Досвід використання технології змішаного навчання на заняттях з англійської мови у закладах вищої педагогічної освіти

Abstract

The article analyzes the use of the methodology of blended learning at English lessons in higher education institutions (using the example of Pavlo Tychyna Uman State Pedagogical University, the Faculty of Physics, Mathematics and Informatics). It has been stated that in today's educational environment blended learning includes the use of informational and educational resources, which allows using the benefits of both full-time training and online learning. The attitude of students to the use of blended learning at English lessons has been determined. The authors used the survey method to collect and analyze personal information about the respondents for the research. The gathered information expresses the opinion of the students concerning English language learning in the mode of blended learning, their awareness of it. The students’ survey of Pavlo Tychyna Uman State Pedagogical University, Faculty of Physics, Mathematics and Informatics has demonstrated the following disadvantages: blended learning is more time consuming in comparison with traditional courses because of using the e-mail or discussion boards; slow Internet connection that causes many problems for students. At the same time, the results of the study showed that blended learning has its own advantages: it helps students to understand their studying material in English lessons while watching authentic online videos; using personal devices, such as mobile phone, mp3 player, etc.; allows them to use various computer software; helps students master the course (material) and get more information; gives the opportunity to share their thoughts with group mates on forums. It has been noted that the use of blended learning during English classes promotes the efficiency of the educational process, as it allows to solve a range of problems important for both students and teachers. The prospects for further research are seen in the diagnostics of educational achievements of students studying English as a foreign language using elements of blended learning.