Blended learning (English "Blended Learning") is a combination of traditional forms of classroom learning with elements of e-learning, which uses special information technologies such as computer graphics, audio and video, interactive elements, etc.
The blended learning learning process is a sequence of phases of traditional and e-learning that alternate over time. An example of such alternation.
Blended learning principles
Sequence. To get the effect, consistency in teaching is important: first, the student must feel the material himself, then receive theoretical knowledge from the teacher and only then apply it in practice. In many ways, this principle overlaps with the "flipped class" model .
Visibility. Thanks to modern e-learning tools, it is possible to create a knowledge base that the student will always have at hand. In contrast to the classical learning model, in blended learning, the student has access to teaching materials - video curses, books or simulators.
Practical use. Practical lessons are required for mastering the theory.
Continuity. Blended learning is based in part on the principles of microlearning. Due to the availability of the material, the student can always go to the training portal and get a "new portion" of the material.
Support. In the distance learning system, a student can always ask a teacher a question and get an answer promptly, without waiting for the next full-time lesson.
The emergence and development of blended learning
There are several reasons for the transition from classical to mixed education. In higher educational institutions, this is primarily due to the widespread trend at the end of the 20th century to optimize business processes.
In the university educational process, the most ineffective and at the same time the most unloved types of work were the first to fall under optimization:
face-to-face consultations: students often come with questions that they did not try to solve on their own. Student self-tracking methods in modern blended learning systems allow teachers to only accept questions from those who have worked in good faith on their own;
verification of test items (in blended learning, verification can be automatically performed by test systems).
Advances in information technology have themselves contributed to the development of blended learning, primarily through the ability to share information over the Internet. Questions for exams, samples of project assignments, study materials can be simply posted on the university intranet or sent to students by e-mail.
Research in the field of information processing by the brain, which has become very popular in recent years thanks to the development of robotics, also contributes to the development of blended learning. So, after the scientific publications of Professor Suzanne Dickelman in 2008-2010, indirectly testifying to the important role of sleep in the process of memorizing information, the libraries of American universities quickly revised their attitude towards students dozing over books and began to create special rooms for short-term sleep. In 2014, direct evidence was obtained for this hypothesis. Professor of New York University Wenbiao Gan observed changes in the rat's brain that occur during sleep: as it turned out, it is during sleep that new connections of neurons are formed, which are responsible for remembering information received before sleep.
Commissioned by the US Federal Department of Education, Stanford University specialists analyzed more than a thousand empirical studies comparing traditional, online and blended learning . The results of the analysis allowed the authors to argue that in the period from 1996 to 2008, online learning did not have a significant advantage over traditional forms of education. However, blended learning has proven to be significantly more effective than learning entirely online. This research significantly strengthened the position of blended learning and gave even greater dynamics to its development.