ЗМІШАНЕ НАВЧАННЯ ПРИ ВИКЛАДАННІ ДИСЦИПЛІН ДЛЯ МАГІСТРІВ ПРОФЕСІЙНОЇ ОСВІТИ

Abstract

The article analyzes the scientific and pedagogical research on the results of the application of methods, practices and technologies of blended learning in higher education. The research methodology included a combination of traditional theoretical research with the analysis of the practice of blended learning in higher education institutions of Ukraine on the basis of generalization of research results presented in scientific articles. According to the criteria of openness, citation and practical value, the most important studies of Ukrainian scientists are highlighted to spread the positive experience of effective implementation of blended learning in teaching disciplines for masters of vocational education. In particular, the monograph, dissertation research and scientific articles were analyzed. Based on this analysis, the models proposed by Ukrainian scientists are determined: the organization of blended learning in technical disciplines; methodical system of practical and technical training of future teachers of computer science in the conditions of blended learning; organization of blended learning in the pedagogical practice of future teachers of computer science. The positive effect of the rotational model of blended learning, the model of the "inverted classroom", the feasibility of information and communication technologies, in particular the distance learning system Moodle. Based on the generalization of the results of the analysis, the authors also provide recommendations for the effective implementation of blended learning in the training of masters of vocational education, which include: a clear understanding of the concept of blended learning blending options and models; determining the strategy for the implementation and implementation of blended learning in higher education; definition and substantiation of the list of information and communication technologies to ensure blended learning; ensuring high quality teaching materials and a variety of learning outcomes monitoring tools for distance learning courses; review and update the content and pedagogical design of distance learning courses; notification of students of requirements for training, accounting of results and conditions of drawing up of the final control; constant feedback and communication in the study of the discipline; monitoring the learning process of higher education students and informing students of the results of evaluation of their educational activities. Key words: blended learning, professional education, teaching experience, recommendations, master 's degree.