metody, formy i programy kształcenia - E-mentor

e-edukacja na świeciein this market has a large variability, so we refer thereader to one of the resources to monitor the eventstaking place in the world of LMS – www.edutools.org.Researchers mention synchronous and asynchronousforms of learning activities based on appropriatetechnological solutions. Asynchronous forms includesuch methods of work in which students and teachersexchange learning information at a time convenientto them. Asynchronous communication technologiesare forums, e-mail, blogs, wikis, etc. Synchronouslearning enables simultaneous interaction of twoor more participants of the learning process, andmost often is performed via video-conferencing,chat, telephone, including mobile communication.The term „M-learning communities” appeared in therecent literature. It denotes training via cell phone.Sometimes asynchronous communities are called„writing communities”, and synchronous communitiesare called „speaking communities”.It is obvious that online learning is most closelyassociated with the global web. Therefore, itsdevelopment is inextricably linked with processesoccurring in the Internet world. Not surprisingly, theconcepts of Web1.0 and Web2.0 are reflected in theconcept of distance learning. At the end of the firstdecade of the XXI century neologisms eLearning1.0eLearning2.0 are increasingly used, „pedagogy ofconnectivism” arises and develops, the best knownrepresentatives of which are George Siemens, StephenDownes describe the learning process as part ofnetwork activity.Blended learning – is an attempt to use thestrengths of Face to Face and e-learning. The termBlended Learning reflects the different approachesto learning, namely the use of the advantages ofeLearning in combination with face-to-face learning,the combination of synchronous and asynchronouslearning within online courses as well as the use ofdifferent technological solutions (computer, mobilephone, satellite TV, video conferencing, etc.) toimplement training activities. Pedagogical approachesto using information technology in the learningprocess are very diverse: from the modernization oftraditional methods to create new methods 12 .According to A. Heinze and C. Procter, Blendedlearning is learning that is facilitated by the effectivecombination of different modes of delivery, modelsof teaching and styles of learning, and is based ontransparent communication amongst all parties involvedwith a course 13 . M. Oliver and K. Trigwell believe thatblended learning is based on a mixture of two or morecomponents, such as various means of informationdelivery, different pedagogical approaches, combiningtheoretical with practical work within one course 14 .According to C.R.Graham, theory and practice ofblended learning make for development of futureeducation model. This way of learning correspondswith trends of modern education such as theintellectualization of the Global Network, increasingrole of social networks in learning etc.According to P. Boltuc 15 , virtual componentof blended learning methods reflects methodsof classroom teaching and offers the followingclassification of these methods: aided instruction,online conference, webinar, and permanent seminarfor a group of experts interested in the specialtopic.The author believes that in the future theinteraction between artificial and human intelligencein the educational and scientific activities will beexplored in the frame of the concept of blendedlearning.UNESCO Institute for Education conducted researchin 2003–2005, and results show that more than 70% ofuniversities in countries where the Internet is activelydeveloped (Europe, North America, Russia, Asia andthe Pacific Region) use blended learning methods.The researchers assert that blended learning providesteachers and students with opportunities to improvethe quality of teaching and learning as well as makelearning independent, useful, and sustainable.A typical example of blended learning isa combination of classroom teaching with interactivepossibilities of LMS for communication, knowledgemonitoring, and publishing of materials.The palette of pedagogical methods withinBlended Learning is multifarious and often dependson the specific course subject area. For example,a lecturer can start the course of Literature witha well-structured introductory lesson in the classroomand then continue it by posting new materials andassignments for students. A teacher can build theEnglish language course so that all audio exercises(listening, speaking, dialogues, etc.) are performedin class, but work with texts (reading, writing essays,etc.) will be organized via LMS as homework. In thecourse of chemistry, students can explore theoreticalmaterial in virtual format, but laboratory work will beorganized as face-to-face exercises in classroom.Blended learning provides a good opportunityfor social network creation. The following fact12A. Pietrzykowski, Online lectures in humanities, „e-mentor” 2011, No. 3 (40), http://www.e-mentor.edu.pl/artykul/index/numer/40/id/842, [17.04.2012]; D. Goltz-Wasiucionek, Blended learning in language teaching, „e-mentor” 2010, No. 5 (37), http://www.e-mentor.edu.pl/artykul/index/numer/37/id/793, [17.04.2012]; H. McCracken, K. L. Guthrie, Experience the Foundation for Authentic LearningOnline, „e-mentor” 2011, No. 3 (40), http://www.e-mentor.edu.pl/artykul/index/numer/40/id/853, [17.04.2012].13M. Oliver, Can ‘blended learning’ be redeemed, E-Learning, [in:] M. Oliver, K. Trigwell, M.F. Cleveland-Innes, Handbook of blendedlearning: Global perspectives, local designs, San Francisco 2010, p. 36–49.14D. Vaughan, Blended Learning, [in:] D.Vaughan, D. Norman, M.F. Cleveland-Innes, Handbook of blended learning: Global perspectives,local designs, San Francisco 2010, p. 3–21.15P. Boltuc, Education without distance, „e-mentor” 2003, No. 1.84 e-mentor nr 2 (44)