Abstract
This paper justifies the relevance of enhancing knowledge quality, personnel training, and demand for graduates of higher education institutions in the context of an open economy and international market competition.To address these problems, the need for new approaches, methods, technologies, and foreign experience in education is demonstrated.It is proposed to adopt the widely used methodology and technology of the so-called "flipped classroom" approach employed in other countries.The application of this methodology involves fundamental changes in the roles and activities of both students and teachers in the process of acquiring new knowledge.The new approach modifies the traditional learning scenario and alters the content of homework and in-class activities.Students independently learn the course material at home and then discuss and apply it in practice in the classroom with the support and guidance of the teacher.The performance of practical assignments is accompanied by critical reflection on the obtained information.In fact, what used to be done at home is now done in the classroom, and vice versa, and students have the opportunity to control their own learning.The teacher creates a friendly online environment for interaction among students.Additionally, the teacher serves as a moderator of e-learning, monitoring and directing online discussions.The teacher acquires various roles, encouraging and motivating students, guiding and monitoring the education process, and providing feedback.The paper presents the features of various flipped learning models for improving the knowledge quality of students in university education.Practical examples of the implementation of this new technology are given, which were developed by the authors using algorithms and syllabuses for two master's degree disciplines in the Department of Business Technology, based on the principles of modular learning and a competency-based approach to personnel training.