Improving the Efficiency of Students’ Independent Work During Blended Learning in Technical Universities

Abstract

Peculiarities of students’ independent work arrangement during mixed classes are considered. The relevance of the research is not in doubt, because in the conditions of the pandemic, higher educational institutions were forced to switch to a blended learning environment, which led to the need to find effective methods of ensuring the quality training of future specialists. At the same time, blended learning has proven to be effective in maximizing the individual educational needs of students. Taking into account modern perspectives, blended learning requires the search for effective means and methods that enable the formation of professional competences in future professionals. The purpose of the research is to develop ways to improve the independent work of students of technical universities in the conditions of two-way education. The object of the research is the study of the educational process in higher educational institutions of a mixed format. The subject of the research is scientific substantiation of the model of organizing students’ independent work in conditions of mixed learning and increasing its effectiveness. In the study, the authors used the following methods: theoretical (theoretical analysis of scientific sources and regulatory documentation) and empirical (survey, testing, pedagogical experiment). The study of a number of scientific and methodical sources on the topic of the research and the conducted questionnaire made it possible to identify the main shortcomings of the organization of independent work in institutions of higher education in mixed classes (lack of proper methodological skills of teachers; lack of developed algorithms), ineffective organization of independent work of students in modern conditions, insufficient motivation of some students to study new material). According to the results of the conducted pedagogical experiment, it was found that the results of success of students from the control groups in the disciplines of professional direction are significantly lower than in the control groups.