Blended learning: definition, concept, and relevance

Iryna S. Mintii

doi:10.31812/ed.539

Authors

Iryna S. Mintii Institute for Digitalisation of Education of the NAES of Ukraine https://orcid.org/0000-0003-3586-4311

DOI:

https://doi.org/10.31812/ed.539

Keywords:

blended learning, crisis situations, Eurointegration, Ukraine, traditional learning, distance learning, intellectual technologies, pedagogical balance, adaptive learning, individual learning, collective learning, formal learning, informal learning, real learning, virtual learning, educational needs, academic process

Abstract

This article discusses blended learning (BL) as an optimal way to organize the educational process during crises, such as a pandemic or war. The article aims to answer two research questions: 1) What is the appropriate Ukrainian scientific term for "blended learning" given the country's European integration processes? 2) What is the meaning of the term "blended learning"? The analysis leads to the conclusion that the appropriate Ukrainian scientific term for "blended learning" is "kombinovane navchannia". The article defines blended learning as a planned, pedagogically balanced, adaptive combination, integration, and interpenetration of technologies (face-to-face and distance learning, formal and informal learning, real and virtual, individual and collective learning) with the aim of optimally satisfying the educational needs of participants in the educational process through the use of intelligent technologies.

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