Flex Model Research Articles

Pengaruh Penerapan Blended Learning Flex Model Terhadap Hasil Belajar Menulis Teks Prosedur Siswa Kelas IV di UPT SPF SDN Mamajang I Kota Makassar

This research aims to see how much influence results from learning using the Blended learning flex model system on student learning outcomes and their role in the learning process, especially on the material of writing procedural texts. In this study, a One-Group Pretest-Posttest Design was used. One-Group Pretest-Posttest Design is a type of Pre-Experimental Design research. Data collection techniques use exams/tests and documentation. The population and sample size of this research are all class IV students at UPT SPF SDN Mamajang I, Makassar city, totaling 25 students. The results of this research are the pretest posttest which has been tested on students, and the results of hypothesis testing from this research are tcount = 11.0227 with ttable= 2.064, then Ho is rejected and H¹ is accepted. By rejecting

Decoding Amazon’s innovation and partnerships in the Vendor Flex: meaningful alliances or imbalanced governance dynamics?

PurposeThis research delves into a comprehensive examination of Amazon’s Vendor Flex (VF) model, seeking to illuminate the intricacies of supply chain innovation through alliances between Amazon and its suppliers. Employing a multiple case study methodology, the study investigates the reduction of transaction costs, the establishment of strategic alliances for supply chain innovation and governance issues within these alliances.Design/methodology/approach A multiple case study methodology, incorporating personal interviews and triangulation with primary sources, was employed to unravel the dynamics of the VF model.Findings Results indicate that the VF model aligns with the reduction of transaction costs by leveraging Amazon’s specialized knowledge, although not necessarily through direct knowledge sharing. Amazon suppliers highlight competitive advantages gained through VF, showcasing efficient navigation of peak seasons and a focus on core activities with online retailing integration. The VF alliance represents a collaborative model where Amazon’s technological prowess enables a streamlined and innovative supply chain for online retailing, which resembles a vertical integration process.Originality/value This research underscores the potential of strategic alliances to drive innovation by incorporating industry-leading practices. The governance issues within the VF alliance reveal power imbalances, emphasizing the need for managers to govern dynamics, disclose information and build trust in large-scale alliances.

Exploring Diverse Teaching Models for Enhancing Nursing Students' English Language Proficiency: A Blended Learning Perspective

The present study examines the efficacy of blended learning models in enhancing nursing students’ proficiency in the English language. It is challenging to come across comparative studies that assess the effectiveness of blended learning models in advancing the English language skills of nurses. However, the experimental study includes five groups, and each group has gone through five different instructional models of teaching. The first experimental group received instruction through the rotation model; the second experimental group received instruction through the flex model; the third experimental group received instruction through the self-blend model; the fourth experimental group received instruction through the enriched-virtual model; and the fifth group which served as control group received instruction through the communicative language teaching approach. A total of one hundred and fifty participants were selected through random sampling from Aligarh Muslim University, India. The data were gathered using pre- and post-tests administered before and after the intervention of these models using the standardized general English test (TOFEL). The repeated measure ANOVA revealed that each group manifested significant advancement in nurses' English language skills. Nevertheless, the rotation model demonstrated superior performance in enhancing nurses' English language skills in comparison to the other groups. The findings of the study hold pedagogical significance for those who are responsible for designing curricula, developing training programs for future nurses, producing materials, and all other persons who are involved in nursing education.

