Using the technology of blended learning “flipped classroom” in foreign language teaching at the university

2021 ◽  
pp. 87-94
Author(s):  
Sergey S. Ulyanov
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Flipped Classroom ◽  
Research Problem ◽  
Educational Process ◽  
University Education ◽  
Interactive Methods ◽  
Learning Technology ◽  
New Organizational Forms ◽  
The University

We substantiate the need to use modern educational technology of blended learning “flipped class” in university education, introduce new principles of building the educational process in higher education, search for new organizational forms of education, interactive methods and technologies of teaching a foreign language. The solution to the research problem is based on theoretical, methodological and practical issues that are considered in the study. We focus on the fact that teaching a foreign language is based on the methodic potential of competence-based and personality-oriented approaches. We note the role of a foreign language teacher, who is a facilitator and consultant, who ensures successful communication of students in the process of performing interdisciplinary or metadisciplinary research projects that contribute to the development of metadisciplinary and communication skills. The obtained results of the pedagogical experiment suggest that the use of the “flipped classroom” blended learning technology increase the level of internal motivation of students to learn a foreign language. This technology allows to individualize and activate the educational process.

Using methodological potential of environmental pedagogy in foreign language learning

2021 ◽  
pp. 39-44
Author(s):  
Svetlana V. Popova ◽  
Alexander V. Degtyarev
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Research Problem ◽  
Educational Process ◽  
Interactive Methods ◽  
Authentic Texts ◽  
New Organizational Forms ◽  
Environmental Pedagogy

Abstract. We consider the methodological potential of environmental pedagogy in foreign language learning. The using modern educational technology of mixed learning “inverted class” in higher education, the introduction of new principles of the educational process in higher education, the search for new organizational forms of learning, interactive methods and technologies of foreign language teaching are necessary. The solution of the research problem is based on theoretical, methodological and practical issues considered in the study. Teaching a foreign language is based on the methodological potential of the noospheric approach. Foreign language teacher is a facilitator, consultant and ensures successful communication of students in the process of carrying out interdisciplinary or meta-disciplinary research projects. It has been determined that in order to form the ecological competence of future bachelors of biology in foreign language classes, it is necessary to use authentic texts, the selection of which takes into account the criteria of authenticity and genre diversity. It is concluded that environmental competence contains a system of environmental knowledge, skills and abilities, includes a behavioral aspect. The development of this competence is carried out in cooperation with special (biological, environmental) disciplines in teaching a foreign language.

scholarly journals Blended Learning as a Means of Foreign Students’ Integration into a University Educational Process

2021 ◽  
Vol 16 (06) ◽  
pp. 259
Author(s):  
Nadezhda Kuzmina ◽  
Darya Kochkina ◽  
Maksim Kuzmin
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
School Environment ◽  
Foreign Students ◽  
Flipped Classroom ◽  
Language Skills ◽  
Educational Process ◽  
State University ◽  
The University ◽  
Development Course

This paper considers the problem of blended learning as a means of foreign students’ integration into higher school environment. This process is not that simple, it demands special methods to help foreign students to be integrated easily. The use of blended learning in education facilitates easy students’ integration and leads to positive learning results. However, the application of blended learning is connected with challenges both educators and foreign students can face. The aim of the article is to consider and assess the use of blended learning at the lessons of English implemented into a university educational process. For that purpose, we applied such methods as a needs analysis (among lecturers of English from South Ural State University), a questionnaire and an interview (among three groups of students from similar bachelor’s programs). The findings show that the majority of those surveyed do understand the importance of blended learning as a means of foreign students’ integration, but they are not familiar with the types and how to use them. Based on the results of this analysis, the authors applied blended learning into the process of English teaching, such as flipped classroom, station rotation, and a new online language development course, “Methodological support to the textbook by McCarthy, M. “Touchstone”. The drawn conclusions indicate that blended learning allows not only to boost foreign language skills, but to promote easy foreign students’ integration into the educational process of the university.

