Blended Learning as an Instrument for the Sustainability of the Physics Educational Process

Abstract

The article considers e-learning in physics in terms of its organization as a real learning process. The peculiarities of the organization of the main stages of the educational process in physics from goal setting to reflection are described. The article describes the means of motivating students to e-learning, the benefits of formative assessment, recommendations for choosing activities for their compliance with the content of educational material and educational tasks. Defining the concept of «e-learning ecology» and the main ways of clearning  e-school physics courses for lifelong learning in the digital society. The author identifies ways to present material in e-learning: a brief summary or presentation, video experiment or demonstration experiment to enhance understanding of theoretical material, sample exercises and typical tasks, laboratory work to be performed, sites for creating projects and links to virtual excursions in physics are possible, which can best present the obligatory elements of the methodical system of teaching physics (theory, educational physical experiment, problem solving, project activity, excursions). Given the specifics of learning on the Internet, the author analyzes ways to motivate students to learn through the development of their internal motivators: understanding the goals of learning, clarity of progress in learning, constructive response, independence in learning and belonging to the team. The article selects online activities that allow you to achieve the required components of learning outcomes according to B. Bloom. In the article the author notes the need for formative assessment in the learning process and the need for final assessment to establish the level of results achieved.