Features of the Interaction between Teachers and Students in Conditions of Mixed Learning

  • Oleksandr PONOMAROV Taras Shevchenko National University of Kyiv, Ukraine

Abstract

The article is devoted to communicative technologies of blended learning as one of the most important areas of development of the educational process in higher education institutions. The author analyzes the main aspects and features of interaction between teachers and students in conditions of blended learning, the main advantages and disadvantages of such interaction. The practical implementation of information and communication models based on the functioning of modular object-oriented learning environments is studied. Based on the analysis, the author has developed the rules of communication between the teacher and students, which will make the educational process in conditions of blended learning more effective.


 

References

[1] Bugaichuk K.L. Blended learning: theoretical analysis and implementation strategy in the educational process of higher educational institutions. Information technologies and teaching aids: electronic scientific publication.2016. № 54. № 4. С. 115-124.
[2] Hamutoglu, N.B., Gemikonakli, O., Duman, I., Kirksekiz, A., and Kiyici, M. 2020. Evaluating student sex periencesusing a virtual learning environment: satisfaction and preferences. Educational technology research and development, 68: 437-462.
[3] Lisetskyi K. A. Mixed and traditional forms of education. Materials of the scientific and practical conference ‘Newest educational technologies’,2013.
[4] Milheim, K.L. 2012. Towards a better experience: examining student needs in the online classroom through Maslow’s hierarchy of needs model. Online Learn, 8: 159-171.
[5] Nazarenko L. ‘Blended learning’ as a step towards comfortable education, its essence and advantages. Educational discourse. 2020, № 4. С. 163-181.
[6] Osadcha K., Osadchiy V., Spirin O., Kruglyk V. Implementation of individualization and personalization of learning by means of MOODLE. Youth and the market. 2021. № 1 (187). С. 38-43
[7] Polianovskyi, H., Zatonatska, T., Dluhopolskyi, O., and Liutyi I. 2021. Digital and Technological Support of Distance Learning at Universities under COVID-19 (Case of Ukraine). Revista Romaneasca pentru Educatie Multidimensiona, 13 (4): 595-613.
[8] Rebukha, L., Polishchuk V. 2020. Ukrainian Society and Сovid-19: the Influence of the Pandemic on Educational Processes in Higher School. Postmodern Openings, 11(2): 120-127.
[9] Shrol T. S. Mixed learning as a new form of organization of ICT education. Updating the content, forms and methods of education and upbringing in educational institutions. 2016. № 13 (1). С. 166-170. 
[10] Theory and practice of blended learning: monograph / edited by V. M. Kuharenko. Kharkiv: ‘Miskdruk’, NTU ‘KhPI’,2016. 284 с.
[11] Tkachuk G. Analysis and features of the implementation of blended learning models in the educational process of a higher education institution. Proceedings. Pedagogy series. 2018. № 3. С. 28-36.
[12] Zhu, C., and Diep, N. A. 2017. The effect of blended learning on student performance at course-level in higher education: a meta-analysis. Studies in Educational Evaluation, 53: 17-28.
Published
2023-12-10
How to Cite
PONOMAROV, Oleksandr. Features of the Interaction between Teachers and Students in Conditions of Mixed Learning. Journal of Research in Educational Sciences, [S.l.], v. 14, n. 16, p. 46 - 54, dec. 2023. ISSN 2068-8407. Available at: <https://journals.aserspublishing.eu/jres/article/view/8197>. Date accessed: 03 mar. 2024. doi: https://doi.org/10.14505/jres.v14.16.05.