=Paper=
{{Paper
|id=Vol-3918/paper303
|storemode=property
|title=Blended learning: definition, concept and relevance to education for sustainability
|pdfUrl=https://ceur-ws.org/Vol-3918/paper303.pdf
|volume=Vol-3918
|authors=Iryna S. Mintii
|dblpUrl=https://dblp.org/rec/conf/aredu/Mintii24
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==Blended learning: definition, concept and relevance to education for sustainability==
https://ceur-ws.org/Vol-3918/paper303.pdf
Iryna S. Mintii CEUR Workshop Proceedings 260–281
Blended learning: definition, concept and relevance to
education for sustainability
Iryna S. Mintii1,2,3,4,5,6,7
1
University of Łódź, 68 Gabriela Narutowicza Str., 90-136 Łódź, Poland
2
Institute for Digitalisation of Education of the NAES of Ukraine, 9 M. Berlynskoho Str., Kyiv, 04060, Ukraine
3
Kryvyi Rih State Pedagogical University, 54 Universytetskyi Ave., Kryvyi Rih, 50086, Ukraine
4
Zhytomyr Polytechnic State University, 103 Chudnivsyka Str., Zhytomyr, 10005, Ukraine
5
Lviv Polytechnic National University, 12 Stepana Bandery Str., Lviv, 79000, Ukraine
7
Academy of Cognitive and Natural Sciences, 54 Universytetskyi Ave., Kryvyi Rih, 50086, Ukraine
8
Kremenchuk Mykhailo Ostrohradskyi National University, 20 University Str., Kremenchuk, 39600, Ukraine
Abstract
A review of normative documents and scientic sources on Computer Science teacher training is made. Based
on this, the contradictions that actualize the topic of the study are highlighted. The article aims to answer two
research questions: 1) What is the appropriate Ukrainian scientic term for “blended learning” given the country’s
European integration processes? 2) What is the meaning of the term “blended learning”? The analysis concludes
that the appropriate Ukrainian scientic term for “blended learning” is “kombinovane navchannia”. The article
denes blended learning as a planned, pedagogically balanced, adaptive combination, interpenetration, and
integration of technologies (face-to-face and distance learning, formal and non-formal learning, real and virtual,
individual and collective learning) to optimally meet the educational needs of the subjects of the educational
process using intelligent ICTs.
Keywords
blended learning, computer science education, teacher training
1. Introduction
One of the Sustainable Development Goals (SDGs), which is stated in “Transforming our World: the
2030 Agenda for Sustainable Development”, is SDG 4: “Ensure inclusive and equitable quality education
and promote lifelong learning opportunities for all” [1, p. 18]. Revealing the ways to achieve SDG4,
UNESCO emphasizes that “teachers are the key to achieving all of the SDG4 targets, ... as teachers are a
fundamental condition for guaranteeing quality education, [they] should be professionally qualied,
and supported within well-resourced, ecient and eectively governed systems” [2, p. 15]. “A holistic
and coherent curricular approach will require alignment between curriculum content, assessment,
teacher training” [2, p. 18].
The European Commission, in its “2030 Digital Compass: the European Way for the Digital Decade”
states that “in just one year, the COVID-19 pandemic has radically changed the role and perception of
digitalization in societies” [3, p. 1], and digital technologies have become an imperative in education.
The rst step on the European path is digital professionals and a digitally literate population capable
of recognizing disinformation and defending themselves against cyberattacks, living and working in
an information society whose members learn from an early age to understand how to process large
amounts of information presented online. Concerning systematic (formal) education and training, the
European Commission emphasizes the importance of deep integration of digital technologies into school
and university methods and forms of teaching in all subjects. At the same time, personality-oriented
digital learning tools create conditions for educational innovation and enable teachers to apply new
teaching methods [4].
