Pedagogical Mechanisms of Individualization of Students’ Learning-Cognitive Activity in Blended Learning

- Горошкіна, Олена Миколаївна (orcid.org/0000-0002-0378-888X) and Горошкін, Ігор Олександрович (orcid.org/0000-0003-2694-458X) (2026) Pedagogical Mechanisms of Individualization of Students’ Learning-Cognitive Activity in Blended Learning «Перспективи та інновації науки (Серія «Педагогіка», Серія «Психологія», Серія «Медицина»)», 1 (59). pp. 517-527. ISSN 2786-4952

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Abstract

The article characterizes the main features of the mechanisms for individualizing students’ learning-cognitive activity in blended learning. Analysis and synthesis of the literature on the research problem made it possible to clarify that learning-cognitive activity is generally defined as a purposeful, organized, and motivated process of knowledge assimilation, skill formation, and competence development, in which the student acts as an active subject of cognition. Such activity includes a set of intellectual, motivational, emotional-volitional, and practical actions aimed at understanding, transforming, and applying educational information. Individualization implemented within blended learning contributes to the development of independence, reflective skills, and increased learning motivation among students. Modern approaches to organizing blended learning in higher education institutions, which combine face-to-face and distance formats, provide significant opportunities for individualizing students’ learning-cognitive activity. In this context, particular importance is attached to the possibility of adapting learning resources and to the variability of interaction forms between teachers and students. One of the key pedagogical mechanisms of individualization is ensuring variability of learning content, which can be achieved through elective courses, digital educational platforms, and open educational resources. An important mechanism for individualizing students’ learning-cognitive activity is the differentiation of learning tasks, which involves developing multi-level exercises, projects, tests, and case studies. Differentiation is implemented both in synchronous formats (classroom sessions, online conferences) and asynchronous formats (independent work, completion of individual tasks, participation in forum discussions). This enables each student to work at their own pace and according to their level of preparedness. Project-based activities play a special role, which allows students to choose the topic, form of presenting results, and level of task complexity in accordance with their interests and learning needs. Among the mechanisms of individualization of students’ learning-cognitive activity in blended learning, the organization of students’ research activity is also significant.

Item Type:	Article
Keywords:	individualization, individualization of learning, learning-cognitive activity, individualization of learning-cognitive activity, blended learning, higher education students, competence
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 > 37.04 Education in relation to the educand, pupil. Guidance 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 Foreign Language Teaching
Depositing User:	Ігор Олександрович Горошкін
Date Deposited:	17 Jun 2026 11:32
Last Modified:	17 Jun 2026 11:32
URI:	https://lib.iitta.gov.ua/id/eprint/749542

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