BLENDED LEARNING IN THE RUSSIAN FEDERATION

Abstract

The paper discusses the methods of blended learning, which for a number of objective reasons is one of the priorities of modern education. The most significant are prohibitions and restrictions aimed at preventing the spread of the COVID-19 coronavirus in educational institutions, reducing school hours for teaching a foreign language and the development of special information technologies. The introduction of blended learning methods in higher, secondary, additional professional and corporate training makes it possible to compensate for the shortcomings in the case of using only one type of training. The presented table 1 lists the disadvantages of both full-time and e-learning. The paper describes some of the most popular basic models of blended learning: an inverted classroom, a change of work areas, an autonomous group, station rotation, extracurricular activities. The author presents the advantages of blended learning, which combines the technologies of traditional classroom and e-learning, which provides an optimal ratio of teacher-student interaction. Thanks to the use of this technique, optimal management of the educational process is accomplished and the saliency of the student increases, since they are responsible for the results of training and the choice of the method of academic work. The study considers the possibility of integrating the case study method into blended learning.