Blended learning: definition, models, implications for higher education

Blended learning: definition, models, implications for higher education

Автор: Bryan A., Volchenkova K.N.

Журнал: Вестник Южно-Уральского государственного университета. Серия: Образование. Педагогические науки @vestnik-susu-ped

Рубрика: Теория и методика профессионального образования

Статья в выпуске: 2 т.8, 2016 года.

Бесплатный доступ

The Project 5-100 initiated by the Ministry of Education of Russian Federation is aimed at the internationalization of leading Russian Universities at global education market. In 2015 South Ural State University (SUSU, Chelyabinsk) became part of the Project 5-100, which along with great opportunities posed a number of targets to be achieved to prove the efficiency of changes to be introduced into the education process. One of the projects in SUSU’s Road Map is aimed to introduce an innovative system of English language training for bachelor students, which is impossible without the usage of new educational technologies. One of the technologies considered an efficient one is that of blended learning. The article analyzes the concept of blended learning and its didactic possibilities to make an effective transition from a traditional learning model to an integrated one feasible, with electronic environments and resources being widely used. The authors give a critical overview of the existing blended learning models. They also consider the ways blended learning can be adopted for the Russian higher education system, with the focus on the “foreign language” training. The results can be used to develop the models of blended learning courses for higher education.

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Project 5-100, technology, blended learning, model, integration, language learning

Короткий адрес: https://sciup.org/147157799

IDR: 147157799   |   DOI: 10.14529/ped160204

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