AREdu 2024: 7th International Workshop on Augmented Reality in Education, May 14, 2024, Kryvyi Rih, Ukraine
" mintii@iitlt.gov.ua (I. S. Mintii)
~ https://acnsci.org/mintii/ (I. S. Mintii)
0000-0003-0789-0272 (I. S. Mintii)
© 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
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Iryna S. Mintii CEUR Workshop Proceedings 260–281
To ensure quality digital education, the European Commission recommends, particularly [4, p. 12-17]:
• support the research, development, and testing of digital educational tools and new technologies,
including augmented, virtual, and augmented reality, articial intelligence, robotics, and the
metaverse;
• introduces a mandatory component of professional training for future teachers – “ICT in Educa-
tion”;
• ensure the development of digital competencies of teachers in the system of continuing education;
• recognize and encourage exible, accessible, and innovative forms of digital professional develop-
ment, such as online learning, short-term courses, national and international mobility programs,
peer learning, collaborative projects, networks, and communities of practice and research;
• reects the need for digital well-being in teaching and learning and the development of digital
technologies and environments to support them;
• invest in high-speed Internet connections to ensure equal access for all students, modernizing
digital classroom equipment and providing all teachers with personalized devices (desktop, mobile,
or tablet) to enhance their teaching and learning activities, and deploying and integrating relevant
centralized services, including cloud-based services, such as learning management systems.
The European Commission in “Council Recommendation on blended learning approaches for high-
quality and inclusive primary and secondary education” of November 29, 2021 [5, p. 23], while fully
recognizing the value of face-to-face learning, points out that learning in dierent environments,
including school, home, outdoors, cultural sites, workplaces, and digital environments, can motivate
children and young people to develop their competencies in general and increase the quality of education
and inclusiveness of learning through blended learning approaches. At the same time, using digital
technologies provides an opportunity to support learning in dierent environments and contexts, and
the acquisition of the necessary digital and media competencies can be supported through blended
learning.
The European Commission recommends the use of blended learning to ensure high-quality primary
and secondary education through [5, p. 26]:
• developing blended learning methodologies aimed at ensuring a lasting positive impact on
teaching and learning, adapted to the age, abilities, specic needs, and learning goals of students:
developing and implementing learning tools, in particular for the development of science, digital
and media competencies; supporting learning in dierent environments; creating an appropriate
balance between teacher-led and self-directed learning on the one hand and collaborative learning
on the other; developing new learning technologies;
• developing and disseminating training materials for teachers on the organization of blended
learning;
• implementation of blended learning in the system of teacher training and retraining;
• establishing expert centres to develop approaches to blended learning and implement best prac-
tices;
• supporting the professional development of teachers and educational leaders through massive
open online courses on blended learning;
• providing schools with tools and resources for blended learning, as well as guidelines for their
eective use;
• developing recommendations for the use of articial intelligence to improve curricula;
• supporting the development of resources and evidence-based recommendations for pedagogical
design and organization of blended learning, including possible digital tools, approaches to
learning assessment, data protection, privacy, and security on the Internet.
“Digital Education Action Plan 2021-2027” [6] denes the European approach to education in the
digital age and considers the development of digital competencies as a strategic priority. The Digital
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Education Action Plan states that a deep understanding of the digital world should be part of formal
and non-formal education. This is especially important in the context of digital transformation and the
impact of new digital tools, in particular those based on generative articial intelligence systems.
“Council Recommendation on blended learning approaches for high-quality and inclusive primary
and secondary education” [5] calls on EU countries to make eorts to accelerate the development of
digital competencies of students and teachers and points out that in primary and secondary education,
digital competencies are developed through a combination of dierent approaches, primarily within a
single subject – Computer Science (computational thinking), as well as in the teaching of other STEM
disciplines.
In “Council Recommendation on improving the provision of digital skills and competencies in
education and training” [7] of November 23, 2023 Computer Science is considered “a distinct scientic
discipline characterized by its own concepts, methods, body of knowledge, and open issues. It covers the
foundations of computational structures, processes, artefacts, and systems, and their soffiware designs,
their applications, and their impact on society” [7, p. 9].
“Council conclusions on European teachers and trainers for the future” [8] emphasize that teachers
are a driving force that should be involved in the development of education and training policies and
supported through a comprehensive approach to their teacher education, teacher training, and continu-
ing professional development, including digital competencies. In addition, the European Commission’s
structured dialogue with EU Member States on digital education and digital competencies has high-
lighted the challenges faced by most Member States in recruiting (attracting), retaining, and training
teachers, especially Computer Science teachers (for primary, secondary and vocational education) [7,
p. 12].
