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PEDAGOGICAL SCIENCES
TECHNOLOGY OF BLENDED LEARNING AS A CONDITION OF FORMATION SELF-EDUCATION SKILLS FOR STUDENTS Sharifbaeva H.Ya.\ Abdurazzakova D.A.2 (Republic of Uzbekistan) Email: [email protected]
1Sharifbaeva Halida Yadkarovna - Candidate of Pedagogical Sciences, Associate Professor; 2Abdurazzakova Dildora Anvarovna - Assistant, DEPARTMENT OF SOCIAL SCIENCES, TASHKENT INSTITUTE OF DESIGN, CONSTRUCTION AND MAINTENANCE OF AUTOMOBILE ROADS,
TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: in the article, blended learning is considered, which allows combining the advantages of two forms of education: a traditional classroom and a relatively new distance online education. Three models that can be used to implement blended learning are presented. The advantages of blended learning are revealed. It is concluded that the implementation of blended learning depends on the degree offormation of self-education skills among students, at the same time, in itself, is a condition for the formation of independence. In addition, emphasis is placed on existing problems, ignoring which will not fully reveal the full educational potential of blended learning. Keywords: blended learning, information computer technologies, self-education, distance learning, traditional learning.
ТЕХНОЛОГИЯ СМЕШАННОГО ОБУЧЕНИЯ КАК УСЛОВИЕ
ФОРМИРОВАНИЯ НАВЫКОВ САМООБРАЗОВАНИЯ У
СТУДЕНТОВ 1 2 Шарифбаева Х.Я. , Абдураззакова Д.А. (Республика Узбекистан)
1Шарифбаева Халида Ядкаровна - кандидат педагогических наук, доцент; 2Абдураззакова Дильдора Анваровна - ассистент, кафедра социальных дисциплин, Ташкентский институт проектирования, строительства и эксплуатации автомобильных дорог,
г. Ташкент, Республика Узбекистан
Аннотация: в статье рассмотрено смешанное обучение, позволяющее объединить достоинства двух форм образования: традиционного аудиторного и относительно нового дистанционного онлайн образования. Приведены три модели, которые можно применить для реализации смешанного обучения. Раскрыты достоинства смешанного обучения. Сделан вывод о том, что реализация смешанного обучения зависит от степени сформированности навыков самообразования у студентов, в то же время само по себе является условием для формирования самостоятельности. Кроме того, сделан акцент на существующих проблемах, игнорирование которых не позволит полностью раскрыть весь образовательный потенциал смешанного обучения.
Ключевые слова: смешанное обучение, информационные компьютерные технологии, самообразование, дистанционное обучение, традиционное обучение.
Modern conditions for the development of society and technology, due to the increasing role of information, are increasingly affecting the requirements for future engineers. The ability to self-education throughout life, caused by the competitive environment in business, expanding conditions of international cooperation, and trends in globalization of processes, comes to the fore.
Over the past decades, new learning tools have emerged. This is a computerized area that provides ample opportunities to improve the quality of education in a higher educational institution,
to develop students' independence and activity skills, to develop the ability to search for information, to comprehend it in order to achieve continuous professional growth and build a successful career.
One of the relevant areas in the framework of innovation in education is the introduction of blended learning technology. Its meaning is a reasonable combination of traditional and computerized learning. The complete replacement of traditional education with information computer technologies (ICT) is irrational due to the problems that appear [1], the main of which, in our opinion, is the lack of transition from the consumption of educational information to the generation of independent professional activities and the solution of non-standard professional tasks. Blended learning allows you to combine the virtues of the two forms of learning.
The term "Blended Learning" is borrowed from Western education systems and is referred to as "Blended Learning" in English. Blended learning is a composition of two areas (traditional and computerized learning), which allows the use of electronic educational resources to solve problems in the educational process [2]. Means of training are specially developed educational and methodological complexes related to digital information processing. For example: interactive tutorials, digital graphics, audio-video resources. All of them expand the possibilities of transmitting information and knowledge.
In the implementation of blended learning technology, the following pedagogical models are distinguished.
1. "Autonomous group" when students are divided into two different streams. One of them gains knowledge, skills, and competencies with the help of a traditional model where a teacher is needed. The other is due to specially designed online courses, when a tutor (curator) is allocated for training. There are no clearly defined criteria for dividing a group, both in terms of numbers and knowledge levels. If necessary, the composition can be interchanged.
