STATION ROTATION MODEL OF BLENDED LEARNING IN HIGHER EDUCATION

ACHIEVING A BALANCE BETWEEN ONLINE AND IN-PERSON INSTRUCTION

Authors

  • Violetta Yukhymenko Doctor of Philisophy in Education and Pedagogical Sciences, Associate Professor of Department of Foreign Languages, Military Institute of Telecommunications and Information Technologies named after Heroiv Krut Ukraine https://orcid.org/0000-0002-7039-4741
  • Svitlana Borysova Candidate of Pedagogical Sciences, Associate Professor at the Department of Design, Educational and Research Institute of Arts, Luhansk Taras Shevchenko National University; Doctoral Candidate at the Department of Computer Technologies, Faculty of Engineering Education, Ternopil Volodymyr Hnatiuk National Pedagogical University Ukraine https://orcid.org/0000-0003-0610-644X
  • Olena Bazyl PhD in Physical and Mathematical Sciences, Senior Teacher, Department of Applied Mathematics and Complex System Modelling, Faculty of Electronics and Information Technologies, Sumy State University Ukraine https://orcid.org/0000-0002-2644-5361
  • Halyna Hubal PhD in Physical and Mathematical Sciences, Associate Professor of Department of Higher Mathematics, Associate Professor of Department of Physics and Higher Mathematics, Faculty of Transport and Mechanical Engineering, Lutsk National Technical University Ukraine https://orcid.org/0000-0002-8824-4565
  • Uliana Barkar PhD in Philology, Senior lecturer, Department of German Philology, Faculty of Philology, V.O. Sukhomlynskyi National University of Mykolaiv Ukraine https://orcid.org/0000-0002-3203-1712

DOI:

https://doi.org/10.18316/rcd.v16i41.11434

Keywords:

blended learning, rotational model, universities, Ukraine, digitalisation

Abstract

The purpose of the article is to empirically test the effectiveness of the model of teaching with rotating stations in a mixed format on the basis of a survey conducted among teachers of higher education institutions in Ukraine. The study uses a mixed-methodology approach to collect qualitative and quantitative data from 65 teachers during the first semester of the 2023-2024 academic year. The main instruments are questionnaires and interviews among teachers who have used the Station Rotation Model. The responses were processed using descriptive statistics and comparative analysis to identify any significant differences in the results. The results emphasise the need for careful selection of a platform for distance learning and the acquisition of skills in creating e-resources. The results of the study provide practical recommendations for the implementation of the model in the Ukrainian higher education context. This is important for Ukrainian higher education institutions looking for optimal methods of blended learning. The findings of the study highlight the positive attitude of teachers to the proposed model, which promotes the individualisation of learning and development of digital competence. However, implementation requires additional time and advanced digital skills of teachers. The average score of the model's effectiveness (approximately 4.046) and the percentage distribution in scores 4 (47.69%) and 5 (30.77%) indicate a high level of acceptance of this approach by modern teachers. The recommendations are based on the individual experience of teachers, indicating the variability in the choice of the optimal means of communication with students. The study contributes to the understanding of the effectiveness of the blended learning model and will help to optimise its wider implementation.

Author Biographies

Violetta Yukhymenko, Doctor of Philisophy in Education and Pedagogical Sciences, Associate Professor of Department of Foreign Languages, Military Institute of Telecommunications and Information Technologies named after Heroiv Krut Ukraine

Doctor of Philisophy in Education and Pedagogical Sciences, Associate Professor of Department of Foreign Languages, Military Institute of Telecommunications and Information Technologies named after Heroiv Krut Ukraine

Svitlana Borysova, Candidate of Pedagogical Sciences, Associate Professor at the Department of Design, Educational and Research Institute of Arts, Luhansk Taras Shevchenko National University; Doctoral Candidate at the Department of Computer Technologies, Faculty of Engineering Education, Ternopil Volodymyr Hnatiuk National Pedagogical University Ukraine

Candidate of Pedagogical Sciences, Associate Professor at the Department of Design, Educational and Research Institute of Arts, Luhansk Taras Shevchenko National University; Doctoral Candidate at the Department of Computer Technologies, Faculty of Engineering Education, Ternopil Volodymyr Hnatiuk National Pedagogical University Ukraine

Olena Bazyl, PhD in Physical and Mathematical Sciences, Senior Teacher, Department of Applied Mathematics and Complex System Modelling, Faculty of Electronics and Information Technologies, Sumy State University Ukraine

PhD in Physical and Mathematical Sciences, Senior Teacher, Department of Applied Mathematics and Complex System Modelling, Faculty of Electronics and Information Technologies, Sumy State University Ukraine

Halyna Hubal, PhD in Physical and Mathematical Sciences, Associate Professor of Department of Higher Mathematics, Associate Professor of Department of Physics and Higher Mathematics, Faculty of Transport and Mechanical Engineering, Lutsk National Technical University Ukraine

PhD in Physical and Mathematical Sciences, Associate Professor of Department of Higher Mathematics, Associate Professor of Department of Physics and Higher Mathematics, Faculty of Transport and Mechanical Engineering, Lutsk National Technical University Ukraine

Uliana Barkar, PhD in Philology, Senior lecturer, Department of German Philology, Faculty of Philology, V.O. Sukhomlynskyi National University of Mykolaiv Ukraine

PhD in Philology, Senior lecturer, Department of German Philology, Faculty of Philology, V.O. Sukhomlynskyi National University of Mykolaiv Ukraine

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Published

2024-02-06

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