Pedagogical conditions for the introduction of blended learning technologies in ukrainian higher education institutions

Abstract

The study focuses on the pedagogical conditions for the introduction of blended learning technologies. Blended learning is a combination of classical live face-to-face learning with learning mediated by computer and other technologies. Approaches to the definition of “blended learning” have been analysed. The author has described the main advantages of blended learning. The range of problems associated with the introduction of blended learning has been studied. The author has also analysed the criteria of the blended learning system effectiveness. Teachers of Ukrainian HEI have been surveyed concerning the process of introduction of blended learning technologies. The general assessment of blended learning technologies according to the teachers of HEIs has been clarified. Blending distance learning platforms used by teachers have been determined. Most often, teachers use Zoom, Moodle and Google Class. The peculiarities of HEI teacher’s adaptation to the blended learning conditions have been studied. Almost half (48%) of respondents stated they had problems in adapting to blended learning conditions. The most common problems of teachers in the conditions of the blending distance learning have been described. It has been found that teachers most often encounter problems related to the processes of distance communication, as well as lack of experience and necessary knowledge. Respondents’ points of view on the possibilities of assistance in the form of methodological developments and in the online format have been analysed. A set of measures aimed at improving the pedagogical conditions for the introduction of blended learning technologies has been developed.

Efficient Questioning in Teaching Mathematics: Teachers’ Attitudes and Practices

“…The study performed is a component of a multi-vector research of the aspects of high-end teaching practices in terms of mathematical skills, problem-solved skills, cognitive demand, the involvement of all students in classroom activities, educational demands, productive output requirements and student-centered and teacher-orchestrated environments (Boychuk et al, 2022) and practices (Cao, 2018;Ryve et al, 2016). Century & Cassata"s (2016) educational research displays such, essential to TLM, contextual factors as teachers" personal features (expertise, values, and beliefs) and institutional features (the number of students, classroom environment characteristics, school management, and the mind-set of the subjects of the educational process).…”