Сутність та моделі змішаного навчання в Україні

This research is dedicated to studying the essence, content, and models of blended learning actively used in the Ukrainian educational space. During the literature analysis on this topic, the authors of the article found out that higher education institutions in Ukraine, due to aggressive environmental factors (COVID-19 pandemic, full-scale military invasion), have been forced to implement various models and technologies of blended learning. Currently, both students and instructors find this form of education suitable because it combines classroom, distance, and online learning methodologies by actively integrating interactive technologies into the educational process. Blended learning methodologies ensure a harmonious combination of classroom and distance learning, which ensures effectiveness and guarantees the safety of higher education seekers during wartime. It has been established that through active utilization of interactive technologies, blended learning allows students to independently model their educational process, positively influencing the development of creative abilities and critical thinking. Based on an in-depth analysis of all blended learning methodologies and global experience, this article characterizes the following blended learning methodologies actively implemented in Ukrainian higher education institutions (Face-to-Face Model, Rotation Model, Flex Model, Online Lab, Self-Blend Model, Online Driver Model). The significance and necessity of developing methodological, theoretical, and methodological issues in the realm of blended learning implementation as an innovative educational model that combines and complements the advantages of interactive and traditional education have been determined.

DISTANCE AND BLENDED LEARNING AS EFFECTIVE FOREIGN LANGUAGE TEACHING TECHNOLOGIES UNDER MARTIAL LAW

The article is devoted to the analysis of distance and blended learning technologies in foreign language teaching under martial law. The essence of the concepts "distance learning" and "blended learning" is revealed. The modes of work in distance learning (synchronous and asynchronous) and the models of conducting classes in blended learning (rotation model, flex model, self-blend model and enriched virtual model) are described. It is emphasized that distance and blended learning, as new technologies, cannot be used constantly. It is advisable to introduce a flexible schedule of using distance and blended learning, taking into account the current situation in Ukraine. In addition, the article analyses the issue of optimizing interaction between teachers and students after Russia's invasion of Ukraine and introducing martial law, which is currently the main reason for the necessity of using distance or blended learning in all educational institutions of Ukraine. It is shown that the opportunities of distance and blended learning enable the student and the teacher to receive and share information, control students’ educational activities, establish contacts with colleagues, as well as additionally solve complex questions and problems that may arise in the learning process. The authors reveal the difficulties that arise in the educational process under martial law, analyze and justify the expediency and effectiveness of using different models of distance and blended learning in teaching foreign languages, taking into account the above-mentioned difficulties. It is proved that the most optimal models of blended learning for teaching foreign languages under martial law are the rotation model (a subtype "flipped classroom"), the flex model, and the self-blend model.

A study of the effects of blended learning on university students' critical thinking: A systematic review.

One of the basic, constructive needs of humans, which plays a major part in their development is critical thinking. As education is one of the factors in shaping individuals' critical thinking, the present study addresses the effects of blended learning and its subcategories on university students' critical thinking (and its subcategories). The present article is a review study. Data were collected using valid search engines and databases. The keywords which were used included blended learning, integrated learning, blended training, integrated training, critical thinking, critical thinking disposition, and critical thinking skills, as well as the subcategories of blended learning, that is, the flex model, the self-blended model, the enriched virtual model, and the rotation model and its subcategories (the station rotation model, the lab rotation model, the flipped classroom model, and the individual rotation model). The results of 14 sources, out of the selected 15 sources, showed that blended learning and its subcategories, that is, the flex model, the self-blended model, the enriched virtual model, and the rotation model and its subcategories contribute to university students' critical thinking of disposition and skill. One of the essential skills which must be given more serious attention in learning in the twenty-first century is critical thinking. Having the benefits of both lecturing and e-learning, blended learning is a more effective and practical method for promoting critical thinking in university students.

