The implementation of blended learning elements in the process of teaching English in institutions of general secondary education
Journal Title: Педагогіка формування творчої особистості у вищій і загальноосвітній школах - Year 2018, Vol 61, Issue 1
Abstract
Blended learning is becoming increasingly popular nowadays and is used oftentimes at the domestic educational institutions. However, scientists have still not agreed on the essence of blended learning and its definition. What is it? Form of form of organizing the educational process or educational technology. The article presents the results of the context analysis of the modern interpretation of “blended learning” concept in foreign in domestic science. Attention is focused in particular on blended learning features from scientists and practitioners point of view. Some scholars consider that blended learning does not belong to new, innovative technologies but only adapts traditional forms and methods of teaching to modern education. Other scholars assert the innovation of blended learning and distinguish its key features, which allow to form the 21st century skills in the learning process: ability to self-study and life-long learning, information literacy, teamwork, etc. The article also gives quantitative and qualitative results of the conducted research on the implementation of blended learning elements in the process of teaching English at 6 form using flipped classroom model and those results were being analyzed due to assumptions. Summarizing of the students’ learning achievements using flipped classroom model revealed positive qualitative changes in the results of the experimental pupils group. Beside the indicated qualitative indicators were revealed additional tangible ones: increasing of students learning interest to the subject because all of them did homework on distant platform;activation of lower-achieving students and those who have lagged behind through constant online support and face-to-face tutorials with a teacher and classmates; social activity was slightly increased due to group work and part-time work; the students behavior at lessons also improved somewhat; cooperation between teacher and parents has improved significantly.
Authors and Affiliations
М. В. Носкова, А. І. Шуплат
Keywords
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