To improve digital competencies, the European Commission recommends [7, p. 16-20]:
• develop digital competencies in primary, secondary, and vocational education, with a particular
focus on acquiring skills to understand digital technologies and to use them safely and responsibly;
• encourage and facilitate the participation of schools in the Digital Education Hackathon and EU
Code Week as a means of digital-based cross-curricular integration;
• promote an interdisciplinary approach to the development of digital competencies in dier-
ent subject areas, especially science, technology, engineering, arts, and mathematics (STEAM)
education;
• improve professional orientation activities for the profession of Computer Science teacher (com-
putational thinking) for primary and secondary education and teacher of Computer Science
disciplines for higher education with a high level of psychological, pedagogical, and methodologi-
cal training;
• promote both the involvement of IT professionals in the work of teachers of informatics and the
internships of teachers in IT enterprises, as well as their continuous professional development;
• support quality Computer Science education in primary and secondary schools through
– teaching informatics as a separate school subject based on scientically sound methodology;
– providing Computer Science education by qualied teachers with access to quality educa-
tional resources;
– inclusive and balanced teaching of Computer Science;
– exchange of best practices in Computer Science education.
The commission intends to support reform eorts for digital skills and competencies development
and high-quality informatics or computational thinking [7, p. 28].
In previous doctoral thesis research, several problems and tasks related to:
• involvement of students in combined learning [9], its impact on student’s motivation, performance,
and behaviour [10, 11, 12];
• methodologies for course development, assessment [13, 14, 15, 16, 17] and scaling courses for
blended learning [18];
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• blended learning of foreign languages [19], Computer Science [20, 21, 22, 23], mathematics [24];
• blended learning in vocational education institutions [25, 11];
• blended learning of future specialists in philology [26, 27], physical education and sports [28],
information technologies [29, 30, 21];
• blended learning of future teachers [31, 32, 33], in particular, foreign languages [34, 35, 36], primary
school [37], Computer Science [38];
• blended learning in teacher professional development [39, 40, 41, 42];
• professional training and retraining of teachers to implement blended learning [43, 44, 45, 46].
At the same time, the analysis of regulatory documents and scientic sources on the research problem
made it possible to identify several contradictions:
• between the existing European requirements for the professional competencies of Computer
Science teachers and the lack of national standards for the training of Computer Science teachers;
• between the potential of intelligent technologies and the lack of methods of their use for the
implementation of blended learning;
• between the need to form professional competence in the eld of blended learning in future Com-
puter Science teachers and the lack of development of its structure, components, and diagnostic
tools.
Resolving these contradictions requires solving the problem of substantiation and developing theo-
retical and methodological foundations for designing a methodological system of blended learning for
future Computer Science teachers, which led to the choice of the research topic.
The author’s previous research has attempted to address certain issues in this area, including sys-
tematic analysis of scientic sources on the use of blended learning in teacher training and retraining
[47, 48], and an analysis of students’ needs for distance/blended learning in wartime [49].
The purpose of the article is to substantiate the answer to two research questions:
1. Based on the intensication of European integration processes in Ukraine, which scientic term
best corresponds to the term “blended learning”?
2. What is the meaning of the term “blended learning”?
2. Blended learning – zmishane (mixed) or kombinovane (combined)?
In Ukrainian studies, both the terms “mixed learning” and “combined learning” are offien used [50, 51,
52, 53, 54, 55]. The English translation of the word can explain this variation “blended” – mixed or
combined. In ocial documents, the term “mixed learning” is mostly used [56, 57, 58]. Let’s analyze
the approaches to translating “blended learning” in the free encyclopedia Wikipedia, Wiktionary, and
scientic sources (table 1). In this case, the materials from Wikipedia and Wiktionary are used rather to
reect the current state of public opinion.
Here are the generalized results of using dierent translations of the term “blended learning” on
the map (gure 1), where we mark the countries where the term “mixed learning” is used with a red
marker, green – “combined learning”, blue – “blended learning” and yellow – the own term. We will
also map the auxiliary words used to dene the term, where countries that use the word “combining”
are marked with a green marker, “mixing” with a red marker, and both “mixing” and “combining” with
a blue marker (gure 2).
In the Great Explanatory Dictionary of the Modern Ukrainian Language, “combination” means a
connection, conjunction, or arrangement of something homogeneous in a certain order [59, p. 558].
“Combined – which is a combination of something” [59, p. 558].
