Features of implementation of blended learning in general secondary education institutions

Abstract

The article considers the peculiarities of the introduction of blended learning in general secondary education. The latest research and publications are analyzed. It hast been determined in which works the problem of introduction of blended learning in educational institutions was investigated. In this study, blended learning is seen as an educational concept in which the subjects are the student and the teacher. Features of mixed learning are specified. Models of distance learning are considered. The differences between the concepts of «Blended learning model» and «Blended learning» are shown.

It has been analyzed such models of blended learnin: face-to-face, simultaneous work of groups, rotations, inverted class. The conditions under which the choice of the model of using distance learning technologies takes place are determined. The advantages of using the Google Classroom cloud service as a teacher are outlined. A separate item discusses information security during the implementation of blended learning.

In particular, not only safety in cloud-based learning systems, but also psychological safety and psychological comfort when using these systems were studied. A survey was conducted to determine the reasons why students do not turn on cameras or microphones during a distance lesson. It is established that the quality of teaching in a mixed format primarily depends on the willingness of the teacher to adapt their approach to the presentation of material in the learning process.