Впровадження змішаної форми навчання у процесі реалізації проєкту «Норвегія – Україна» (Льотна академія НАУ)

Abstract

Стаття уточнює поняття «змішане навчання», яке отримує все більше поширення в закладах вищої освіти (ЗВО) України. Розглядається питання про використання різних моделей змішаного навчання та інтегрування їх в освітній процес. Наводяться приклади систем дистанційного навчання та інструментарію для створення курсів за змішаним навчанням. Змішане навчання є особливо актуальним у сфері підготовки слухачів проєкту «Норвегія-Україна», які мають різний соціальний, віковий, культурний рівень та різні мотиви навчання. Аналізується структура он-лайн та очної форм навчання, стан та перспективи впровадження змішаної форми навчання. In difficult conditions of the Ukrainian education system, it is important to examine the mixed form of education, the order of application and the benefits of its use. The mixed form of education is the respond to external changes, which take place due to objective trends of globalization, increasing the dynamics of socio-economic development, rapid development of information and telecommunication technologies. The purpose of the article is to determine rational approach as for introduction of a "mixed education" model in the project "Norway-Ukraine. Professional adaptation. Integration into the state system"; to emphasize the necessity of international cooperation in Ukrainian higher educational institutions (HEI) as an important factor of reform and modernization of the national education system, its successful integration into the world education environment and strengthening competitiveness in the market of education services. Application of the obtained results will create preconditions for the full-fledged implementation of mixed education technologies in Flight Academy of National Aviation University (FA NAU) educational activity. International cooperation in education opens new prospects in domestic and foreign HEI cooperation. Ukrainian education system integration processes into international education environment outlined in regulatory documents that regulate education in Ukraine. International cooperation is an integral part of FA NAU activity. Its main directions: international innovation experience use; mutual international scientific and research projects organization and implementation; humanitarian and cultural cooperation; foreign specialists’ training. FA NAU is a member of Norwegian and Ukrainian university alliance of "Norway-Ukraine" project partners. NORD University (the City of Bodø) is a partner of the Norwegian part, which is donated by the Ministry of Defense and the Ministry of Foreign Affairs of the Kingdom of Norway. In turn, the University draws up a contract with a project coordinator in Ukraine – International Fund of Social Adaptation (IFSA). IFSA chooses higher educational institutions and regions for cooperation. The basis of the "Norway-Ukraine" project is professional retraining of military personnel, veterans and their family members to get civil specialties that are in demand in the labour market of Ukraine, assistance to project participants in social adaptation to living conditions in civil society. The quarantine period became a time of new opportunities and transition to effective educational technologies. Distance education transition, caused by the pandemic, became unexpected and rather serious test for all education process participants. The project implementer team in FA NAU had to take the challenge and adapt rapidly to new realities. Mixed education of the «Norway-Ukraine» project students include three stages: distance theoretical material study, mastering practical aspects in the form of face-to-face classes, the last stage – doing and defense of the final work (business-plan). The mixed education method has significant potential and prospects, because it creates a new environment that has some specific opportunities in comparison with traditional education model. First of all, it is necessary to speak about the development of educational autonomy of students. They become more active, show interest in the subject and teaching methods, learn to evaluate their habits and skills taking part in group discussions.