Oʻquvchilarning ota-onalari va ilm-fan namoyandalari bilan uchrashuvda Oʻzbekistonda uchinchi renessans
uygʻonish davri boshlanayotgani ta`kidlab o’tishmoqda. Uchinchi Renessans toʻrtinchi sanoat inqilobi
bilan muvoziy, bir vaqtda kechadi. Shu sababdan u, avvalo, texnologik inqilobni, yuksak rivojlangan raqamli
smart (aqlli) iqtisodiyotni taqozo qiladi. Oʻz navbatida, raqamli, smart iqtisodiyotga oʻtish uchun ishlab
chiqarishni bosqichma-bosqich modernizatsiya qilish, avtomatlashtirish, robotlashtirish talab etiladi. Mazkur
jarayon Oʻzbekistonda qanday bosqichlarda amalga oshirilishi, uning moddiy-moliyaviy, insoniy, ilmiy va
ilmiy-texnologik taʼminoti boʻyicha istiqbolli aniq kompleks dasturlar yangi Renessans gʻoyasi bilan
mafkuraviy jihatdan bogʻlanishi shart. Ilmiy, ilmiy-texnologik taʼminot taqozosidan kelib chiqib, taʼlim-
tarbiya sohasining barcha boʻgʻinlari uzluksiz isloh etib borilishi kerak.
BLENDED LEARNING IN HIGHER EDUCATION
Yusupov Otabek Yakubovich PhD of SamSIFL
Ismoilova Feruza Ulugbekovna Master student of SamSIFL
ABSTRACT Blended Learning is a strategy that creates a more integrated approach to teaching
learning process where different learning environments like Face-to-Face, online, social networking etc. are
mixed with a goal to provide the most efficient and effective instruction experience.
This paper will provide directions for blended learning environment which can be used by institutions of
higher learning to make decisions about the learning and teaching initiatives. It also discusses about how
blended learning can improves working conditions, improves teaching and benefit student learning process.
Key words: blended learning, e-learning, online learning, higher education
The teachers at all levels of education had shown a great interest in the technology and computers for
teaching and learning. In higher education also, many teachers are making effective use of technology and
transforming some or all of their existing course material. There are a growing number of online courses (or
e-learning) around the world offered by various institutions of higher learning and universities.
Most universities and corporate trainings facilities now offer some or all of their courses online.
Across the world, universities offer all sorts of courses in E-Learning these days from IT, Management,
Engineering, Medicine and Sports. The World Wide Web has fascinated the academic institutions around the
world and provided a potential for a new medium to deliver courses to people, who live faraway from the
institution, in the form of the text, audio and video without the need of adding new buildings or hiring new
The majority of the academic institutions accepted e-Learning as an alternative to the traditional
classroom teaching without any stiff resistance. The acceptance rate was very fast, rapid and
widespread.Today there are many universities and institutions in Uzbekistan also that offer some kind of
online learning and teaching in the form of e-Learning.
But, the author believes that e-learning when integrated with traditional learning can provide an environment
that can lead to more effective and efficient learning.
E-Learning to Blended Learning: A review
Earlier computers were used for storing and manipulating data to assess the student’s performance.
Later the same software and hardware was used as a means for teaching most of the computer-aided based
courses. The term blended learning has been in use for more than 20 years but that its meaning has been
constantly changing during this period. In the late 1980s, in UK, the Workers Education Association (WEA),
Ruskin College and the Open University collaborated on what was called a blended learning programme for
adults, without qualifications, returning to education [3, 4]. The programme blended evening/weekend or off-
campus courses with residential learning sessions and distance learning support. It was a beginning where
the general discussion around course development at the Open University at the time used the term ‘blended
learning’ to signify a mix of distance and face-to-face learning.
Through the 1990s the corporate training world started using of blended learning as enhancements to
the typical corporate training intervention. Corporate short training courses were blended with pre-course
readings and post course activities such as action-learning sets and project-based learning teams to embed the
learning in the workplace. Participants also received electronic materials (e.g. spreadsheet-based project
finance models, trading simulations, technical process modeling etc.), on portable media, initially floppy disk
and later CD and eventually through web services.
By 2000, web-based distance learning and training was being blended back with supplementary
printed manuals and optional face to face interactions at a study center or any location near the student. This
was actually a real beginning of e-learning. Jay Cross, founder of Internet Time Group and global consultant,
introduced the term e-learning in 1998 suggesting a comprehensive training method via any technology-
based medium. Several terms are used to refer to e-learning such as computer-based-training (CBT), online
learning (OL), virtual learning (VL), internet-based training (IBT) among several others.
Blended learning combines online with face-to-face learning. The goal of blended learning is to provide
the most efficient and effective instruction experience by combining delivery modalities. It may involve
usage of computer, cellular or Smart phones, Satellite television channels, videoconferencing and other
emerging electronic media.
,,Learners and teachers work together to improve the quality of learning and teaching, the ultimate aim of
blended learning being to provide realistic practical opportunities for learners and teachers to make learning
independent, useful, sustainable and ever growing.”
Three main technological components required for a blended learning course include: Technology
infrastructure, Instructional technology, and Technology in learning. Further, they suggest that developing
and designing blended courses is an iterative process, which includes five main phases: course content
design, course development, course implementation, course evaluation, and course revision. There are
evidences from research suggesting the need for an establishment of a creative balance between pedagogy
and technology that will support faculty to design, deliver, and support course design and content.
