Технології змішаного навчання для викладання іноземної мови студентам нефілологічних спеціальностей
Ключові слова:
система управління навчанням; навчання за допомогою комп’ютерних технологій; комп’ютери та навчання, педагогічний експеримент
Анотація
Сучасні теорії викладання вцілому та окремо у сфері мовної підготовки отримують новий поштовх для розвитку. Цей поштовх дає постійна діджиталізація суспільства. Учні покоління «Z» тісно пов'язують своє життя з технологіями. І викладачі мають знайти шляхи ефективного застосування інформаційно-комунікаційних технологій у процесі навчання. Одним з таких шляхів є, на нашу думку, концепція змішаного навчання (blended learning), згідно з якою традиційні педагогічні технології оптимально поєднуються з дистанційним, онлайн-навчанням. Метою нашого дослідження є перевірка ефективності застосування концепції змішаного навчання в процесі вивчення іноземної мови студентам нефілологічних спеціальностей. Для цього обрано такий метод дослідження як педагогічний експеримент з впровадження концепції змішаного навчання в навчальний процес закладу вищої освіти. Проведена робота з українськими студентами нефілологічних спеціальностей під час навчання англійської мови в аудиторії та зі студентами з інших країн під час вивчення ними української мови як іноземної. Ці дві групи студентів дозволили провести комперативний аналіз готовності студентів навчатися за допомогою різних інструментів змішаного навчання. З метою аналізу та обробки експериментальних даних використані методи математичної статистики (непараметричні критерії Крускала-Уолліса та Манна-Уітні). Результати дослідження свідчать про ефективність застосування технології змішаного навчання в процесі вивчення іноземної мови. Та показують, що запропоновані інструменти введені у процес навчання іноземної мови допомагають студентам краще її опанувати. Окрім цього студенти знаходяться як у активному навчанні так і пасивно підкріплюють свої знання користуючись цифровими технологіями під час навчання. Автори вважають беззаперечним той факт, що інструменти змішаного навчання в тій чи іншій мірі мають застосовуватися для студентів всіх напрямів підготовки. Автори розуміють, що запропоновані інструменти не є вичерпними та остаточними. Їх перелік має бути продовжений та використання тих чи інших інструментів залежить від викладача, студентів, дисципліни, що викладається та інших чинників.
Посилання
Allen I. (2007) Blending in: The Extent and Promise of Blended Education in the United States. https://www.onlinelearningsurvey.com/reports/blending-in.pdf
Asarta, C. J., & Schmidt, J. R. (2020). The effects of online and blended experience on outcomes in a blended learning environment. The Internet and Higher Education, 44, 100708. https://doi.org/10.1016/j.iheduc.2019.100708
Aynutdinova I.N. (2015). Topical issues of using blended learning technology in teaching foreign languages at a university. Society: sociology, psychology, pedagogy, (6), 74-77. (In Russian)
Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers & Education, 120, 197–212. https://doi.org/10.1016/j.compedu.2018.02.009
Bonk C. J., Graham Ch. R. (2006) The Handbook of Blended Learning: Global Perspectives, Local Designs / foreword by M.G. Moore, J. Cross. John Wiley & Sons Ltd. 624 p.
Brook, C., & Pedler, M. (2020). Action learning in academic management education: A state of the field review. The International Journal of Management Education, 18(3), 100415. https://doi.org/10.1016/j.ijme.2020.100415
Chen, J., Wang, M., Kirschner, P. A., & Tsai, C.-C. (2018). The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis. Review of Educational Research, 003465431879158. https://doi.org/10.3102/0034654318791584
Chilingaryan, K., & Zvereva, E. (2017). Methodology of Flipped Classroom as a Learning Technology in Foreign Language Teaching. Procedia - Social and Behavioral Sciences, 237, 1500–1504. https://doi.org/10.1016/j.sbspro.2017.02.236
Crilly, P., & Kayyali, R. (2019). The use of social media as a tool to educate United Kingdom undergraduate pharmacy students about public health. Currents in Pharmacy Teaching and Learning. https://doi.org/10.1016/j.cptl.2019.11.012
DeBoer, J., Ho, A. D., Stump, G. S., & Breslow, L. (2014). Changing “Course.” Educational Researcher, 43(2), 74–84. https://doi.org/10.3102/0013189x14523038
Facer, K. (2013). The problem of the future and the possibilities of the present in education research. International Journal of Educational Research, 61, 135–143. https://doi.org/10.1016/j.ijer.2013.03.001
Fomyna A. S. (2014) Blended learning at a university: institutional, organizational, technological and pedagogical aspects. Theory and practice of social development. №21. 272–279.
