Abstract
The article aims to develop a model for assessing the quality of blended learning for university students. Different viewpoints on blended learning and the quality of learning are summarized and systematized. A model and method for assessing the quality of blended learning are presented. Approaches are developed for obtaining estimates of the quality of learning based on a priori and a posteriori assessment methods.
Highlights
The main objectives of higher education are the continuous improvement of educational content and quality training
The introduction of the blended learning model in the educational process is a flexible tool in this regard
As a rule, blended learning comprises the following stages: motivational, distance learning of theoretical subject matter, classes, in-class interactive and practical activities based on the syllabus, labs, independent work on assignments, distance verification of finished assignments, online testing and follow-up activities
Summary
The main objectives of higher education are the continuous improvement of educational content and quality training. The introduction of the blended learning model in the educational process is a flexible tool in this regard. There are different definitions of the term “blended learning”. Imported to Russia from abroad, this term is interpreted as a formal or nonformal educational program that combines online digital media and traditional classroom learning [1]. To ensure a comprehensive learning experience for every student at every stage of his or her education program, the following conditions for education need to be satisfied: e-learning, learning management, learning environment management and learning time management [2]. Blended learning at university combines traditional and distance learning [3]
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