“Mixed – 1) consisting of something dierent, heterogeneous; 2) lacking the usual order, disorderly;
jumbled, mixed up” [59, p. 467].
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Table 1: Approaches to the denition of the term “blended learning”.
Concept
Language,
Denition (words used
concept
to dene)
Ukrainian, A type of hybrid methodology that combines online learn- mixed learning
zmishane navchan- ing, traditional and independent learning. It means not just
nia [60, 61, 51, 52, the use of modern interactive technologies in addition to
53, 54], kombino- traditional ones but a qualitatively new approach to learning
vane navchannia that transforms and sometimes even “turns” the classroom
[62, 63, 64]
Albanian, është një qasje ndaj arsimit dhe edukimit që kombinon mate- mixed learning
mësimi i përzier riale arsimore në internet dhe mundësi tjera për ndërveprim (“combining”)
[65, 66] në internet me metodat tradicionale të mësimdhënies klasore
në shkollë
English, the combination of online educational materials and interac- blended learning
blended learning tions with traditional classroom teaching (“combining”)
[67, 68, 69, 70]
Bulgarian, хибридно или смесено обучение е подход в ученето и гiбридне, змiшане
хибридно обуче- съответно в педагогиката в образованието, който навчання
ние [71, 72] съчетава онлайн образователни материали и
възможности за взаимодействие онлайн с традиционни
методи на класната стая или студентска зала, като
лекционна среда
Danish, er et begreb der anvendes inden for uddannelsesverdenen. blended learning
blended learning Det betegner typisk kombinationen af e-learning og tilst-(“combining”)
[73, 74, 75] edeværelseskurser, f.eks. instruktørledede kurser
Estonian, on õppevorm, mille puhul osa õppest toimub lähiõppena ja –
põimõpe [76] osa veebiõppena või paindõppena
Spanish, el aprendizaje semipresencial (en inglés blended learning o semi-present learn-
aprendizaje semi- b-learning) se reere a la combinación del trabajo presencial ing (“combining”)
presencial [77, 78] (en aula), y del trabajo en lónea (combinando Internet y
medios digitales), en donde la persona que es estudiante
puede controlar algunos factores como el lugar, momento y
espacio de trabajo
Italian, nella ricerca educativa si riferisce ad un mix di ambi- mixed, hybrid learn-
apprendimento enti d’apprendimento diversi. Esso combina il metodo ing (“mixing”, “com-
misto [77, 78] tradizionale frontale in aula con attivit à mediata dal com- bining”)
puter (ad esempio apprendimento online, uso di DVD, ecc.)
e/o da sistemi mobili (come smartphone e tablet)
Catalan, aprenentatge que combina els elements de l’aprenentatge mixed learning
aprenentatge electrònic no presencial i els de l’aprenentatge tradicional a (“combining”)
mixt [79, 80] l’aula
Dutch, eén denitie is “een combinatie van online leren en contac- blended learning
blended learning tonderwijs”, een andere “een combinatie van campusonder-(“combining”)
[81, 82, 83] wijs en e-learning”
German, bezeichnet eine Lernform, bei der die Vorteile von integrated learning
integriertes ler- Präsenzveranstaltungen und E-Learning kombiniert werden (“combining”)
nen [84, 85, 86] sollen
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Continuation of the table 1
Concept
Language,
Denition (words used
concept
to dene)
Norwegian, er et begrep som benyttes innenfor utdanning og beteg- blended learning
blandet læring ner vanligvis en kombinasjon av ere ulike tilnærminger (“combining”)
[87, 88] til læring som e-læring og eksempelvis kurs ledet av en
instruktør. Det kan også være ulike kombinasjoner som ek-
sempelvis selvstudier, e-læring og gruppediskusjoner via
Internett
Polish, mieszana (zintegrowana, hybrydowa) metoda kształcenia, mixed learning (inte-
blended learning ła˛cza˛ca tradycyjne metody nauki (bezpośredni kontakt z grated, hybrid learn-
[89, 90, 91] prowadza˛cym) z aktywnościami prowadzonymi zdalnie za ing)
pomoca˛ komputera (M-learning)