Gelgoot, E. S., Bulakowski, P. F., & Worrell, F. C. (2020). Flipping a Classroom for Academically Talented Students. Journal of Advanced Academics, 1932202X2091935. https://doi.org/10.1177/1932202x20919357
Healey, D., Hegelheimer, V., Hubbard, P., Iannou-Georgiou, S., Kessler, G. and Ware, P. (2008) TESOL Technology Standards Framework, Alexandria, VA: TESOL Publications.
Helm, F., Arens, A. K., & Möller, J. (2020). Perceived teacher unfairness and student motivation in math and German: An application of the generalized internal/external frame of reference model. Learning and Individual Differences, 81, 101891. https://doi.org/10.1016/j.lindif.2020.101891
Horn M. B., Staker H. (2011) The Rise of K-12 Blended Learning. Innosight Institute – Charter School Growth Fund – Public Impact, 2011. 17 p.
Hrastinski, S. (2019) What Do We Mean by Blended Learning? TechTrends 63, 564–569. https://doi.org/10.1007/s11528-019-00375-5
Hubackova, S., Semradova, I., & Klimova, B. F. (2011). Blended Learning in A Foreign Language Teaching. Procedia - Social and Behavioral Sciences, 28, 281–285. https://doi.org/10.1016/j.sbspro.2011.11.054
Kukharenko V. M. (2016) Theory and practice of blended learning: Monograph Kharkiv: Miskdruk, NTU "KhPI". 284 p. (In Ukrainian)
Kushnir O., Pilipenko V., Yakovleva O. (2019) The Formation of Students Motivation: Problem or Opportunity. Herald of Kiev Institute of Business and Technology. 3 (42). 5-10 https://doi.org/10.37203/kibit.2019.42.01
Kyreev B.N. (2018) An overview on some results of the experiment on the use of blended learning in higher education institution. Teacher in XXI century. V. 3-1. 48-60 (In Russian)
Lee, C., Yeung, A. S., & Ip, T. (2017). University English language learners’ readiness to use computer technology for self-directed learning. System, 67, 99–110. https://doi.org/10.1016/j.system.2017.05.001
Lo ́pez-Carril S., Anagnostopoulos Ch., Parganas P. (2020) Social media in sport management education: Introducing LinkedIn. Journal of Hospitality, Leisure, Sport & Tourism Education 27 (2020) 100262 https://doi.org/10.1016/j.jhlste.2020.100262
MacLeod, J., Yang, H. H., Zhu, S., & Li, Y. (2018). Understanding students’ preferences toward the smart classroom learning environment: Development and validation of an instrument. Computers & Education, 122, 80–91. https://doi.org/10.1016/j.compedu.2018.03.015
Manca S. (2020) Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook The Internet and Higher Education. Volume 44, 100707 https://doi.org/10.1016/j.iheduc.2019.100707
Mitsenko, D. (2019). «Blended learning» - the essence and features of implementation in higher education. Herald of Kiev Institute of Business and Technology, 42(3), 33-38. https://doi.org/10.37203/kibit.2019.42.05
Money, W. H., & Dean, B. P. (2019). Incorporating student population differences for effective online education: A content-based review and integrative model. Computers & Education. https://doi.org/10.1016/j.compedu.2019.03.013
Morris, N. P., Swinnerton, B., & Coop, T. (2019). Lecture recordings to support learning: A contested space between students and teachers. Computers & Education, 103604. https://doi.org/10.1016/j.compedu.2019.103604
Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? The Internet and Higher Education, 18, 15–23. https://doi.org/10.1016/j.iheduc.2012.12.001