ENGAGING MUSIC-PEDAGOGY STUDENTS IN ONLINE COURSE

The article examines the current problems of providing learning online for music teacher students studying at pedagogical universities in the speciality 014 Secondary Education (Musical art). A review of the latest research in the context of the adopted educational standards and the implementation of the ideas of the New Ukrainian School requires the search for effective ways of working with students through digital education. The training of music teacher students based on the principles of integrated learning takes into account the didactic skills associated with the involvement of specialists of musical specialities in artistic and creative activities based on the didactic module (perception-performance, creation and evaluation of the results of artistic activity). The work presents the method of teaching students online based on modular structure. The methodology was implemented in the conditions of online learning on the example of students mastering the integrated course “Methodology of teaching “Art” at school”. Taking into account the specifics of this educational discipline, which reveals modern integrated approaches to teaching art at school, we structured the stages of its study according to the levels of student involvement in working with digital tools (cognitive- developmental, constructive and creative). An attempt was made to offer students at each stage of education the performance of professionally oriented situations. “Lecture-consilium” is defined as an effective form of working with a student audience in synchronous mode, using ICT for the presentation of creative projects in integrated “Art” lessons. A separate place is given to examples of conducting a review and advisory session, in the form of a flex model. The method of teaching students through the means of telecommunication with the use of graphic and symbolic means is presented. It included working with electronic textbooks, using the tools “Саnva”, “LearningApps”, “Сubase 12”. According to the goals of the work, the effectiveness of the methodology of learning online during the assimilation of integrated course using criteria that determine the level of integration and pedagogical skills of future music teachers has been proved. Also, a preliminary analysis of the impact of the online method on motivation of music-pedagogy students and the increase of creative motivation in the performance of art (instrumental, vocal, choral creativity) using innovative learning technologies has been done. Learning outcomes were studied through successful completion of professionally-based tasks, which included designing art lessons, creating art projects, and digital tools. In order to obtain preliminary results and check the effectiveness of the method of teaching online students of pedagogical universities majoring in 014 Secondary Education (Musical Art), the study was conducted in groups of the full-time and part-time students of the H.S. Skovoroda Kharkiv National Pedagogical University in the Department of Musical Art. Three criteria were selected: informational and motivational demonstrated a degree of awareness in the information environment, the ability to perceive artistic information on the Internet, complete professionally-based assignments via online resources. Analytical and active criterion is students’ ability to create art projects and conducting lessons during pedagogical practice online. Active-transformative, which reflected the manifestations of the creative motives of the applicants during artistic and creative activities (perception-performance-creation-evaluation of work) in online education. The results show that online learning method for music-pedagogy students described here is likely to be provided as a basis for modern methods of online learning.

MOODLE-BASED LEARNING MEDIA DEVELOPMENT OF FLEX MODEL IN IMPROVING MATHEMATICAL HARD SKILLS OF HIGH SCHOOL STUDENTS

The development of the flex media model looks like the beginning of the problems in the classroom, especially in the new normal. Students experience difficulties when given math problems. Students are less able to solve these problems, especially in understanding justifying mathematical ideas and arithmetic skills, and are less interested and enthusiastic when learning. This study aimed to develop a Moodle-based flex model learning media to improve students' mathematical hard skills with three-dimensional material. The study was used to research and develop the four-D model. The instruments used included validation, questionnaires, pre, and post-test questions, small-scale trials of 10 students, and large-scale trials with a purposive sampling technique of 30 class XII students. Data collection techniques include (1) validation questionnaires of media and material experts, (2) practicality questionnaires (student responses), and (3) pre-posttest questions. Material and media expert validator test with very decent results. The results of the student response questionnaire were reasonably practical regarding statements related to the practicality of the Moodle-based flex model media. The N-gain average score indicated a "moderate" improvement category. Based on the study results, the developed media meets valid, practical, and effective criteria for improving students' hard skills

