The study aims to consider the components of the mixed type of education organization within the humanitarian fields of study; to establish the students' assessment of the mixed type of education. The research methodology is based on a comprehensive approach, the method of pedagogical experiment, statistical methods are taken to work, descriptive method. The research hypothesis lies in the fact that adaptation to a blended education includes the use of software, social networking platform, tools of informal humanitarian education with open access in combination with face-to-face education, and the acquisition of practical experience, which is difficult to obtain virtually. The research result involves establishing the effectiveness of mixed forms of education using digital technology capabilities as a comprehensive humanitarian specialist. In the future, there should be continued the following steps: to conduct several experiments to solve the problem of training humanitarian specialists during the pandemic era, the study of the right balance between learning at home and at university, where the main thing is to maintain readiness to professional activities, reducing increased anxiety and avoiding professional burnout, which has become a big educational problem during the quarantine times.
The global Covid-19 pandemic has changed the established approaches and methods of the educational space. The education system was forced to obey the requirements and regulations implemented by the authorities to prevent spreading infectious diseases. Therefore, the evaluation of the training of humanitarian specialists requires thorough study and analysis. The study aims to consider the components of hybrid education within humanitarian education; to establish students' assessment of hybrid education. The research methodology is based on an integrated approach—the method of pedagogical experiment, statistical methods, and descriptive methods allowed to form an empirical basis. The hypothesis of the study lies in the fact that adaptation to hybrid learning involves the use of digital technologies. They include software, educational platforms, social networks, and tools for non-formal humanitarian education. However, education still requires full-time education and practical experience, which is challenging to obtain virtually. The result of the study determines the effectiveness of hybrid forms of learning using the capabilities of digital technologies for the training of a specialist in the humanities. The study involves: conducting experiments to solve the problem of training humanitarian specialists in the era of the pandemic and researching the right balance between studying at university and home. The primary purpose of such training is to maintain readiness for professional activities, reduce stress among students and teachers, and avoid professional combustion, which has become a fundamental problem of training during a pandemic. The study results made it possible to note that the majority of surveyed students have a positive attitude to the new conditions and methods of organizing the educational process. At the same time, students recognized the advantage of non-formal education. The article proved that the main problem of the implemented education systems for students was the lack of possibility of personal communication "student-student" and "student-teacher". A comparative description of forms of education (classical and hybrid) is provided. The main problem that is not solved by the introduction of hybrid education is the ineffective use of academic support, which is basic for humanitarian specialties. Based on the survey, a decreasing-increasing trend in the attendance of classes according to the mixed form of education was revealed, and the intensity of attendance increases before the final control of knowledge.
The article considers the use of smart technologies in the training of future professionals. The functions of smart-technologies are covered. It is emphasized that smart-technologies are successfully used in the field of education and training. A special place is occupied by computer educational multimedia systems, which allow to deepen knowledge, reduce the duration of training, increase the number of students per teacher. Improving the effectiveness of training in modern free economic education is impossible without the introduction of smart-technologies in the organization of the educational process. The function of smart-technologies and multimedia technologies is that they use a source of new content information, take on certain functions of both teacher and student, have the characteristics of different types of visualization. If interactive information is presented through a multimedia projector on an interactive whiteboard, the effectiveness of learning is significantly improved Multimedia systems are successfully used today in the field of education and training. A special place is occupied by computer educational multimedia systems, which allow to deepen knowledge, reduce the duration of training, increase the number of students per teacher. Improving the efficiency of education in modern free economic education is impossible without the introduction of new forms of organization of the educational process. Thus, future professionals will constantly use multimedia technologies in their professional activities. It is important to teach students to use them correctly, to acquaint them with the maximum benefits of these learning tools and valuable information resources. High school teachers need to be clear that multimedia technology is a powerful and effective learning tool that allows for more diversified methods of involving students in education.
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