dc.contributor.author	Bykova, Tatyana B.
dc.contributor.author	Ivashchenko, Mykola V.
dc.contributor.author	Kassim, Darja A.
dc.contributor.author	Kovalchuk, Vasyl I.
dc.date.accessioned	2021-09-07T12:18:58Z
dc.date.available	2021-09-07T12:18:58Z
dc.date.issued	2021-06-10
dc.identifier.citation	Bykova T. B. Blended learning in the context of digitalization / Tatyana B. Bykova, Mykola V. Ivashchenko, Darja A. Kassim, Vasyl I. Kovalchuk // CEUR Workshop Proceedings. - Vol. 2879. - P. 247-260.	uk
dc.identifier.issn	1613-0073
dc.identifier.uri	http://ceur-ws.org/Vol-2879/paper12.pdf
dc.identifier.uri	http://elibrary.kdpu.edu.ua/xmlui/handle/123456789/4441
dc.identifier.uri	https://doi.org/10.31812/123456789/4441
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dc.description.sponsorship	The realities of digitalization require changes in strategies for choosing educational technologies. The modern educational process is not possible without the use of digital technologies. Digital technologies have led to the arising and development of blended learning. However, its effectiveness is determined not only by technology. The human factor receives special attention in this direction. Analysis of the World Development Report 2016: Digital Dividends allows us to identify digital competence as a necessary condition for the successful use of digital technologies, and hence blended learning. Learning interactions designing in the process of implementing blended learning requires timely diagnosis of the level of digital competence. A popular tool for this is the Digital Competence Framework for Citizens. To clarify the peculiarities of its use was made an analysis of the experimental implementation results of blended learning in the industrial training in sewing for intended masters. During the research, it was revealed that the most important digital competence areas for the variable learning establishment in the training of future professionals are Information and data literacy, Communication and collaboration and Problem solving. In addition, competence for area Problem solving conduce to increase the level of competence for all other areas. The level of digital competence of the subjects mainly coincide to the characteristics of basic and secondary levels. The obtained data clarified the reasons for the difficulties, decrease motivation and cognitive activity that occur among students using distance courses-resources learning designed for blended learning. Thus, the use of the Digital Competence Framework for Citizens at the initial stage of implementing blended learning can make a rational choice of strategies for combining face-to-face and distance learning technologies.	uk
dc.language.iso	en	uk
dc.publisher	CEUR Workshop Proceedings	uk
dc.subject	informatization	uk
dc.subject	education	uk
dc.subject	digitalization	uk
dc.subject	blended learning	uk
dc.subject	professional training	uk
dc.subject	digital competence	uk
dc.title	Blended learning in the context of digitalization	uk
dc.type	Article	uk