Blended learning model in class

The model of blended learning is one of the promising directions in higher education. The concept of blended learning considers combination of good parts of traditional education with advantages of distance technology in modern conditions. The main hypothesis of the research is as follows: effectiveness of students’ education at the university will go up if teachers use blended learning, i.e. active e-learning application with individual trajectory. To verify this hypothesis an educational experiment was conducted at Far Eastern Federal University. Within 2014-2015 two groups of students with majority “Applied Mathematics” of the first and second year were taught in blended learning model. Each part of the discipline within the curriculum was implemented in blended learning technique. On the one hand there were traditional methods in class, on the other hand there were materials required for classes and individual work in the internet system BlackBoard as well as additional tools developed. In the BlackBoard system the interactive web pages were developed for lectures carried out with using active educational methods; the pages contain not only textual and graphical information but also the tools for self-verification and assignment. Each lab-work has textual description and interactive demo for performance of the work in the form of a web page. With the help of this tool the student, starting the work, can see how his result must look like, and in the course of the performance compare the results of calculations setting input data for the work. For performing individual work in LMS the student can also see a demo that facilitates understanding of assignments and checking the work results. Another feature of the model proposed is active use of different evaluating tools for students’ progress control and individual and lab work. For analysis and evaluation of the experiment carried out different types of reports in LMS Black Board were presented within the period from September 1, 2014 to June 30, 2015. Average time spent in the BlackBoard system by a user within an academic year is 16 hours for the first year students and 7.2 hours for the second year students. Reports confirm that active use of the system is in sync with classes: students prepare for the class in the evening, use the system during the class, and then finish the lab work the same day after classes. For each group (A, B, C, etc.) the average values of time spent during the year in the system, number of visits and intervals between the visits were measured. The group of mediocre students (‘C’ group) have the worst results. The excellent students (‘A’ group) spent most time in the system, but the number of visits was less than that of “C” group of students. The “C” students looked through the material most often, but for short time. The experiment confirms a correlation between students’ progress and activity in LMS BlackBoard both during the class and independent work. In summary the analysis allows us to draw the conclusion that active use of blended learning makes it possible not only to increase the effectiveness of learning in general but also to improve students’ progress. Constant study during the whole term has direct impact on mastering knowledge and skills on a good level. Statistical data confirms that active use of BlackBoard promotes students’ progress via remote learning and makes it possible to realize the principle “acquisition of knowledge in the course of life” that means everyone can develop the skills during the whole life-time.

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