Portuguese, é um derivado do e-learning, e refere-se a um sistema de blended learning,
blended learning formação onde a maior parte dos conteúdos é transmitido mixed, combined
[92, 93, 94] em curso à distância, normalmente pela internet, entretanto learning
inclui necessariamente situações presenciais, daí a origem
da designação blended, algo misto, combinado
Romanian, reprezintă procesul ı̂ncorporării a diverse stiluri de ı̂nvăţare, mixed learning
ı̂nvăţare mixtă care se pot realiza prin intermediul resurselor zice şi vir-
[95] tuale mixte
Serbian, obrazovni program (formalni i neformalni) koji kombinuje mixed learning
mešano učenje onlajn digitalne medije sa tradicionalnim metodama koji se (“combining”)
[96] koriste u učionici. Ono zahteva zičko prisustvo i nastavnika
i učenika. Učenici i dalje pohadaju tradicionalne škole u
kojima je prisutan nastavnik, ali “lice u lice” predavanja su
kombinovana sa aktivnostima na kompjteru
Slovak, kombinácia štandardnej výuky (prezenčnej, prezentačnej, combined learning
kombinované face-to-face) s e-learningom. Kombinované vzdelávanie
vzdelávanie [97, 98] sa snaží kompenzovať niektoré nevýhody e-vzdelávania
pri plnení vzdelávacích cieľov kombináciou s prvkami
štandardnej výuky, kedy je napríklad kombinovaný v
distančnom štúdiu e-learningový kurz s úvodným či
záverečným seminárom alebo workshopom. Tento prístup
je vhodný predovšetkým tam, kde cieľová skupina nie je
zvyknutá používať moderné komunikačné nástroje, ako je
chat, diskusné fórum, videokonferencie a pod
Slovenian, koncept učenja in poučevanja, pri katerem se spajajo in combined learning
kombinirano učenje mešajo različni učni slogi in se uporabljajo najrazličnejši (“mixing”)
[99, 100, 101] učni pripomočki – od virtualnih do zičnih. Učni slogi se
nanašajo na številne različne načine, ki jih ljudje uporabl-
jajo pri učenju. Kombinirano učenje prav učnim slo-
gom daje prednost: na eni strani z vključevanjem najra-
zličnejših nalog in dejavnosti v pouk, na drugi pa z uporabo
računalniške tehnologije, e-gradiv, interakcije med mentor-
jem in udeleženci ter med samimi udeleženci učnega procesa
oz. tečaja
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Continuation of the table 1
Concept
Language,
Denition (words used
concept
to dene)
Hungarian, egy újabb oktatási forma, amelyben az internet és a digitális blended learning
blended learning média nyújtotta lehetőségeket és a hagyományos tantermi
[102, 103, 104] oktatás módszereit együttesen használják. Tananyag el-
sajátítása közben az oktató ellenőrző és segítő szerepe
megmarad: ebben a modellben fontos szerepet kap a
személyes kontaktus, az órák megadott helyén és idején
való személyes részvétel, míg az online tér tanulástámogató
felületein keresztül a diákok szintén kapcsolatba léphetnek
a tanárokkal és egymással is
Finnish, tarkoittaa oppimisen ympäristöjen sulautumista. Op- –
sulautuva pimisympäristön sulattaminen tarkoittaa esimerkiksi sitä,
oppiminen että luokkahuone ja virtuaalinen oppimisympärist ö sulaute-
[105, 106, 107] taan yhdeksi kokonaisuudeksi, jossa oppiminen tapahtuu.
Usein opetuksen sulauttaminen tarkoittaa, että sulautetaan
synkronista ja asynkronista opetusta
French, est une formule pédagogique qui résulte d’une combinaison hybrid, mixed learn-
apprentissage hy- de séquences de formation en ligne (e-learning) et de for- ing (“combining”)
bride [108, 109, 110] mation en présentiel. Elle ore certains avantages comme
un espace de travail plus collaboratif pour les apprenants.
L’utilisation des technologies de l’information et de la com-
munication donne l’opportunité à l’apprenant d’avoir, dans
une certaine mesure, un contrôle sur le temps, le lieu, les
moyens et la vitesse1. À ce titre, on distingue l’apprentissage
synchrone: les formateurs et les éléves suivent en même
temps un module de formation et asynchrone : les éléves
suivent de façon diérée grâce à des ressources pré-établies
par l’enseignant (vidéo, diaporama, contenu interactif...)
