedagogical innovations.
The relevance of the research is due to the need to improve the methodological support for training specialists in the field of media communications in the context of the digital transformation of the media industry and the higher education system. The purpose of the work is to identify the possibilities of using intensive learning technologies for the formation of professional competencies among students of the 42.03.05 «Media Communications» training area. The methodological basis was based on activity-based and contextual approaches, as well as a set of empirical methods: a survey, a questionnaire, interviews, focus groups (sample - 109 people). Key results: 1) deficiencies of traditional teaching methods of specialized disciplines have been identified; 2) optimal intensive technologies for implementation (binary lecture, the method of «buzzing groups», intelligence maps, etc.) have been identified; 3) their effectiveness has been experimentally proven for the development of cognitive interest, communicative abilities and practical skills of students; 4) methodological recommendations for integration have been developed these technologies are included in the educational process. The research is of applied importance for the modernization of educational programs for the training of media specialists. It is advisable to direct further research to scaling and a comprehensive assessment of the effects of the identified pedagogical innovations.