Technology of blended learning in institutions of higher education in war conditions

Abstract

The aim of the research is to develop an adaptive technology of mixed learning that will provide flexible training of future specialists in war conditions and experimentally verify its effectiveness. Research materials and methods. A systematic literature analysis was carried out; study of the conceptual apparatus; modeling; generalization of pedagogical experience. The pedagogical experiment was conducted on the basis of Vinnytsia National Agrarian University. Groups of 278 and 281 students were allocated. The following activities were used: observation, data analysis, questionnaires, interviews, student testing, the method of diagnostic control works, mathematical processing of research results, qualitative and quantitative analysis (with Mathcad tools). The results obtained. All performance indicators of the developed technology (knowledge, skills, communication, autonomy and responsibility) increased in the experimental groups. Indicators of the ability to carry out independent and collective activities have significantly been improved. It was found that effective means of technology implementation are: the Moodle learning management system, the “Socrates” electronic management system, the Zoom service, the Telegram messenger, and theelectronic board (Whiteboard). In the mathematical training of specialists, it is advisable to use the Drawchat web service, Texas Instruments and Casio graphic calculators, Matcad, Maple and Mathematica computer algebra systems, GeoGebra and Cabri interactive geometry software, virtual and augmented reality (VR/AR) technologies, online – math textbooks and resources from Khan Academy, Wolfram Alpha and Coursera. Conclusions. Taking into account the ongoing conflict in Ukraine, the implementation of traditional methods of face-to-face education in some regions may be difficult. Universities will need to be flexible and, wherenecessary, adapt their traditional educational models to ensure students have access to quality education and support. The implementation of a blended learning model will allow students to take advantage of both online and offline learning. It will also provide a flexible and adaptable approach that takes into account the needs and constraints of students and the university. A student-centered approach is the basis for designing an educational environment. Scientific and pedagogical workers should focus not only on the achievement of such program results as “knowledge and understanding” and “application of knowledge and understanding”,but also “the ability to form judgments and formulate conclusions”, “communicative abilities”, “learning skills or abilities to study”. The technology of mixed learning involves the following design stages: preparation, design, implementation. Technology design will be effective under the following pedagogical conditions: compliance with the principles of systemic individualization, differentiation and creative activity of students; personal orientation of education; integration of fundamental and special knowledge based on the professional focus of the disciplines. Practical application: the developed technology can be applied in the study of other disciplines. The results of the research can be used to design the content of blended learning or distance education. Originality: theoretically justified and developed an adaptive model of designing a student-centered technology of mixed learning in war conditions.