Typologies of blended learning models: foreign experience

- Сотська, Г.І. (orcid.org/0000-0002-0184-2715) and Тринус, О.В. (orcid.org/0000-0003-2945-0796) (2024) Typologies of blended learning models: foreign experience UNESCO chair journal «Lifelong professional education in the ХХІ century», 2 (10). pp. 73-90. ISSN 2708-2156

Text 117-Article Text-352-1-10-20241128.pdf - Published Version Download (1MB)

Abstract

Blended learning is an educational strategy that combines traditional classroom teaching methods with online activities, which fundamentally changes the format of education, taking into account the educational needs of modern education seekers, creating a personalized educational experience. The development of technology and the growing demand for flexible educational solutions will strengthen the role of blended learning and will require addressing the issue of thinking about the possibilities of its models used to implement educational programs of higher education institutions. The article examines some models of blended learning and their classifications created by foreign researchers (K. Twigg (2003); G. Smith and H. Curtin (2007); E. Allen and D. Seaman (2010); H. Stucker and M. Horne (2012); V. Irwin (2013); C. Graham (2014); E. Piccian (2017); H. Farmer (2020)). It has been established that due to the existence of various options for combining the components of blended learning and the lack of a scientifically sound criterion-based basis for their systematization, a generally accepted typology of blended learning models has not been developed to date. In foreign practice, the criteria used are, in particular, quantitative, taking into account modal and technological characteristics (the share of the electronic component, the type of hybridity, the means used, etc.) and qualitative, taking into account pedagogical parameters (the nature of interaction between participants in the educational process, the choice of forms and methods of teaching). Based on the analysis of research by foreign scholars, the author proposes criteria for classifying blended learning models related to: their target orientation; level of implementation; consideration of the partial ratio of face-to-face and electronic components; degree of personalization; features of the organization of training, etc.

Item Type:	Article
Keywords:	blended learning; blended learning model; typology of blended learning models, foreign experience
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute of Pedagogical Education and Education for the Adults > Department of Theory and Practice of Pedagogical Education
Depositing User:	Кирил Васильович Котун
Date Deposited:	08 Dec 2024 19:57
Last Modified:	08 Dec 2024 19:57
URI:	https://lib.iitta.gov.ua/id/eprint/743374

Downloads

Actions (login required)

View Item