Possible models of blended learning in training of future bachelors of metallurgical majors

The article considers the possibility of using e-learning in training of future bachelors in Chemistry at universities. It shows that Russian and foreign researchers use actively the model “flipped classroom” provided by blended learning. It offers a scheme of model implementation «flipped classroom» in computer educational environment for training chemistry taking into account science specifics. A pedagogical experiment was conducted at Siberian Federal University to determine the effectiveness of the methods developed. The experiment was carried out in the groups of metallurgical students on the module “Electrochemical reactions” in the framework of the discipline “Chemistry of inorganic and organic compounds”. It took place in 2015-2016 and 2016-2017 academic years per 33 students for each year. The knowledge level of the theoretical material was analyzed by the results of the final tests based on the component analyses. The final test included 27 assignments. The assignments were aimed at identifying the level of knowledge of the conceptual apparatus, the ability to use the acquired knowledge in modified conditions, in particular the ability to describe/predict the processes taking place in the galvanic element, the chemical corrosion of two contact metals in the acid environment/wet air atmosphere, electrolysis of electrolyte solutions in inert electrodes/active anode. In accordance with the purpose of the pilot study were calculated median and coefficient of systematization of knowledge. The coefficient of the systematization of knowledge (coefficient of knowledge) was calculated according to the formula proposed by the A.V. Usova: where l_i - the number of components learned by i-student; l - the total number of components, that must be learned; N - the number of trainees. Raising the median value: 3.8 (2015-2016), 3.9 (2016-2017) compared to 3.2 (2013-2014) within the framework of traditional training, as well as the systematization of knowledge factor: 0.72 (2015-2016), 0.75 (2016-2017) compared to 0.66 (2013-2014 g.g.) allows you to make a conclusion about the effectiveness of the proposed scheme. Thus, the obtained results suggest that it is appropriate to apply the “flipped class model” as varieties of blended learning model in chemical training of future bachelors. However, its impact depends on the saturation of the electronic environment with educational resources that provide different forms of presentation of the training material, select the path of the material to be developed by students based on their individual characteristics, perform interactive tasks (glossary, construct logic-structural schemes, estimate and evaluate, etc.). Efficient training of students to classroom work frees up time in the classroom and helps solve more complex problems. Students learn how to plan and organize their own work to master the content of the discipline, acquire working skills, communicate in educational computer environment (IDOS), which has positive impact on the quality of their knowledge. With regard to problems, the organization of active student activity in an electronic environment is a labor-intensive process for the teacher, which, unfortunately, is not marked in the academic load. Our further research will involve studies of conditions for effective use of other models of blended learning.

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