Alfred Nobel University Journal of Pedagogy and Psychology
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Перегляд Alfred Nobel University Journal of Pedagogy and Psychology за Ключові слова "blended learning"
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Документ Blended learning technologies as a factor in developing self-education competence of medical college students(Alfred Nobel University, 2024-12-19) Volkova Nataliia; Lovyanova IrynaThis study substantiates the peculiarities of developing the self-education competence of medical college students through blended learning technologies. The purpose of this publication is to define the effectiveness of integrating traditional and online learning formats to enhance students’ independent and self-directed learning. The research employs methods such as analysis, synthesis, and specification of scientific-pedagogical and methodological sources on the application of blended learning technologies and the development of self-education competence. Additionally, content analysis of regulatory documents, curricula, and methodological materials of medical colleges, along with surveys and questionnaires, was conducted. It has been established that blended learning, which integrates traditional teaching methods with online components, provides new opportunities for fostering students’ independent learning. The study explores leading approaches to organising such learning, including the use of electronic platforms, video materials, interactive tasks, and discussion forums to encourage active student engagement. Particular emphasis is placed on the importance of self-education competence for medical students, who must develop the ability to independently acquire and apply knowledge and skills relevant to professional practice. The study highlights the advantages of blended learning in enhancing critical thinking, fostering self-education competence, and structuring individual learning pathways. Special attention is given to digital platforms, which enable interactive engagement with learning materials and facilitate access to up-to-date scientific research, clinical case studies, and medical databases. The findings of this research substantiate the critical role of self-education competence in the professional training of medical students and demonstrate the relevance of blended learning technologies in optimising this process. To ensure effective development of this competence, an electronic educational and methodological complex, comprising “Patient Care” and “Propaedeutics of Internal Medicine”, has been developed and integrated into the educational information environment of the medical college. This complex implements blended learning technology, combining traditional and distance learning formats, providing students with flexibility, personalised learning pathways, and the ability to study autonomously. The course is structured on a modular basis, ensuring logical interconnections between topics and forming a comprehensive learning system that includes theoretical preparation, practical training, and continuous knowledge assessment. The study confirms that the proposed methodological framework facilitates the development of self-directed learning skills, information analysis, and application, which are fundamental to the lifelong learning process of future medical professionals. The research concludes that blended learning technologies hold significant potential for further development. In the future, this educational model will enable deeper integration of advanced technologies into the training of medical professionals. The application of virtual reality and artificial intelligence for medical data analysis will further expand self-education opportunities, enhance students’ autonomy in the learning process, and support personalised pathways for professional development.Документ Formation of key competencies of education seekers in conditions of blended learning(Alfred Nobel University, 2025-06-23) Iryna Lovyanova; Oleksii Kozachenko; Andriy KrasnoshchokThe presented work substantiates the peculiarities of the formation of key competencies of education seekers in conditions of blended learning. We analysed this problem in the scientific literature in the following directions: A. the specifics of forming and developing a competent personality at various educational levels; B. scientific approaches to understanding the essence of blended learning; C. the characteristics of blended learning from a competency-based approach in education. The purpose of the article is to study methodological approaches to the formation of the key learningto-learn competence in high school students and to develop pedagogical support for higher education students in acquiring self-educational competence under blended learning conditions. The following research methods were used: content analysis of regulatory legal acts in the field of education; analysis, generalization, and specification of scientific-pedagogical and methodological sources regarding the formation of a competent personality of education seekers at various levels in blended learning environments; surveys of teachers and education seekers on their attitude towards the use of blended learning technologies to develop students’ ability to learn and the self-educational competence of university students. It was found that such key competencies as the ability of school students to learn and the selfeducational competence of students are essential for achieving educational success, especially in blended learning conditions. The authors researched the possibility of developing the key learning-to-learn competence in high school students, conditioned by their psychological readiness for self-education and selfdevelopment at this age. The study developed and implemented an elective course titled “Fundamentals of Cognition in Learning” within the educational process; a platform for organizing blended learning for high school students was proposed, along with methodological recommendations for teachers on how to provide pedagogical support to students in blended learning environments to foster their competencies. The advantages of blended learning in organizing the independent work of university students and developing their self-educational competence are highlighted – particularly through online learning using learning management systems, such as LMS Moodle. The analysis of respondents’ answers helped to set methodological focuses in organizing learning activities in an online course. The authors of the study propose identifying the following key stages of the course, which ensure support for learners: familiarization with the course, its purpose and objectives; weekly learning planning; introduction to theoretical materials; completion of practical tasks; taking tests; and communication with instructors and fellow participants. It was found that compliance with the conditions for using online courses in blended learning contributes to the effective formation of students’ self-educational competence. Conclusions. The conducted research substantiates the importance of developing key competencies in learners, such as the ability to learn and self-educational competence of university students. To ensure the effective formation of this competence, an elective course for high school students titled “Fundamentals of Cognition in Learning” was developed, along with a proposal to integrate it into the information and educational environment of secondary education institutions using Google cloud services. A comprehensive analysis of the development of blended learning for higher education students demonstrates its significant potential in forming students’ self-educational competence. Participation in online courses increases motivation to learn, fosters self-control and reflection, and develops teamwork skills.