scholarly journals ТЕХНОЛОГИЯ СМЕШАННОГО ОБУЧЕНИЯ В СИСТЕМЕ ВЫСШЕГО ОБРАЗОВАНИЯ

2020 ◽  
Author(s):  
Elena Krylova
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Learning Model ◽  
Educational Process ◽  
Cloud Services ◽  
Educational Activity ◽  
Learning Technology ◽  
Key Characteristics

Введение. Рассматривается технология смешанного обучения, объединяющая в себе преимущества традиционного аудиторного и электронного обучения, обеспечивающая развитие студента как субъекта самообразовательной деятельности и формирующая его готовность к саморазвитию в будущем. Целью исследования является рассмотрение и анализ особенностей, ключевых характеристик технологии смешанного обучения, исследование моделей ее внедрения в учебный процесс, а также описание опыта применения данной технологии в ходе преподавания дисциплины «Иностранный язык» в вузе. Материал и методы. Использовались методы теоретического анализа: изучение и анализ психолого-педагогической и научно-методической литературы и интернет-ресурсов по проблеме исследования, изучение зарубежного опыта использования смешанного обучения в образовательном процессе, а также рефлексия педагогической деятельности автора данной статьи. Результаты и обсуждение. Описаны модели и подходы внедрения смешанного обучения в учебный процесс. Выделены ключевые характеристики смешанного обучения: индивидуализация образовательного процесса, продуктивная самостоятельная работа, рациональное использование аудиторного времени, активное использование современных информационно-коммуникационных технологий и т. д. Дана характеристика взаимодействия субъектов (преподаватель, студенты, электронные образовательные ресурсы) и реализуемых ими ролей в модели смешанного обучения. Рассмотрены электронные ресурсы для внедрения смешанного обучения в образовательную практику (системы управления обучением, массовые открытые онлайн-курсы, облачные сервисы Google for Education). Описан опыт применения технологии смешанного обучения в процессе преподавания дисциплины «Иностранный язык». Учебный процесс строился в соответствии с технологией Flipped Classroom, которая реализуется в виде трехступенчатой образовательной модели – самостоятельная доаудиторная работа (просмотр видеолекций с целью ознакомления с теоретическим материалом до занятия, выполнение заданий для проверки понимания просмотренного материала), аудиторная работа (активные/творческие виды учебной деятельности) и постаудиторная работа (самостоятельное обобщение изученного учебного материала). Заключение. Сделан вывод о том, что результатом использования модели смешанного обучения является повышение качества знаний студентов и развитие их способности учиться самостоятельно.Introduction. The article discusses the technology of blended learning, combining the advantages of traditional classroom and e-learning, ensuring the development of the student as a subject of self-educational activity and shaping his readiness for self-development in the future. Aim and objectives. The aim of the article is to review and analyze the features and key characteristics of “blended learning” technology, to study the models for its implementation in the educational process, as well as to describe the experience of using blended learning in the process of teaching Foreign Language. Material and methods. The methods of theoretical analysis were used: the study and analysis of psychological, pedagogical and scientific-methodical literature and the Internet resources on the problem of research, the study of foreign experience in the use of blended learning in the educational process, as well as the reflection of the educational activities of the author of this article. Results and discussion. The models and approaches of introducing blended learning into the educational process are described. Key characteristics of blended learning are highlighted: individualization of the educational process, productive independent work, the rational use of class time, the active use of modern information and communication technologies, etc. The characteristics of the interaction of subjects (teacher, students, and electronic educational resources) and the roles they implement in the blended learning model are given. Electronic resources for the introduction of blended learning in educational practice (learning management systems, massive open online courses, Google for Education cloud services) are considered. The experience of using blended learning technology in the teaching of the discipline “Foreign Language” is described. The educational process was built in accordance with the Flipped Classroom technology, which is implemented in the form of a three-stage educational model - independent pre-class work (watching video lectures in order to familiarize yourself with the educational information before the lesson, completing tasks to verify understanding of the material watched), class work (active / creative types of educational activity) and post-graduate work (independent generalization of the studied educational material). Conclusion. It is concluded that the use of the blended learning model results in an increase in the quality of students’ knowledge and the development of their ability to learn independently.

