Blended Learning: Features of Application in the Modern Educational System

The article analyzes the potential and possibilities of the method of blended learning as a didactic means of implementing the transition from the traditional model of learning to the integrated one with involving electronic environments and resources. The existing models of blended learning are considered, the ways of their adaptation to the conditions of studying at institutions of higher education are discussed. It will help to improve the quality of education as well as to provide opportunities for the implementing various educational models, forms and means of education. It is pointed out the problems which hinder the effective and rapid integration of e-learning environments. Some strategic initiatives to solve them are proposed. It is proved that blended learning technology involves the transformation of the student's position from the object to the active subject of teaching, and the teacher - from the main source of knowledge to the organizer of the students` learning process. Blended learning is justified as an educational model which bases on the integration of traditional face-to-face and electronic education systems and provides personalization of the learning process by means of providing the learners with the opportunity to choose conditions and control over the process of mastering the set of necessary competencies.

The Effect of Preoperative Electronic Education on Anxiety of Patients Undergoing General Surgery

Background: Preoperative anxiety is a common problem of surgical patients because it causes a range of emotional, psychological and physical problems. Numerous pharmacological and non-pharmacological methods have been used to reduce the level of anxiety in patients undergoing general surgery. Objectives: The aim of this study was to evaluate the effect of electronic education on preoperative anxiety in patients undergoing laparoscopic cholecystectomy (LC). Methods: The present study was a randomized controlled trial on 88 patients who were candidates for LC in two intervention and control groups in one of the Kermanshah hospitals. Patients in the intervention group received electronic education before surgery. The Visual Analog Scale Anxiety (VAS-A) questionnaire was used to measure anxiety before surgery in the study. Data analysis was performed using SPSS statistical software. Results: The results showed that there was no significant difference in the level of basic anxiety between the intervention and control groups. In second VAS-A evaluation, a significant mean difference was observed between the two groups so that the anxiety of the intervention group was calculated as 26.1 ± (SD = 16) vs. the control group as 45 ± (SD = 21). The mean of post-intervention anxiety compared to pre-intervention anxiety significantly decreased in the intervention group. Conclusions: Our findings highlight that electronic-based education can reduce the preoperative anxiety level in LC patients. Therefore, it's recommended to medical staff for delivering pre-surgery electronic educational interventions for LC surgical patients in order to reduce the level of preoperative anxiety.

The reality of e-learning from the viewpoint of students of private Jordanian universities in the northern region in light of the corona pandemic: واقع التعليم الإلكتروني من وجهة نظر طلبة الجامعات الأردنية الخاصة لإقليم الشمال في ظل جائحة كورونا

The study aimed to reveal the reality of e-learning from the viewpoint of students of private Jordanian universities in the northern region in light of the Corona pandemic, and whether there are different expectations towards electronic education according to gender, specialization and cumulative rate, and the study sample consists of (294) male and female students. She uses the descriptive analytical approach, The results of the study showed that the advantages of e-learning in Jordanian private universities in the northern region from the students ’point of view in light of the Corona pandemic, came at a medium level and with an arithmetic average (3.40), and the efficiency of using education came at a high level, with an average of (3.43), while the negatives (Obstacles and Difficulties) E-learning came in a moderate degree, with an average of (3.03), and the results also showed that there were no statistically significant differences about the advantages of e-learning and about the efficiency of using e-learning according to the variable of specialization, and the presence of statistically significant differences in the dimension of the negatives of e-learning according to the gender variable. And in favor of females, and the existence of statistically significant differences in the dimension of the advantages of e-learning according to a variable Cumulative , and in favor of those with an acceptable variable Cumulative, The study recommended holding courses and workshops for students; To enlighten them about the importance of this system (e-learning), its benefits and importance, and how to use the Internet and applications related to e-learning, and to include courses related to e-learning for all students in Jordanian universities.