Nalimova I., Valeev A. (2019) Possibilities of information technologies in blended learning for professionally oriented language at non-linguistic faculties. Azimuth of Scientific Research: Pedagogy and Psychology. V. 8. No 2(27). 168-171
Paulsen, J., & McCormick, A. C. (2020). Reassessing Disparities in Online Learner Student Engagement in Higher Education. Educational Researcher, 0013189X1989869. https://doi.org/10.3102/0013189x19898690
Popov N. P. (2018) Russian and American generations of the 20th century: where have Millennials come from? Monitoring of Public Opinion: Economic and Social Changes. No. 4. P. 309—323. https://doi.org/10.14515/monitoring.2018.4.15. (In Russian)
Romadhon, M. S., Rahmah, A., & Wirani, Y. (2019). Blended Learning System Using Social Media for College Student: A Case of Tahsin Education. Procedia Computer Science, 161, 160–167. https://doi.org/10.1016/j.procs.2019.11.111
Rospigliosi, P. asher. (2019). The role of social media as a learning environment in the fully functioning university: preparing for Generation Z. Interactive Learning Environments, 27(4), 429–431. https://doi.org/10.1080/10494820.2019.1601849
Ruliene L.N. (2017) Integration of technologies of electronic and classroom training as a factor of modern educational process development. PNRPU Linguistics and Pedagogy Bulletin No. 4 2017 https://doi.org/10.15593/2224-9389/2017.4.9
Singh, H., & Miah, S. J. (2020). Smart education literature: A theoretical analysis. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10116-4
Smith K. & Hill J. (2019) Defining the nature of blended learning through its depiction in current research, Higher Education Research & Development, 38:2, 383-397, https://doi.org/10.1080/07294360.2018.1517732
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What Forty Years of Research Says About the Impact of Technology on Learning. Review of Educational Research, 81(1), 4–28. https://doi.org/10.3102/0034654310393361
Vanslambrouck, S., Zhu, C., Lombaerts, K., Philipsen, B., & Tondeur, J. (2017). Students’ motivation and subjective task value of participating in online and blended learning environments. The Internet and Higher Education, 36, 33–40. https://doi.org/10.1016/j.iheduc.2017.09.002
Vogler, J. S., Munsell, S. E., & Knutson, D. (2019). LOLsquared: When laughing-out-loud and learning-on-line intermingle in a computer-mediated classroom discussion. Computers & Education, 140, 103597. https://doi.org/10.1016/j.compedu.2019.103597
Zydney, J. M., Warner, Z., & Angelone, L. (2019). Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments. Computers & Education, 103678. https://doi.org/10.1016/j.compedu.2019.103678
Asarta, C. J., & Schmidt, J. R. (2020). The effects of online and blended experience on outcomes in a blended learning environment. The Internet and Higher Education, 44, 100708. https://doi.org/10.1016/j.iheduc.2019.100708
Aynutdinova I.N. (2015). Topical issues of using blended learning technology in teaching foreign languages at a university. Society: sociology, psychology, pedagogy, (6), 74-77. (In Russian)
Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers & Education, 120, 197–212. https://doi.org/10.1016/j.compedu.2018.02.009
Bonk C. J., Graham Ch. R. (2006) The Handbook of Blended Learning: Global Perspectives, Local Designs / foreword by M.G. Moore, J. Cross. John Wiley & Sons Ltd. 624 p.
