Сутність та моделі змішаного навчання в Україні

Abstract

This research is dedicated to studying the essence, content, and models of blended learning actively used in the Ukrainian educational space. During the literature analysis on this topic, the authors of the article found out that higher education institutions in Ukraine, due to aggressive environmental factors (COVID-19 pandemic, full-scale military invasion), have been forced to implement various models and technologies of blended learning. Currently, both students and instructors find this form of education suitable because it combines classroom, distance, and online learning methodologies by actively integrating interactive technologies into the educational process. Blended learning methodologies ensure a harmonious combination of classroom and distance learning, which ensures effectiveness and guarantees the safety of higher education seekers during wartime. It has been established that through active utilization of interactive technologies, blended learning allows students to independently model their educational process, positively influencing the development of creative abilities and critical thinking. Based on an in-depth analysis of all blended learning methodologies and global experience, this article characterizes the following blended learning methodologies actively implemented in Ukrainian higher education institutions (Face-to-Face Model, Rotation Model, Flex Model, Online Lab, Self-Blend Model, Online Driver Model). The significance and necessity of developing methodological, theoretical, and methodological issues in the realm of blended learning implementation as an innovative educational model that combines and complements the advantages of interactive and traditional education have been determined.