МЕТОДИКА «ПЕРЕВЕРНУТИЙ КЛАС» ЯК ДІЄВИЙ СПОСІБ ОРГАНІЗАЦІЇ ДИСТАНЦІЙНОГО ТА ЗМІШАНОГО НАВЧАННЯ ПІД ЧАС ВОЄННОГО СТАНУ

The purpose of this study was to investigate the application of the model of the “flipped classroom” as a complementary method to school distance education in junior high school Biology. The “flipped classroom” model attempts a different way of organizing the educational process according to which the traditional methods of learning at school and studying at home are interchanged, the learners’ active involvement is supported, their autonomy is reinforced, ICT is utilized and learning occurs partially by distance (blended learning). We performed an action research implementing flipped classroom in Biology teaching in a class of 17 students attending the1st year of junior high school. The educational platform used was the Learning Activity Management System (LAMS). The findings were evaluated qualitative rather than quantitative, and can provide evidence about the prevailing situation. During the action research, it became evident that time management in the classroom was improved. Furthermore, it was observed that students’ involvement in the educational process was also improved. Students had already familiarized themselves with the cognitive aspect of the lesson before entering the class and they considered the learning process as an individual affair which does not only depend on the teacher. The implementation of digital activities accomplished by distance led to taking action and initiative and finally to active learning. School distance education combined with the radical development of ICT can be complementary with the use of various methods, like the “flipped learning”, and give a new perspective and potential to the limited choices of conventional education in the Greek educational system which is worth further investigation.

This paper aims to explore the practice and outcomes of teaching reform based on flipped classroom blended learning. By detailing the design and implementation process of flipped classroom and blended learning, as well as analyzing and evaluating the implementation effects, this study reveals the impact of this teaching method on student learning and teaching quality. The combination of flipped classroom with online learning resources and face-to-face teaching facilitates students' active learning participation and personalized guidance from teachers. Feedback from students and teachers indicates that flipped classroom and blended learning contribute to improving learning efficiency, fostering independent learning abilities, and promoting interaction and collaboration between teachers and students. Finally, this paper summarizes the insights from teaching reform and proposes directions for future research to promote continuous innovation and development of educational teaching models.

The article highlights the advantages and disadvantages of using e-learning in the educational process, systematizes modern distance technologies, ranked and grouped universities in countries by level of e-learning, gave a rating assessment of the readiness of states for distance learning.The author examines the integrated indicators of the latest international indices such as the RemoteLearningReadinessIndex and the E-LearningIndex.In the wake of the Covid-19 epidemic, the closure of higher education institutions in 223 countries resulted in 1.57 billion students (90% of the world's population) being forced to study remotely.Higher education institutions had to quickly and efficiently organize distance or blended learning, modernize its material and technical base. The threat of future pandemics and economic unrest increases the importance of a reliable distance education system to prevent the next global socio-economic crisis, avoid health emergencies and bridge educational gaps at the national and international levels.In order to assess the readiness of countries to implement distance education, the UNESCO Institute for Statistics conducted a survey in 53 countries.The UNESCO report on the results of monitoring global education in 2021 noted that only 3 countries in the world are fully ready to move to distance learning, 19 countries have partially used online methods, and 28 countries have used a hybrid approach – a combination of distance and full-time learning. Middle-income countries from Colombia to Egypt and from China to the Russian Federation have developed online platforms for blended and distance learning. The survey found positive the fact that 39% of students from sub-Saharan Africa enrolled in institutions that offer different options for distance learning. In the EU, on the other hand, 41% of online students lost their jobs (29% temporarily with the right to return to work and 12% permanently without a job). These results prove the effectiveness of distance education only with the development of an effective model of online learning and its support by the state.