Brook, C., & Pedler, M. (2020). Action learning in academic management education: A state of the field review. The International Journal of Management Education, 18(3), 100415. https://doi.org/10.1016/j.ijme.2020.100415
Chen, J., Wang, M., Kirschner, P. A., & Tsai, C.-C. (2018). The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis. Review of Educational Research, 003465431879158. https://doi.org/10.3102/0034654318791584
Chilingaryan, K., & Zvereva, E. (2017). Methodology of Flipped Classroom as a Learning Technology in Foreign Language Teaching. Procedia - Social and Behavioral Sciences, 237, 1500–1504. https://doi.org/10.1016/j.sbspro.2017.02.236
Crilly, P., & Kayyali, R. (2019). The use of social media as a tool to educate United Kingdom undergraduate pharmacy students about public health. Currents in Pharmacy Teaching and Learning. https://doi.org/10.1016/j.cptl.2019.11.012
DeBoer, J., Ho, A. D., Stump, G. S., & Breslow, L. (2014). Changing “Course.” Educational Researcher, 43(2), 74–84. https://doi.org/10.3102/0013189x14523038
Facer, K. (2013). The problem of the future and the possibilities of the present in education research. International Journal of Educational Research, 61, 135–143. https://doi.org/10.1016/j.ijer.2013.03.001
Fomyna A. S. (2014) Blended learning at a university: institutional, organizational, technological and pedagogical aspects. Theory and practice of social development. №21. 272–279.
Gelgoot, E. S., Bulakowski, P. F., & Worrell, F. C. (2020). Flipping a Classroom for Academically Talented Students. Journal of Advanced Academics, 1932202X2091935. https://doi.org/10.1177/1932202x20919357
Healey, D., Hegelheimer, V., Hubbard, P., Iannou-Georgiou, S., Kessler, G. and Ware, P. (2008) TESOL Technology Standards Framework, Alexandria, VA: TESOL Publications.
Helm, F., Arens, A. K., & Möller, J. (2020). Perceived teacher unfairness and student motivation in math and German: An application of the generalized internal/external frame of reference model. Learning and Individual Differences, 81, 101891. https://doi.org/10.1016/j.lindif.2020.101891
Horn M. B., Staker H. (2011) The Rise of K-12 Blended Learning. Innosight Institute – Charter School Growth Fund – Public Impact, 2011. 17 p.
Hrastinski, S. (2019) What Do We Mean by Blended Learning? TechTrends 63, 564–569. https://doi.org/10.1007/s11528-019-00375-5
Hubackova, S., Semradova, I., & Klimova, B. F. (2011). Blended Learning in A Foreign Language Teaching. Procedia - Social and Behavioral Sciences, 28, 281–285. https://doi.org/10.1016/j.sbspro.2011.11.054
Kukharenko V. M. (2016) Theory and practice of blended learning: Monograph Kharkiv: Miskdruk, NTU "KhPI". 284 p. (In Ukrainian)
Kushnir O., Pilipenko V., Yakovleva O. (2019) The Formation of Students Motivation: Problem or Opportunity. Herald of Kiev Institute of Business and Technology. 3 (42). 5-10 https://doi.org/10.37203/kibit.2019.42.01
Kyreev B.N. (2018) An overview on some results of the experiment on the use of blended learning in higher education institution. Teacher in XXI century. V. 3-1. 48-60 (In Russian)
Lee, C., Yeung, A. S., & Ip, T. (2017). University English language learners’ readiness to use computer technology for self-directed learning. System, 67, 99–110. https://doi.org/10.1016/j.system.2017.05.001
Lo ́pez-Carril S., Anagnostopoulos Ch., Parganas P. (2020) Social media in sport management education: Introducing LinkedIn. Journal of Hospitality, Leisure, Sport & Tourism Education 27 (2020) 100262 https://doi.org/10.1016/j.jhlste.2020.100262
MacLeod, J., Yang, H. H., Zhu, S., & Li, Y. (2018). Understanding students’ preferences toward the smart classroom learning environment: Development and validation of an instrument. Computers & Education, 122, 80–91. https://doi.org/10.1016/j.compedu.2018.03.015
Manca S. (2020) Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook The Internet and Higher Education. Volume 44, 100707 https://doi.org/10.1016/j.iheduc.2019.100707
