Article: PDF
DOI: 10.51762/1FK-2021-26-03-19
Abstract: The article is devoted to the problems of blended learning at a higher educational institution. The material of the article is a brief review of German-language methodological literature on this issue, as well as the results of a survey of university language students. The relevance of the research is determined by the current level of development of electronic technologies in conjunction with the desire of the education system to innovative processes, which dictates the need to transform the learning process in educational institutions of higher education and optimize the management of time in independent training of students. The aim of the study was to determine the theoretical and methodological foundations of blended learning in higher education based on the analysis of German-language methodological literature. The basic concepts of blended learning theory were clarified and blended learning models and scenarios for foreign language learning were described such as Flipped Classroom, Flex model, A La Carte model, Rotation Stations. A questionnaire survey was conducted to find out the attitude of the students of the Institute of Foreign Languages of Ural State Pedagogical University towards blended learning, and to assess the readiness of language students to e-learning and blended learning. Based on the analysis of the methodological literature and the results of the questionnaire, the features of the implementation of blended learning models in relation to foreign language teaching were considered. Four possible scenarios for the integration of blended learning models in the training process of language students were presented. The scenarios are based on the following principles of blended learning: the principle of differentiated learning, the principle of personalization, the principle of interactivity and the principle of learner independence. The study confirmed the conclusion about the need to improve the effectiveness of the use of electronic educational resources in the context of informatization of higher education. The participation of each author in this study is as follows: E. V. Makarova – 80%, E. A. Ivanova – 20%.
Key words: Blended learning; language education; higher education; information technology; blended learning models; blended learning scenarios; questionnaire survey.

Для цитирования:

Макарова, Е. В. Модели смешанного обучения в подготовке студентов языкового вуза / Е. В. Макарова, Е. А. Иванова // Philological Class. – 2021. – Vol. 26 ⋅ №3. – С. 222-230. DOI 10.51762/1FK-2021-26-03-19.

For citation

Makarova, E. V., Ivanova, E. A. (2021). Blended Learning Models in the Training of Language Students. In Philological Class. 2021. Vol. 26 ⋅ №3. P. 222-230. DOI 10.51762/1FK-2021-26-03-19.

About the author(s) :

Elena V. Makarova

Ural State Pedagogical University (Ekaterinburg, Russia)

ORCID ID: https://orcid.org/0000-0002-3653-4878

Ekaterina A. Ivanova

Ural State Pedagogical University (Ekaterinburg, Russia)

ORCID ID: https://orcid.org/0000-0003-0892-3750

References:

Bell, G. (2005). Fremdsprachenlernen zwischen Medienverwahrlosung und Medienkompetenz. In Beiträge zu einer kritisch-reflektierenden Mediendidaktik. Frankfurt a.M.

Brash, B., Pfeil, A., Bärbel, A. (2017). Unterrichten mit digitalen Medien. Ernst Klett Sprachen, München.

Dziuban, C. D., Moskal, P. D., Hartman, J. (2005). Higher education, blended learning, and the generations: Knowledge is power. Needham, MA, Sloan Center for Online Education. URL: https://studylib.net/doc/ 7448397/higher-education-and-blended-learning--knowledge-is-power (mode of access: 25.09.2021).

Häfele, H., Maier-Häfele, K. (2008). 101 e-Le@rning Seminarmethoden. Methoden und Strategien für die Online- und Blended-Learning-Seminarpraxis. 3. überarb. Aufl., Bonn, Managerseminare Verlag. 360 p.

Heinrich, N. Hybrides Lernen – aber wie? URL: https://www.bpb.de/lernen/digitale-bildung/werkstatt/325751/ hybrides-lernen-aber-wie (mode of access: 25.09.2021).

Hybrid-Unterricht 101. Ein Leitfaden zum Blended Learning für angehende Lehrer:innen. (2020). Herausgeber, Tim Kantereit, Visual Ink Publishing. URL: www.visual-books.com (mode of access: 30.09.2021).

Klee, W., Wampfler, Ph., Krommer, A. (2021). Hybrides Lernen – Zur Theorie und Praxis von Präsenz- und Distanzlernen – Beltz.

Kranz, D., Lüking, B. (2005). Blended Learning – von der Idee zur Tat, vom Konzept zur Realisierung: Zwei Berichte aus der pädagogischen Praxis der Lehrerbildung. In Zeitschrift für Interkulturellen Fremdsprachenunterricht 10/1. Darmstadt. URL: https://ojs.tujournals.ulb.tu-darmstadt.de/index.php/zif/article/view/409.

Launer, R. (2008). Blended Learning im Fremdsprachenunterricht :Konzeption und Evaluation eines Modells. Inaugural-Dissertation zur Erlangung des Doktorgrades der Philosophie an der Ludwig-Maximilians-Universität München. URL: https://edoc.ub.uni-muenchen.de/8905/1/Launer_Rebecca.pdf (mode of access: 29.09.2021).

Meyer, H. (2004). Was ist guter Unterricht? Cornelsen Scriptor. 192 p.

Reinmann, G. (2005). Blended Learning in der Lehrerausbildung. Grundlagen für die Konzeption innovativer Lernumgebungen. Lengerich, Pabst Science Publishers. 279 p.

Roche, J. (2019). Medienwissenschaft und Mediendidaktik. Narr Francke Attempto Verlag, Tübingen. 356 p.

Rösler, D., Würffel, N. (2014). Lernmaterialen und Medien. Ernst Klett Sprachen, München. 351 p.

Sauter, A., Sauter, W., Bender, H. (2003). Blended Learning. Effiziente Integration von E-Learning und Präsenztraining. München. Schneider, S., Würffel, N. (2007). Kooperation & Steuerung. Fremdsprachenlernen und Lehrerbildung mit digitalen Medien. Tübingen, Narr. 244 p.

Schulmeister, R. (2003). Lernplattformen für das virtuelle Lernen: Evaluation und Didaktik. München u.a., Oldenbourg. 291 p.

Warkentin, N. Blended Learning in der Praxis: Modelle + Methoden im Überblick. URL: https://karrierebibel.de/ blended-learning (mode of access: 25.09.2021).