THE PROBLEM OF CREATING A MOTIVATION SPACE FOR STUDENTS AND TEACHERS OF HIGHER EDUCATION INSTITUTIONS IN THE IMPLEMENTATION OF BLENDED EDUCATION
DOI: 10.23951/2307-6127-2021-1-104-110
The article presents, on the basis of a theoretical analysis of the phenomenon of motivational space, its content, leading formation technologies. The specificity of modern models of the organization of the educational process by means of blended learning is revealed. The necessity of blended learning in training students of pedagogical universities is actualized. The urgency of the problem of optimizing the use of distance and blended learning for university students is substantiated. The characteristic of blended learning is given, theoretical and empirical studies in the field of distance and blended learning are analyzed, their positive aspects are identified and indicated. The motivational component makes it possible to determine the perspective of the program for the integration of various forms in the teaching of students, including foreign students and those with disabilities. The key motivational features of students and teachers of higher education at the present stage of implementation of various forms of education are scientifically substantiated. The purpose of the study is to analyze the specifics of the motivational space through blended learning tools. Potential resources of this form of obtaining information are demonstrated and tendencies of self-determination of students and teachers in professional activities through blended learning are determined.
Keywords: motivation, motivated space, professional competence, blended learning tools, electronic communication
References:
1. Kalinina N. N., Sapunov M. B., Tebiev B. K. Transformatsii idei universiteta: vyzovy vremeni i otvety akademicheskogo soobshchestva [Transforming the University Idea: Challenges of the Time and Responses of the Academic Community]. Ekonomika obrazovaniya, 2012, no. 4, pp. 13–29 (in Russian).
2. Sovremennyy universitet mezhdu global’nymi vyzovami i lokal’nymi zadachami [A modern university between global challenges and local challenges i]. Materialy VII Mezhdunarodnoy konferentsii Rossiyskoy assotsiatsii issledovateley vysshego obrazovaniya [Materials of the VII International Conference of the Russian Association of Higher Education Researchers]. Moscow, HSE University Publ., 2016. 237 p. (in Russian).
3. Portal Federal’nykh gosudarstvennykh obrazovatel’nykh standartov. Razdel FGOS VO [Portal of Federal State Educational Standards. Section of the Federal State Educational Standard] (in Russian). URL: http://fgosvo.ru/fgosvo/92/91/4 (accessed 12 December 2020).
4. Garrison D., Vaughan N. Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass. 2008. 272 p.
5. Lomonosova N. V. Optimizatsiya kriteriyev smeshannogo obucheniya studentov vuza na osnove ratsional’nogo sochetaniya traditsionnykh i elektronnykh metodov vzaimodeystviya [Optimization of criteria for blended learning of university students based on a rational combination of traditional and electronic methods of interaction]. Otkrytoye i distantsionnoye obrazovaniye – Open and Distance Education, 2016, no. 4 (64), pp. 24–30 (in Russian).
6. Veledinskaya S. B., Dorofeyeva M. Yu. Smeshannoye obucheniye: sekrety effektivnosti [Blended learning: the secrets of efficiency]. Vyssheye obrazovaniye segodnya, 2014, no. 8, pp. 8–13 (in Russian).
7. Fandey V. A. Smeshannoye obucheniye: sovremennoye sostoyaniye i klassifikatsiya modeley smeshannogo obucheniya [Mixed learning: current state and classification of mixed learning models]. Informatizatsiya obrazovaniya i nauki, 2011, no. 12, pp. 115–125 (in Russian).
8. Friesen N. Report: Defining blended learning. URL: http://learningspaces.org/papers/Defining_Blended_Learning_NF.pdf (accessed 12 October 2020).
9. Dorofeyeva M. Yu., Veledinskaya S. B. Effektivnoye soprovozhdeniye elektronnogo obucheniya: tekhnologii vovlecheniya i uderzhaniya uchashchihsya [Effective e-learning support: technologies for student engagement and retention]. Obrazovatel’nye tekhnologii, 2015, no 3, pp. 104–115 (in Russian).
10. Dorofeyeva M. Yu., Veledinskaya S. B. Effektivnost’ elektronnogo obucheniya: sistema trebovaniy k elektronnomu kursu [Effectiveness of e-learning: a system of requirements for an e-course]. Otkrytoye i distantsionnoye obrazovaniye – Open and Distance Education, 2016, no. 2(62), pp. 62–68 (in Russian).
11. Kapustin Yu. I. Pedagogicheskiye i organizatsionnye usloviya effektivnogo sochetaniya ochnogo obucheniya i primeneniya tekhnologiy distantsionnogo obrazovaniya. Dis. dokt. ped. nauk [Pedagogical and organizational conditions for an effective combination of full-time education and the use of distance education technologies. Diss. doct. of ped. sci.]. Moscow, 2007. 419 p. (in Russian).
12. Korchak T. A. Organizatsionno-pedagogicheskiye usloviya povysheniya kachestva professional’nogo obrazovaniya na osnove kompetentnostnogo podkhoda. Dis. kand. ped. nauk [Organizational and pedagogical conditions for improving the quality of professional education based on the competence approach. Diss. cand. of ped. sci.]. Ekaterinburg, 2005. 209 p. (in Russian).
13. Zhigalev B. A. Psikhologo-pedagogicheskiye mekhanizmy vliyaniya otsenki na povysheniye kachestva professional’nogo obrazovaniya v vuze [Psychological and pedagogical mechanisms of the impact of assessment on improving the quality of vocational education in higher education] (in Russian). URL: https://cyberleninka.ru/article/n/psihologo-pedagogicheskie-mehanizmy-vliyaniya-otsenki-na-povyshenie-kachestva-professionalnogoobrazovaniya-v-vuze/viewer (accessed 12 December 2020).
( 344.45 kB ) 
( 336.96 kB )
Issue: 1, 2021
Series of issue: Issue 1
Rubric: ISSUES OF EDUCATION
Pages: 104 — 110
Downloads: 843