FORMATION OF PROFESSIONAL COMPETENCIES AMONG FUTURE TECHNOLOGY TEACHERS IN THE PROCESS OF APPLYING THE BLENDED LEARNING MODEL IN THE HIGHER EDUCATION SYSTEM

• Svitlana Lisova

  Rivne State University for the Humanities

  https://orcid.org/0000-0002-6230-0805

• Nadiia Dupak

  Rivne State University for the Humanities

  https://orcid.org/0000-0002-3000-4489

The article deals with the features of implementing the blended learning model in the educational process of a higher education institution. The concepts of «distance education», «distance learning», «blended learning» are analyzed. It has been determined that blended learning is a purposeful process of interaction between learning subjects, which combines traditional and distance learning forms, which can take place in the classroom and outside it, in synchronous and asynchronous modes, and be based on the widespread use of ICT. A comparative analysis of synchronous and asynchronous formats in the context of blended learning was carried out and the features of each format were identified. It is emphasized that the synchronous format provides instant feedback between students and the teacher; organization of group activities; development of communication and collaboration skills; motivation for learning in the process of communication. It is noted that the asynchronous format is characterized by flexible schedules; the ability to master educational material at a comfortable pace; the availability of educational materials at a time convenient for the applicant; the development of self-organization skills and the ability to learn. The blended learning platform (system) Moodle is described. The focus is on the benefits of blended learning for higher education students. It has been proven that the improvement of quality indicators of learning in the process of applying the blended learning model during the professional training of future teachers of higher education technologies in distance and face-to-face forms is comparable.

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