ПРОВЕДЕННЯ ЛАБОРАТОРНИХ РОБІТ В ПРОЦЕСІ ЗМІШАНОГО НАВЧАННЯ СТУДЕНТІВ ЗА МОДЕЛЛЮ «ПЕРЕВЕРНУТИЙ КЛАС» В ГАЛУЗІ 17 ЕЛЕКТРОНІКА, АВТОМАТИЗАЦІЯ ТА ЕЛЕКТРОННІ КОМУНІКАЦІЇ

Abstract

In the article, the authors clarify the importance and role of laboratory work in the process of training future specialists in the field of 17 ‒ Electronics, Automation and Electronic Communications. In particular, the use of laboratory workshops as a component of the educational process, the functionality of which is aimed at consolidating theoretical knowledge and developing practical skills necessary for further professional activity, is substantiated. The authors outline the defining aspects of the introduction of blended learning technologies in laboratory work aimed at developing the following skills in future professionals: use of instruments and equipment, measurements in telecommunication networks, design of instruments, creation of original installations and devices, development of new technologies, etc. It is shown that the flipped classroom model is one of the formats of blended learning, according to which the theoretical part of the educational material is studied by students at home individually, and during classes (online) practical application and consolidation of knowledge is implemented. The article describes the experimental part of the study, which includes the experience of teachers of the Kyiv Professional College of Communications and Vinnytsia Technical Professional College: in the process of teaching the discipline "Subscriber Access Networks", a series of laboratory works was conducted according to the "Flipped Classroom" model. The authors have established that laboratory workshops in the process of blended learning based on the flipped classroom model have a number of advantages, in particular, flexibility in the distribution of educational content in accordance with the requirements and conditions of participants in the educational process (establishing proportionality), release of a significant share of real learning time for practical activities ‒ focus on the formation of practical skills and abilities of future specialists.