THE USE OF BLENDED LEARNING MODELS IN THE PROCESS OF FOREIGN LANGUAGE LEARNING

• Main Author: Oleksandra Bezverkha (Author)
• Format: Book
• Published: Ternopil Volodymyr Hnatiuk National Pedagogical University, 2017-09-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.

Summary

In the article, the acute problem of implementation of pedagogical innovations and online technologies into the educational process is analyzed. The article explores the advantages of blended learning as a latter-day educational program in comparison with traditional campus learning. Blended learning is regarded worldwide as the combination of classroom face-to-face sessions with interactive learning opportunities created online. The purpose of the article is to identify blended learning transformational potential impacting students and teachers by ensuring a more personalized learning experience. The concept of blended learning, as a means to enhance foreign language teaching and learning in the classroom during the traditional face-to-face interaction between a teacher and a student, combined with computer-mediated activities, is examined. In the article, the main classification of blended learning models is established. There are four main blended learning models which include both face-to-face instruction time and online learning: Rotation Model, Flex Model, A La Carte Model, and Enriched Virtual Model. Once implemented successfully, a blended model can take advantage of both brick-and-mortar and digital worlds, providing significant benefits for the educational establishments and learners. To integrate any of the blended learning models, a teacher can create online activities that enable learners to explore the topic online at home, and then develop face-to-face interactions to dig deeper into the subject matter at the lesson. The use of blended learning models in order to expand educational opportunities for students while the foreign language acquisition, by increasing the availability and flexibility of education, taking into account student individual learning needs, with some element of student control over time, place and pace, is explored. The realization of blended learning models in regards to age and physiological peculiarities of students is explained. The expected outcome of blended learning implementation is that the combination of traditional face-to-face campus activities and online technologies will motivate and encourage children to eagerly participate in the lesson and will assist in developing students' creative, critical and logical thinking.

Item Description

2311-6382
2415-3605
10.25128/2415-3605.17.3.20