Аннотации:
In the conditions of the advancing digitalization and the introduction of
restrictions aimed at combating the COVID-19 pandemic, there is a search
for new formats of learning at universities, the most promising of which the
authors believe to be blended learning. The study aims to assess the
effectiveness of the development of metacognition in a university blended
learning environment. The development of students’ metacognition as part
of an empirical study is achieved by a set of methods, the key among which
is the experiment. The results of the experimental study suggest that
students’ perception of the environment of blended learning tends to
improve. In particular, improvement is observed in the indicators of some
metacognitive skills (the choice of the place and time of training, planning of
learning activities, monitoring of the obtained knowledge, and the
experience of working with information). The results reveal improvements
in the self-regulatory component of metacognition. As a result of the study,
it is concluded that the comprehensive development of metacognitive skills
among students ensures their engagement in learning and greater
consciousness and proves useful in the context of blended learning.
