Особливості проектування структури змішаних курсів в університетах США
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Дата
2023
Автори
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті висвітлено позиції американських педагогів, які стверджують, що результати навчання за змішаною формою кращі за результати очного навчання, оскільки структура змішаних курсів має свою специфіку, яка відрізняється обсягом навчального матеріалу, методами і технологіями викладання, конструювання навчального матеріалу; застосуванням інформаційних технологій тощо. Виявлено критерії, закладені у забезпечення якості організації змішаного навчання в університетах США. Показано, що в американській освітній практиці проектування структури змішаного курсу залежить від розроблених в університетах вимог. Установлено, що поєднання офлайн та онлайн-середовищ у змішаному навчанні створює унікальні можливості і виклики у розробленні змішаних курсів, а розроблення змісту та методики навчання змішаного курсу залежить від поєднання синхронного та асинхронного стилів навчання. Описано складові проєкту, та наведено конкретні приклади.
The article substantiates the positions of American educators. They claim that the results of mixed education are better than the results of full-time education, because the structure of mixed courses has its own specificity, which differs in the amount of educational material, methods, teaching technologies, educational material; designing the use of information technologies etc. The criteria included in the organization's quality assurance have been identified: blended learning in USА universities, namely: planning the educational process, defining goals and objectives; development of educational programs, syllabi: creation of appropriate content, outline of problematic aspects; ensuring communication at various levels and online interaction (administrative staff, teachers, students, other stakeholders): methodical support (trainings, webinars, thematic workshops, seminars, workshops for improving the qualifications of teachers); psychological support; choosing the optimal learning model (independent work of students): sequence of educational actions and activities; personalization of teaching learning; definition and consideration of various types of educational activities of students; prioritization of learning outcomes and objective assessment. The American educational practice, the design of the structure of a mixed course depends on the requirements and teaching-methodical recommendations developed in universities, taking into account author's methods and learning styles, interests and wishes of students is shown. The combination of offline and online environments in blended learning creates unique opportunities and challenges in the development of blended courses, and the development of the content and teaching methodology of a blended course depends on the combination of synchronous and asynchronous learning styles has been established. Described by the components of the project, such as the team memorandum (the memo specifies the name of the team, team members, the three best topics and the rationale for their selection; the memo is not graded, but serves as a basis for obtaining approval from the instructor); instructor's recommendations (draft version of the project with suggestions for improvement); pilot workshop (not evaluated, but serves as an opportunity to receive feedback from the teacher and other students); final suggestions of the instructor (the team has the opportunity to review and implement the suggestions, submit the final version of the project for the instructor to evaluate); project defense (final seminar with evaluation). The online components of the course include work with a local organization is noted. Specific examples, in particular, the distribution of offline and online components in the mixed course "History of Art" are given.
The article substantiates the positions of American educators. They claim that the results of mixed education are better than the results of full-time education, because the structure of mixed courses has its own specificity, which differs in the amount of educational material, methods, teaching technologies, educational material; designing the use of information technologies etc. The criteria included in the organization's quality assurance have been identified: blended learning in USА universities, namely: planning the educational process, defining goals and objectives; development of educational programs, syllabi: creation of appropriate content, outline of problematic aspects; ensuring communication at various levels and online interaction (administrative staff, teachers, students, other stakeholders): methodical support (trainings, webinars, thematic workshops, seminars, workshops for improving the qualifications of teachers); psychological support; choosing the optimal learning model (independent work of students): sequence of educational actions and activities; personalization of teaching learning; definition and consideration of various types of educational activities of students; prioritization of learning outcomes and objective assessment. The American educational practice, the design of the structure of a mixed course depends on the requirements and teaching-methodical recommendations developed in universities, taking into account author's methods and learning styles, interests and wishes of students is shown. The combination of offline and online environments in blended learning creates unique opportunities and challenges in the development of blended courses, and the development of the content and teaching methodology of a blended course depends on the combination of synchronous and asynchronous learning styles has been established. Described by the components of the project, such as the team memorandum (the memo specifies the name of the team, team members, the three best topics and the rationale for their selection; the memo is not graded, but serves as a basis for obtaining approval from the instructor); instructor's recommendations (draft version of the project with suggestions for improvement); pilot workshop (not evaluated, but serves as an opportunity to receive feedback from the teacher and other students); final suggestions of the instructor (the team has the opportunity to review and implement the suggestions, submit the final version of the project for the instructor to evaluate); project defense (final seminar with evaluation). The online components of the course include work with a local organization is noted. Specific examples, in particular, the distribution of offline and online components in the mixed course "History of Art" are given.
Опис
Ключові слова
проектування, структура, змішані курси, університети, США, критерії, забезпечення якості освіти, офлайн середовище, онлайн середовище, онлайн компоненти курсу, design, structure, mixed courses, universities, USA, criteria, quality assurance of education, offline environment, online environment, online course components
Бібліографічний опис
Боднар, Т. Особливості проектування структури змішаних курсів в університетах США [Текст] / Т. Боднар // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2023. – № 2 (126). – С. 89–98. – DOI 10.24139/2312-5993/2023.02/089-098