Background: The relevance of the study is caused by the implementation of modern information and communication technologies into the educational process of higher education institutions, that induces the appearance of new kinds and forms of its organization. Purpose: To analyze of the interpretation of the definitions of “distance learning” and “blended learning”; to identify of problems of their use in professional training of future primary school teachers at the V. O. Sukhomlynskyi Mykolaiv National University. Materials and Methods: Theoretical and empirical methods are used in the work: analysis, classification and generalization of the source base of the research; normative documentation regulating the activity of higher education institutions (educational and professional programs, curricula); experience in the educational process organizing; diagnostics of students majoring in 013 Primary education (questionnaires, observations, introspection). Results: The structure and content of “distance learning” and “blended-learning” are disclosed, considers its advantages and its efficiency. The scientific approaches principles mean and forms of organization of the process of distance learning and blended-learning while training of elementary school teachers are investigated. The advantages of using the Moodle platform at the V. O. Sukhomlynskyi Mykolaiv National University are proved. The possibility and expediency of using distance and blended learning in the process of professional training of future primary school teachers is proved. Conclusions: The development of computer and information and communication technologies, the use of distance and blended learning have significantly changed the role and place of teachers and students in the educational process in higher education institutions. Their implementation promotes the formation of professional competence of future primary school teachers.

This research is conducted with Indonesian students. The objectives of the research were: (1) to develop and examine the efficiency of the Flipped Classroom learning management Plan for Grade 4 (2) to examine the effectiveness of the Flipped Classroom Plan for Grade 4 Students (3) To study the learning achievement of grade 4 students who studied using a flipped classroom learning activity plan in the situation of COVID-19, the researcher used the research process in the first semester of the academic year. 2021 Data was collected between June and October 2021. The research results were as follows 1) The results of the development and review of the efficiency of the classroom – style learning management plan flipped Classroom for Grade 4 students found that learning management plan Classroom of Grade 4 students. The results of the study of the assessment of the learning management plan by applying the flipped classroom concept to improve students' English learning achievement. Grade 4 students in the situation of COVID-19 by experts the mean per plan ranged from 4.0 – 4.33 and the overall mean was 4.11, the standard deviation was 0.72 The results of the review of the efficiency of the Flipped Classroom Plan for grade 4 students were: The quality and appropriateness of each learning management plan were at the highest to the highest level, and the overview of the results The assessment of all learning management plans were at a high level (x̄= 4.11, S.D.=0.72) and the results of the plan's effectiveness was examined. The flipped classroom for students in grade 4 had a process efficiency value (E1) of 80.08, the efficiency of the result (E2) of 73.98, efficiency (E1/E2) of 74.28/76.26 high. then the set threshold is 70/70 2. The results of the study on the effectiveness index of the Flipped Classroom Plan for grade 4 students (N=6) found that the application of the Flipped Classroom concept was used to improve the results. The English language learning achievement of Grade 4 students in the COVID-19 situation with an overall average effectiveness index of 0.670, indicating that the Flipped Classroom plan helped students achieve a hundred percent higher. 68.54 each 3. The results of a study of the learning achievement of grade 4 students who studied using the flipped classroom learning management plan in the situation of COVID-19 by analysing the relative development scores. of achievement, the percentage of scores before school was 44.44, the percentage of scores after school was 82.22, and the percentage of development was 68.64. The overall developmental level result according to the criteria was high. They can be divided according to the following criteria: There are 2 students with very high development, 3 students with high development and 1 student scored moderate growth.

E-Learning is one of the breakthroughs in education that utilizes information technology. Various online learning models began to be developed. For example blended learning, distance learning and flipped learning. Online learning basically is trying to innovate and change the paradigm in learning. One of the online learning models which is currently quite a lot of studies in educational research is flipped learning. Flipped learning is learning that combines classroom meetings with online learning. In flipped learning things that are usually done in the classroom such as explaining the material, giving assignments, exercises and homework are transferred to online learning. In the classroom, learning is really more student centered because the students will have more time to complete case studies, conduct problem-based learning, practice and discuss. This research was conducted with a two-year development research design. The results of the first year research are the learning design and lesson plan for the implementation of flipped learning in introduction to microeconomics course.

