Blended learning in higher education institutions: technological, andragogical dimension

Abstract

In modern conditions, blended learning is becoming an integral part of the educational process of higher education institutions. Its role and importance are enhanced in times of crisis and instability by enabling students to continue their studies safely. Blended learning is designed to develop students' skills and learning experience in the educational process through a combination of offline and online learning formats. The purpose of the study is to analyze the technological and andragogical aspects of the introduction of blended learning in the educational process of higher education institutions and is specified in the following research objectives: to reveal the features of the technological component of the blended learning environment of higher education institutions; to analyze the andragogical model of learning by M. S. Knowles in order to adapt its provisions for the organization of blended learning for students of higher education institutions in Ukraine. In the course of the study, a set of theoretical methods was used: analysis (including analysis of scientific, pedagogical, methodological literature on the research problem), synthesis, induction, deduction, comparison, generalization and systematization (to study the source base of the problem under study, to formulate conclusions); system-functional methods (to identify changes in blended learning). The main results indicate the expediency of organizing blended learning, centered on taking into account the individual characteristics of higher education students as a category of adult learners. The essential dimension of the blended learning environment is associated with the integration of optimal traditional and innovative forms and technologies of learning. The main results indicate the expediency of organizing blended learning, centered on taking into account the individual characteristics of higher education students as a category of adult learners. The essential dimension of the blended learning environment is associated with the integration of optimal traditional and innovative forms and technologies of learning. The success of creating and implementing personalized educational trajectories for students is ensured by the use of online learning opportunities and traditional training. Taking into account the individual characteristics of higher education students (different educational needs, experience, learning pace, etc.) makes the educational process adaptable and flexible. Blended learning, combining technological and andragogical components, contributes to the personal and professional development of students.