The hybrid learning: pedagogical models of integrating online and offline formats

- Паніна, Л.А. (orcid.org/0000-0001-6692-1409), Крамаренко, І.С. (orcid.org/0000-0002-4692-2778) and Веремчук, А.П. (orcid.org/0000-0002-3458-9584) (2025) The hybrid learning: pedagogical models of integrating online and offline formats «Перспективи та інновації науки (Серія «Педагогіка», Серія «Психологія», Серія «Медицина»), 11 (57). pp. 1022-1041. ISSN 2786-4952

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Abstract

This article examines hybrid learning as a contemporary pedagogical paradigm that integrates face-to-face and distance forms of educational interaction in higher education institutions in Ukraine. It is emphasized that the digitalization of education, the development of information and communication technologies, and the demand for personalized learning impose new requirements on teachers’ professional competencies and students’ digital skills. Hybrid learning encompasses both in-person and online components: classroom sessions facilitate live interaction, discussion of practical cases, and the development of social competencies, while distance activities promote independent study, participation in virtual discussions, and completion of interactive tasks. The various pedagogical models of hybrid learning (Blended Learning, Flipped Classroom, Rotation Model, Flex Model, HyFlex Model) are analyzed with regard to their structural-functional characteristics, interaction formats, didactic advantages, and limitations. The effectiveness of the blended format is shown to depend on participants’ level of digital competence, students’ motivation, and the quality of organizational and methodological support. The role of LMS platforms (Moodle, Canvas, Blackboard, Google Classroom), cloud services (Google Workspace, Microsoft 365), and interactivetools (Kahoot, Mentimeter, Padlet) is explored in supporting personalization, progress monitoring, formative assessment, and competency development.It is determined that hybrid learning promotes student autonomy, critical thinking, communication, and research skills, as well as adaptability to digital transformation conditions. At the same time, key challenges are identified: insufficient digital preparedness of teachers and students, limited access to technologies in certain regions, lack of standardized assessment approaches, cybersecurity risks, and decreased motivation in the absence of adequate self-regulation. Emphasis is placed on the need for a systematic approach to hybrid course design, teacher professional development, and guidelines for the optimal integration of online and offline components.In conclusion, hybrid learning is shown to cultivate a comprehensive set of competencies that prepare students for professional activities in digital and multiculturaleducational environments, enhance the effectiveness of the learning process, and contribute to the innovative development of higher education institutions.

Item Type:	Article
Keywords:	hybrid learning, blended learning, Blended Learning, Flipped Classroom, LMS, digital competencies, online-offline integration, pedagogical models, personalized learning, higher education
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques > 004.94 Simulation 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 Pedagogics > Department of Biological, Chemical and Physical Education
Depositing User:	лаборант Аліна Хилько
Date Deposited:	15 Dec 2025 17:59
Last Modified:	15 Dec 2025 17:59
URI:	https://lib.iitta.gov.ua/id/eprint/747662

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