scholarly journals CHOICE OF BLENDED LEARNING MODELS FOR HIGHER PEDAGOGICAL EDUCATION STUDENTS

2021 ◽  
Vol 28 (2) ◽  
pp. 17-21
Author(s):  
T. Sobchenko
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Large Scale ◽  
Higher Education Institutions ◽  
Problem Formulation ◽  
Theoretical Research ◽  
Learning Models ◽  
Wide Range ◽  
Pedagogical Literature ◽  
Rotation Model

Problem formulation. The development of information and computer technologies is quite rapid. The realities of today are that higher education institutions must introduce new and effective teaching methods and technologies that will help to improve the quality of education. The large-scale introduction of online technologies, various models of blended learning is relevant, which leads to fundamental changes in approaches to the organization of education in higher education institutions and in each discipline, especially the role of the audience classes and its effectiveness. Materials and methods. To address this aim, the following theoretical research methods were used in combination: analysis of pedagogical literature, systematization and generalization of research - to compare different approaches to the implementation of models of blended learning for students of higher pedagogical education. Results. The analysis of pedagogical literature and the conducted researches allowed to reveal the concept of "blended learning". Based on the existing domestic and foreign works, the existing models of blended learning are considered. The models of blended learning that are expedient to use when studying pedagogical disciplines in the institution of higher pedagogical education are analyzed, in particular "Flipped Model", "Rotation Model", "Lab Rotation Model". The advantages of using blended learning models, inverted learning models - for teachers and students are determined. Conclusions. The problem of implementing blended learning models is quite relevant and is of interest to many both scholars and practitioners. There is a wide range of models of blended learning, skillful application and combination of which makes the learning process interesting, modern and conscious, and the work of students productive, activates the educational and cognitive activities of higher education, motivates, teaches both independent and teamwork and promotes the development of creative abilities, research skills. It should be noted that the models "Flipped Model", "Rotation Model", "Lab Rotation Model" and others are tested in technical educational institutions, as well as in the teaching of exact sciences ("Physics", "Mathematics"), while in pedagogical institutions of higher education, especially in the training of future teachers of humanities, this problem requires more in-depth study and, possibly, modification of existing models.  The prospect of further research involves the study, testing and analysis of various models of blended learning for students of higher pedagogical education, including the humanities.

The Management of Teaching in Online and Blended Learning Applied in the Project “Modern Competences of Academic Teachers – the Key to Modern Higher Education Institutions” – Acronym MOCAT

2021 ◽  
Vol 29 (4) ◽  
pp. 390-401
Author(s):  
Roxana Stefanescu ◽  
◽  
Mariana Iatagan ◽  
Cristian Uta
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Teaching Methodology ◽  
Teaching Competencies ◽  
Training Materials ◽  
Wide Range ◽  
Academic Teachers ◽  
Academic Teacher

The management of teaching is connected and could be increased by using a wide range of different methods especially when we refer to Online and Blended learning. In the first part, the paper is aiming at reviewing the literature regarding the concepts and benefits of Online and Blended learning. Based on this considerations, 8 partner universities from 8 countries jointly developed the Project “Modern competences of academic teachers – the key to modern Higher Education Institutions (HEI)” – Acronym MOCAT. The paper underlines the goals and achievements of the MOCAT project that proposes a conceptual process to increase the management performance in teaching. The paper shows in an organized manner the main deficiencies that are altering the teaching competencies of academic teachers and in connection with this, the project offers solutions to improve the methodological competency of the teachers regarding the development and use of modern approaches. The outcomes of the project consist in the development and implementation of a Multicultural Model of an Academic Teacher Competencies and in 10 online courses that represent modern training materials in the field of teaching methodology. In the end are exposed the way the results of the project can be evaluated in time as well as the anticipated effects of the project implementation.

scholarly journals TOLERANCE AS AN IMPORTANT ASPECT OF CONFLICTOLOGICAL COMPETENCE FORMATION OF FUTURE FOREIGN LANGUAGE TEACHERS

2021 ◽  
Author(s):  
Ganna Polishchuk ◽  
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Foreign Language ◽  
Higher Education Institutions ◽  
Language Teachers ◽  
Theoretical Research ◽  
Foreign Language Teachers ◽  
Tolerance Level ◽  
Constructive Conflict ◽  
Pedagogical Literature

The aim of this work is to study the level of tolerance in the process of conflictological competence formation of future foreign language teachers by the use of theoretical research methods (analysis of psychological and pedagogical literature, comparison); empirical; quantitative and qualitative data analysis. The features of the "tolerance" concept in the scientific sphere, its types and its determinants as a socio-pedagogical phenomenon are clarified. The essence of the "pedagogical conflict" concept and the main causes of pedagogical conflicts are analyzed. The low tolerance level of both students and teachers is recognized as one of the main conflict causes in higher education institutions. As a result of the diagnostic examination of the motivational and value component of conflictological competence, the average level of students’ tolerance was established, which testified to the prospects of further work in developing the orientation of future foreign language teachers to constructive conflict resolution, tolerant attitude, cooperation and search for compromise solutions.