The article aims to review current trends in the organization of self-education activities for medical college students, models of blended learning, and its main components that ensure the self-education of future nursing specialists. The research methods are terminological and comparative analysis, generalization, specification, and modelling. Based on the analysis of primary sources, it has been established that self-education activities are a type of educational and cognitive activity motivated by an internal drive for self-improvement and facilitated by the use of specific methods for seeking and assimilating social experience. It has been emphasized that through self-education, medical professionals are better able to handle complex clinical cases and provide high-quality medical care to their patients, including via the use of digital technologies. Blended learning is defined as a combination of traditional face-to-face (contact) learning and computer-mediated or online learning. It has been pointed out that the implementation of blended learning requires the development of appropriate pedagogical design and innovations that ensure the application of adequate teaching and assessment methods with carefully planned content and structured academic courses. The blended learning system is presented as an integration of face-to-face classroom and clinical sessions, independent student work, and online learning. It has been noted that in blended models, the supply of educational material and interaction with the teacher can occur in both physical and virtual environments, during both classroom sessions and asynchronously during extracurricular activities. The specifics of self-education activities for medical college students using some models such as rotational, laboratory, independent blended learning, flexible learning, enriched virtual learning, flipped classroom, and personalized learning have been described. In each model, the core element is identified as the electronic educational resource. In the blended learning system such a resource is viewed not as an auxiliary tool of the traditional educational process but as the one that successfully combines traditional and distance learning forms, incorporating both non-digital and digital technologies. It has been determined that blended learning is based on the flexible combination of in-class learning (contact hours) with online sessions (asynchronously or synchronously). Among the tools for blended learning used in organizing self-education activities for medical college students, the following have been highlighted and described: online lectures, practical sessions in webinar mode, project and group work online, learning management systems such as LMS Moodle, laboratory work in a blended format, virtual and augmented reality technologies, a combination of formal and nonformal education, self-testing complexes, webinar consultations, artificial intelligence technologies, and specialized medical applications. It has been concluded regarding the feasibility of implementing blended learning in the training of medical college students and the organization of their self-education activities. This will enhance the quality of education, and the efficiency of resource utilization of educational institutions, increase the level of professional expertise and mobility of teachers, and ultimately provide additional competitive advantages to the educational institution in the educational services market.

The present study incorporates a student response system (SRS) as a means to engage students in a flipped classroom and promote active learning.While the effectiveness of such systems with regard to student learning has been well documented in disciplines that are dominated by lecture-based instruction, no studies have compared the effectiveness of SRSintegrated flipped classrooms in English language teaching contexts, as supported by the two different techniques of just-in-time teaching (JiTT) and peer instruction (PI).This study thus aims to fill this gap in the literature by examining the effects of SRS-integrated flipped classrooms on English language learners' speaking skills, willingness to communicate, and satisfaction with the flipped learning experiences.Using a quasi-experimental design, the overall results indicate that SRS-integrated flipped classrooms are capable of providing interactive learning opportunities that enhance learners' willingness to communicate, aiding their development of speaking skills and increasing their satisfaction with such learning experiences.The findings further suggest that the proposed approach has an additional advantage for motivating learners with low willingness to communicate to interact with the teacher and their peers in class activities, especially when facilitated by the PI technique.

Promoting English as a Foreign Language (EEL) learners’ willingness to communicate and self-efficacy in different contexts has drawn the attention of many investigators. This review explored the effect of digital-based flipped learning classrooms on enhancing learners’ willingness to communicate and self-efficacy. The related literature indicated that learners’ intention to communicate is affected by social media and digitalized materials used in flipped classrooms. Compared to the traditional educational contexts, this review showed higher levels of self-efficacy in flipped classrooms among EFL learners. Furthermore, the review expounded on the implications and future directions for EFL teachers, teacher educators, educational policy-makers, and advisors. The ideas can improve their awareness of learner self-efficacy, willingness to communicate, and the use of flipped learning approach in educational contexts.

