Blended Learning Technology "Flipped Class" in the System of Higher Vocational Education

Abstract

This article is devoted to the implementation of the blended learning technology " Flipped Class" into the educational process of higher vocational education. From the position of the systemic approach, the authors’ view on the development of the competitiveness of the future specialist with the help of traditional (classroom) and digital (distance) forms of training is revealed; the necessary pedagogical conditions for using the " Flipped Class " blended learning technology in higher vocational education are described. The authors present the peculiarity of organizing the educational process with the use of the " Flipped Class " technology. The article justifies the importance and relevance of this educational technology application due to the world socio-economic challenges. The authors of the study conclude that the implementation of the " Flipped Class" technology causes improvement of the forms and methods of the educational activity aiming professional development of future competitive professionals in the sphere of the agro-industrial complex. A structural model of organizing higher vocational education with the use of the " Flipped Class " blended learning technology was worked out and substantiated. The pedagogical conditions of using this technology are described in the article.

A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states

“…Positive collaboration, as well as peer teaching and learning, were particularly encouraged through the flipped approach, as were increased enjoyment, participation, and improved studentteacher relationships (Xie and Derakhshan, 2021). Moreover, vocational learners' cognitive skills, including critical thinking (Bhagat et al, 2016;Belovitskay et al, 2021), problem-solving (Park, 2018;Lo et al, 2021), creative thinking (Park, 2018), learning skill (Cheng P. W. et al, 2019;Lai et al, 2020), learning strategies (Lo et al, 2021), and communicative knowledge (Park, 2018;Belovitskay et al, 2021) can be influenced by flipped learning. Earlier studies showed that flipped learning is a present and future learning that needs to be mastered by the teaching staff, therefore it is necessary to develop learning activities related to flipped classrooms.…”

“…He declared that a country should pay more attention to the development of vocational education, and the stakeholders should realize the nature of this education. Therefore, it is accountable for the quality of training experts in numerous fields (Belovitskay et al, 2021).…”

“…They also found that flipped classrooms can improve learners' achievement in their performance in long-term training. Belovitskay et al (2021) also declared that the application of the flipped learning approach can improve the forms and methodology of the educational activity to foster vocational education and develop future competitive professionals in the field of agriculture. Vocational learners may, either independently or through direct interaction with the teacher in the classroom, or with the use of e-learning and distance learning technologies, determine the topics to learn.…”