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.