scholarly journals Blended learning technologies for a foreign language teaching the students of non-philological majors

2020 ◽  
Vol 44 (2) ◽  
pp. 4-10
Author(s):  
M. Zelenskyi ◽  
I. Nesterenko ◽  
N. Volovik ◽  
D. Mytsenko
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Technologies ◽  
Educational Process ◽  
Learning Technology ◽  
Learning Tools ◽  
Readiness To Learn

Modern theories of foreign language teaching are getting developed. The constant society digitalization influences it. Generation Z students closely associate their lives with technology. Moreover, teachers must find ways to apply effectively information and communication technologies in the learning process. In our opinion, one of the ways is the concept of blended learning. It implies the optimal combination of traditional pedagogical technologies and distance, online learning. The purpose of our research is to examine the effectiveness of the concept of blended learning in the process of learning a foreign language for students of non-philological majors. For this purpose, we conducted a pedagogical experiment. It assumes the introduction of the concept of blended learning in the educational process of higher education. The research was carried out with Ukrainian students of non-philological majors during the study of English (offline and online). Also, international students who are studying Ukrainian as a foreign language were involved. Comparative analysis of students' readiness to learn using different blended learning tools was used. Methods of mathematical statistics (nonparametric Kruskal-Wallis and Mann-Whitney criteria) were utilized to analyse and process the experimental data. The results of the study indicate the effectiveness of blended learning technology usage in the process of foreign language teaching. Nevertheless, they show that the proposed tools help students better master a foreign language. Besides, students are both in active learning and passively reinforcing their knowledge using digital technologies during education. The authors consider it indisputable that blended learning tools should be used to some extent for students of all majors. The authors understand that the proposed tools are not exhaustive and definitive. Their list should be extended, and the use of specific tools depends on the teacher, students, the course, and other factors.

scholarly journals INTRODUCTION OF BLENDED LEARNING IN FOREING LANGAGE TEACHING IN A MODERN UNIVERSITY

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 213-218
Author(s):  
Olena Palkevych
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Digital Media ◽  
Flipped Classroom ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Learning Material ◽  
Face To Face ◽  
Learning Platform

The article explores the concept of blended learning in foreign language teaching as a new pedagogical formula that combines distance learning through digital media with classroom learning, which provides for a "co-presence" of students and teachers, and transforms learning. The use of this type of learning solves several important tasks: 1) transition to a student-centered approach built on greater self-organization of students, formation of their ability to active, productive learning; 2) defining the important role of the teacher as a co-organizer of the educational process who is able to encourage dialogue, communication in the classroom and in self-study; 3) redistribution of the workload of teachers according to the new requirements: more time to prepare for the education process and research, contributing to their commitment to professional self-development. To elaborate a blended model of foreign language teaching for Ukrainian students, the experience of face-to-face teaching and online foreign language teaching at Oles Honchar University and the models of blended learning proposed by the Clayton Christensen Institute were analyzed, and one blended learning model known as the «lab rotation model» was proposed as the most suitable. It provides for classroom work offline as synchronous learning, and individual work online (on the learning platform) as asynchronous leaning, as well as the integration of individual learning and face-to-face learning in group formats, which will provide adaptive, more individualized training of students. It is proposed to supplement this model with elements of the «flipped classroom» model when students receive basic learning material and instructions online, and work in a more interactive form in the classroom.

scholarly journals Reflections On Music Therapy Training Within E-learning Education Contexts

2016 ◽  
Vol 16 (1) ◽  
Author(s):  
Imogen Nicola Clark ◽  
Grace Anne Thompson
Keyword(s):  
Music Therapy ◽  
Blended Learning ◽  
Rapid Expansion ◽  
University Education ◽  
Future Research ◽  
Teaching Staff ◽  
Learning Technology ◽  
Teacher Student ◽  
E Learning ◽  
The University

