Models of Blended Learning: Organizational and Didactic Typology
The pandemic period revealed the shortcomings of distance learning, which do not allow it to be used as a basic form of education in the main educational programs. The most effective form of organizing the educational process, in the context of its digital transformation, is seen as blended learning...
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| Format: | Article |
| Language: | English |
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Moscow Polytechnic University
2021-06-01
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| Series: | Высшее образование в России |
| Subjects: | |
| Online Access: | https://vovr.elpub.ru/jour/article/view/2775 |
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| author | V. I. Blinov E. Yu. Esenina I. S. Sergeev |
| author_facet | V. I. Blinov E. Yu. Esenina I. S. Sergeev |
| author_sort | V. I. Blinov |
| collection | DOAJ |
| description | The pandemic period revealed the shortcomings of distance learning, which do not allow it to be used as a basic form of education in the main educational programs. The most effective form of organizing the educational process, in the context of its digital transformation, is seen as blended learning, which involves alternating online and face-to-face learning formats. The subject of this article is the pedagogical aspects of blended learning related to the organization of the process of mixed learning in an educational institution and its implementation in the joint activities of the teacher and students. The analysis of existing approaches to the identification and classification of blended learning models is carried out. The authors justify an approach to the typology of blended learning models, which can be implemented at different levels: curriculum, subject, section or topic (within the framework of the discipline), training session, extracurricular learning technology. The proposed methodology is based on the joint work of the network of experimental sites of the Ranepa Federal Institute for the Development of Education in the direction of “Digital Didactics”. The article shows the connection of the proposed typology of organizational and didactic models of blended learning with other typologies and individual models presented in foreign and domestic publications. |
| format | Article |
| id | doaj-art-6643fda475f14e3d80b5d6488e36a06f |
| institution | Kabale University |
| issn | 0869-3617 2072-0459 |
| language | English |
| publishDate | 2021-06-01 |
| publisher | Moscow Polytechnic University |
| record_format | Article |
| series | Высшее образование в России |
| spelling | doaj-art-6643fda475f14e3d80b5d6488e36a06f2025-02-01T13:14:29ZengMoscow Polytechnic UniversityВысшее образование в России0869-36172072-04592021-06-01305446410.31992/0869-3617-2021-30-5-44-641785Models of Blended Learning: Organizational and Didactic TypologyV. I. Blinov0E. Yu. Esenina1I. S. Sergeev2Federal Institute for the Development of Education of the Russian Presidential Academy of National Economy and Public AdministrationFederal Institute for the Development of Education of the Russian Presidential Academy of National Economy and Public AdministrationFederal Institute for the Development of Education of the Russian Presidential Academy of National Economy and Public AdministrationThe pandemic period revealed the shortcomings of distance learning, which do not allow it to be used as a basic form of education in the main educational programs. The most effective form of organizing the educational process, in the context of its digital transformation, is seen as blended learning, which involves alternating online and face-to-face learning formats. The subject of this article is the pedagogical aspects of blended learning related to the organization of the process of mixed learning in an educational institution and its implementation in the joint activities of the teacher and students. The analysis of existing approaches to the identification and classification of blended learning models is carried out. The authors justify an approach to the typology of blended learning models, which can be implemented at different levels: curriculum, subject, section or topic (within the framework of the discipline), training session, extracurricular learning technology. The proposed methodology is based on the joint work of the network of experimental sites of the Ranepa Federal Institute for the Development of Education in the direction of “Digital Didactics”. The article shows the connection of the proposed typology of organizational and didactic models of blended learning with other typologies and individual models presented in foreign and domestic publications.https://vovr.elpub.ru/jour/article/view/2775blended learninge-learningonline learningflipped classroomdigital transformation of educationdigital didactics |
| spellingShingle | V. I. Blinov E. Yu. Esenina I. S. Sergeev Models of Blended Learning: Organizational and Didactic Typology Высшее образование в России blended learning e-learning online learning flipped classroom digital transformation of education digital didactics |
| title | Models of Blended Learning: Organizational and Didactic Typology |
| title_full | Models of Blended Learning: Organizational and Didactic Typology |
| title_fullStr | Models of Blended Learning: Organizational and Didactic Typology |
| title_full_unstemmed | Models of Blended Learning: Organizational and Didactic Typology |
| title_short | Models of Blended Learning: Organizational and Didactic Typology |
| title_sort | models of blended learning organizational and didactic typology |
| topic | blended learning e-learning online learning flipped classroom digital transformation of education digital didactics |
| url | https://vovr.elpub.ru/jour/article/view/2775 |
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