BLENDED LEARNING - A NEW EDUCATIONAL PARADIGM

Abstract

The article aims to explore blended learning as a novel educational paradigm. Blended learning is examined as a form of organizing the educational process that combines traditional face-to-face instruction with online learning. Furthermore, the study characterizes the state of blended education in Ukraine, elucidating its defining attributes, distinctive features, and prevalent trends. The analysis also encompasses the development of a blended learning strategy in Ukraine, outlining the key stages involved in its implementation. Additionally, the research determines the requisite legislative changes and requirements for higher education institutions. The study focuses on elucidating the fundamental nature of blended learning as a new educational paradigm. The object of the study pertains to the present state of higher education in Ukraine. Research methods employed in this work include description, analysis and synthesis, comparison, generalization, and modeling. The present paper investigates the existing landscape of blended learning in Ukraine. Blended learning is comprehended as an emerging educational paradigm, encompassing the harmonious integration of traditional face-to-face instruction and distance learning modalities, serving as an effective means of implementing educational concepts. Concurrently, the salient features of blended learning are delineated, encompassing formal education within educational institutions, knowledge acquisition as a focal point, utilization of computers and mobile devices for educational objectives, and the incorporation of information and communication technologies during instructional sessions. The study undertakes an analysis of the methods and models employed in blended learning, while also delineating the associated merits and drawbacks of this pedagogical approach. Drawing upon the findings and the examination of the development strategy of blended learning in higher education institutions, a novel model is proposed, consisting of six distinct stages. Subsequently, a comprehensive description is provided for each stage, encompassing its present state, the characteristics of potential future modifications, and the legislative requirements and institutional mandates that are imperative for implementation. Throughout the investigation, it was ascertained that blended education, as a mode of organizing the educational process in Ukraine, is still in its nascent stage of development. This can be attributed to the adoption of blended learning as a response to the exigencies arising from military conflicts, rather than a deliberate shift towards a new educational paradigm. Consequently, the present state of blended learning is marked by inherent challenges in its implementation.