The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane

Individuals attempting to study remotely during the COVID-19 lockdown will find that blended learning is a helpful solution and results in a significant increase in learning engagement. The best benefits for teachers and students are obtained by maximizing the advantages of each teaching method and by combining the advantages of online and face-to-face instruction. The study aims to investigate the effectiveness of the flex model of blended learning in teaching the mathematics subtopic of coordinates in the plane through the improvement of students' academic achievement, self-study skills and learning attitudes. A quasi-experiment was conducted to compare the academic achievement, self-study skills and learning attitudes of 46 students in the control class who used traditional methods to those of 44 students in the experimental group who used the blended learning model. The pre-and post-test results, observations, and student opinion survey were used to compile data, which were then analyzed quantitatively (with SPSS) and qualitatively. The study confirmed that blended learning positively impacts students' academic achievement in the experimental class compared with the control class (Sig (2-tailed) = 0.001 and SMD = 0.6717), as demonstrated by the outcomes of the independent t-test analysis of the two groups in the post-test phase. In addition, observations and student opinion survey results also indicated that blended learning increased student interactions with teachers and improved students' academic achievement, self-study abilities and learning attitudes. Due to time constraints, not all the students who participated in the experiment could make progress. On the other hand, the study's relatively small sample size gave the impression that the results were only partially representative of the population. As a result, additional studies focusing on improving the effectiveness of teaching and learning within different blended learning models, broadening the scope of research on the influence of blended learning in other subjects, or increasing the sample size can all be considered.

THE APPLICATION OF BLENDED LEARNING TECHNOLOGY IN THE DEVELOPMENT OF TECHNOLOGICAL CULTURE OF MASTERS OF INDUSTRIAL TRAINING OF AGRARIAN PROFILE

In the article, to justify the characteristics of implementing the technology of blended learning in the development of the technological culture of masters of industrial training of an agrarian profile on the basis of training and methodical centers of VET, an analysis of psychological-pedagogical and methodological literature, scientific sources, educational and methodological materials, experience of upgrading the qualifications of masters of industrial training of an agrarian profile is carried out. It was determined that the term "blended learning technology" has acquired a generalized meaning and includes various forms of combining traditional learning with the capabilities of modern information technologies. Attention is drawn to the fact that thanks to the introduction of blended learning technologies, the masters of industrial training are able to implement their own trajectories of the development of technological culture in accordance with individual requests and needs. It was established that the effectiveness of the organization of the educational process regarding the development of the technological culture of the masters of industrial training of the agrarian profile according to the flex model largely depends on the set of applied andragogic and acmeological technologies, namely: project technology, pedagogical coaching, technology of scientific and methodological support. The application of the rotation model and the flex model in the construction of the educational process regarding the development of the technological culture of the masters of industrial training of the agrarian profile in the educational and methodical centers of VET is characterized. It is proved that the application of blended learning technology enables the development of the technological culture of masters of industrial training of an agrarian profile in educational and methodological centers of VET through various types of activities, provides the creation of cultural examples of their own professional experience, the formation of teamwork skills, solving professional and pedagogical problems, critical analysis of the obtained results, assessment of self-development in the context of the introduction of pedagogical, industrial and information and communication technologies into the educational process of vocational(vocational and technical) education institutions.

MENDESAIN HYBRID LEARNING DENGAN MODEL PENGEMBANGAN ADDIE UNTUK PELAJARAN PENDIDIKAN AGAMA

This paper aims to explain how to design Catholic religious education learning activities using the Hybrid Learning method. The importance of learning design is first to improve the quality of education and make it easier for students to learn. When you want to improve the quality of Catholic religious education, what needs to be considered is the quality of learning. During the COVID-19 pandemic situation, to overcome the learning loss dilemma that occurs at the education level, hybrid learning is one method that can be taken to carry out learning activities. Hybrid/mixed learning refers to a combination of online learning and conventional (face-to-face) learning. Innovations that can be made in Hybrid Learning combine several forms, for example, Flipped classroom, flex model, rotation model, enriched model, anchor model. This innovation needs to be done to learn. Catholic religious education is more fun to motivate and facilitate students in learning. Determine the form of hybrid learning can be done by following the steps of learning development with the ADDIE model. The development procedure goes through the steps of analysis, design, development, implementation, and evaluation. The development of hybrid learning using the ADDIE model is expected to be able to produce a hybrid learning design that is per the learning objectives and characteristics of the students.

Validity of OSCE Evaluation Using the FLEX Model of Blended Learning.

