BLENDED TEACHING OF INFORMATICS TO STUDENTS OF ECONOMICS BY MEANS OF LMS MOODLE AND YOUTUBE

The experience of blended teaching of informatics as a basic discipline to full-time first year students is described and summarized Technical and methodological aspects of blended teaching implementation are considered. Didactic authoring of the educational process in the form of closed online courses in the virtual learning environment of the university was developed by means of LMS Moodle and YouTube tools. Emphasis is placed on the use of educational electronic video resources open to wide access on the YouTube channels, in particular, author's ones. It is shown that this creates a basis for students to study the course independently as it provides both online delivery of educational materials to the lecture hall, to the computer laboratory, to the student's home workplace, and sufficient methodological support. Emphasis is placed on the need to structure courses in order to provide individual learning trajectories for students by choosing time, place and pace of learning as well as by combining synchronous and asynchronous learning modes. Along with traditional face-to-face training, distance defense of works, distance testing, gamified learning, learning as a result of interaction of participants in the educational process in the network by means of modern information technologies (video conferences, chats, forums, e-mail) are applied. The authors have developed multilevel systems of automated control and self-control of knowledge, starting and final control as well as an open electronic journal with assessments and teachers' feedback, which enables external, in particular, dean's and parental control in order to improve learning efficiency and increase students' motivation for this type of study. Taking into account the force majeure factor in the educational process, the described experience can be used not only to teach computer science, but also to organize training in other disciplines. Recommendations for universities regarding the organization of distance learning, arising from the described experience, are given. This research form the preconditions for the creation of a similar but open online course in informatics with the certification of its participants, which will be relevant provided that such certificates get the official recognition by universities.