Blended learning: expectations and reality

DOI: 10.15293/1812-9463.2103.10

УДК 372.016.54+373

Kachalova Galina Semenovna

Candidate of pedagogical sciences, Assistant Professor, Professor of the Department of Chemistry of Institute of natural and socio-economic sciences,
Novosibirsk State Pedagogical University, Novosibirsk.
ORCID ID: https://orcid.org/0000-0001-8266-7017
E-mail: kachalova_gs_met@list.ru

Bagavieva Tatyana Kamilyevna

Senior Lecturer of the Department of Chemistry of Institute of natural and socio-economic sciences, Novosibirsk State Pedagogical University, Novosibirsk.
ORCID ID: https://orcid.org/0000-0001-7405-0359
E-mail: bagavieva.tanya@mail.ru

Butakov Vladimir Vladimirovich

Senior Lecturer of the Department of Chemistry of Institute of natural and socio-economic sciences, Novosibirsk State Pedagogical University, Novosibirsk.
ORCID ID: https://orcid.org/0000-0001-7778-768X
E-mail: vvbutakov@gmail.com

BLENDED LEARNING: EXPECTATIONS AND REALITY

The article discusses the problem of organizing blended learning in general education organizations. Blended learning, as one of the areas of informatization of education, has been used in foreign countries since the end of the 20th century, and in Russia it has been discussed quite recently. Blended learning has both advantages over traditional learning and possible risks, which include the lack of readiness of teachers to implement an innovative approach to teaching chemistry due to poor awareness of blended learning lesson models and methodological capabilities of electronic educational resources. Separate publications on conducting such chemistry lessons in the absence of generalized methodological recommendations do not allow the teacher to effectively master this technology. The purpose of the study is to develop guidelines that generalize and systematize the experience of organizing blended learning in chemistry lessons. The research methodology is determined: literary search on the problem of organizing blended learning; studying the readiness of chemistry teachers to organize blended learning; development of scripts for chemistry lessons in different blended learning models; preparation of recommendations for chemistry teachers. This article presents the results of questionnaire survey of chemistry teachers, allowing to determine their readiness for the organization of blended learning. It was found that more than 70% of chemistry teachers know what blended learning is, but prefer to accompany traditional face-to-face learning with electronic resources or use the flipped classroom blended learning model as the most understandable and accessible. The authors confirmed the assumption of the need to develop generalized model of blended learning lessons, criteria for choosing model and electronic resources, taking into account the studied content. When choosing electronic resources, the main criterion should be the scientific nature of the studied content, and not the convenience of the user interface. An important criterion is the cross-platform nature of educational resources, as well as the availability of guidelines for the inclusion of the proposed electronic resources in the educational process.

Keywords: chemistry, general education school, information technology, blended learning, electronic resources, blended learning models, criteria for choosing a learning model, criteria for choosing electronic resources..

Text 

References

1. Andreeva N. V., Rozhdestvenskaya L. V., Yarmakhov B. B. School step into blended learning. M., 2016. 280 p.

2. Andreeva N. V. Pedagogy of Effective Mixed Learning. Modern Foreign Psychology. 2020. Vol. 9. No. 3. pp. 8–20. DOI: https: //doi.org/10.17759/jmfp.2020090301.

3. Baidikova N. L. Cyclic model of blended learning: technological approach. Scientific-methodical electronic journal “Concept”. 2020. No. 01. P. 39-50. DOI 10.24411/2304-120X-2020-11004.

4. Bataeva E. V. Moscow electronic school. Possibilities of using the resource for teaching chemistry. Natural science education: information technologies in higher and secondary schools. Vol. 15. M.: Publishing house of Moscow State University, 2019.
248 p. pp. 181–191

5. Vasin E. K. Blended learning based on information technologies as a form of implementation of the educational process in a comprehensive school. Bulletin of the Tambov University. Series Humanities. 2016. Vol. 21. Issue. 2. P. 33–41. DOI: 10.20310/1810-0201-2016-21-2 (154) -33-41.

6. Veledinskaya S. B, Dorofeeva M. Yu. Blended learning: the secrets of efficiency. Higher education today. 2014. No. 8. P. 8-13.

7. Grigoriev A. G. Combination of a chemical experiment with modern information technologies. Actual problems of chemical and environmental education: collection of scientific papers 62 All-Russian. scientific and practical. conf. chemists with international participation. – SPb.: Publishing house of the Russian State Pedagogical University
im. A.I. Herzen, 2015. 430 p. pp. 147-151.

8. Dolgova T. V. Blended learning – innovation of the XXI century. Interactive education. Information and journalistic educational journal. 2017. No. 5. P. 2-10.

9. Zlotnikov E. G., Kiut E. E. Computer technologies in the study of organic chemistry in secondary school. Actual problems of chemical and environmental education: collection of scientific papers 62 All-Russian. scientific and practical. conf. chemists with international participation. SPb.: Publishing house of the Russian State Pedagogical University
im. A.I. Herzen, 2015. 430 p. pp. 163-168.

10. Kachalova G. S. The use of Web-technologies for the development of analytical abilities of students. Modern educational Web-technologies in the implementation of the personal potential of students: a collection of articles by the participants of the International scientific and practical. conf. Arzamas: Arza-mas branch of the UNN, 2020. 577 p.
pp. 356–359.

11. Kuznetsov V. A. The use of information technologies in education // Natural science education: information technologies in higher and secondary schools. Methodical yearbook of the Faculty of Chemistry, Moscow State University. M.V. Lomonosov. Vol. 15. M.: Publishing house of Moscow State University, 2019. 248 p. P.41–53.

12. Moskvin K. M. The essence of blended learning at the stage of profiling of secondary general education. Continuous education: XXI century. 2019. No. 3 (27). P. 40–46.

13. Nechitaylova E. V. Change of working zones within the framework of blended learning technology. Informatization of education: trends, prospects, innovations: works of international. scientific and practical. conferences. M.: ANO “Information technologies in education”.

14. Nechitailova E. V. Blended learning as the basis for the formation of a single educational environment. Chemistry at school. 2014. No. 9. pp. 22-28.

15. Rubtsov G. I., Panich N. V. Blended learning: analysis of interpretations of the concept. Domestic and foreign pedagogy. 2016. No. 5 (32). P. 102-108.

16. Sidorkina L. A. Using the technology of blended learning “inverted class” in the classroom on the topic “Disperse systems” in grade 11. Actual problems of chemical education: materials of the All-Russian. scientific and practical conf. chemistry teachers and university professors. Penza: PSU Publishing House, 2019. 148 p. P. 27-30.

17. Sidorkina L. A. Using the technology of blended learning of the “Inverted classroom” model at the chemistry lesson in the 11th grade profile on the topic “The main classes of inorganic compounds”. Actual problems of chemical education: materials of the All-Russian. scientific and practical. conf. teachers of chemistry and university teachers, dedicated to the 150th anniversary of the Periodic Law and the Periodic System of
D. I. Mendeleev. Penza: PSU Publishing House, 2020. 188 p. pp. 85–88.