Criteria for Assessing the Effectiveness of Blended Learning Technologies Used at the University

Abstract

Introduction. The active use of blended learning technologies in universities has highlighted the problem of their effectiveness. The solution to this problem envisages further clarification of the distinctive features of blended learning technology and selection of performance indicators. The purpose of research paper is to justify the selection and define assessment criteria for effectiveness of blended learning technology, and to develop a multi-level system of indicators of their manifestation in university educational practice. Materials and Methods. Methods of systematic analysis of scholarly literature, grouping scientific information, modeling, point-rating scaling, comparison and methods of mathematical statistics. It also includes the results of an online survey conducted among students and teachers at Russian universities and the results of a content analysis of the open-ended question “Blended learning technology is effective if ...” of the “Unfinished sentences” methodology. Results. Within the framework of the complex approach, the selection of effective, didactic and resource criteria for assessing the effectiveness of blended learning technology have been substantiated. It was revealed that students prefer the didactic, and then the resource criterion in assessing the effectiveness of blended learning technologies, and teachers consider the resource criterion to be a priority, followed by the didactic one. Discussion and Conclusion. The research results contribute to the development of scientific ideas about the system of criteria for assessing the effectiveness of blended learning technology and increasing the level of reasonability of managerial decisions on their application in the higher education system. The article materials will be useful for university teaching staff and managers, as well as researchers concerned with analysis and assessment of blended learning and modern educational technologies’ effectiveness.

An innovative method to assess the development of competencies of students when writing a graduate qualification paper

“…Электронное обучение является асинхронным и базируется на использовании интернет-технологий, которые позволяют создавать электронную обучающую среду для асинхронного взаимодействия участников образовательного процесса [1]. Технология асинхронного обучения дает возможность студенту находить свою собственную образовательную траекторию с набором отдельных образовательных дисциплин в рамках определенной образовательной программы, а также выбирать последовательность изучения каждой дисциплины [4].…”