THE OPTIMIZATION OF CRITERIA FOR BLENDED LEARNING UNIVERSITY STUDENTS BASED ON rational mix of traditional and ELECTRONIC methods teaching

He popular today, the competence treatment to the educational process is characterized as a set of interrelated methods, principles and ideas that contribute to the practical application of professional knowledge and skills in practice. Formation of the basic skills of students takes place through a variety of ways, but mainly due to the increase of motivation for self-dependent work of students. Increase students’ motivation - a complex issue that requires psychological and educational research. Today, one of the most popular methods to stimulate students for independent work - the use of ICT technologies and the introduction in the educational process of various e-learning methods. The main difference between the electronic remote learning is that the interaction “teacher-student” can be either synchronous (on-line), and asynchronous (off-line) mode, a special virtual environment. Despite the range of advantages and disadvantages of blended learning, presented in the SWOT-analysis, the majority of universities in the world support the introduction of blended learning in the educational process. In addition, mixed-mode learning is becoming one of the factors increase the quality of education performance. According to opinion of researchers, the main problem of hybrid learning is the uncertainty relation of electronic and traditional forms of learning. Search optimal proportion of ICT technologies in the educational process by means of mathematical, statistical and analytical methods allow to organize high-quality mixed process of student learning. Also, the article discussed options to optimize the interaction “teacher-student” in the e-learning environment and the analysis of the relationship between objective measures of student performance and the final scale of their involvement in the information and communication environment. The totality of the research makes it possible to say that the achievement of the best in performance indicators can be achieved at the level of student involvement in working with ICT technologies from 60 to 80%. Such an amount of electronic technologies in blended learning can be explained by the following scientific facts set out in this article: the findings of the survey of the faculty and students of leading Russian and foreign universities; findings from the correlation analysis and graphical analysis of data obtained experimentally using a pedagogical experiment.

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