BackgroundFor OSCE (Objective Structured Clinical Examination) scoring, medical schools must bring together many clinical experts at the same place, which is very risky in the context of the coronavirus pandemic. However, if the FLEX model with the properties of self-directed learning and offline feedback is applied to OSCE, it is possible to provide a safe and effective evaluation environment for both universities and students through experts’ evaluation of self-video clips of medical students. The present study investigated validity of the FLEX model to evaluate OSCE in a small group of medical students.MethodsSixteen 3rd grade medical students who failed on OSCE were required to take a make-up examination by videotaping the failed items and submitting them online. The scores between original examination and make-up examination were compared using Paired Wilcoxon Signed Rank Test, and a post-hoc questionnaire was conducted.ResultsThe score for make-up examination was significantly higher than those for original examination. The significance was maintained even when the score was compared by individual domains of skills and proficiency. In terms of preference, students were largely in favor of self-videotaped examination primarily due to the availability of self-practice.ConclusionThe FLEX model can be effectively applied to medical education, especially for evaluation of OSCE.

THE CONTENT OF BLENDED LEARNING IN HIGHER EDUCATIONAL INSTITUTIONS

The article analyzes the content of the blended learning model. Four key elements of blended learning have been identified, namely, full-time, digital or online learning, allowing students to control the pace, location, mode and / or timing of learning, and integrating full-time and online learning. The main components of blended learning include face-to-face meetings, online content, collaboration, evaluation, and reference materials. In blended learning, face-to-face and online learning elements work together to diversify learning, rather than simply duplicating course content in different formats. The advantages and disadvantages of blended learning, the use of optimal methods in working with freelance students have been considered. It has been noted that most blended learning programs use these four learning models: rotation, Flex model, a la carte, extended virtual model. The advantages and disadvantages of blended learning have been analyzed. The author emphasizes that video was and remains the most common technology used in blended learning. For many teachers, the use of video in a blended learning environment is the primary means of providing blended learning content. The analysis showed that the problems of blended learning include: dependence on technology, students who are not used to working independently, reducing face-to-face communication, patterned tasks. A blended approach to learning can have a huge impact on engaging and retaining student knowledge. Research has shown that “blended learning” reduces failure rates, improves learning, and increases engagement. Blended learning combines the best aspects of full-time teaching and online learning so that students can learn at their own pace. The blended learning model can help to incorporate the principle of individualization based on time, teaching methods and even personal preferences, but the introduction of the blended learning model requires major changes in teachers' perceptions of learning.
 Keywords: blended learning; digital learning; distance learning; online content; online learning; laboratory rotation; individual rotation; inverted class; Flex model; a la carte.

Implementation of a Socially Distanced In-Person Laboratory Experience Across the Chemistry Curriculum during the COVID-19 Pandemic at a Small, Liberal Arts University

The COVID-19 pandemic resulted in the mass shutdown of universities across the United States in the spring of 2020. As the pandemic progressed, regional regulations resulted in a broad range of teaching modalities for the 2020-2021 academic year. While some regions remained tightly locked down (resulting in online-only instruction), others allowed limited or full campus operations within higher education. Located in Spokane, WA, Whitworth University is a small, liberal arts university which was allowed limited operations under a socially distanced model. While the pandemic resulted in some obvious campus changes (for example, masks were required on campus), more subtle changes were required at the curricular level. Adopting a flex model where students and faculty were allowed the option to participate online only while in-person classes were offered, Whitworth maintained in-person education through the 2020-2021 academic year. This FLEX model presented specific difficulties to laboratory courses due to social distancing restrictions. In this work, we describe five models developed in the Whitworth University Department of Chemistry toward teaching laboratories in a socially distanced manner with reduced room capacity. The primary modes of instruction were (1) a reduction of in-person laboratory time so that only half of the students were working in the laboratory at any given time, (2) an alternating weeks model where students came to the laboratory every other week and performed online laboratory experiences in the off weeks, (3) a split room model where one faculty member oversaw two laboratory spaces containing one-half of the normal number of students, (4) a higher number of smaller lab sections where social distancing could be maintained, and (5) a hybrid technique utilizing several of these concepts dependent upon the learning outcomes of the laboratory procedure each week. Benefits and challenges for each model are described by faculty herein. End-of-semester student course evaluation scores provide a comparison of student perceptions of learning outcomes and experiences in the laboratory in the various models. In addition, grade point averages were compared to prior years. Finally, departmental leadership provides insight on the administrative challenges of implementing these course models. Statistically, the models presented no significant change in student perceptions of learning or grade point averages for most courses regardless of the model when compared to prior offerings of these courses. Overall, the implementation of these protocols allowed students hands-on laboratory experiences with a minimal impact on the curriculum presented. ©

