Keyword: «hybrid learning»

The experience of developing the author's online course "Machine Learning", created on the Stepik platform, into the educational process of the university is considered. The requirements for choosing an educational platform for teaching programming are discussed. The key points concerning the selection of the content of training, the assessment of its quality, as well as its implementation in the educational process are noted. The instrumental application of the author's composition of libraries of the Python 3 programming language for organizing the practice of research in the field of machine learning is demonstrated, teaching tools are selected. First results of the experimental verification of the methodology on the basis of the Herzen State Pedagogical University of Russia are discussed.

The relevance of the research is determined by the need of modern digital education in new learning formats. Among them, hybrid learning is of key importance, especially in the context of digitalization and stress situations (post-pandemic period, quarantine). The aim of the study is to theoretically substantiate the essence of hybrid learning and the possibilities of transforming B. Bloom's taxonomy into it. The authors present a complex of concepts of hybrid learning, including its structure and content. The article clearly articulates the position that hybrid and blended learning are not synonymous, despite their outward similarity, emphasizing the semantic differences between the two formats of educational interaction. The work proposes methods for hybrid interaction of all participants in the educational process as subjects of educational activity. The authors suggest using Bloom's taxonomy as the leading mechanism in this process. The idea that Bloom's taxonomy represents a model for classifying different levels of cognitive skills, ranging from simple receptive processes to more complex creative functions, is underlined in the work. Various modifications of the taxonomy adapted to the digital educational environment are increasingly employed in contemporary education. The convergence of traditional teaching methods with innovative digital technologies is observed in the modern educational space. This article specifically examines the application of Bloom's taxonomy in hybrid student learning, including divergent thinking (finding multiple answers to one question). It analyzes the various levels of the taxonomy that can be integrated into hybrid learning to enhance the effectiveness of the educational process. The authors have adapted the taxonomy of educational goals to design the process of developing students' cognitive skills while teaching historical disciplines. The results obtained enrich Bloom's concept of forming different levels of cognitive skills and abilities in the context of hybrid and blended learning (knowledge, understanding, application, analysis, synthesis, evaluation). Our research is important for understanding how modified models of Bloom's taxonomy can be effectively used in the process of hybrid interaction to stimulate higher levels of cognitive activity and create conditions for the development of student subjectivity. We believe that the results of our work will be beneficial for educators and researchers seeking to improve the educational process through adaptive integration of Bloom's taxonomy into hybrid learning.

The article discusses the features of online and offline teaching of English, their advantages and disadvantages. The problem of completely replacing the offline format with online and the issues of a reasonable balance between traditional educational methods and modern digital technologies are analyzed. Specific examples of the successful interaction of these forms of education are given. Particular attention is paid to the lack of empathy in the feedback of online learning and the results of research and statistics on the transition to distance learning are discussed. A promising hybrid model of education is considered, combining the best features of both approaches. In conclusion, the importance of reasonable integration of digital technologies into educational processes to improve the quality of education is discussed.

Тhe article attempts to develop a concept of the phenomenon of hybrid education of children with a migration background. The relevance of this study is due to the fact that it deals with the study of two phenomena. Firstly, the concept of hybrid learning, which is often confused and considered synonymous with blended learning. Secondly, the education of children with a migration background is considered in a new context, since this concept does not have a clear definition. Together these are considered as a process of hybrid education for children with different learning histories, including children with migration histories. The migration background acts on the basis of the principle of synergy. In the context of these reflections, the authors considered it necessary to study this trend in education as relevant and in demand by both the education system and the new migration policy of the Russian Federation. The purpose of the article is to theoretically substantiate the phenomena under study (hybrid learning and migration background as a synergistic effect and mechanism of acculturation). The methodology of the research is presented by the theoretical and methodological foundations of hybrid learning, migration theory, which we consider in the context of the subject-activity theory. We separate hybrid learning from blended learning and do not consider them as identical concepts, seeing them as a new technology of learning in the digital space, which combines live (personal) communication and communication in a digital environment. The migration background of contextual education is not clearly defined, it is often considered as the education of migrant children, as foreign speakers and children with special migration histories. We consider the main results of the study as opportunities for testing the project of a structural and functional model of hybrid education for children with a migration background. The theoretical significance of the research lies in the development of a new concept of hybrid learning, combined with the education of children with a migration background, in which the hybrid is considered as an innovation in the education of children-speakers of other languages. The practical significance lies in the possibility of extrapolating the leading idea into the practice of education of these children in the context of the new migration policy in education.

The study analyses the synergetic effect of integrating traditional teaching methods and massive open online courses in the context of developing business foreign language communication skills. The relevance of the work is determined by the contradiction between the growing demand for flexible hybrid formats in the context of digitalisation of education and the remaining gaps in the methodology of their implementation. The aim of the research is to identify mechanisms of effective combination of offline and online formats for the development of professional language competences, including cross-cultural negotiations, business correspondence and digital presentation. Scientific novelty lies in the development of a three-level model of integration (methodological-technological, integration, strategic), which takes into account polysensority (combining auditory, visual and kinaesthetic channels) and adaptability on the basis of AI analytics. A quasi-experiment involving 120 students divided into control (offline only) and experimental (hybrid) groups formed the methodological basis. The experiment used mixed methods: comparative analysis of academic performance (CEFR tests, expert evaluations), Likert scale questionnaires, analyses of MOOC log files and e-portfolios. The materials included courses from Coursera and Open Education platforms with professionally oriented content adapted to the study objectives. The results showed that the hybrid groups achieved a 27% increase in business vocabulary acquisition compared to 12% in the control groups (p<0.01) and also showed an increase in independence (68% of students actively used additional cases) and digital competences (89% mastered the creation of presentations in Canva in the target language). Qualitative analyses revealed problems: 45% of faculty had difficulty interpreting MOOC data, and 31% of students noted dissonance between duplicate assignments in online and offline formats. The authors conclude that hybrid models are 40% more effective than traditional models due to the combination of emotional intelligence (classroom training) and analytical rigour (MOOC AI recommendations). The integration allowed personalisation of learning through adaptive algorithms that tailor content to students' weak points. The recommendations include the introduction of digital literacy modules for teachers (working with analytics, designing synergistic scenarios) and the development of inter-university standards for assessing competences in a hybrid environment. The latter should unify digital skills metrics, synergy criteria and validation procedures for e-portfolios. The study contributes to the theory of digital didactics by proposing a model that transforms the teacher's role from lecturer to curator of digital resources. The practical significance lies in the algorithms for integrating MOOCs into national educational systems, taking into account ethical and infrastructural challenges.