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 BLENDED LEARNING AS AN INNOVATIVE FORM OF THE EDUCATIONAL PROCESS ORGANIZATION IN HIGHER EDUCATION INSTITUTIONS

2021 ◽  
pp. 232-235
Author(s):  
Oksana Tsiuniak  ◽  
Halyna Rozlutska 
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Work Organization ◽  
Educational Process ◽  
Self Control ◽  
Educational Work ◽  
Teacher Skills ◽  
Wide Range ◽  
High Level

The article actualizes the problem of introduction blended learning in higher education institutions during the quarantine period caused by the spread of corona virus infection COVID-19. Today, the whole world is in the conditions of strict quarantine measures, and learning in isolation has become a challenge for all participants in the educational process.The authors reveal the essence of the concept "blended learning". It is proved that blended learning is an innovative form of the educational process organization in HEI, a qualitatively new approach that transforms the structure and content of education, changing the traditional roles of a teacher and applicants of higher education. It is noted that blended learning due to its versatility and availability of a wide range of learning tools forms different models. That’s why, to solve the problem of using a certain model in the educational process, the educational opportunities of each of them are considered. In addition, the authors note that blended learning makes it possible to combine digital educational resources with a variety of online services for the implementation of educational activities in higher education institutions. It is concluded that an important aspect of blended learning is the separation of educational material studied in the classroom with that which will be studied in the electronic informative-educational environment. It is also necessary clearly defined the activities that a student will perform, teaching methods in various forms of educational work organization, the system of monitoring, control and self-control. Blended learning combines two important components - knowledge, teacher skills and technological tools that allow you to organize learning at a high level.

Consolidating The System Of Fostering Students’ Linguistic Skills At Philological Higher Education Institutions Of Specilized In Teaching English Based On The Approach Of Blended Learning

2020 ◽  
Vol 2 (09) ◽  
pp. 579-585
Author(s):  
Azizov Solijon Uchmas o’g’li
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Information Technologies ◽  
Higher Education Institutions ◽  
Teaching English ◽  
Educational Materials ◽  
Specific System ◽  
Modern Education ◽  
Linguistic Skills ◽  
Listening And Speaking

The quality and content are constantly increasing their relevance in the conditions of modern education. If quality can be understood as means and educational materials which are used in the process, the content is a sign of the diversity of these materials and a factor which takes into account the age, abilities and chances of learners. Taking into account these two important factors, the theoretical and practical bases of combining modern information technologies in improving the quality and content of the system of blended learning at philological higher education institutions of specialized in teaching English are described in detail. In addition, the paths and stages of creating a specific system that runs continuously, combining the effective and reasonable functions of social networking services (SNS) and messengers in consolidating the quality and content indicators of blended learning, are gradually illustrated. Besides that, by combining online educational materials with traditional place-based classroom methods at philological higher education institutions which are specialized in teaching English based on the approach of blended learning, the system of fostering students’ linguistic skills, such as reading, writing, listening, and speaking can be optimized and modernized according to the results of this research in the article.

scholarly journals Conceptual Framework for Teaching Sustainable Development Course in Blended Learning Environment

2021 ◽  
Vol 3 (1) ◽  
pp. 17-23
Author(s):  
Tilagavati Subramaniam ◽  
Muthu Alagan Thangavelu
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Online Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Higher Education Institutions ◽  
Virtual Learning Environment ◽  
Young Generation ◽  
Framework For Teaching

Purposes: This paper presents a conceptual framework for teaching sustainable development courses in an online learning environment in institutions of higher education.  Sustainability development courses are becoming essential in higher education institutions mainly to educate the younger generations who will be part of the community to make it happen. Higher education institutions are experiencing dramatic shift to cater a young generation of prospective students, to integrate technical innovations in teaching practices and to concentrate on increasing concerns about global sustainability issues. There has been little research to promote an innovative learning in the teaching of sustainable development. The goal of this paper was to create a framework for teaching sustainable development in a virtual learning environment (blended learning) due to the lack of a conceptual framework that could direct this implementation. Findings: Hence, the blended learning method is eco-friendly, whereby protects global environmental resources. For hands-on experiences, students will develop projects to make their campus and community more sustainable. In the process, students learn how to analyse sustainability and able to apply online learning knowledge into practice. Implication: The conceptual framework proposed will support all educators in higher education institutions engaged in the promotion of quality online education in this pandemic circumstance to develop an effective online practise that are aligned with the corresponding learning needs, skills and facilities.

