vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2019-28-5-94-103vovr-1749Research ArticleПЕДАГОГИКА ВЫСШЕЙ ШКОЛЫHIGHER SCHOOL PEDAGOGY«Перевёрнутый класс» для аспирантов: оценка эффективностиFlipped Classroom for Doctoral Students: Evaluating the EffectivnessВолченковаК. Н.VolchenkovaK. N.volchenkovakn@susu.ruЮжно-Уральский государственный университет, ЧелябинскРоссияSouth Ural State University, ChelyabinskRussian Federation20191506201928594103Copyright © Волченкова К.Н., 20192019Волченкова К.Н.Volchenkova K.N.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/1749

Потребность индустрии 4.0 в творческих исследователях, способных адаптироваться в меняющемся мире и мыслить нестандартно, выдвигает на первый план вопрос об образовательных технологиях, используемых для подготовки таких специалистов. Несмотря на то, что в последнее время появилось много новых образовательных технологий, их эффективность не всегда доказана для широкого внедрения в систему высшего образования. В статье в рамках обучения аспирантов 1–2-х курсов иностранному языку обоснована и доказана эффективность технологии «перевёрнутый класс». Автором описывается внедрение технологии в курс обучения «Английский язык для научных целей», апробация которого прошла в 2017/2018 учебном году с участием 197 аспирантов. Количественная и качественная оценка эффективности технологии «перевёрнутого класса» показала, что не только повысились результаты обучения (оценки студентов в конце курса, показатели посещаемости), но и улучшилось отношение аспирантов к предмету. Отношение аспирантов измерялось с помощью дисперсионного анализа и проведением опросов по шкале Лайкерта. Результаты обучения студентов увеличились на 11,3% по сравнению с результатами 2016/2017 учебного года, когда применялся традиционный подход. Результаты исследования можно использовать для модернизации обучения аспирантов иностранному языку с применением технологии «перевёрнутого класса» как в вузах Российской Федерации, так и в зарубежных вузах.

The demand of Industry 4.0 for creative researchers able to adopt to the changing world and think out of the box puts forward the question of education technologies used to prepare such specialists. Though many new education technologies have appeared recently their effectiveness has not yet been proved to be introduced into tertiary education in a large scale. The author presents the evidence for the flipped classroom technology effectiveness. The paper describes the rationale and content of the doctoral program course “English for Research Purposes” delivered using flipped classroom approach. The course was piloted in September-May, 2017/2018 academic year with 197 doctoral students participating. Both quantitative and qualitative evaluation of the flipped classroom was made. Direct education outcomes (students’ scores at the end of the course and attendance rates) and indirect education outcomes (students’ attitudes, perceptions, and feelings towards the course; students’ empowerment and development in the course) were measured using analysis of variance with repeated measures and Likert Scale surveys. The results showed that a general increase in students’ ratings of the effectiveness of the flipped classroom elements was observed during the course, the students’ scores increased 11,3% in comparison with the results of the 2016/2017 academic year where a traditional approach was used. The results of the research can be used to modernize the education process of doctoral students’ training based on flipped classroom technology both at the universities ofRussian Federationand at foreign universities.

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The authors declare that there are no conflicts of interest present.