Peculiarities of the manifestations of cognitive components in blended learning

- Баніт, Ольга Василівна (orcid.org/0000-0001-9002-6439) and Радомський, Ігор Петрович (orcid.org/0000-0003-2452-0898) (2024) Peculiarities of the manifestations of cognitive components in blended learning Проблеми сучасних трансформацій. Серія: педагогіка, 3. ISSN 2786-9199

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Abstract

The peculiarities of the manifestation of cognitive components in the process of implementing blended learning in institutions of higher education analyzed in the article. It was found that blended learning involves a constant change in the types of cognitive activity. As a result, there is a significant load on the cognitive system. The authors singled out the following cognitive components for analysis: thinking, perception, understanding, attention, memory, imagination, speech. As a result of the analysis, it was found that blended learning develops creative and critical thinking; perception in mixed learning depends on the dominant sensory channels and the readiness of students to actively participate in the learning process. Understanding can be complete only when implemented in two stages: independent individual work and demonstration of results. The success of blended learning depends on students’ ability to allocate attention, separate primary information from secondary information, focus on solving specific tasks, and effectively collaborate with teachers and other learners both in the classroom and in the online environment. Considering the type of information students receive in mixed learning, for optimal assimilation and use of knowledge, different types of memory should be involved: procedural, semantic, episodic. Imagination helps to visualize abstract concepts and concepts, to imagine them in a real or fictional context. Speech, in particular oral communication, develops the ability to express one’s thoughts and ideas freely, clearly and expressively, and also provides an opportunity to share impressions and interact with fellow students and teachers, improving the perception of information through the collective mind. In general, the effectiveness of cognitive components varies depending on the specific conditions and psychological characteristics of the students. In addition, their interaction is determined by the conditions and circumstances in which both teachers and students find themselves, as well as the psycho-emotional state in which they are.

Item Type:	Article
Keywords:	blended learning, cognitive components, thinking, perception, understanding, attention, memory, imagination, speech.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute of Pedagogical Education and Education for the Adults > Andragogy Department
Depositing User:	д. пед. н. Ольга Василівна Баніт
Date Deposited:	24 Jul 2024 07:05
Last Modified:	24 Jul 2024 07:05
URI:	https://lib.iitta.gov.ua/id/eprint/741847

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