The emergence of open online courses and flipped classrooms has brought new opportunities to unbundle the traditional university. This study aimed to investigate a thermal physics classroom integrated with an open online learning mode to afford various learning strategies for students in Taiwan. Moreover, we examined students' preferred learning modes by adopting a quasi-experimental design with questionnaires, pre-test and post-test scores, self-reported journals and interviews. A total of 89 students participated in the study. The instructor allowed all students enrolled in the class to choose their own preferred learning modes. All students had full access to all course materials in both open online course and traditional face-to-face learning contexts throughout the whole semester. We examined the learners' academic performance in each learning mode and surveyed their perceptions of the course. The findings of this study indicate that information technology can transform teaching and learning in a thermal physics classroom and challenge the instructor to tailor the course to meet students' diverse needs. Significantly, students adopted five learning modes, consisting of face-to-face, web facilitated, alternative blended, online learning and flipped learning. This study provides a valuable reference on how traditional on-campus higher education institutions could be unbundled to create student-centred learning approaches.
 
 Implications for practice or policy:
 
 Educators could design a flexible delivery model, allowing students to choose five learning modes, consisting of face-to-face, web facilitated, alternative blended, online learning and flipped learning in terms of their learning style and time management.
 For students with sufficient background knowledge, the flipped learning mode provides the best learning performance.
 This study could provide administrators, educators and instructors with insights and new approaches in science, technology, engineering and mathematics education and improvements in their course policies.

Recently terms ‘Blended Learning’, ‘Flipped Classroom’, online teaching are becoming more and more common and widespread due to their convenience and appropriateness for Pandemic period.Although the terms ‘Blended Learning’ and ‘Flipped Classroom’ bear different concepts, they really have a lot in common. Blended Learning, as the term itself refers to, is an educational approach which involves traditional classroom and online activities and is realized in the flipped classroom.  As for flipped classroom, it was developed by American Educators Jonathan Bergman and Aaron Sams in 2000 (Bergman and Sams,2012).  Flipped class is learner-centered and teaching process is flipped in the way  that learners  have direct access to that content of the lesson before going to school/university. Consequently, the teacher/lecturer becomes a facilitator, a supporter rather than an instructor, who helps students in the transition process from knowledge acquisition of skills and competences. More precisely, in a conventional classroom situation, instruction is given to students to complete a task. On the other hand, in a flipped classroom teaching setting, the teaching content, as well as activities are provided online to students in advance so that they get access and read through the materials before attending a classroom or an online lesson. Therefore, when they attend the actual classroom or an online lecture, they are entirely familiar with the content of the lesson and activities (Iyer, 2019:2).

The pandemic condition forced schools to carry out online learning.As a result, learning becomes ineffective. This study aims to determine the effectiveness of the learning model and the differences in learning outcomes in the subject of Basic Electromechanical Work using the blended learning model of the flipped classroom combined with the team game tournament with the lecture learning model. This study uses a quasi-experiment approach. The research subjects were 68 students of class X Electrical Engineering. The research design used a non-equivalent control group design. Data analysis used description analysis, prerequisite test, and hypothesis. Hypothesis testing using the Mann-Whitney and Wilcoxon tests. The results showed that the flipped classroom learning model was more effective than the lecture model, indicated by an increase in the pretest-posttest score of 3.74 and the control class of 2.24. The flipped classroom model has a significant difference in learning outcomes compared to the lecture model. For students, the use of flipped classroom learning makes it easier and increases interest in learning so that they become more creative and critical which has an impact on increasing students' cognitive, affective and psychomotor abilities. The application of the team game tournament as a learning medium is able to attract students' interest in the learning process.

