- Карташова, Л.А. (orcid.org/0000-0002-1270-4158), Квятковська, А.О. (orcid.org/0000-0002-4977-5515) and Шалигіна, Наталія (orcid.org/0000-0002-4212-0049) (2022) The experience of blended learning of higher education institutions in Poland and Germany Педагогіка формування творчої особистості у вищій і загальноосвітній школах (83). ISSN 1992-5786
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Abstract
In the article, the authors analyze the experience of introducing blended learning in Poland and Germany. After all, first the Coronavirus, then the war in Ukraine, launched by Russia in February 2022, made adjustments to the usual faceto-face studies for teachers. An equally important aspect of the impact on changes in educational systems is the development of technology, which leads to the fact that blended learning will never leave the list of popular educational trends. With its active implementation, both well-known traditional face-to-face methods and innovative e-learning methods can be used. As a result, students become the center of learning. At the same time, teachers increasingly play the role of mentors guiding students. This modern trend not only improves the learning experience of students and students, but also awakens their motivation to learn. "Hybrid learning", "blended learning", "technology-assisted learning", "integrated learning" or "flipped classroom" are just some of the most popular approaches used. However, whatever they are called, there is a combination of offline and online learning in such a way that one complements the other. Until now, there is no single universal definition of blended learning, since it is highly dependent on the context, country, and a particular educational institution. However, one thing is certain: blended learning is the integration of digital tools, techniques and materials (elements of e-learning); fulltime activities (traditional teaching methods); and independent learning (personalized learning). Together with face-to-face classes, blended learning in the countries analyzed by the authors takes place using online learning management systems (LMS) such as Moodle, Canvas or BlackBoard. The article describes the results of a review of the experience of different universities in Poland and Germany, and determines how they implement blended learning. The authors provide an infographic of the transition of different types of education from 1960 to 2020. The results of a survey of Polish students regarding satisfaction with distance learning, introduced through the Coronovirus, and the consequent causal relationships of the transition to blended learning are presented. The experience of blended learning in German education is considered, on the example of the Berlin School of Economics and Law and in the School of Management and Law and Experience in Polish Education, on the example of the Polish Virtual University, Maria Curie-Skłodowska University and Warsaw University of Technology.
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