Гибридное обучение: российская и зарубежная практика
Аннотация
Проведено исследование с целью анализа сложившихся вузовских практик гибридного обучения. В качестве ключевого критерия гибридного обучения рассматривается интеграция аудиторного (контактного) и синхронного дистанционного формата в рамках одного образовательного события, в качестве его сущностного основания — субъектность обучающегося. На основе праксиметрического анализа источников и изучения кейсов вузов выделены особенности организации гибридного обучения. Глубинное интервью с представителями 14 университетов позволило определить дидактические особенности организации обучения в гибридном формате и выявить его преимущества и недостатки. Репрезентативность исследования обеспечивается географией информантов: среди них управленцы и преподаватели зарубежных вузов (Гарвардская школа бизнеса, Стокгольмская школа экономики, Университет Аризоны), а также ведущих российских университетов (СПбГУ, ИТМО, ВШЭ, ТГУ, МГПУ, УрФУ, МШУ «Сколково», Сколтех, ТюмГУ). На основе комплексного анализа ответов интервьюируемых авторы позиционируют гибридный формат как способ решения конкретных образовательных задач, инструмент индивидуализации обучения и привлечения новых целевых групп обучающихся. Особое внимание в работе уделено гибкому гибридному формату HyFlex, который предоставляет обучающемуся выбор способа освоения образовательного контента в рамках курса дисциплины через непосредственное участие в образовательных событиях, через опосредованное участие в образовательных событиях с помощью видеоконференцсвязи или в асинхронном режиме по записи занятия и другим материалам.
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Литература
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