Interactive methods in blended learning of the fundamentals of UI/UX design by pre-service specialists

The problems of blended learning implementation in the context of university students training in the subject domain of UI/UX design are discussed in the paper. Based on the literature review and educational practice analysis, it is revealed that the elaboration of the proper learning activities and methods is underestimated and overseen by the researchers and practitioners of blended learning implementation. It is admitted the urgency of finding out proper learning techniques (or their combination), which are necessary to involve the university students into interactive forms of work in order to overcome the core challenges of the blended learning implementation, and to add classroom atmosphere into the tutorial process in terms of online studying. In the progress of work, there were analyzed the core features and challenges of blended learning, and covered the possibilities of interactive methods in blended learning implementation into the tutorial process of students' mastering of UI/UX design basics, according to authors' approach to their curriculum building. The experience of interactive methods practical realization in the process of the fundamentals of UI/UX design learning by university students of different specialties is presented. It was demonstrated how the considered leaning techniques which are typically used at blended learning in its flex model (flipped learning, gamification, storytelling etc.) can be enhanced and enriched via using different interactive methods. Exact examples of their applications in real blended learning process are given and discussed. The prospects of the research are outlined.

Pengaruh Blended Learning Flex Model Berbantuan Media Video Terhadap Hasil Belajar IPA Materi Ekosistem

This study aims to determine the effect of Blanded Learning Flex Model assisted by video on science learning outcomes of the fifth grade ecosystem material at SDN Kuwaluhan, Secang, Magelang. The research design used pre-experimental design with One Group Pretest Postest Design research model. This research was conducted in class V SDN Kuwaluhan, Secang District, Magelang Regency. The total sample of the study was taken from the population with a total sample size of 28 students using a total sampling technique. The method used in data collection in this study is the test method. The validity test carried out in this study is construct validity and empirical validity. The normality test in this study obtained a significance value of 0.05 ≥ 0.05 where the data was declared normal. The reliability test used Cronbach's alpha which resulted in a reliability index of 0.941. The results of the hypothesis test are shown by the Paired Samples T Test data on the learning outcomes of science learning with t value> t table, namely 12,755> 1,701 with a sig value. (2 tailed) 0.000 <0.05, which indicates that there is an effect of the Blanded Learning Flex Model learning assisted by video on the science learning outcomes of the ecosystem material. The results of this study prove that there is an effect of Learning Blanded.

Blended learning: about the issue of foreign language learning at higher educational establishmants

Today the policy of higher educational establishments is aimed at forming the personality of the future specialist with the necessary set of key competencies, where the special place belongs to foreign languages. The process of learning a foreign language according to a blend learning model meets student’s requests, gives new opportunities for studying foreign languages at a convenient time and any place. Despite the intensified interest in blend learning by foreign and domestic scientists, the issue of learning a foreign language using blend training at higher educational establishments effectively remains sufficiently elaborated, which determines the relevance of work. The purpose of the article is to determine the role, the main advantages and disadvantages of blend learning a foreign language at higher educational establishments. To achieve the goal, a descriptive method with techniques of contextual analysis, with elements of observation, classification, generalization and interpretation was used. Today, blend learning extends the educational capabilities for students through accessibility and flexibility, taking into account their individual educational needs, stimulates the formation of a student’s subject position, transforms a teacher’s style, and personalizes the educational process. Among the disadvantages are technical, organizational problems, as well as problems related to educational design. Options for the implementation of blend learning a foreign language at educational establishments are rotation model, flex model, self-blend model and enriched virtual model. Blend learning allows the student to be an active participant in the educational process; to build an individual educational trajectory, based on their own needs, as well as to increase the efficiency of the training process in studying languages as a whole. The prospect of further research is to study the technologies in organizing blend learning a foreign language at higher educational establishments.

