Магистрант Кожабекова Б.С., к.п.н. Тургинбаева Л.В.

Региональный социально-инновационный университет, Казахстан

Южно-Казахстанский государственный педагогический институт, Казахстан

PEDAGOGICAL ASPECTS OF BLENDED LEARNING USE IN FOREIGN LANGUAGE TEACHING

 

“Blended learning is a format rapidly spreading in education worldwide. The idea of it looks attractive as it enables to preserve traditional forms of learning shaped by the centuries of pedagogical experience and enjoying a lot of human loyalty despite tempting provisions of passing over many educational functions to new technologies. It also allows to compromisingly integrate these wonderful technologies into a teaching/learning process following the tendency of using them in education as in any other area of human activity in the XXI century of “informatization”. But is it only paying tribute to fashion? Or such “blend” is really advantageous for learning?” [1].

The potential of blended learning is almost limitless and represents a naturally evolving process from traditional forms of learning to a personalized and focused development path. Importantly, blended learning should not be seen in isolation: it represents one of the most naturally evolving processes of developing your human capital.

Blended learning represents an opportunity to integrate the innovative and technological advances offered by online learning together with the interaction and participation offered in the best of traditional learning.

Blended learning is a mix of:

·                     multimedia technology

·                     CD ROM, video streaming

·                     virtual classrooms

·                     voice-mail, e-mail, conference calls

·                     on-line text animation, video streaming combined with traditional forms of classroom training and one-to-one coaching.

The real importance and significance in blended learning lies in its potential. Blending learning represents a real opportunity to create learning experiences that can provide the right learning at the right time and in the right place for each and every individual, not just at work, but in schools, universities and even at home. It can be truly universal, crossing global boundaries and bringing groups of learners together through different cultures and time-zones. In this context blending learning could become one of the most significant developments of the 21st century.

The key pedagogical principles of blended learning are based on the following:

1.                 Identify the core learning need.

2.                 Establish the level of demand/timescales.

3.                  Recognize the different types of learning styles.

4.                  Look creatively at the potential of using different forms of learning, e.g., matching the learning need to different delivery methods, and identify the best fit.

5.                 Work with the current providers, internal and external, to identify the learning objectives and to ensure that the provision meets the current need.

6.                 Undertake an education process and develop a user-friendly demonstration to illustrate the potential of blended learning.

7.                  Be prepared to offer follow-up coaching support.

8.                 Set up a monitoring process to evaluate the effectiveness of the delivery.

Using online learning within a blended solution helps to focus on individuals and their interaction with learning technologies using the Internet. There are a number of advantages to be gained by using blended learning in its various forms:

·                     Learning can be more targeted, focused, delivered bite-size, just-in-time.

·                     Learners can interact with the tutor.

·                     Learners can interact with their peers.

·                     Learning materials are readily accessible.

·                     Blended learning can make use of a variety of techniques by maximizing different technologies.

·                     Blended learning can build on other off-job provision.

The future for blended learning will very much depend on the pace of change in educational institutions and the level of commitment to doing things differently.

On the technology front there are new developments all the time. Some will work and others may be more experimental. One of the opportunities for online learning in the future is the development of hand-held devices or PDAs. Using wireless technology the PDA has the potential to provide mobile access to e-learning content. The growth of the use of mobiles handling other facilities means that in time learning could be available through an individual's mobile phone. Learning could be adapted from the PC to a hand-held machine. If this is the case the learning would need to be tailored even further, but already text messages are becoming a very popular form of communication, and a similar technology could be developed to share learning content. If organizations are committed to providing online learning there will be the need to explore different ways of accessing the material, particularly in areas such as manufacturing and service environments such as retail and catering.

Whatever the technological advances, one key message about blended learning is to remember to stay focused on the learner. It is important that the learner's needs are fully captured and documented at the start of the project and that any success measures are based around these.

 

Литература:

1.Nazarenko A. L. Blended Learning vs Traditional Learning: What Works?// Elsevier, Procedia - Social and Behavioral Sciences. — 2015. — Vol. 200. — P. 77–82.

2. Thorne K. Blended Learning: How to integrate online and traditional learning, Kogan Page, London, 2003 http://everything-about-training.odn.org.ua/6443final/LiB0048.html