INTERNATIONAL EXPERIENCE OF BLENDED LEARNING OF HIGHER EDUCATION STUDENTS
DOI:
https://doi.org/10.31470/2786-6327/2023/3/33-40Keywords:
blended learning, hybrid learning, foreign experience, model, strategies, online learning, students of higher educationAbstract
The article discusses blended learning, which is an approach, a pedagogical and technological model, as well as a methodology that, together with informational technologies, ensures interaction between students and teachers in the classroom. It was found that blended learning consists of three stages: distance learning, mastering practical aspects in the form of day classes and final control. The most common models of blended learning are characterized as: "Face-to-Face Driver", "Rotation", "Flex", "Online Lab", "Self-blend", "Online Driver". It has been proved that the specified models of blended learning are classical, which are limited in their pure form and are combined with others. The specified above list is not the only one, and the classification is quite conditional. Basic approaches to the implementation of a specific blended learning model are important, and the specifics of each discipline and the individual preferences of teachers create prerequisites for the formation of their own effective blended learning models.
The international experience of blended learning education of students of higher education in countries such as Canada (Dalhousie and Waterloo universities), USA (University of Central Florida, Stanford University, Clayton Christen Institute in California, Montclair State University), Germany (University of Bamberg) have been analyzed. Modern strategies of blended learning have beem considered (planning stages of online learning based on the didactic triangle, creating a hybrid campus based on multimodal learning, using Web 2.0 applications, Rocketship, etc.). Next recommendations for the organization of mixed education in Ukraine, taking into account international experience, are proposed: the use of a systemic approach in the field of higher education to attract additional, special university methodical and technical services and non-university state and non-state organizations to the work of teachers and students in a mixed format; application of various models of blended learning and their effective combination; wide use of known and development of new blended learning strategies, taking into account the individual needs of students of higher education; providing a variable (according to the range of created models of combined courses) and accessible (additional support services, educational resources, digital accessibility tools, teacher and student development programs, etc.) educational environment for blended learning.
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