E-learning in the Time of COVID-19
Scientific Editor Eugenia Smyrnova-Trybulska
“E-learning”, 13, Katowice–Cieszyn 2021, pp. 65–75
THE DIDACTIC ASPECTS OF BLENDED LEARNING IN HIGHER EDUCATIONAL INSTITUTIONS DURING THE PANDEMIC
Nadiia Balyk 1, Galyna Shmyger 2, Yaroslav Vasylenko 3, Anna Skaskiv 4, & Vasyl Oleksiuk 5
Ternopil Volodymyr Hnatiuk National Pedagogical University 2 M. Kryvonosa St., Ternopil, Ukraine 46027
1 email@example.com, ORCID 0000-0002-3121-7005
2 firstname.lastname@example.org, ORCID 0000-0003-1578-0700
3 email@example.com, ORCID 0000-0002-2520-4515
4 firstname.lastname@example.org, ORCID 0000-0002-3548-2383
5 email@example.com, ORCID 0000-0003-2206-8447
Abstract: The article considers the didactic aspects of the implementation problem of blended learning in higher education in the context of the COVID-19 pandemic. The concept of “blended learning” is studied. It turns out that there is no single vision for the essence of blended learning. Different scientists consider this concept as a model, method, teaching system, a set of teaching methods and strategies, form of learning, program. The tasks and advantages of blended learning, didactic aspects of its introduction into the educational process of the university are determined. The model of the environment of blended learning and didactic aspects of two-level implementation in the university of blended learning for the purpose of training im- provement are offered, the choice of methods of its realization is substantiated. It is established that the use of blended learning in the process of studying the courses “Technology of e-learning”, “Computer information technologies in education and science” in master’s programs in a pedagogical institution of higher education cre- ates conditions for the implementation of effective student-centred learning. It has been proven in practice that blended learning is more effective than pure distance learning and offers many benefits for students, such as accessibility, better design of methodological instructions, consideration of individual opportunities, increasing student involvement level due to social interaction, time monitoring.
Keywords: blended learning; didactics; implementation; pandemic time; higher education; masters.
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