The impact of blended learning on the adaptation processes of foreign students

Abstract

The object of the study are foreign students of ASMU. The purpose of the work is to assess the impact of blended learning on the adaptation of foreign students in Russian universities on the example of ASMU. The subject of the study is the adaptation to the learning process of foreign students in the university environment. An online survey developed based on a set of questions was used to collect data from 80 first-year international students. The analysis of the survey results conducted using the SPSS Statistics program empirically confirms the fact that students' perception of their university learning experience and adaptation were beneficially influenced by the mixed learning environment.       The scientific novelty consists in the fact that during the research a questionnaire was developed that allows to determine the general level of adaptation of foreign students to the learning process and to identify the problems that foreign students face more often during their studies in Russia. Based on the results of the survey, practical recommendations are proposed to improve work with foreign students for more successful adaptation in the university environment. Main conclusions 1. The studies conducted at ASMU indicate the positive impact of blended learning (thanks to digital online communication) on the interaction not only of the student and the teacher, but also on the interaction between each other. 2. The results obtained show that blended learning is the means that creates the necessary prerequisites for the emergence of internal motivation of a person's activity, especially when it is able to adapt to the characteristics of the trainees, the level of available knowledge, the pace of assimilation of new knowledge. In this case, students enjoy the learning process, their self-confidence and activity in learning increases. 3. Elements of online learning are organically combined with classroom classes, complementing them and developing self-study skills and providing accessible feedback from the teacher.