Most researchers today agree that the blended learning approach is the best one for implementing online
teaching and learning, but they also agree that there is much to be improved regarding the ways in which it is
understood and implemented in practice. There is no perfect or ideal formula presenting the ‘right’ mixture
for a blended learning course.
Use of technology-based tools such as YouTube, Facebook and Wikipedia, which young people
consider to be a natural part of their world, is affecting not only the way they spend their leisure time, but
also the way they learn and work. Moreover, these tools are not only accessible through computers at their
home or institutions; they are also accessible via mobiles. Therefore, blended learning approach can be
further extended to include ways that can blend these emerging technologies with teaching-learning
processes in institutions of higher education.
century there is an increase in the use of mobile devices in different areas of society to meet
the needs of people on the move. M-learning (Mobile Learning) is considered a new and more flexible
educational strategy where students have opportunities to review course content or communicate with their
peers and instructors “anywhere,” “anytime” without the restrictions of fixed-location computer technology.
It refers to the ability to access educational resources, tools and materials at any time, from
anywhere, using a mobile device. Mobile technology devices for m-Learning ranges from basic mobile
phones to tablet PCs, and it may include PDAs, MP3 players, memory sticks, e-readers, and smart phones. In
context of institution of higher education, it can include: Simple SMS, Multimedia live classroom sessions,
Web and podcasting to audio, Text recaps of lessons, Educational video games, Logical reasoning and
problem solving aptitude games, Multiple choice tests to reinforce content learning, Audio- to-text or text-
to- audio applications and Mobile whiteboards for interactive discussions.
Various issues need to be addressed include training, professional development and technical support.
There is also a need to address the cultural change inherent in society’s overall migration from classrooms
and computers toward mobile communications.
Open content is a new educational perspective, focused on collective knowledge and the sharing and
reuse of learning and scholarly content. The notion of open content is to take advantage of the Internet as a
global dissemination platform for collective knowledge and wisdom, and to design learning experiences that
maximize the use of it. This kind of learning environment will be definitely helpful for teachers in their
research work and currency of contents they wish to teach and share.
An outgrowth of the perspective is the emergence of open-content textbooks that can be “remixed”
— that is, customized, modified, or combined with other materials — and a number of publishers are finding
ways to support authors of such materials. This will help teachers to generate their own material for
themselves and others.
Anil Kumar Assistant Professor, Information Technology, Institute of Management Technology, Nagpur, India.
To sum up, blended learning gives learners and teachers a potential environment to learn and teach
more effectively. Blended learning provides flexibility to incorporate various curricular and institutional
needs, goals and priorities. The way it has been implemented across various institutions is highly context
dependent. A thorough reassessment and reengineering of the course is required before moving to blended
learning. The model and accompanying 6-step process described in this paper are intended to provide higher
education teachers a guideline for designing a blended learning course . Various Faculty, student and
institutional related issues are listed as major challenge in the implementation of blended learning strategy
(their discussion needs a larger scope). And the emerging technologies like mobile computing and open
content are going to have a large impact on teaching-learning process in higher education arena within the
next few years.
N. Sonwalkar, “ A new methodology for evaluating: The pedagogical rating of online courses”,
Syllabus, 15(6), 2002, pp18-21.
1.M. Kumar Agarwal-
INTERNET-BASED LANGUAGE LEARNING AND TEACHING
Business School, Riga Technical University Skolas St. 11, LV-1010, Riga, Latvia.
COMPARISONS BETWEEN TRADITIONAL AND INNOVATIVE TEACHING METHODS
The main aim of this research paper is to analyze and make necessary comparisons
about the role of these two types of teaching methods in English. We all know that from a long history, it has
been a debated topic among scientist to whether choose only modern ways of teaching or to keep ancient
ones as well. Thus, in this article I decided to look through the main advantages and disadvantages of these
both methods and make necessary comparisons among them
Key words: IT, computer programs, e-learning, YouTube lessons, innovative technologies, new
methods in teaching, group working.
Well, it is crystal clear that any teacher may face with confusions about what kind of method to
choose to teach in the classroom. It such cases, some claim that traditional methods are of no use, while
innovative methods are super effective. But without having any prove, we cannot say so. It is our prior duty
to analyze the case carefully and to make necessary judgements based upon this.
Also, most often I see a common misconception about people in which they claim that traditional
methods are prehistorical methods. It is actually just a wrong, yet foolish belief about traditional methods.
Some of them might have come from long history, but over time through practice and use in the classroom,
they have literally changed and also took another from. On the other hand, traditional methods may have
started to appear just 2 or 3 centuries ago, but not too long ago. Therefore, to analyze it on a deeper level, we
need to compare and understand the plus and minus sides of each method. This article intends to fulfill this
The Advantages and Disadvantages of Traditional and Innovative Methods.
As everything has
its own advantage and disadvantage sides, it is also more than possible for these methods to have as well.
Historically we know that a lot of methods in teaching were created and over time they have developed,
sharpened, fixed and through this became common everywhere around the globe. As this, traditional
methods are the ones to mention here.
Grasha (1996) explains the three main teaching styles in educational pedagogy: direct instruction,
inquiry-based learning and cooperative learning. She states that when applying these methods, teachers and
instructors improve their students´ understanding considerably, manage better the classroom and get better
connection with their students.Actually, the most common traditional methods worldwide are grammar
translation method. Some claim that this method no longer holds any value for teaching. But, on the
contemporary side, it is almost impossible to imagine teaching without this method. Because through
centuries, it showed its limitless significance and its help to students, especially with grammar learning.