The rapid expansion of e-learning technology is transforming the availability and delivery of university education. In Australia, e-learning offers opportunities for students to study music therapy while living in remote locations across a vast country. Students enrolled in the Masters of Music Therapy at the University of Melbourne may choose traditional on-campus learning or blended learning, which involves a combination of face-to-face intensives and e-learning. This article focuses on blended learning with reflections from music therapy students and teachers at the University of Melbourne. A description of the music therapy program is provided with a detailed explanation of one subject to illustrate how e-learning is managed. Our experiences of teaching blended learning students are discussed, and we identify key challenges including teacher-student rapport, regular communication, student-to-student engagement, and user friendly on line learning tools. We then reflect on student feedback from an informal evaluation, and explain students’ experiences of collaborative learning, interaction with teaching staff, and staying on track with learning. In conclusion, we discuss the future of music therapy education over an online forum, taking into consideration challenges and advantages for students, teaching academics and learning institutions, and offer ideas from which future research projects might be developed.

scholarly journals ON THE IMPLEMENTATION OF THE PRINCIPLE OF CONTINUITY IN TEACHING ENGLISH LANGUAGE TO STUDENTS OF NON-LANGUAGE SPECIALTIES

2021 ◽  
Vol 1 (194) ◽  
pp. 65-70
Author(s):  
Zhanna Babyak ◽  
◽  
Iryna Plavutska ◽  
Natalia Rybina ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Professional Education ◽  
English Language ◽  
Foreign Language Learning ◽  
Educational Process ◽  
University Education ◽  
Language Training ◽  
The University

The article considers the issues of continuity in foreign language teaching in the process of continuing professional education in the system «school» – «university». The essence of continuity as a didactic principle is clarified and its components have been determined. The task of continuity in the content of teaching a foreign (English) language to students of non-language specialties of universities and the factors that complicate its implementation are outlined. The importance of adhering to this principle for optimizing the educational process at all levels and stages of learning is emphasized. The importance of adhering to the principle of continuity in the transition from school to university education system is emphasized. It is shown that continuity in foreign language learning covers all components of the learning process and is complex. Some technologies for ensuring the continuity of foreign language learning are proposed, which helps to improve the quality of language training for future professionals. The authors state that the concept of continuity is actively used in the national educational space as a designation of one of the prerequisites for optimizing the study of English at the stage of transition from the school stage to the system of higher education. The essence of continuity as a pedagogical principle is that at each higher stage of education in determining the content of education takes into account everything that was learned at earlier stages. It is stated that one of the technologies to ensure the implementation of the principle of continuity directly in the educational process is the use of a leveling course, the possibilities of which to improve the knowledge of freshmen and eliminate the possible gap between the starting level of English and the requirements of the university program were demonstrated.

scholarly journals The use of blended learning technology in the training for students of pedagogical specialties

2021 ◽  
Author(s):  
Larysa Udovychenko ◽  
Nataliia Kuzminets ◽  
Olena Stadnik ◽  
Natalia Кosharna ◽  
Lada Petryk
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Blended Learning ◽  
Educational Practice ◽  
Educational Process ◽  
University Education ◽  
Theoretical Research ◽  
Learning Technology ◽  
Main Hypothesis ◽  
Innovative Concept

This article discusses the prerequisites for the implementation and ways of using blended learning technology in higher education institutions, with special attention to the sphere of training of students of pedagogical specialties in Eastern Europe. The innovative concept of blended learning requires thoroughness in preparation, the right attitude to the educational process, and the correctness of all participants in the educational process. That is why practical developments in this direction are relevant in modern education, where pandemic changes have contributed to the development of online education technologies. This study aims to establish the effectiveness of the use of blended learning technology, its impact on the success of higher education applicants, and the quality of education in general. Additionally, was evaluated the pedagogical technology by the participants of the educational process. The main methods are the method of pedagogical experiment and interviewing for theoretical research are used descriptive method, synthesis, and analysis. The main hypothesis is that blended learning is an effective, convenient, and efficient pedagogical technology, which is a necessary component of modern university education. The result of the pedagogical experiment should establish the level of blended education technology effectiveness for students of pedagogical specialties in the conditions of the modern educational paradigm. In the future, it is worth continuing to develop the innovative concept of blended learning in educational practice in a harmonious combination of online and offline learning.

