Характеристика змішаного навчання в умовах інформатизації вищої освіти
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Дата
2020
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті проаналізовано та уточнено сутність понять «змішане навчання», «електронне навчання», «дистанційне навчання», «мобільне навчання». Виокремлено та схарактеризовано моделі змішаного навчання, зокрема ротаційна та гнучка моделі, модель «Зроби сам» та модель збагаченого віртуального навчання. У межах дослідження з’ясовано переваги системи змішаного навчання та визначено шляхи вирішення проблем, а саме: технічних, організаційних та навчальних. Розкрито нову роль викладача як фасилітатора під час організації змішаного навчання. На підставі порівняльного аналізу визначено та висвітлено компетентності, якими повинен володіти викладач під час організації змішаного навчання.
In today’s conditions distance learning with the use of ICT in the context of informatization of higher education is becoming widespread and intensified. In the domestic system of higher education, it is possible to distinguish the organization of the educational process in the form of blended learning, which depends on a number of factors, namely, teacher’s readiness to work in new conditions, readiness and needs of the students, academic discipline, ICT competence of the participants. The purpose of the study is to determine the essence of the concepts of “blended learning”, “e-learning”, “distance learning”, “mobile learning”; to identify the models of blended learning; to define and characterize the competences of the teacher, the mastery of which is necessary during blended learning. A set of interrelated research methods has been used to solve the mentioned tasks, in particular, theoretical methods: analysis, synthesis, generalization, comparison and systematization of scientific sources to determine the essence, content of key definitions of the research, the models of blended learning, key competences. In the context of this study, we define the essence of the concept of “blended learning” as a purposeful process of forming ICT competence of future teachers in a combination of classroom and extracurricular learning of students on the basis of use and complementarity of traditional and electronic (distance and mobile) learning. Theoretical analysis of scientific and pedagogical literature provides an opportunity to define several models of blended learning. Blended learning models have been identified and characterized, including rotation and flexible models, self-blend model and enriched virtual learning model. The presented foreign models are useful for study and implementation in the educational process in order to modernize the national education system. The study has determined the benefits of blended learning and found out the solutions to problems, namely, technical, organizational and educational. A new role of a teacher as a facilitator in the organization of blended learning is revealed by the author. On the basis of comparative analysis, the competences that a teacher should have during the organization of blended learning are identified and highlighted. These competences are grouped into four blocks, namely: mindsets, qualities, adaptive skills and technical skills. We are convinced that in future the development of blended learning can become one of the priority areas of transformation of modern higher education system, as it helps to increase the effectiveness of learning through a combination of traditional and distance learning. The study does not exhaust all the aspects of the above problem. We see the prospect of further research in the development of technology for the organization of blended learning in a pedagogical institution of higher education.
In today’s conditions distance learning with the use of ICT in the context of informatization of higher education is becoming widespread and intensified. In the domestic system of higher education, it is possible to distinguish the organization of the educational process in the form of blended learning, which depends on a number of factors, namely, teacher’s readiness to work in new conditions, readiness and needs of the students, academic discipline, ICT competence of the participants. The purpose of the study is to determine the essence of the concepts of “blended learning”, “e-learning”, “distance learning”, “mobile learning”; to identify the models of blended learning; to define and characterize the competences of the teacher, the mastery of which is necessary during blended learning. A set of interrelated research methods has been used to solve the mentioned tasks, in particular, theoretical methods: analysis, synthesis, generalization, comparison and systematization of scientific sources to determine the essence, content of key definitions of the research, the models of blended learning, key competences. In the context of this study, we define the essence of the concept of “blended learning” as a purposeful process of forming ICT competence of future teachers in a combination of classroom and extracurricular learning of students on the basis of use and complementarity of traditional and electronic (distance and mobile) learning. Theoretical analysis of scientific and pedagogical literature provides an opportunity to define several models of blended learning. Blended learning models have been identified and characterized, including rotation and flexible models, self-blend model and enriched virtual learning model. The presented foreign models are useful for study and implementation in the educational process in order to modernize the national education system. The study has determined the benefits of blended learning and found out the solutions to problems, namely, technical, organizational and educational. A new role of a teacher as a facilitator in the organization of blended learning is revealed by the author. On the basis of comparative analysis, the competences that a teacher should have during the organization of blended learning are identified and highlighted. These competences are grouped into four blocks, namely: mindsets, qualities, adaptive skills and technical skills. We are convinced that in future the development of blended learning can become one of the priority areas of transformation of modern higher education system, as it helps to increase the effectiveness of learning through a combination of traditional and distance learning. The study does not exhaust all the aspects of the above problem. We see the prospect of further research in the development of technology for the organization of blended learning in a pedagogical institution of higher education.
Опис
Ключові слова
інформаційно-комунікаційні технології, змішане навчання, електронне навчання, дистанційне навчання, мобільне навчання, інформатизація, компетентності, information and communication technologies, blended learning, e-learning, distance learning, mobile learning, informatization, competences
Бібліографічний опис
Чернякова, Ж. Ю. Характеристика змішаного навчання в умовах інформатизації вищої освіти [Текст] / Ж. Ю. Чернякова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2020. – № 10 (104). – С. 289–301. – DOI: 10.24139/2312-5993/2020.10/289-301.