GENERAL PRINCIPLES OF ONLINE TEACHING RUSSIAN AS A FOREIGN LANGUAGE

XXI век - век электронного образования. Разработчики учебных курсов иностранных языков, авторы учебников иностранных языков отчетливо осознают, что переход образовательного процесса в онлайн неизбежен и будущее за электронными образовательными ресурсами. Востребованность электронных учебных материалов высока и среди учащихся, и среди преподавателей. В данной статье излагаются общие принципы онлайн-обучения русскому языку как иностранному. Вопросы, встающие перед авторами электронных образовательных материалов, касаются как инструментов, позволяющих сделать онлайн-обучение привлекательным для учащихся, так и алгоритма разработки онлайн-урока. Реализация принципов онлайн-обучения демонстрируется в статье на примере компонентов онлайн-урока, разработанного для уровня В1: показаны фрагменты аутентичных текстов и их лингво-методическая обработка, фрагмент словаря урока, некоторые стандартизованные задания и инструкции к ним, приведены примеры творческих заданий. Акцент делается на стандартизованных заданиях, поскольку цель онлайн-обучения - самостоятельное овладение учащимся предлагаемыми материалами. Стандартизованные задания представляют собой тестовые задания, направленные на освоение ритмики русского слова, слитного произношения слов в синтагмах, освоение русской интонации, лексики и грамматики актуальных тем, понимание смысла предложения и целого текста. Такие задания не требуют вмешательства преподавателя, тем важнее дать к ним исчерпывающую, развернутую инструкцию на русском языке и языке-посреднике. В статье обосновывается выбор уровня В1 как наиболее релевантного для онлайн-обучения, что, безусловно, не отменяет создание онлайн-курсов по русскому языку как иностранному и для других уровней. Придется лишь учитывать, что принцип выбора аутентичных текстов в качестве единицы обучения может соблюдаться нестрого на уровнях А1 и А2, в то время как на уровнях В2, С1, С2 аутентичные аудиовидеоматериалы и тексты для чтения будут единственно возможными единицами обучения. The 21 century is the century of electronic education (e-education). Developers of foreign language training courses, authors of foreign language textbooks are aware that the transition of the educational process to online is inevitable and the future belongs to electronic educational resources. The demand for e-training materials is high both among students and among teachers. This article presents the general principles of online teaching Russian as a foreign language. The questions the authors of electronic educational materials dwell upon relate both to the tools that make online learning attractive for students and the algorithm for developing an online lesson. The implementation of the principles of online teaching is demonstrated in the article with the components of an online lesson developed for level B1: fragments of authentic texts and their linguo-methodological processing are shown, a fragment of the lesson vocabulary, some standardized tasks and instructions for them, examples of creative tasks are given. The emphasis is put on standardized assignments, since the goal of online learning is for students to master the proposed materials independently. Standardized tasks are tests which aim at mastering the rhythm of Russian words, joint pronunciation of words in syntagmas, mastering Russian intonation, vocabulary and grammar of relevant topics, understanding the meaning of a sentence and a whole text. Such tasks do not require the interference of the teacher, it becomes more important to provide comprehensive, detailed instructions in Russian and the auxiliary language. The article justifies the choice of the B1 level as the most relevant for online education, which certainly does not negate the creation of online courses in Russian as a foreign language for other levels as well. We just have to take into account that the principle of choosing authentic texts can be observed less strictly at levels A1 and A2, while at levels B2, C1, C2 authentic audio and video materials and texts for reading will be the only possible units for studying.

THE IMPORTANCE OF ELECTRONIC EDUCATION METHODOLOGY

E-learning is based on the use of multimedia and Internet technologies to improve the quality and opportunities of education using an innovative approach to education. With this in mind, this article discusses the specifics of e-learning and traditional education, the research of foreign scholars on e-learning methods, the importance of e-learning methods and Sergeev S.F., Nabi Y.A., Ibraimov A.E. such as the research of scientists in the field of e-learning methodology.