Ярослава Литвинюк
(Хмельницький національний університет)
Науковий керівник: О. М. Харжевська, кандидат психологічних наук
THE ANALYSIS OF ADVANTAGES AND DISADVANTAGES OF FOREIGN LANGUAGE BLENDED LEARNING IN HIGH EDUCATION
Foreign language learning in high education is constantly evolving. Blended (mixed) learning has emerged as a promising approach offering flexibility and personalized learning experiences. We would like to analysis the advantages and disadvantages of using blended learning in foreign language classrooms, exploring its impact on learners and instructors [1, р. 223].
First of all, we would like to point out the advantages of foreign language blended learning as it has increased learner’s engagement – blended learning integrates online activities with interactive in-person sessions, promoting active participation and fostering deeper understanding. It is widely personalized learning because online platforms allow for individual learning pace and tailored activities, accommodating different learning styles and skill levels. Enhanced access to resources also can be stressed on, as the learners can access authentic materials, interactive exercises, and multimedia non-stop resources during day and night period, expanding their exposure to the language. Online tools facilitate collaborative activities, group discussions, and language exchange opportunities, enhancing communication skills in various contexts thus improving communication skills. Blended learning fosters digital literacy and familiarity with technological tools used in various professional and academic settings. Online components offer flexibility in learning schedules and locations, catering to diverse student needs and lifestyles. Blended learning can potentially reduce costs associated with physical resources like textbooks and classroom space [2, р. 11].
Having focused on all the advantages and benefits of blended learning as an integral part of widespread methods of education, we can also single out the disadvantages. Unequal access to technology and reliable internet can create barriers for some learners, exacerbating existing inequities. Blended learning requires strong self-motivation and time management skills, which can be challenging for some students who lack motivation and self-regulation. While online tools promote communication, they may not fully replicate the in-person interaction and feedback crucial for language development. Technical difficulties with online platforms and equipment can disrupt learning and create frustration for both learners and instructors. Designing effective assessments that accurately measure language proficiency in a blended environment can be complex. Integrating technology effectively requires ongoing professional development for instructors to master new tools and pedagogical approaches [3].
In order to provide teacher and learner feed-back, the strategies for successful blended learning must include clear learning objectives and curriculum alignment, so to say, ensure online and offline components seamlessly integrate and contribute to overarching language learning goals. Utilize diverse online and offline activities catering to different learning styles and promoting active participation. Provide support and adjustments for learners with varying needs and skill levels. Foster clear communication between instructors and learners, and encourage student collaboration online and offline. Select and integrate technology strategically, focusing on its pedagogical value rather than novelty. Regularly assess the effectiveness of the blended approach and seek feedback from learners and instructors to adapt and improve [4].
With these things said, online classes are better. It is a form of learning that fits our ever-changing world – an education that works remotely and quickly without compromising the student-teachers experience. Modules consist of groupings of lessons. Lessons are individual training units that consist of videos, text blocks, links and downloadable resources. But organizing captivating and effective blended lessons requires careful planning and strategic execution [5, р.230].
Foreign language blended learning in high education offers substantial potential for personalized learning, engagement, and skill development. However, careful consideration of potential challenges and implementation of effective strategies are crucial for maximizing its benefits and ensuring equitable access for all learners. By fostering collaboration, continuous improvement, and learner-centered approaches, blended learning can be a powerful tool in preparing students for deeper foreign language proficiency and communication skills in today’s increasingly interconnected world. Teachers have been using face-to-face teaching since time immemorial, whereas a fully online teaching has emerged as an inevitable offshoot for regular students during the recent outbreak of coronavirus. It has enriched pedagogical methods leaving teachers with no option except to become a computer literate to create their own web-based teaching materials and upload their customized teaching contents on e-learning platforms.
REFERENCES
- Banditvilai, C. Enhancing Students’ Language Skills through Blended Learning. Electronic Journal of e-Learning, 14(3), 2016. P. 220–
- Eknath Tatte. Contemporaneity of Language and Literature in the Robotized Millennium, 4 (1), 2022. P. 10–8.
- Graham, Charles R. Emerging practice and research in blended learning. In Handbook of distance education, Routledge. 2013. P. 351–368.
- López-Pérez, M. Victoria, M. Carmen Pérez-López, and Lázaro Rodríguez-Ariza. Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & education 5 (3), 2011. P. 818–826.
- Харжевська О. М., Рудоман О.А. Дослідження пізнавальної діяльності студентів при вивченні іноземної мови в умовах змішаного навчання / Збірник наукових праць Національної академії Державної прикордонної служби України. Серія: Педагогічні науки / гол. ред. О. В. Діденко. Хмельницький: Вид-во НАДПСУ, 2020. № 3 (22). С. 227–243.