Blended learning has become a widespread practice in universities, so there is a need to review approaches, methods and techniques for developing new effective educational strategies to maintain the quality of education. In this regard, new problems appear, for example, decrease of an emotional, personal interaction between teachers and students, absence of motivation, violation of self-discipline and, as a consequence, a drop in academic performance. These challenges can be overcome through the integration of digital tools. This research is dedicated to the problem of choosing and effective using of digital instruments by higher school teachers. The absence of a systematic analysis and comparison of different tools leads to difficulties in choosing the most appropriate instruments for a particular subject, teacher or students. Also, there are problems with the estimation of the efficiency of using these instruments. In this regard, the necessity to systematize the experience of using digital tools, based on teaching practices presented in the study, arises. We conducted a review of more than two hundred scientific literature studies; the final sample includes 46 articles, which directly affected particular digital tools for learning. During the literature analysis, we divided digital instruments into several groups depending on which teacher’s tasks it solves: (1) subject-specific professional skills development; (2) organization of communication in terms of distance learning; (3) organization of interaction between teacher and students; (4) educational content development; (5) soft skills development; (6) organization of project work; (7) assessment. As a result, we conducted available and actual digital tools, which are used in teaching practice by distributing them according to the tasks above. We conclude with the following findings: digital instruments can significantly enrich educational process, increase students’ motivation and self-discipline; they can help to promote the development of subject-based skills, solve problems in various organizational forms of classes; using digital instruments is accompanied by a special organization of the educational process with a transformation of forms, methods and techniques. The teacher should know which digital instrument solves a teaching problem in blended learning and how to use it, and also should have the ability to integrate it in the educational process.
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