Трактовка термина «смешанное обучение» с точки зрения технологического и содержательного подходов: теоретический обзор

Abstract

The aim of the study is to present a detailed theoretical review of the interpretation of the term “blended learning” based on the analysis of both Russian and foreign scientific-pedagogical literature in the field of pedagogy, psychology, methodology of teaching foreign languages and cultures (more than 60 sources) from 1999 through 2023. The paper shows the history of blended learning formation, proposes the technological and content-related approaches for classifying the definitions of the term “blended learning” and discusses the features of these approaches. The scientific novelty consists in clarifying the interpretation of the term “blended learning”, identifying its structural elements, determining the differences between blended learning, distance learning, hybrid learning. It is the first time that the connection between the content aspects of blended learning and the key concepts of existential pedagogy has been highlighted. As a result of the study, the author has proposed a universal formula for blended learning, presented the characteristics of its constituent elements.