Змішане навчання як сучасна форма побудови навчального процесу

Abstract

The article is devoted to substantiation of the possibility and expediency of transition to a mass format of blended learning in the context of education transformation. The material of the article is based on the results of theoretical analysis of information sources, generalisation and conceptual synthesis, as well as the results of an online survey on thereadiness of future teachers for blended learning. The authors summarise the experience of the massive transition to learning that has emerged in the context of the pandemic and Russia's war with Ukraine using digital platforms, services and resources. The authors assess the main difficulties and contradictions that emerged during this period and are related to the rethinking of basic pedagogical concepts (self-organisation of learning, independence, skills in a digital society, learning motivation, educational content, etc.) The author's own pedagogical understanding of the phenomenon of the digital educational environment is presented from the standpoint of a relative approach. It is concluded that it is impossible to transfer the model of traditional learning to the digital environment. The author substantiates the idea of blended learning as a movement towards changing and transforming mass pedagogical practice. The specifics of blended learning and the functions of future teachers in it are outlined. The results of an experimental study are presented, which show that future teachers' psychological and technical readiness for blended learning is insignificant. The hypothesis about the didactic regularity in blended learning between intrinsic educational motivation, independence and responsibility in learning is formulated. The author emphasises its potential for adapting education to the specific conditions of the digital society, as well as the risks, among which the most significant is the threat of rashand pedagogically unreasonable introduction of digital technologies. The result of using the blended learning model is to improve the quality of students' knowledge and develop their ability to learn independently. Keywords:e-learning, information and communication technologies, informatisation of education, blended learning, independent work. References(TRANSLATEDANDTRANSLITERATED)[1]BykovV. Yu. (2013). Khmarna kompiuterno-tekhnolohichna platforma vidkrytoi osvity ta vidpovidnyi rozvytok orhanizatsiino-tekhnolohichnoi budovy IT-pidrozdiliv navchalnykh zakladiv [Cloud-based computer and technology platform for open education and the corresponding development of the organizational and technological structure of IT departments of educational institutions]. Teoriia i praktyka upravlinnia sotsialnymy systemamy: filosofiia, psykholohiia, pedahohika, sotsiolohiia / Shchokvartalnyi naukovo-praktychnyi zhurnal 1. S. 81.[2]Buhaichuk K. L. (2016). Zmishane navchannia: teoretychnyi analiz ta stratehiia vprovadzhennia v osvitnii protses vyshchykh navchalnykh zakladiv [Blended Learning: Theoretical Analysis and Strategy for Implementation in the Educational Process of Higher Education Institutions]. Informatsiini tekhnolohii i zasoby navchannia. Tom 54. # 4. S. 1–18.[3]Velykyi tlumachnyi slovnyk suchasnoi ukrainskoi movy [Large explanatory dictionary of the modern Ukrainian language] / [uklad. i holov. red. V. T. Busel]. Kyiv ; Irpin: VTF “Perun”, 2002. 1440 s.[4]Hurevych R. S., KonoshevskyiO. L. (2010). Samostiina robotamaibutnikh uchyteliv matematyky: vykorystannia zasobiv multymedia [Independent work of future teachers of mathematics: the use of multimedia] / za red. prof. R. S. Hurevycha : monohrafiia. Vinnytsia : TOV «Planer». 232 s.