scholarly journals Interactive technologies of distance learning under conditions of a pandemic

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 23-30
Author(s):  
Stanislav Ivanenko ◽  
Valeriia Tyshchenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Flipped Classroom ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Interactive Methods ◽  
Knowledge Generation ◽  
Theoretical Research ◽  
Speech Communication

Methodological approaches of studying the distance learning process of students in higher education institutions are evolving alongside changes that occur in the educational system and in the global space. Therefore, the systematisation of theoretical, methodological and practical factors on which the modern methodology of distance learning is based makes it possible to form new opportunities for the education system in the direction of its modernisation. One of the components is communicative competence, that is, the ability to perceive and (re)produce the information in a foreign language in accordance with the conditions of speech communication. The purpose of the study is to characterise modern interactive methods of distance learning for the organisation and management of students’ educational activities. To achieve this goal, theoretical research methods were used: analysis, systematisation, substantiation of the conceptual apparatus of the study; the formulation of its conceptual provisions and conclusions; analysis of pedagogical documentation, content analysis of curricula and methodological support of the educational process to determine the possibilities of using educational IT-technologies in distance learning. The peculiarities of the innovative technologies usage while studying foreign languages and the theoretical and methodological foundations of Physical Culture and Sports are characterised. Distance learning of different disciplines should be included in the curricula. Several innovative forms of language “warm-up” are proposed. Modern educational WEB-technologies are studied, which allows us to expand the methodological components of distance learning in higher education institutions. The most effective distance learning means in higher education institutions has been established. The application of the Case method, the interactive «science brain storm» technology, the online versions of AWWAPP and RealtimeBoard, the use of the PRES formula and the Flipped classroom methodology has been analysed. For blended learning, it is proposed to use a traditional textbook in combination with interactive online tasks – Blended Learning – using the online tool MyEnglishLab. An important aspect is that during practical classes, the Zoom software is used for fine differentiation and accurate identification of textual material. The applied innovative teaching methods, combining new and effective methods of the educational process (knowledge generation, transfer and accumulation), will contribute to the intensification and modernization of education, as a result of which the synthesis of students’ certain competencies is achieved.

scholarly journals METHODOLOGY OF FLIPPED LEARNING TECHNOLOGY APPLICATION IN THE PROCESS OF TRAINING OF PROSPECTIVE FOREIGN LANGUAGE TEACHERS

2019 ◽  
pp. 153-160
Author(s):  
Oksana Kovtun ◽  
Valentyna Krykun
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Professional Training ◽  
Educational Process ◽  
Language Teachers ◽  
Learning Technology ◽  
Flipped Learning ◽  
Foreign Language Teachers ◽  
Technology Application ◽  
Advantages And Disadvantages

The modernization of Ukrainian education and its orientation towards the preparation of a new generation of teachers, integration into the European educational space in the context of dynamic growth of information and mass communication in social networks, constant updating of social and humanitarian knowledge require new approaches to the organization and content of professional training of future teachers. The article actualizes the necessity of introducing new methods and technologies in teaching that would meet the challenges of the time; the methodology of application of the flipped learning technology is considered. The instrumental possibilities of the introduction of the «flipped learning» technology in the process of preparation of future foreign language teachers are revealed. The essence of the technology of «flipped classroom» and the relevance of its integration into the teaching of a foreign language in modern higher education institutions are investigated. The advantages and disadvantages of its use for teachers and students are highlighted. Possibilities of introduction of the model of the flipped classroom in the educational process of HEI are determined. The algorithm for ensuring the effectiveness of flipped learning is outlined. It is stated that the use of the «flipped learning» technology if it is methodologically correctly applied, will contribute to the development of the digital competence of the teacher and the development of students' scientific skills, enhancing their motivation and success.

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