THEORETICAL CONCEPTS OF THE FOREIGN RESEARCHERS ON BLENDED LEARNING
DOI:
https://doi.org/10.48371/PEDS.2022.65.2.001Keywords:
Выбраны:blended learning, experts, theoretical understanding, method,, models, teacher's role, digitalization, resources, hybrid natureAbstract
This article analyzes the expert experience of theoretical understanding of the blended learning method used in the system of American and European education over the past 20 years. Available publications contain the analysis of the nature of blended learning, discussions about its prospects and possibilities. Kazakhstan also seeks to adopt best practices in the implementation of the blended learning and offer its own vision of the possibilities of this method in the context of domestic education.
The purpose of this article is to reveal the theoretical ideas of foreign experts about the nature, specifics and prospects of the blended learning in general.
The study of the blended learning theoretical concepts is carried out on the material of scientific and methodological works of foreign researchers in the 2000-2010s. The main sources belong to American researchers representing the community of initiators of blended learning, and Russian experts as the implementers of this initiative in the context of the modernization of the educational system. To achieve this goal, a complex of the research methods was used, including comparative analysis, synthesis, and inductive generalization.
Experts recognize the system-forming nature of blended learning, one of the main features of which is student-centeredness. According to experts, the development of the blended learning in the education system entails a qualitative transformation of the academic role of the teacher, policy in the field of methodological support and organization of the educational process as a whole.
Experts agree that the successful development of blended learning depends largely on the resource conditions of an educational institution, which must be provided with appropriate digital infrastructure, content, IT staff, teachers and students who have digital competencies.
The results indicate that there is a need for practical understanding of the theoretical foundations of the blended learning in relation to specific educational programs of higher education. At this stage of theoretical understanding, it is possible to develop methodological tools for training specialists of the specific profile.
