METHODOLOGICAL FEATURES OF USING HYBRID LEARNING IN THE CONTEXT OF A PANDEMIC

Abstract

The article discusses the use of hybrid learning in the post-COVID era. The concept of hybrid learning is disclosed, its difference from blended learning is determined, which consists in the fact that the student interacts not with the teacher, whose main function becomes advisory, but with an educational online resource. The article also presents the main forms of hybrid learning: synchronous and asynchronous. During the synchronous interaction format, learning takes place simultaneously using a virtual learning platform, but teachers and students are in different places. In asynchronous learning, students and the teacher interact at different times and are in different places. The methodological features of the use of hybrid learning in the post-COVID era are highlighted (flexibility in learning, expanded access to learning, teacher support, reducing the number of absenteeism, taking into account the needs of all students, feedback, greater student involvement). Taking into account the methodological features of the use of hybrid learning in the post-COVID era, a questionnaire was developed for teachers and students of the Federal State Budgetary Educational Institution of Higher Education «OmSPU», in order to identify the demand for a form of hybrid education in the educational process in the post-COVID era. The results of a survey of teachers and students of the Faculty of Foreign Languages of the Omsk State Pedagogical University made it possible to prove the need to use a hybrid form of education in the educational process, both synchronous and asynchronous. The survey showed that OmSPU teachers are ready to use this form of education in the educational process and consider it quite effective. Based on the results of the survey, methodological recommendations were developed for teachers of the Faculty of Foreign Languages on the use of hybrid learning in the post-COVID era.