Blended Learning as Instructional Model in Vocational Education: Literature Review

This article aims to examine and provide an explanation of the blended learning model in vocational education. The method used is a meta-analysis method. All data contained in published studies were all used. Sampling suitable for meta-analysis using surveys, laboratory experiments and field studies is based on the results of literature studies from pre-existing research, covering 45 publications, through studies of scientific sources, indexed international journals and relevant books, and also from several findings. Based on the research results, blended learning is a learning process that combines face-to-face learning and online learning. Before implementing blended learning in vocational education, things that need to be considered first for the implementation of blended learning are the normal development of the blended learning model, application of topology, and also knowing the characteristics of the institution. Particularly in the field of vocational, one must be able to adapt to vocational education, infrastructure, technology, learning, pedagogical principles, activity assessment, baiting processes, interactions, resources, activities, infrastructure, culture, management and organization, ethics, etc. Furthermore, it is also necessary to make the blended learning stage more systematic, starting from the stage of creating conditions for success, planning, implementing, and improving with the sub-stages. There were four blended learning models to choose from, namely the rotation model (consisting of rotation model, lab rotation, and flipped individual classroom rotation), flex model, self-blend model, and enriched-virtual model.

Моделі змішаного навчання майбутніх філологів усного японського мовлення

The article dwells upon the advantages of using blended learning for foreign language instruction in the university. The author includes general classification of the basic models of blended learning, and based on this classification four main blended learning models for Japanese oral language instruction are presented: Face-to-Face Driver Model (A1 language proficiency level), Activities Rotation Model (A2 language proficiency level), Working Space Rotation Model (B1 language proficiency level) and Flipped Classroom Model (B1/B2 language proficiency level). The following three additional models which can be used for improving certain language skills and building competence in linguistic, social and cultural field are also mentioned: Flex Model, Online Lab Model and Self-Blend Model.

The experimental testing of blended learning methods of oral Japanese lanuage teaching aimed at future philologists

The study describes the characteristics of the experimental introduction of the methods of blended Japanese oral language teaching for future philologists, as well as the adequacy of the experimental method, aimed at testing the hypothesis of the study. It dwells upon the peculiarities of methodical experiment organization, which was aimed at finding out how effective can be four basic models of blended learning which were selected for teaching oral Japanese: “Face-to-Face Driver”, which was used to teach students of the first year of study, “Activities Rotation Model” for second-year students, “Working Space Rotation Model” which targeted third-year future philologists, and “Flipped Classroom Model” used among the students of the fourth year of the Bachelor's educational level. The experiment also included the use of three auxiliary models: “Flex Model”, aimed at working with the students, who study according to an individual schedule or are forced to catch up with certain material, “Online Lab Model”, aimed at organizing distance learning because of certain prerequisites and needs of the course, and “Self-Blend Model”, aimed at organizing independent study time for students, who are already independent users and are working on some additional courses. The experiment lasted for two years and was conducted at all the years (from first to fourth) of the Bachelor’s educational level. The article highlights the organizational and semantic aspects of experimental teaching using experimental verification capabilities in the research practice of developing oral Japanese skills among future philologists. The article also mentions the two variants of the author's methods, which differ according to the presence or absence of elements of microlearning (microsearch) during in-person training, and the second one was chosen as more preferrable. The results of the experiment proved that both of these variants turned out to be successful, although the presence of microsearch did not affect the level of competence in listening skill, monologue and dialogic speech