Czech, označení pro kombinovanou výuku, tedy pro kombinaci blended learning
blended learning standardní výuky (prezenční, prezentační, face-to-face) s e-(“combining”)
[111, 112, 113] learningem. Jedná se o specickou formu vzdělávání, která
kombinuje tradiční metody výuky s online studijním obsa-
hem. Využívá různé kombinace tradižního vzdělávání tváří v
tvář (face-to-face), e-learningu a individuálního vzdělávání
vlastní rychlostí (self-paced learning). Účelem je, aby se
jednotlivé metody navzájem doplňovaly
Swedish, avser just en blandning av olika lärmiljöer. Blended learn- blended learning
blended learning ing kombinerar traditionella klassrumsmetoder med mer (“combining”)
[114, 115, 116] moderna datormedierade aktiviteter
According to the Law of Ukraine “On Education” [117] “educational process – a system of scientic,
methodological and pedagogical measures aimed at developing a personality through the formation
and application of its competencies”.
“System” is an order caused by the correct, systematic arrangement and interconnection of something
[59, p. 1320].
The analysis made it possible to answer the rst research question: based on the intensication of
European integration processes in Ukraine, the scientic term that best corresponds to the concept of
“blended learning” is “kombinovane navchannia (combined learning)”.
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Iryna S. Mintii CEUR Workshop Proceedings 260–281
Figure 1: The term “blended learning” on the European map: the red marker indicates countries where the term
“mixed learning” is used, the green marker indicates “combined learning”, the blue marker indicates “blended
learning”, and the yellow marker indicates its own term.
3. Is blended learning a form, a method, a technology, a learning
strategy, or what?
In a critical review, Oliver and Trigwell [118] concluded that the term blended learning simply requires
two or more dierent kinds of things that can be combined. It is argued that the breadth of interpretations
means that almost anything can be considered blended learning. Driscoll [119] also states that blended
learning uses several components. It can be a combination of methods based on web (online) technologies,
pedagogical approaches, learning technologies, and face-to-face learning meetings, and the following
combinations can be considered: e-learning with traditional learning, online learning with face-to-face
learning, combination of media, combination of learning theories, methods, etc.
According to National Education Act of blended learning 2542 [120], blended learning is learning that
combines the benets of classroom (face-to-face) instruction with online learning for content delivery,
activities, and assessment.
Cross and Moore [121] dene blended learning as a stepping stone to the future, and Rossett and
Frazee [122] note that blended learning integrates seemingly opposing approaches such as formal
and informal learning, face-to-face and online learning, self-directed and guided learning, and digital
reference materials and face-to-face contact to achieve individual and institutional [learning] goals.
Graham [68] identies three common denitions of blended learning: “a combination of forms of
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Iryna S. Mintii CEUR Workshop Proceedings 260–281
Figure 2: Definition of “blended learning” on the European map: countries that use the word “combining” are
marked with a green marker, “mixing” with a red marker, “mixing” and “combining” with a blue marker.
learning (or means of learning), a combination of learning methods, and a combination of face-to-face
and online learning”.
Hubackova and Semradova [123] characterize blended learning as “a combination of face-to-face
(contact) learning with a teacher and self-directed learning using online learning” [123, p. 551].
Many studies determine that the primary goal is to ensure that face-to-face and online teaching
and learning complement each other, combining dierent advantages (Bicen et al. [124], Çakır and
Bichelmeyer [125], Deschacht and Goeman [126]).
Garrison and Kanuka [127] interpret blended learning as “deliberate integration of face-to-face
learning activities with online learning” [127, p. 96].
Allen and Seaman [128] dene “blended learning course as a course that combines online and face-to-
face learning. Much of the content is delivered online, online discussions are commonly used, and there
are usually fewer face-to-face meetings. Similarly, Hrastinski [115], notes that all types of education
that contain some aspects of face-to-face and online learning can be dened as blended learning.
Allen et al. [129], Bonk and Graham [70], Khlaisang [130, 131], Waterhouse [132], Wilson and
Smilanich [133] dene the following ratio of online and face-to-face learning – 30-79% online and
face-to-face learning at the level of 21-70%; Bernardet al. [134], Porter et al. [135] estimate that at
least 50% of the total learning time should be face-to-face. Diep et al. [136] distinguish two dierent
approaches to blended learning, one of which contains 25% online learning, the other – 50% online.
