Building Future Specialists’ Reflective and Prognostic Competence in the Context of Blended Learning

Abstract

The aim of this study was to identify teaching methods that promote building students’ reflective and prognostic competence and to determine their effectiveness in the context of blended learning. The Bezpalko’s Scale was used to determine the level of reflective and prognostic competence. Final testing and questionnaire survey of students were also conducted. Besides, mathematical data processing methods, Pearson’s chi-squared test, Cohen’s kappa coefficient and Statistica software were used. The positive result of interactive methods such as case studies, projects, flipped classroom, interviews, discussions and debates in the development of reflective and prognostic competence was found, so they can be used in blended learning. It was established that the use of interactive methods has formed students’ habit to analyse their own learning experience more often. They learned to draw appropriate conclusions and take measures to improve learning productivity. The blended learning and the emphasis on the development of reflective and prognostic competence contributed to the development of students’ conciseness, clarity and accuracy in formulating opinions and answers to questions. It contributed to the development of the ability to predict possible ways to solve professional problems, anticipate and avoid risks, mistakes, creatively apply theoretical knowledge in performing practical assignments. The use of information and communication technologies and interactive methods in blended learning also contribute to the improvement in student learning outcomes by an average of 8%. Reflective and prognostic competence helps students to improve their performance during their studies and can be useful in future professional activities. However, purposeful work of all participants in the educational process is required for building and developing this competence. Future research should be aimed at finding effective ways and methods of building and developing reflective and prognostic competence in view of its importance in the professional activities of specialists in all fields.