BLENDED LEARNING AS AN EFFECTIVE PEDAGOGICAL MODEL

Abstract

Rapid changes in digital technology usage have led to an increasing number of discussions regarding various instructional models which will be able to unite academic effectiveness, flexibility, and learners' involvement. Blended learning is considered one of the major pedagogical topics in modern pedagogy as it unites classical face–to–face classroom education with digitally mediated forms of learning.

The aim of the current paper is to evaluate the educational potential of blended learning in undergraduate English language instruction among first– and second–year students. Special attention will be paid to the effectiveness of instruction, involvement of students in educational activities, self–regulated learning, and educational organization.

The quasi–experimental methodology was used to analyze the problem in question. In the experiment, 64 undergraduate students who studied in compulsory English language courses were divided into experimental and control groups. Pre–test and post–test assessments, questionnaires, observations, and final examination results served as main data collection tools. The study was performed during routine teaching for ten weeks.

The obtained results show significant differences between experimental and control groups. First, students who followed blended learning methods demonstrated higher test and final examination results compared with other learners who attended only traditional classroom courses. Moreover, learners showed increased involvement in educational activities and more confidence in performing tasks independently. Questionnaire results revealed high learner engagement and low levels of stress associated with learning process.

It is possible to mention several theoretical approaches used during the study, such as constructivism, socioeducational theory, and the principles of self–regulated learning. From a practical point of view, the paper shows how the proposed research may prove to be useful for further educational practice at universities which search for innovative ways of organizing undergraduate English language classes.