Актуальные научные исследования в современном мире iscience. In. Ua

«MODERN SCIENTIFIC CHALLENGES AND TRENDS»
 
SCIENCECENTRUM.PL 
ISSUE 3 
ISBN 978-83-949403-3-1 
145
offersare characterized by the remarkable knowledge of computer technology and 
overcoming of the psychological barrier when facing the new information 
technologies. Furthermore, this formal education program does not necessitate 
learners being in the classroom at exact times. Namely, flexibility and freedom to 
learn anywhere and anytime is the vivid benefit the program covers. In addition to 
what has been stated as yet, blended learning program does not cause the need for 
students to experience high costs. The virtual non-existence of restrictions for any 
age groups of learnersto use blended learning program is the other huge advantage 
to highlight. Moreover, development of the skills and abilities including the capacity 
for reflection, comparison, synthesis and analysis, identifying relationships and 
finding solutions to complex problems, planning and group interaction might be 
regarded to be the other major requisites of blended learning.
However along with the above mentioned advantages of blended learning 
program there are some problematic issues with it. In the beginning, even if the 
university succeeds to establish a normal system of blended learning education, 
there still remain factors that cannot be fully taken into account. For instance, 
multimedia application cannot identify individual needs and learning difficulties and 
therefore cannot respond to students like a teacher. Accordingly, insufficient 
number of verbal communicationsbetween students and teachersmight breed a 
gross distortion of some specific terms. To put it briefly, computers cannot replace 
the full-time teaching, but only expand its opportunities. 
In Blended Learning program, new teaching methods emerge with new tools 
available for both the teacher and students to support learning such as forums, 
chats, blogs, discussion boards, online seminars, web and audio conferencing, 
online simulators and so on. Hence,the teacher and studentscan interacteffectually 
through these online tools tailored to the needs of the education market. 
There are a broad range of platforms to be utilized in blended learning. The 
most popular ones are Moodle, Blackboard, Ermodo, Kahoot, Otus and 
Blendspace. Among these, the accessibility of Moodle platform is highly noteworthy 
owing to a reasonably simpleinterface. Thus with the users of 90 million at present 
time, Moodle is one of the most widely used learning platforms. To give an instance 
of it, successfully selected master‘s degree students of Uzbek State World 
Languages University initiated experiencing the MA Blended learning program 
which was implemented in the framework of TEMPUS Project using the Moodle 
platform. To elucidate the program more in detail, it is worth to clarify the modules 
included in the course such as ―English Language Improvement‖, ―Technology and 
Language Teaching‖, ―Course Design and Evaluation‖, ―Language Teaching 
Methodology‖ and ―Age Appropriate Pedagogy‖. This cannot be further from the 
truth to regard the modules as having been utterly useful for the MA Blended 
learning program participants to enhance the professional arsenal by modern know-
how of teaching and integration of technology in this very sphere. Needless to 
mention that Blended learning has been entirely new concept and thence in the 
beginning there were some problems related to the accessibility to the modules and 
behind-the-scene technical issues. However, these were only marginal problems 
which were soon neglected. The structure of the course was linear that every 
module was devised to internalize and practice acquired skills of previous modules. 
For instance, the first module named ―English Language Improvement‖ was of 

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