Olena Byndas. Strategy for Foreign Language Blended Learning Implementation Into fhe Educational Process.

(2017) Science and education, 6, 95-99. Odessa.


DOI:

Olena Byndas,
PhD (Candidate of Pedagogical Sciences), senior lecturer,
Department of Roman and Germanic Philology,
Luhansk Taras Shevchenko National University,
1, Gogol square, Starobilsk, Ukraine


STRATEGY FOR FOREIGN LANGUAGE BLENDED LEARNING
IMPLEMENTATION INTO THE EDUCATIONAL PROCESS


SUMMARY:

The relevance of the research is explained by the current tendency of implementing foreign language blended learning into the educational process at European universities. The paper deals with the main goals of blended learning and strategies of its implementation, which should be taken into account in order to improve the foreign language teaching in Ukraine. The strategy of implementing foreign language blended learning into the educational process of any higher educational establishment should consist of the following stages: the definition of goals, the selection of a particular model, the implementation of technical, personnel, methodological and regulatory support. Blended learning should be used as a dominant instructional mode in higher education for foreign languages teaching. The study of the European educational experience can help apply the blended learning techniques efficiently, and promote research exchanges in the educational process of higher educational establishments in Ukraine. Blended learning is a powerful technology to be implemented into the modern foreign language learning model of Ukrainian education in order to approach to the level of European educational system.


KEYWORDS:

blended learning, distance education, development, cooperation, implementation, university, pedagogical college, European universities, Ukrainian universities.


FULL TEXT:

 


REFERENCES:

1. Barkasi, V., & Filippyeva, T. (2015). PsychoPedagogical Approach to Blended learning as a Mode in ELT. Retrieved from: journals.uran.ua/index.php/2072- 4772/article/download/44653/40844.[in English].
2. Buhaichuk, K. (2016). Zmishane navchannya : teoretychny analiz ta strategia vprovadzhennya v osvitni protses [Blended Education : Theoretical Analysis and Strategy of Implementation in the Educational Process of Higher Educational Establishments. The Journal of Information Technologies and Learning Tools, 54, 4, 18 [in Ukrainian].
3. Curriculum Private Pädagogische Hochschule der Diözese Linz. Studiengang für das Lehramt an Neuen Mittelschulen [Curriculum Private University of Education of the Diocese of Linz. Study Course for Learning in Secondary School]. (2016). Retrieved from: www.phdl.at/...sozialpaedagogik/.../curriculum/ [in German].
4. Garrison, D., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Journal of The Internet and Higher Education, 7, 95-105 [in English].
5. Kasparovsky, H., & Wadsack-Köchl, I. (2015). Higher Education in Austria. The Journal of Federal Ministry of Science, Research and Economy, 5, 29 [in English]..
6. Kuharenko, M. (2016). Teoria i praktyka zmishanoho navchannya : monohrafiya [Theory and Practice of Blended Learning : monograph]. V. M. Kuharenko (Ed.). KHPI, Kharkiv [in Ukrainian].
7. Semenov, M., & Prizyuk, O. (2017). Poshuk slyahiv optymizatsiyi structury saitu LMS MOODLE u vypadku velykoyi kilkosti katehotiy ta dystantsiynyh kursiv [Search for LMS MOODLE Structure Optimization ways in Case of Large Quantity of Categories and Distance Courses]. Retrieved from: 2017.moodlemoot.in.ua/course/view.php?id=82 [in Ukrainian].

         

       
   
   
         

 

©2020 Університет Ушинського. Всі права захищені, мабуть.