USING THE BLENDED LEARNING METHOD IN TEACHING BIOETHICS

M. Salimova

INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE

ISSN: 2692-5206, Impact Factor: 12,23

American Academic publishers, volume 05, issue 08, 2025

Journal:

https://www.academicpublishers.org/journals/index.php/ijai

page 274

USING THE BLENDED LEARNING METHOD IN TEACHING BIOETHICS

M.R.Salimova

Tashkent State Medical University

Abstract

It is beneficial for every student today to consciously choose the learning process that best suits
their specific circumstances and abilities. This approach naturally prevents a haphazard attitude
towards acquiring knowledge, skills, and competencies. In the current era of advanced information
and communication technologies, relying solely on e-learning, traditional education, or cutting-
edge educational technologies in organizing lessons does not yield optimal results. This is because
each educational method has its own strengths and weaknesses. Therefore, the combined
application of these educational approaches is currently producing positive outcomes in the field
of education, and this approach is referred to as blended learning.

Keywords:

Medical statistics, educational technologies

The total classroom hours for the subject of Medical Statistics is 90 hours, with an additional 90
hours allocated for independent study. In total, 6 credits have been assigned, which amounts to
180 hours.
Professors and teachers conduct classes for students using new pedagogical technologies during
the educational process. However, based on current requirements, we can observe that
implementing a blended learning system is proving to be quite effective.
Blended Learning is an educational concept where learning activities are organized both in the
classroom and online. In this type of educational approach, learners can receive face-to-face
instruction from the teacher in the classroom and independently study online outside the classroom
through distance learning systems. This organization of learning allows for control over the time,
pace, method, and location of studying the material. Blended learning enables the integration of
traditional methodologies with current technologies.
Looking at the history of blended learning, this term was first used in 1980 when organizing
professional development courses for Boeing company employees. These professional
development courses were organized through listening to compact discs and watching video clips.
Later, in 2005, the term became even more popular after the publication of the book "The
Handbook of Blended Learning: Global Perspectives, Local Designs" by Curtis Bonk and Charles
Graham.
At the request of the US Federal Department of Education, Stanford University specialists
analyzed over a thousand empirical studies comparing traditional, online, and blended learning.
According to the analysis results, the authors noted that from 1996 to 2008, online education did
not offer significant advantages over traditional education. However, it was found that blended
learning technology demonstrated considerably higher effectiveness and improved quality
compared to both online and traditional education. This study significantly strengthened the
position of blended learning and provided impetus for its further development.
Declan Byrne says the following about "blended learning" - "this educational approach aims to
effectively utilize rich pedagogical experience." Such an approach can be based on the use of
various methodologies in presenting information, incorporating information technologies in
organizing education and the learning process, and arranging traditional activities both
individually and in groups. This diverse approach prevents student fatigue and strengthens their
motivation to study. The main challenge is to ensure the balance between the chosen
methodologies and to achieve high efficiency while keeping costs low.

INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE

ISSN: 2692-5206, Impact Factor: 12,23

American Academic publishers, volume 05, issue 08, 2025

Journal:

https://www.academicpublishers.org/journals/index.php/ijai

page 275

Today, blended learning is considered a combination of elements from traditional in-person
education and distance learning, which allows for the integration of traditional methodologies and
new technologies. In this system, the teacher remains at the center of education while making
extensive and effective use of internet capabilities.
In blended learning, one can utilize various technologies from traditional face-to-face education,
that is, classroom learning (Face-to-Face learning), distance learning, and online learning via the
internet.
Currently, six models of blended learning have been established in foreign practice.
1. "Face to Face Driver" model. The significant part of the curriculum is studied directly with the
teacher's assistance. E-learning is used as a supplement to the main program, including working
with electronic resources on computers during the lesson.
2. "Rotation" "Flipped learning" model. Study time is divided between individual e-learning and
classroom learning with the teacher. In this model, theoretical materials are studied independently
and remotely, while the material is reinforced in the classroom through discussions in cooperation
with the teacher.
3. "Flex" model. A large part of the curriculum is mastered through e-learning. The teacher
monitors each student remotely. The teacher organizes consultations on complex concepts within
the topic in small groups or individually.
4. "Online Lab" model. The curriculum is typically organized in classrooms equipped with
computer technology in accordance with e-learning requirements. Online learning is conducted
under the teacher's supervision.
5. "Self-blender" model. This model is considered traditional for American higher education
institutions. Students independently choose additional courses to complement their basic
education.
6. "Online Driver" model. The main part of the curriculum is mastered using electronic resources
in the information and educational environment.
We will examine the application of the "Flipped learning" model of blended learning for
organizing lecture classes.
Flipped learning, or inverted education, is a form of blended learning - an educational concept that
transforms the passive, monotonous activities of learners into a new format. In this approach, the
student watches a video lecture as homework through the network and independently masters the
theoretical material. In the classroom, they then perform practical tasks in collaboration with the
teacher.
Organizing lessons using the Flipped learning model. In this model, the teacher prepares several
video lectures and uploads them to a network or system. Students watch these teacher-prepared
video lectures at home and study the topic. This allows students to view the video lectures at their
own pace and revisit them as needed. If internet access is not available at home, educational
institutions provide this opportunity. During class time, students discuss questions and ideas that
arose from the topic with the teacher. They also complete various assessment tasks to reinforce the
acquired knowledge. Below is a comparison of student activities in the traditional form of teaching
and the Flipped learning model.
As we all know, in the education systems of developed countries around the world, six levels of
teaching and learning - known as Bloom's taxonomy - are applied. In the Flipped learning model,
students master the knowledge and comprehension categories of Bloom's taxonomy at home, while
in the classroom, they focus on the application, analysis, synthesis, and evaluation categories.
Taking the above into account, blended learning technology in teaching medical statistics may
provide the following opportunities:

INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE

ISSN: 2692-5206, Impact Factor: 12,23

American Academic publishers, volume 05, issue 08, 2025

Journal:

https://www.academicpublishers.org/journals/index.php/ijai

page 276

1.

Flexibility of the educational process

. This can accommodate any number of teachers and

students. Teachers can conduct lessons from different locations. Students can access electronic
textbooks or online education system materials at any time and from any place.
2.

Transparency in teaching

. Conducting exams on computers eliminates certain shortcomings and

ensures transparency. Furthermore, communication services enable students and teachers to
maintain constant contact, which helps them to better understand one another.
3.

Individual approach.

Teachers can adjust the volume of educational materials based on students'

personal characteristics. The combination of different models allows each student to fully develop
in their area of interest.
4.

Developing independent study skills.

The student learns to manage their time effectively, to be

organized and disciplined. Without these skills, success in blended learning cannot be achieved.
5.

Increasing motivation

. Many people enjoy gadgets and various services. In the 21st century,

people not only want to learn, but also desire lessons to be organized in an interactive and
interesting way. They willingly participate in webinars, engage in discussions on forums, and
master various programs.

References

1.

https://www.lambdasolutions.net/blog/difference-between-blended-learning-flipped-

classrooms

.

2.

https://conference.tsue.uz/index.php/PRIISS/article/view/611

.

3.

https://cyberleninka.ru/article/n/flipped-classroom-blended-learning-model-for-the-

development-of-students-foreign-language-communicative-competence

.