Mitsenko, D. (2019). «Blended learning» - the essence and features of implementation in higher education. Herald of Kiev Institute of Business and Technology, 42(3), 33-38. https://doi.org/10.37203/kibit.2019.42.05
Money, W. H., & Dean, B. P. (2019). Incorporating student population differences for effective online education: A content-based review and integrative model. Computers & Education. https://doi.org/10.1016/j.compedu.2019.03.013
Morris, N. P., Swinnerton, B., & Coop, T. (2019). Lecture recordings to support learning: A contested space between students and teachers. Computers & Education, 103604. https://doi.org/10.1016/j.compedu.2019.103604
Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? The Internet and Higher Education, 18, 15–23. https://doi.org/10.1016/j.iheduc.2012.12.001
Nalimova I., Valeev A. (2019) Possibilities of information technologies in blended learning for professionally oriented language at non-linguistic faculties. Azimuth of Scientific Research: Pedagogy and Psychology. V. 8. No 2(27). 168-171
Paulsen, J., & McCormick, A. C. (2020). Reassessing Disparities in Online Learner Student Engagement in Higher Education. Educational Researcher, 0013189X1989869. https://doi.org/10.3102/0013189x19898690
Popov N. P. (2018) Russian and American generations of the 20th century: where have Millennials come from? Monitoring of Public Opinion: Economic and Social Changes. No. 4. P. 309—323. https://doi.org/10.14515/monitoring.2018.4.15. (In Russian)
Romadhon, M. S., Rahmah, A., & Wirani, Y. (2019). Blended Learning System Using Social Media for College Student: A Case of Tahsin Education. Procedia Computer Science, 161, 160–167. https://doi.org/10.1016/j.procs.2019.11.111
Rospigliosi, P. asher. (2019). The role of social media as a learning environment in the fully functioning university: preparing for Generation Z. Interactive Learning Environments, 27(4), 429–431. https://doi.org/10.1080/10494820.2019.1601849
Ruliene L.N. (2017) Integration of technologies of electronic and classroom training as a factor of modern educational process development. PNRPU Linguistics and Pedagogy Bulletin No. 4 2017 https://doi.org/10.15593/2224-9389/2017.4.9
Singh, H., & Miah, S. J. (2020). Smart education literature: A theoretical analysis. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10116-4
Smith K. & Hill J. (2019) Defining the nature of blended learning through its depiction in current research, Higher Education Research & Development, 38:2, 383-397, https://doi.org/10.1080/07294360.2018.1517732
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What Forty Years of Research Says About the Impact of Technology on Learning. Review of Educational Research, 81(1), 4–28. https://doi.org/10.3102/0034654310393361
Vanslambrouck, S., Zhu, C., Lombaerts, K., Philipsen, B., & Tondeur, J. (2017). Students’ motivation and subjective task value of participating in online and blended learning environments. The Internet and Higher Education, 36, 33–40. https://doi.org/10.1016/j.iheduc.2017.09.002
Vogler, J. S., Munsell, S. E., & Knutson, D. (2019). LOLsquared: When laughing-out-loud and learning-on-line intermingle in a computer-mediated classroom discussion. Computers & Education, 140, 103597. https://doi.org/10.1016/j.compedu.2019.103597
Zydney, J. M., Warner, Z., & Angelone, L. (2019). Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments. Computers & Education, 103678. https://doi.org/10.1016/j.compedu.2019.103678
Опубліковано
2020-08-31
Як цитувати
Zelenskyi, M., Nesterenko, I., Volovik, N., & Mytsenko, D. (2020). Технології змішаного навчання для викладання іноземної мови студентам нефілологічних спеціальностей. Вісник Київського інституту бізнесу та технологій, 44(2), 4-10. https://doi.org/10.37203/kibit.2020.44.01
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