ARALASH TAʼLIM RESURSLARI VOSITASIDA TALABALARNING KIBERIJTIMOIYLASHUVINI OPTIMALLASHTIRISHNING DIDAKTIK IMKONIYATLARI METODIK TAʼMINOTI
DOI:
https://doi.org/10.54613/ku.v18i.1590Keywords:
Aralash ta’lim (blended learning), kiberijtimoiylashuv, aralash ta’lim modellari, masofaviy ta’lim (DL), onlayn ta’lim (OL), pedagogik vazifa, raqamli jamiyat.Abstract
Mazkur maqolada aralash ta’lim resurslari vositasida talabalarning kiberijtimoiylashuvini optimallashtirishning didaktik imkoniyatlari hamda ularning metodik ta’minoti masalalari tahlil etiladi. Aralash ta’limning zamonaviy ta’lim tizimidagi o‘rni, uning an’anaviy va raqamli ta’lim shakllarini integratsiyalashdagi ahamiyati yoritilgan. Shuningdek, talabalarni kiber makonda samarali ijtimoiylashuvini ta’minlashda interaktiv metodlar, raqamli platformalar va axborot-kommunikatsiya texnologiyalarining didaktik imkoniyatlari asoslab berilgan. Shuningdek, mazkur tadqiqotda aralash ta’lim resurslarining talabalarda raqamli madaniyatni shakllantirish, axborot oqimini tahlil qilish va tanqidiy fikrlash ko‘nikmalarini rivojlantirishdagi o‘rni ham alohida e’tiborga olinadi. Kiberijtimoiylashuv jarayonida talabalarning virtual muhitda o‘zini tutish madaniyati, onlayn muloqot etikasi hamda raqamli identifikatsiyani to‘g‘ri boshqarish kompetensiyalarini shakllantirish muhim pedagogik vazifa sifatida qaraladi. Aralash ta’lim ushbu jarayonni tizimli tashkil etishda o‘qituvchi va talaba o‘rtasidagi hamkorlikni kuchaytirib, ta’limning ochiqligi va moslashuvchanligini ta’minlaydi. Natijada, talabalar nafaqat bilim oladi, balki zamonaviy raqamli jamiyatda faol ishtirok eta oladigan ijtimoiy subyekt sifatida shakllanadi.
Foydalanilgan adabiyotlar:
1. Keengwe, J., & Kang, J. J. (2013). A review of empirical research on blended learning in teacher education programs. Education and Information Technology, 18(3), 479-493.]
2. Bliuc, A. M., Goodyear, P., & Ellis, R. A. (2007). Research focus and methodological choices in studies into students’ experiences of blended learning in higher education. The Internet and Higher Education, 10(4), 231-244
3. Dziuban, C., Hartman, J., Juge, F., Moskal, P., & Sorg, S. (2006). Blended learning enters the mainstream. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 195-208).
4. Kanuka, H., Brooks, C., & Saranchuck, N. (2009). Flexible learning and cost-effective mass offerings. Paper presented at the Improving University Teaching (IUT), Vancouver, Canada.
5. Sharma, P. (2010). Key concepts in blended learning. ELT Journal, 64(4), 465-458. ], [ Graham, C. R., Allen, S., & Ure, D. (2005). Benefits and challenges of blended learning environments. In M. Khosrow-Pour (Ed.), Encyclopedia of information science and technology (pp. 253–259],[ Oliver, M., & Trigwell, K. (2005). Can Blended Learning be redeemed? E-learning, 2(1), 17–26.
6. Driscoll, M., & Carliner, S. (2005). Advanced web-based learning strategies. Blended learning as a curriculum design strategy. New York: ASSD Press.], [McGee, P., & Reis, A. (2012) Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7-22.
7. Graham, C. R., Allen, S., & Ure, D. (2005). Benefits and challenges of blended learning environments. In M. Khosrow-Pour (Ed.), Encyclopedia of information science and technology (pp. 253–259
8. Hockly, N (2018). Blended learning. ELT Journal, 72(1), 97-101.
9. Poon, J. (2013). Blended learning: An institutional approach for enhancing students’ learning experiences. MERLOT Journal of Online Learning and Teaching, 9(2), 271-289], [Graham, C. R., Allen, S., & Ure, D. (2005). Benefits and challenges of blended learning environments. In M. Khosrow-Pour (Ed.), Encyclopedia of information science and technology (pp. 253–259)], [Chung, J., & Davis, I. K. (1995). An instructional theory for learner control: Revisited. In M. R. Simonson (Ed.), Proceedings of the 1995 Annual National Convention of the Association for Educational Communications and Technology, Anaheim, CA: AACE, 72–86.
10. Blanchard, K. D. (2012). Modeling lifelong learning: Collaborative teaching across disciplinary lines. Teaching Theology and Religion, 15(4), 338-354.
11. Canaran, O., & Mirici, I.H. (2020). A new model of team teaching for teacher professional development: A case study of in-service English teachers. Education and Science, 45(201), 247-271.], [Eisen, M., & Tidsell, E.J. (2000). Team teaching and learning in adult education. New Directions for Adult and Continuing Education, 87], [Harris, C., & Harvey, A. (2000). Team Teaching in adult higher education classrooms: Towards collaborative knowledge construction. New Directions for Adult and Continuing Education, 87, 25-32.
12. Eisen, M., & Tidsell, E.J. (2000). Team teaching and learning in adult education. New Directions for Adult and Continuing Education, 87],[ Laughlin, K., Nelson, P., & Donaldson, S. (2011). Successfully applying team teaching with adult learners. Journal of Adult Education, 40(1), 11-18.
13. McKenzie, S., Hains-Wesson, R., Bangay, S., & Bowtell, G. (2020). A team-teaching approach for blended learning: An experiment. Studies in Higher Education], [Harris, C., & Harvey, A. (2000). Team Teaching in adult higher education classrooms: Towards collaborative knowledge construction. New Directions for Adult and Continuing Education, 87, 25-32.
14. Pliner, S.M., Iuzzini, J., & Banks, C.A. (2011). Using an intersectional approach to deepen collaborative teaching. New Directions for Teaching and Learning, 125, 43-51.
15. Ш.Б.Бекчонова. Масофавий таълим жараёнларини рақамли технологиялар асосида индивидуаллаштириш методикаси. Тошкент-2021. Дисс 162 б
Downloads
Published
Iqtiboslik olish
Issue
Section
License
Copyright (c) 2026 QO‘QON UNIVERSITETI XABARNOMASI
This work is licensed under a Creative Commons Attribution 4.0 International License.