scholarly journals Cloud-Based Education As a Service (CEAAS) System Requirements Specification Model of Higher Education Institutions in Industrial Revolution 4.0

2019 ◽  
Vol 8 (2S8) ◽  
pp. 1382-1386 ◽  
Keyword(s):  
Higher Education ◽  
Data Exchange ◽  
Large Scale ◽  
Production Efficiency ◽  
Industrial Revolution ◽  
Higher Education Institutions ◽  
Requirements Specification ◽  
Scale Production ◽  
Research And Innovation ◽  
System Requirements

In today’s higher education institutions (HEIs), intelligentization and digitization of education process are greatly required. Production industries are presently making changes from large-scale production to specialized or customized production. The term Industry 4.0 (IR 4.0) represents the fourth industrial revolution; the present movement or inclination of automation and data exchange and sharing in manufacturing technologies with the main aim of satisfying the individual customer desire and needs. The quick progressions in production technologies and its uses in the industries enhance production efficiency and change the workplace from tasks-based to the human-focused features. Higher education in the IR 4.0 (HE 4.0) is a complex, intricate and intriguing opportunity which has the potential to change the society for the better. The convergence and integration of man and machine will decrease the subject distance between social science and humanity and also technology and science. This will definitely need in-depth and diverse interdisciplinary teaching, research and innovation. Cloud computing (CC) as an IR 4.0 contributing technology, provides a novel means of educating people that will ultimately disrupt the present HEIs systems. Cloud-based education as a service in the era of fourth industry (CEaaS 4.0) can deliver education services in the shortest, most effective, and best affordability. The aim of this study is to propose a CEaaS system requirements specification (SRS) model that includes functional and non-fictional requirements; aligned with IR 4.0, the next industrial revolution.

scholarly journals Peculiarities of the higher education development in a blended learning environment

2021 ◽  
Author(s):  
Pavlo Chervonyi ◽  
Svitlana Alieksieieva ◽  
Nadiia Senchylo-Tatlilioglu ◽  
Oleksandr Chastnyk ◽  
Nataliia Diomidova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Environment ◽  
Blended Learning ◽  
Continuous Professional Development ◽  
Average Level ◽  
Ict Skills ◽  
Positive Effects ◽  
Ict Use ◽  
Wide Range

Since the early 2000s, the potential of blended learning has been recognized worldwide as a promising trend due to the active technology development and its integration into higher education. Blended learning in higher education is at the development stage, which explains the relevance of research into the problems of higher education transformation through the introduction of technology in pedagogy. This article aims to identify the peculiarities of the higher education pedagogy transformation through the blended learning model. The methodology was based on a statistical, correlational analysis by using The Teaching and Learning International Survey (TALIS) database containing the survey results of 7,823 educators in France and the Netherlands. Results. The study revealed an average level of teacher preparation for blended learning (50.5%) and preparation for ICT use in student learning (48.4%) components inclusion. A significant level of teachers' professional development of ICT skills was revealed (44% take courses). An average level of teachers' unpreparedness both for blended learning (28.9% not ready, 36.6% not prepared enough) and ICT use in practice was established (30.3% - almost not ready, 34.25 - not prepared enough). A positive correlation was established between the components of teachers' preparation for the blended learning environment and the subsequent passage of professional ICT skills development courses. It means that formal education does not guarantee the absence of the need for continuous professional development and the formation of a wide range of ICT skills. Teachers need continuous professional development and new ICT skills. The research identified a synergy of positive effects of ICT skills professional development (interaction of educators united by common problems related to blended learning, technology, etc.; borrowing new ideas, innovations, and practices during professional development; updating professional knowledge; using active shared learning; integrity of professional development structure). Teachers noted that professional development courses were specifically adjusted to their needs.

scholarly journals Engaging students

2020 ◽  
Author(s):  
Anita Kéri
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Involvement ◽  
Consumer Satisfaction ◽  
Higher Education Institutions ◽  
Critical Role ◽  
Teaching Quality ◽  
Teaching Methodology ◽  
Teaching Methodologies ◽  
Wide Range

Consumer satisfaction has long been a question of great interest in a wide range of fields. Existing research recognizes the critical role played by student satisfaction in higher education. It has been noted that students have changing and variable needs. A considerable amount of literature has been published on the fact that higher education institutions have to react promptly and satisfy students’ needs in order to keep their students and rankings. As student satisfaction is highly dependent on teaching quality, it is essential for higher education institutions to implement new teaching methodologies. Therefore, the aim of this paper is to analyze the concept of a teaching methodology, namely co-creation, and to examine its applicability in the field of economics. With the methodology of co-creation, teachers are able to involve students into the creation of curriculum, which might enhance student involvement and increase student satisfaction.

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