OS BENEFÍCIOS DO USO DA METODOLOGIA DE APRENDIZAGEM HÍBRIDA EM CONDIÇÕES DE GUERRA

Autores

  • Marianna Zhumbei Associate Professor, Associate Professor of the Department of Foreign Languages and Country Studies, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine. https://orcid.org/0000-0002-8883-4135
  • Oksana Nych PhD in Education, Associate Professor at the Department of Foreign Languages, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine. https://orcid.org/0000-0002-9544-0273
  • Iryna Tymkiv PhD In Pedagogy, Associate Professor of Foreign Languages and Translation department, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine. https://orcid.org/0000-0003-0326-5779
  • Liliia Pryimak PhD (Philology), Associate Professor, Associate Professor of the Department of Foreign Languages and Country Studies,Vasyl Stefanyk Precarpathian National University, Ivano -Frankivsk, Ukraine. https://orcid.org/0000-0003-1683-271X
  • Nadiia Savchuk PhD (Pedagogy), Associate Professor, Associate Professor of the Department of Foreign Languages and Country Studies, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine. https://orcid.org/0000-0002-2165-1828

DOI:

https://doi.org/10.18316/rcd.v16i41.11505

Palavras-chave:

modelos de aprendizagem híbrida, adaptação do processo educacional, competências digitais, multimídia, digitalização

Resumo

No contexto de uma guerra em larga escala, os participantes no processo educativo estão implementando estratégias inovadoras para se adaptarem a novas realidades, com base no desenvolvimento e aplicação de modelos de aprendizagem híbrida. O objetivo do artigo acadêmico é estudar as características da metodologia de aprendizagem híbrida em situações de crise, com a identificação de vantagens e riscos. A pesquisa foi conduzida utilizando métodos científicos gerais de cognição: análise, síntese, comparação, abstração, especificação, generalização e formalização. Ao longo da pesquisa, foram analisados os modelos existentes do tipo de processo educativo misto e os meios de sua implementação prática em instituições educativas. Os problemas da aprendizagem híbrida no período de crise de conflito militar são atualizados, e suas características são apresentadas. Os riscos que acompanham o processo de implementação da metodologia de aprendizagem híbrida são identificados, e são propostas variações de medidas para preveni-los. Foi comprovado que a qualidade do processo de aprendizagem híbrida depende das competências digitais do professor no processo online. Foi estabelecido que a tendência em estudo enriquece a experiência de aprendizado dos alunos e estimula sua motivação para estudar. O nível de eficiência da aprendizagem híbrida é analisado em comparação com a aprendizagem a distância e tradicional. Foi determinado que a aprendizagem híbrida é muito mais eficaz do que a aprendizagem tradicional e a distância, sujeita ao planejamento cuidadoso do processo educativo e à seleção razoável de ferramentas. A essência da metodologia de aprendizagem híbrida como uma tecnologia inovadora do processo educativo e seu formato eficaz contra crises são comprovados. A importância prática dos resultados da pesquisa reside na possibilidade de sua utilização produtiva no processo de otimização do sistema de educação em condições de guerra, por meio da melhoria de métodos existentes e desenvolvimento de novos métodos e algoritmos de aprendizagem híbrida.

Referências

Abbacan-Tuguic, L. (2021). Challenges of the New Normal: Students’ Attitude, Readiness and Adaptability to Blended Learning Modality. International Journal of English Literature and Social Sciences (IJELS), 6(2). https://journal-repository.theshillonga.com/index.php/ijels/article/view/3547

Ando, K., Basilisco, J., Deniega, A., Gador, K., & Geraldo, P. (2022). Learning without Learning in the New Normal: College Education Students Lived Experiences in Blended Learning Modality. Psychology and Education: A Multidisciplinary Journal, 2(6). 455–464. https://scimatic.org/show_manuscript/394

Balolong, M. (2022). Challenges of Blended Learning: A Phenomenological Inquiry. http://dx.doi.org/10.2139/ssrn.4103847

Baral, G., & Baral R. S. (2021). E-learning: a Modality of Medical Education in the Period of Crisis. Journal of Nepal Health Research Council, 18(4). 776–778. https://doi.org/10.33314/jnhrc.v18i4.2767

Batista-Toledo, S., & Gavilan, D. (2022). Implementation of Blended Learning during COVID-19. Encyclopedia, 2(4). 1763–1772. https://doi.org/10.3390/encyclopedia2040121

Belova, V. (2023). Features of distance education in higher educational institutions in the conditions of war and pandemic. European Science, 3. 105–116. https://doi.org/10.30890/2709-2313.2023-20-03-006

Bojović, Ž., Bojović, P. D., Vujošević, D., & Šuh, J. (2020). Education in times of crisis: Rapid transition to distance learning. Computer Applications in Engineering Education, 28(6). 1467–1489. https://doi.org/10.1002/cae.22318

Clark, J. T. (2020). Distance education. Clinical engineering handbook. 410–415. Academic Press. https://doi.org/10.1016/B978-0-12-813467-2.00063-8

Dzhedzhera, K. (2023). Motivational factors for ensuring the quality of education in higher educational institutions in the context of distance learning. New pedagogical thought, 3(115). 31–35. https://doi.org/10.37026/2520-6427-2023-115-3-31-35

