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- Brett, P.
- Dewar, T. and Whittington, D.
- Sharma, P. and Barrett, B.
| Is blended learning effective? Two of the reasons for employing a blended
approach that are given above are improved learning effectiveness and cost effectiveness, but how effective really is blended learning? And in what ways is it effective? According to Dewar and Whittington (2004: 5) there is a good deal less literature on the effectiveness of blended learning than there is defining it and suggesting how to implement it. They state that ‘There is some anecdotal evidence about how well participants liked blended learning and many articles outlining the costs saving associated with integrating technology. There is also a growing literature base about the learning outcomes achieved through using various types of technology. The biggest challenge is finding studies that specifically address blended learning, as opposed to the use of technology alone [3]. In the context of higher education, Dziuban et al. (2004: 5) found that their blended learning courses had ‘the potential to increase student learning outcomes while lowering attrition rates in comparison with equivalent fully online courses’ and that blended learning results «in success and attrition rates [were] comparable to the face-to-face modality for all ethnicities». A study conducted by Harker and Koutsantoni (2005: 197) also found that ‘the blended learning mode was much more effective in student retention’ than the distance learning mode on their English for Academic Purposes (EAP) programme, ²whilst students» achievement levels were similar in both groups’ as were their satisfaction rates [8]. Clearly more studies to investigate the pedagogical effectiveness of blended learning in ELT are required that provide us with empirical rather than impressionistic evidence in its favor. However, Salaberry (2001: 52) cautions that ‘a healthy dose of skepticism about the pedagogical effectiveness of many current technological tools appears to be well justified if one considers the perhaps overly enthusiastic reaction to previous technological breakthroughs’ such as language labs, cassette recorders, and computer-assisted instruction. 86 87 Вестник ПГУ, ISSN 1811-1831 Серия Педагогическая № 1. 2018 ПМУ Хабаршысы, ISSN 1811-1831 Педагогикалық сериясы № 1. 2018 Teaching of foreign languages at the university is carried out according the traditional scheme fulfilled by many generations of teachers. Students come to classes where the main sources of information for them are textbooks and lectures; at practical classes they fulfill skills of reading, translation, oral where teacher can use both video, and tape recorders. Monitoring can be carried out by the teacher, with the help of computer-based testing. Actually, the blended learning model does not reject that usefulness of traditional model, but rather improves its possibilities. As far the Department of Foreign languages of the University of S Toraighyrov we have been trying to use the most modern methods of teaching for many years already. E-learning undoubtedly counts among such methodological ways. The faculty teachers have been producing their own on-line lessons. At the very beginning, there were first of all the ICT teachers, who promoted this form of teaching, others followed later, finally also the language tutors joined in. To use e-learning methods is sometimes quite complicated for them, because foreign language teaching without a face-to-face contact and the possibility of oral communication with a tutor is hardly imaginable. In every case, a foreign language teaching requires some conversation, authentic listening, team work, group work etc. In spite of that also we, the foreign language teachers, decided to make use of the e-learning method and started to create our own on-line lessons, which we frequently use in a form of blended learning. We perceive blended learning as a combined teaching – as a combination of standard face-to-face teaching with e-learning. Online communication. It is absolutely new element which came to the blended learning from on line education. There are various devices like chat, forum, Skype that give the chance to students and the teachers to communicate and work together. Individual and group project (Collaboration). This form of work develops skills of search, information analyses, and group work, also improves the ability to assign tasks and take responsibility for taken. Virtual Classroom. This device allows students to communicate through variety Internet – communication, without being physically in the classroom that gives students a certain amount of freedom in learning. Audio and video lectures, animations, and simulations. These elements of blended learning make the teachings process easier and more enjoyable. What are the benefits of blended learning? The purpose of this methodology is to form the students’ ability of planning and organizing their activities, focusing on the ultimate result. Students learn to make decisions, to make informed choices and take responsibility for it. They form skills and abilities to work in information space, independently search for, select and analyze information, to represent result with the use of various modern technologies, i.e. there is a formation of necessary speech and sociocultural competences. CONCLUSION There are not the all aspects that can be considered in connection with the use of blended learning model in teaching of foreign languages and other subjects. There are many PROS and CONS, which will be discussed, but one thing is certain that the scientific and technological progress made digital technology into an effective learning device, and the expansion of its further use is not in doubt. Finally, the competition in the educational market will force many educational institutions to consider ICT as one of the key forms of the student and teacher cooperation, where each of the participants will get the benefit. In a nutshell, traditional teaching process and the method of e-learning make a very frequent combination. Blended learning should represent their optimal combination. It is spreading very rapidly both in academic and in business area and it is a trend in current teaching. REFERENCES 1 Brett, P. (1996) Using multimedia: an investigation of learners’ attitudes. Computer Assisted Language Learning 9/2–3: 191–212. 2 Graham, C. (2004) Blended Learning Systems: Definition, Current Trends, and Future Directions. Available online at www.publicationshare.com 3 Dewar, T. and Whittington, D. (2004) Calliope Learning: Blended Learning Research Report. Available online at www.calliopelearning.com/wp- content/uploads/2012/08/ blended.pdf 4 Masie, E. (2006) «The blended learning imperative», in Bonk, C and Graham, C (eds) Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing, 22–26. 5 Sharma, P. and Barrett, B. (2007) Blended Learning. Oxford: Macmillan. 6 Sharma, P. (2007) Try a blend that creates a new class of learning. Guardian Weekly (16 February 2007). 7 Salaberry, M. F. (2001) The use of technology for second language learning and teaching: a retrospective. The Modern Language Journal 85: 39–56. 8. Harker, M. and Koutsantoni, D. (2005) Can it be as effective? Distance versus blended learning in a web-based EAP programme. ReCALL 17/2: 197–216. Material received on 12.02.18. С. С. Әубәкір 1 , Б. Ж. Капарова 2 жүктеу/скачать 3.75 Mb. Достарыңызбен бөлісу:
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