Концептуальні засади змішаного навчання в мовній освіті у вищій школі
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Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті досліджуються різні аспекти змішаного навчання, висвітлюються його сутнісні характеристики, найефективніші організаційні форми,
обґрунтовуються переваги та визначаються істотні недоліки й труднощі впровадження; узагальнюються результати зарубіжних наукових досліджень, власний досвід та спостереження за навчальним процесом для виявлення найефективніших організаційних форм змішаного навчання. Авторами
охарактеризовано нову роль викладача, з'ясовано основні сутнісні характеристики його діяльності при змішаному навчанні, закцентовано увагу на дистанційному складнику змішаного навчання, побудованого на базі системи MOODLE.
The article deals with various aspects of blended learning, its essential characteristics, the most common models, potential benefits and difficulties of its implementation. The concept of blended learning is analysed based on contemporary research literature. Four most common models of blended learning (Rotation model, Flex model, Self-Blend or A La Carte model and Enriched Virtual model) are reviewed. The essence of blended learning is described as flexible combination of conventional classroom learning and various models of e-learning with the use of information and communication technologies that enables to foster self-directed learning and autonomy as well as to provide high level of educational trajectory independence. Blended learning makes it possible to incorporate a greater number of resources, forms of interaction, types of activities, new and attractive ways of presentation of educational results, methods of assessment and self-assessment. Flexible delivery of content and instruction allows teachers to implement different forms, methods and techniques of language teaching; to engage students in creative activities; to maintain permanent connection with all the participants; to increase the role of independent learning, combining coaching, mentoring and counselling; to expand communication connections; to enhance collaboration, productivity and attractiveness of learning. Apart from its clear advantages there are some substantial drawbacks and obstacles of blended language learning implementation: lack of student and teacher's computer skills, dependence of instruction delivery on technical capabilities and stability of internet connection, a significant increase in time spent by teachers on selecting, designing and adopting course materials.The effective functioning of a blended learning model presupposes changes in traditional target goals of a teacher. The new roles that teachers assume in blended learning programmes include responsibilities of a researcher and developer, an integrator and a guide. Blended language learning enhances independent learning and thus requires development of student communication skills, analytical and critical thinking skills, abilities of choosing and adapting their learning paths, strategies and other skills for self-directed learning. The model of blended learning is regarded as the most perspective one because it promotes personalization of education, provides socialization of students in technological learning environment, enhances learner autonomy, diversifies methods of teaching, and helps develop skills and abilities of self¬planning, self-organization, the ability to acquire knowledge independently.
The article deals with various aspects of blended learning, its essential characteristics, the most common models, potential benefits and difficulties of its implementation. The concept of blended learning is analysed based on contemporary research literature. Four most common models of blended learning (Rotation model, Flex model, Self-Blend or A La Carte model and Enriched Virtual model) are reviewed. The essence of blended learning is described as flexible combination of conventional classroom learning and various models of e-learning with the use of information and communication technologies that enables to foster self-directed learning and autonomy as well as to provide high level of educational trajectory independence. Blended learning makes it possible to incorporate a greater number of resources, forms of interaction, types of activities, new and attractive ways of presentation of educational results, methods of assessment and self-assessment. Flexible delivery of content and instruction allows teachers to implement different forms, methods and techniques of language teaching; to engage students in creative activities; to maintain permanent connection with all the participants; to increase the role of independent learning, combining coaching, mentoring and counselling; to expand communication connections; to enhance collaboration, productivity and attractiveness of learning. Apart from its clear advantages there are some substantial drawbacks and obstacles of blended language learning implementation: lack of student and teacher's computer skills, dependence of instruction delivery on technical capabilities and stability of internet connection, a significant increase in time spent by teachers on selecting, designing and adopting course materials.The effective functioning of a blended learning model presupposes changes in traditional target goals of a teacher. The new roles that teachers assume in blended learning programmes include responsibilities of a researcher and developer, an integrator and a guide. Blended language learning enhances independent learning and thus requires development of student communication skills, analytical and critical thinking skills, abilities of choosing and adapting their learning paths, strategies and other skills for self-directed learning. The model of blended learning is regarded as the most perspective one because it promotes personalization of education, provides socialization of students in technological learning environment, enhances learner autonomy, diversifies methods of teaching, and helps develop skills and abilities of self¬planning, self-organization, the ability to acquire knowledge independently.
Опис
Ключові слова
змішане навчання, електронне навчання, організаційні форми змішаного навчання, мовна освіта, методи навчання, освітня траєкторія, blended learning, e-learning, models of blended learning, language education, methods of teaching, educational trajectory
Бібліографічний опис
Гагіна, Н. Концептуальні засади змішаного навчання в мовній освіті у вищій школі [Текст] / Н. Гагіна, В. Борисенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова [та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2018. – № 1 (75). – С. 174–184.