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FEATURES OF STUDENT EDUCATING USING HYBRID CLASSROOMS

Innovative Pedagogical Technologies in Education , UDC: 378 DOI: 10.25688/2072-9014.2022.61.3.06

Authors

  • Aimaletdinov Renat T.
  • Lvova Svetlana V. Candidate of psychological sciences, Associate Professor
  • Pustovoytenko Marina V. Candidate of Pedagogical Sciences
  • Semenyachenko Julia Alexandrovna Candidate of Pedagogical Sciences, Associate Professor
  • Fortunatov Artem А. Candidate of Pedagogical Sciences, Associate Professor

Annotation

This article discusses theoretical and practical approaches to the study of the problem of the features of student educating using hybrid classrooms. In the modern world, there are more and more new formats of learning that use computer technology. One of the most relevant at the moment is hybrid learning. The experience of many teachers has shown that hybrid learning can only be effective if the broadcast quality is high, the role positions of the students are equal, interactive activities are adapted, the effect of the listener’s presence in the audience is created, and if the teacher is highly qualified, skillfully balancing offline and online communication tools. Among the weaknesses of hybrid educational technologies are organizational and technical limitations, complicating the work of teachers, methodological and psychological difficulties, synchronization problems, similarity with the conference call model, and an artificial hierarchy of students. The use of hybrid classrooms provides wide-range of opportunities to overcome emerging difficulties and effectively solve educational issues.
Tags:
hybrid classroom; hybrid learning; digitalization of learning; online learning; distance learning; university students; digital technologies.

How to link insert

Aimaletdinov, R. T., Lvova, S. V., Pustovoytenko, M. V., Semenyachenko, J. A. & Fortunatov, A. А. (2022). FEATURES OF STUDENT EDUCATING USING HYBRID CLASSROOMS Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 2022, №3 (61), 58. https://doi.org/10.25688/2072-9014.2022.61.3.06
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