The author actualizes the problem of introducing blended learning in training process of future mariners. The conclusion that blended learning for marine specialists requires further theoretical reflection and practical implementation is based on the analysis and research of the use of digital technologies in the training of future mariners. The article describes the practical experience of blended learning use in the educational process of the Kherson State Maritime Academy (KSMA). It is noted that the competency approach is the methodological basis of blended learning, since the goal of future specialists training in the maritime industry is not the acquisition of knowledge, skills and abilities, but the level of achievements of their competencies, that is, the ability to use their knowledge, skills, and abilities in a professional situation. There are given the ways of blended learning improvement in the KSMA. The focus is on the use of LMS Moodle in organizing asynchronous training for future marine professionals. The application of blended learning model in the professional training of KSMA is proposed. The focus in the model is on the functions of KSMA structural units in the organization and implementation of blended learning, the e-courses’ structure is clarified, the functions of teachers and interactive means of training are also made clear. The example of 3D modelling and LearningApps application resources in the learning of English for future mariners is shown («Guess the Word», «Fill in the Gaps», «Crossword», «Horse race», «Group assignment», «Matching pairs», «Simple order» activities). It is noted that introduction of blended learning in the training of academic staff and their possession of digital competencies is important. To do this, in the proposed model, the advanced training of the teaching staff in LMS Moodle is implemented through training on e-courses.
The Effectiveness of Using Blended Learning with Google Classroom and Zoom Media on Students' Understanding
