Currently, in many countries, at all levels of education, there is a gradual transition from conventional pedagogical models to blended learning. Blended learning is understood as a combination of various types of classroom activities with the active use of distance learning components based on the use of various types of electronic educational resources (Banados, 2006; Bonk, & Graham, 2006). The analysis shows that cloud technologies and various electronic Learning Management Systems (LMS) are most often used to implement the e-learning component. At the same time, among cloud technologies, Google services are most often used, mostly, Google Classroom (Al-Emran, & Malik, 2016; Al-Maroof, & Al-Emran, 2018). The online educational platform has gained widespread acceptance and is widely used by a large number of educational institutions around the world (LearnDash, 2019). It has proven useful both in the humanities (Barman, & Karthikeyan, 2019) and in the natural sciences, in particular in teaching physics (Ekici, 2012; Basitere, & Ivala, 2017).
One of the options for organizing the educational process based on blended learning is the Flipped Classroom model. Unlike the conventional form of education, this model assumes the initial independent study of the educational material presented by the teacher, and further consolidation of the acquired knowledge in the classroom. The pioneers of this approach are the chemistry teachers Bergmann and Sams who first tried it out in 2008, providing their audio lectures to students for preliminary study at home. The Flipped Classroom model allows teachers to use modern information technology to provide students with access to lectures and other learning resources outside the classroom to engage them in active learning during classroom activities (Giannakos, Krogstie, & Chrisochoides, 2014). It is the general recognition of the importance of active learning that has drawn the attention of educators to the Flipped Classroom technique which employs flexible asynchronous blended learning (Xiu & Thompson, 2020). This approach is characterized by a reallocation of teaching time (O’Flaherty & Phillips, 2015; Abeysekera & Dawson, 2015). Flipped Learning introduces students to the materials before class starts, which significantly saves classroom time. Students acquire basic theoretical knowledge outside the classroom, and the classroom becomes a space for problem solving and teamwork (Sánchez, Solano & González, 2016). This promotes deeper and more active learning, with a focus on the independent work of students (Hamdan, McKnight, McKnight, & Arfstrom, 2013).
At Kazan Federal University, LMS Moodle is used to implement the electronic component of blended learning. During 2020-2021, the authors conducted a study to assess the effectiveness of the educational process aimed at increasing the activation of students’ independent work when studying physics in the framework of the Flipped Classroom technique based on the implementation of a blended form of learning using LMS Moodle. The research was carried out in the process of studying physics by future teachers for two semesters. During the first semester, the learning process took place in a conventional form, during the second semester it was organized using the “Flipped classroom” model. In the process of assimilating the theoretical material, an important component is the “Lecture”. This component allows the student to study independently the theoretical foundations of the topic in advance. The specificity of this element is in the fact that it represents an alternation of small fragments of theoretical material and test questions that control the successful acquisition of the theory. At the same time, the system monitors and provides the teacher with all statistical information on every student’s work with this element.

The authors used one of the considerably effective methods of assessing the quality of education, namely, a questionnaire. This method makes it possible to assess the degree of activation of students’ independent work and the quality of the educational process, to analyze the results obtained, and to formulate appropriate conclusions. Within the framework of the study, the corresponding indicators and criteria for the quality of training and the organization of independent work were determined, tools (questionnaires) were developed, methods of analysis and presentation of results were selected according to the process approach. As for indicators of monitoring, the opinions of students about the quality of the learning process, based on the Flipped Classroom method in the process of studying physics were highlighted, drawn up in the form of answers to the questionnaire prompts. The study of the assessment by means of the questionnaire was carried out on the basis of a semantic differential scale (on a scale from 0 to 10, where “0” is a low level, “10” is a high level). All indicators (questions) were grouped into four sections. Each section contained three indicators (criteria or quality headings). Section 1. Criteria and indicators describing the “Peculiarities of the educational process”, revealing the correspondence of the volume and content of educational modules, classroom and independent work within the framework of “Flipped learning”, active teaching methods, students’ involvement in the educational process. Section 2. Indicators reflecting the “Quality of electronic educational resources” presented on the distance learning platform: accessibility (comprehensibility), completeness of presentation, ease of use. Section 3. Indicators reflecting the “Information content of the resource”: relevance, practical orientation, consistency (structuredness). Section 4. Indicators characterizing the “Quality of the electronic information educational environment” of the LMS Moodle: level of interactivity, user-friendliness of the interface, the ability to work independently with training and monitoring modules. The research audience were first-year students in the training field “Pedagogical education” (with two training profiles), mathematics and physics. The number of participants was 47 (55% boys, 45% girls). The average age of the participants was 19. The participants gave written permission to use some of their personal data as research material. Statistical analysis The survey data were processed using IBM SPSS Statistics 22. Statistical analysis of the data obtained was carried out in a Microsoft Excel spreadsheet using the Analysis ToolPak add-in.

Analyzing the data obtained from the results of the survey and questionnaire, computer testing and control work, the authors can conclude that the educational process is sufficiently effective in the context of enhancing students’ independent work. The students participating in the experiment positively assessed the organization of the educational process according to the “flipped” principle, the electronic educational environment of the resource training modules, the significance and content of the provided educational materials, convenient navigation and functionality of LMS Moodle and, in general, the creation of more optimal conditions for mastering the course of physics. 78.3% of students stated that the online course made a significant contribution to the expansion of their ICT competencies. The analysis of the results of the study demonstrates that the students positively assess the electronic educational environment of the courses, the content and significance of the provided educational materials, the ease of navigation and the functionality of LMS Moodle. The following changes in the educational process are observed in the result of the application of the "Flipped classroom" technology based on the combination of traditional and distance learning forms: • There is a significant saving of time in mastering a certain amount of educational information; • The activity of students’ educational, cognitive and independent work, their interest and motivation increase; • Most favorable conditions are created for a comprehensive understanding of the studied phenomena and processes, and for the IT competence formation. The introduction of the "Flipped classroom" model based on a blended form of education in the process of teaching physics made it possible to organize the students’ independent work systematically and purposefully; to bring the educational process to a higher level that includes additional educational and technological resources and active methods; to identify new potential opportunities for the introduction of innovative technologies in the educational process.

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