Blended Learning vs Traditional Learning: What works?статья
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Web of Science
Статья опубликована в журнале из списка Web of Science и/или Scopus
Дата последнего поиска статьи во внешних источниках: 18 марта 2016 г.
Аннотация: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?
A lot of research has been done concentrating on favourable effect of the use of new technologies on a learning process in terms of its facilitation and enhancing. Attention was also given to some constraints and limitations of ICT interference into education.
And still the question remains: Does the use of IT really matter in education? Does it make difference in terms of the results of learning? The range of attitudes is very broad: from very enthusiastic ones of supporters, completely “converted into a new religion” to irreconcilable opponents and even “rejectors” of any didactic value of ICT.
This paper is an attempt of a case study based on the experience of implementing a blended learning approach for a university lecture course for students of FLT methodology at FFLAS MSU and for students of a retraining course in FLT methodology) within a framework of further education).
The number of students, whose learning performance in blended format was investigated, is very limited and, certainly, the research should be continued with a greater number of probationers/testees. Then the results would be sufficient/more reliable to make any generalizations. But even as it is, in a local scale, experimenting with blended learning is important as it enables the developers of the course to get an idea of student’s subjective response to the challenges of a new arrangements of their study. That is just what is valuable for a certain particular case as it does not tackle the problem of organizing blended learning in principle, but in specific local conditions, where such parametres as characteristics of particular learners (age, previous learning experience, study skills, etc.) in specific conditions (of a national system of education, national pedagogical traditions, certain didactic school developed by this very university) should be taken into account.