Ghazali, F. (2022). Towards an optimal blended learning model during disrupted education periods. Pegem Journal of Education and Instruction, 12(3). 97–105. https://doi.org/10.47750/pegegog.12.03.11

Hurevych R., Hordiichuk H. (2023). Blended learning as a modern form of building the educational process. Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems, 69. 14–35. https://doi.org/10.31652/2412-1142-2023-69-14-35

Kaplan, A. D., Cruit, J., Endsley, M., Beers, S. M., Sawyer, B. D., & Hancock, P. A. (2021). The Effects of Virtual Reality, Augmented Reality, and Mixed Reality as Training Enhancement Methods: A Meta-Analysis. Human Factors, 63(4). 706–726. https://doi.org/10.1177/0018720820904229

Keiliuk A.A. (2023). Functioning of the education system in the conditions of war and global challenges of the XXI century. Modernization of the educational process in modern educational institutions: a collection of scientific papers. Odesa: Ushynsky University. 59–64. https://dspace.pdpu.edu.ua/jspui/handle/123456789/1764

Kilag, O. K., Obaner, E., Vidal, E., Castañares, J., Dumdum, J. N., & Hermosa, T. J. (2023). Optimizing Education: Building Blended Learning Curricula with LMS. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(4). 238–250. https://multijournals.org/index.php/excellencia-imje/article/view/54

Kovtun, O., Melnyk, N., Pomytkina, L., Ladohubets, N., & Kokarieva, A. (2024). Constructive factors in the development of higher education in the post-pandemic and post-war environment: Ukraine’s experience. Proceedings of the National Aviation University. Series: Pedagogy, Psychology, 23. 45–58. https://doi.org/10.18372/2411-264X.23.18172

Kumar, A. (2021). Blended Learning Tools and Practices: A Comprehensive Analysis. IEEE Access, 9. 85151–85197. doi: 10.1109/ACCESS.2021.3085844

Kusmaryono, I., Jupriyanto, J., & Kusumaningsih, W. (2021). A systematic literature review on the effectiveness of distance learning: Problems, opportunities, challenges, and predictions. International Journal of Education, 14(1). 62–69. doi: https://doi.org/10.17509/ije.v14i1.29191

Linnik, O. (2023). Blended learning as a strategy for adapting the educational process at school before the war. Pedagogical education: Theory and practice. Psychology. Pedagogy, 39 (1). 25–32. https://doi.org/10.28925/2311–2409.2023.394

Londar, L. P. (2022). Education in Ukraine in the conditions of war. Education of Ukraine under martial law to ensure distance learning: management, digitalization, European integration aspects, 36.

Mae, C. E., Mae, G. S., Piolo, M., & Muico, E. J. G. (2023). Social Media as a Supplemental Tool in Blended Learning. Journal of Media, Culture and Communication (JMCC), 3(01). 7–13. https://doi.org/10.55529/jmcc.31.7.13

Martín-García, A. V. (2020). Blended learning: convergence between technology and pedagogy. Springer International Publishing. https://link.springer.com/book/10.1007/978-3-030-45781-5

McKenna, K., Gupta, K., Kaiser, L., Lopes, T., & Zarestky, J. (2020). Blended Learning: Balancing the Best of Both Worlds for Adult Learners. Adult Learning, 31(4). 139–149. https://doi.org/10.1177/1045159519891997

Melnyk, A. I. (2022). Problems of using elements of distance learning under martial law. Bulletin of Kyiv National Linguistic University. Series Pedagogy and Psychology, 37. 64–75. https://doi.org/10.32589/2412-9283.37.2022.272900

Míguez-Álvarez, C., Crespo, B., Arce, E., Cuevas, M., & Regueiro, A. (2022). Blending learning as an approach in teaching sustainability. Interactive Learning Environments, 30(9). 1577–1592. DOI: https://doi.org/10.1080/10494820.2020.1734623

Monk, E.F., Guidry, K.R., & Pusecker, K.L. (2020). Blended learning in computing education: It’s here but does it work? Educ Inf Technol 25. 83–104. https://doi.org/10.1007/s10639-019-09920-4

Popa, D., Repanovici, A., Lupu, D., Norel, M., Coman, C. (2020). Using Mixed Methods to Understand Teaching and Learning in COVID 19 Times. Sustainability, 12(20). https://doi.org/10.3390/su12208726

Shelever O. V. (2022). Online education: prospects and problems in the context of military conflicts. Scientific Publications of the Department of Psychology, 49(2). 184–188. https://dspace.uzhnu.edu.ua/jspui/handle/lib/44110

Sher, V., Hatala, M., & Gašević, D. (2020). Analyzing the consistency in within-activity learning patterns in blended learning. Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (LAK '20). 1–10. https://doi.org/10.1145/3375462.3375470

Skrypka H.V. (2023). Implementation of virtual reality technology in the conditions of distance and blended learning of a modern school. Scientific notes. Series: Pedagogical Sciences, 211. 201–208. https://doi.org/10.36550/2415-7988-2023-1-211-201-208

Sliusarevskyi, M. M., & Hryhorovska, L. V. (2022). Psychological support of participants of the educational process in the conditions of war. Bulletin of the National Academy of Pedagogical Sciences of Ukraine, 4(1). https://doi.org/10.37472/v.naes.2022.4129

Downloads

Publicado

2024-02-22

Edição

Seção

Artigos