2. "Inverted class", where the meaning is seen in a preliminary acquaintance with new material in home school. Through ICT, the student gets access to all the necessary information, simulators and self-test programs. Then the teacher gives clarification in the classroom. Based on the level of knowledge gained, teachers have the right to teach both individual and group work with students. In the lesson there is an opportunity to discuss complex issues together, to understand how much the material was available for understanding. The model is popular among teachers, however, it is necessary to introduce additional tools for checking homework. It can be tests, essays, tests.
3. "Working areas" when the group is divided into subgroups directly in the lesson. In the first, they are engaged only with a teacher, in the second, individual or group independent work is carried out, and in the third, online training is carried out. During one lesson or from lesson to lesson, the subgroups are swapped. In order to increase efficiency, an individual itinerary is compiled based on the current needs of the student.
When implementing any of the above models, it is necessary to take into account that the share of electronic educational resources should be no higher than 80% and no lower than 20% in the total mass of teaching aids [3]. If you violate this rule, then there is a high probability of a complete transition to traditional or distance education.
The technology of blended learning organically combines the advantages of traditional and distance learning options at a university. The advantages are seen in the following facts:
• Blended learning makes it possible to implement individual learning when interacting in pairs of "teacher-student", "student-student". The most favorable transparent environment is created, contributing to the motivation of the learning process, achieving results. There is a condition for receiving a quick answer to emerging questions, discussing material, resolving problems when mastering the topic.
• Interaction in cooperation contributes to intellectual development, the maximum increase in cognitive abilities, emotional mood for positive success in mastering the curriculum.
• Online training supported by traditional classroom forms of training allows you to build an individual educational route in accordance with the needs of students, including pace, place, time. At the same time, prepare specialists who meet the requirements of generally accepted educational standards.
• As for the teacher, opportunities for presenting materials, assessing their assimilation, and various forms of knowledge control are greatly expanding. Information transfer, testing take up less resources and are carried out automatically using computer technology.
Despite the positive reviews of blended learning, there are obstacles that impede the widespread adoption of technology in the practice of universities. Among them, the most significant:
1. Insufficient skills of self-organization of students to complete tasks [4];
2. Insufficient level of knowledge of modern computer technologies, equipment among students and teachers [5];
3. Low level of workplace equipment at the university with computer equipment;
4. Insufficiently wide Internet communication channels that do not allow providing high-quality online broadcasting to each teacher from their workplace, and for students, respectively, receiving it on a mobile device, regardless of their current location;
5. The development of training kits that can be studied through ICT is considered costly both in time and in resources.
Thus, the mixed form of training has significant advantages, it can prepare future engineers for the need to constantly work independently on continuing education through the study of open information, online training, etc. However, unleashing the full potential of blended learning requires solving the problems we have noted.
References / Список литературы
1. Shamsiddinova E.M., Varga V.V. Opportunities and problems of using information technology in universities [Vozmozhnosti i problemy ispol'zovaniya informacionnyh tekhnologij v VUZah] // Nauka, obrazovanie i kul'tura, 2017. Vol. 1. 5 (20). Pp. 66-67.
2. Bonk C.J., Graham C.R., Moore M.G. The Handbook of Blended Learning: Global Perspectives, Local Designs. Pfeiffer, 2006. 624 p.
3. Lomonosova N. V. To the question of using the blended learning system by university students [K voprosu ob ispol'zovanii sistemy smeshannogo obucheniya studentami vuzov] // Vestnik TSPU, 2017. № 5 (182). Pp. 122-126.
4. Sharifbaeva H.Ya., Togaev G.Sh., Shamsiddinova E.M. Internal factors of student self-organization of educational activities [Vnutrennie faktory samoorganizacii studentom uchebnoj deyatel'nosti] // Nauchnyj zhurnal, 2018. № 9 (32). Pp. 53-54.
5. Abdurazzakova D.A. Mobile technologies in the educational process [Mobil'nye tekhnologii v obrazovatel'nom processe] // Nauka i obrazovanie segodnya, 2019. № 2 (37). Pp. 87-88.