The article analyzes the reasons and results of the first experience of mass work of Ukrainian educational institutions in the remote mode, which showed that in general it was possible to change and adapt them for full functioning. The prospects for the development of distance learning technologies have been determined that provide people with access to education without restrictions on age, gender, social status, health status and in emergencies, which increases the mobility of society. It was revealed that the problem of professional training of future teachers for the organization of the distance educational process in primary school requires special attention, since children of primary school age are characterized by a low level of independence in organizing their own educational and cognitive activities, a weak arbitrariness of attention, and a high need for personal contact with a teacher. This determines the special specifics of the teacher's activities. A summary is presented and the effectiveness of the selective course «Distance education in primary school» aimed at the formation of professional competence of future teachers, in particular its component, ensuring the readiness to implement the educational process in primary school in the format of distance learning or blended learning, is experimentally proved. Students have the opportunity to explore the essence of distance learning in primary school; understand the specifics of communication between teachers and students, parents, administration during distance learning, work with children with special educational needs in such conditions; to study methodical recommendations on the organization of online classes; define technical, ergonomic and ethical criteria for quality video conferencing; to master the experience of working with various services for the organization of video communication; master the general principles of organizing the distance learning process with the help of Google Classroom; to get acquainted with high-quality Ukrainian-language video resources for visualization of educational material of the lesson, services for conducting online testing of students, conveniences of interactive online boards. Key words: training of future primary school teachers, distance educational process in primary school, digitalization of society, digital pedagogy, technologies for distance learning, selective discipline.

This paper aims to examine the current dynamics of the flipped classroom studies and to propose a direction for future research for the field. Using a bibliometric approach, we observe a sample of 1557 documents from the Scopus database to identify research activity on the flipped classroom. The keywords “flipped classroom” and “flipped learning” have been executed in the search query. We presented the earlier stage of research in the flipped classroom, the subsequent trends, publications status based on source title, country and institution and examined citations pattern of the publication. We also discuss the themes based on the occurrences and terms of the keywords, title and abstract of the documents. This paper also predicts the future study in the flipped classroom using Lotka’s law. We found that the pattern distribution of the author’s contribution fits with the law. We conclude by suggesting a few potential research directions on the flipped classroom. Research on flipped classroom focuses on approaches, strategies and effectiveness perceived by practitioners and learners with relatively less attention on author’s contribution and the prediction on their future and sustainable contribution and networking in guaranteeing the survival and expansion of flipped classroom approach for the coming decades.

The article is devoted to a comparative analysis of the effectiveness of distance and in-person learning of Computer Science in basic secondary education (adaptation cycle). The relevance of the study is determined by: (1) the necessity of ensuring the continuity of the educational process under prolonged instability caused by the pandemic, war, and other global challenges; (2) the appropriateness of utilizing the digital learning tools pedagogical potential for the implementation of modern methodological approaches and learning principles; and (3) the demand of the educational system for identifying optimal instruments for the rapid adaptation of students to the conditions of basic secondary school education. Within the framework of a quasi-experimental study, the academic performance of fifth-grade students engaged in the educational process in two different formats – traditional in-person and asynchronous distance learning – was analyzed. The aim of the study was: (1) to investigate the feasibility of implementing short-term (lasting up to one academic semester) asynchronous distance learning of Computer Science for students of basic secondary school while maintaining its effectiveness; and (2) to determine the advantages and disadvantages of this learning format in basic secondary education (adaptation cycle). A total of 125 fifth-grade students participated in the study. The control group received in-person instruction, while the quasi-experimental group studied in an asynchronous distance format. The analysis of results was based on students’ academic progress and their participation in extracurricular activities in the field of Computer Science. The findings support the feasibility of using the asynchronous distance format as a tool to support learning in conditions of instability (particularly under the martial law). This format fosters the development of digital literacy, independence, responsibility, and lifelong learning skills. The authors emphasize the importance of maintaining pedagogical support, providing high-quality feedback, and implementing adaptive digital content. A promising direction for further research is the study of the impact of distance learning on other educational fields and age groups.