Online courses are dened as those that provide at least 80% of the content online [129, p. 5]. In [137,
p. 2] it is noted that “as e-learning has become an agent of global change in higher education, it has
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become more diverse in its form and application”. “This diversity complicates the ability to share
research ndings and best practices, as there is a lack of a common set of denitions to distinguish
between the many variations in the eld of e-learning” [138].
Ultimately, Shibley [139] states that “the advantage of blended learning is that the variety of combi-
nations of face-to-face and online combinations is seemingly endless. In all cases, however, the goal
is to use technology to make face-to-face learning more eective than it would be without online
enhancements” [139, p. 6]. Finally, it is up to the teacher to decide what is taught face-to-face and what
is taught online.
Blended learning encourages independent, autonomous, self-regulated, and collaborative learning
(Ruiz Bolívar [140]), and blended learning involves both face-to-face and virtual (online) classes, which
leads to interactivity and motivation through the collaboration of students and teachers (Gonzalez
Aldana et al. [141, p. 145]).
Blended learning includes a face-to-face mode to help students clarify their issues, and teachers
further enhance the level of mastery of the course (Gonzalez Aldana et al. [141, p. 147]).
When comparing blended learning and e-learning, scholars determine they have somewhat similar
characteristics: physical separation of students and teachers, use of ICT tools, and independent learning.
However, e-learning is based on online learning with the use of ICT tools, and blended learning uses
ICT tools to develop the learning process best (Estrada Lizárraga [142]). In e-learning, a lower success
rate is achieved because distance learning does not include dynamic collaboration processes, which
allows for a high non-completion rate. Since online consultations are not sucient to cover all students’
questions, the interaction between teacher and student is lost (Antúnez Sánchez et al. [143]). Blended
learning provides an opportunity for students to interact more with both peers and teachers – not all
classes are online; some are face-to-face, but the student has a exible schedule. Jachin and Usagawa
[144] dene that “e-learning is becoming a driving force for pedagogical and technological innovations
in the world’s higher education institutions. The most practical form of e-learning in higher education
is blended learning”. Picciano [145] adds that “interestingly, there are few estimates of the number
of students enrolled in blended learning courses. Although it is generally recognized that blended
learning ts well into the mainstream of American higher education, there is no data to document
this. Why is this so? First, blended learning has become so widespread that many teachers do not
necessarily identify themselves as blended learning teachers when in fact they are... The mystery and
aura of teaching online that existed in the mid to late 1990s is disappearing”. Masie [146] observes that
the ““e” in e-learning is disappearing, and it’s all just learning”. “Second, it is dicult for colleges and
universities to keep accurate records of faculty teaching blended learning courses” [145].
Highly appreciating the role of ICT (both hardware and soffiware), “National Education Act of B.E. 2542”
[120] also emphasizes the importance of communication, assessment, the role of the teacher/student,
and the methodology itself.
Galvis [137] expands on the above denition and characteristic features of blended learning: learning
takes place in dierent learning environments – formal (e.g. classroom), informal (e.g. workplace,
communities of practice), and informal (e.g. media, websites), based on the strengths of each. It also
emphasizes the role of ICT – “the decisive role in blended learning is played not only by the teacher but
also by ICT technologies[137]. Blended learning provides great opportunities for learning the subject.
Thanks to ICT tools, students have a high level of satisfaction (up to 90%) [141, p. 146].
Blended learning means more than a simple combination of components, and the purpose of using
this combination is to make the learning process as convenient as possible, while at the same time
stimulating students to learn in other ways (Picciano [145, p. 4]).
Analyzing blended learning, Jachin and Usagawa [144, p. 1482] conclude that the most common
reason for choosing blended learning is that it combines the “best of both worlds” (face-to-face and
online learning).
Procter [147, p. 3] emphasizes that blended learning requires “an eective combination of dierent
learning modes, models, and styles”.
Summarizing the research of Dick et al. [148] and Holden et al. [149] in Mirriahi et al. [150],
they dene blended learning as the process of integrating the most appropriate learning and teaching
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strategies, technologies, and/or tools to provide meaningful, exible learning activities to achieve results.
The goal of blended learning is to provide more exibility and focus on educational comfort, where the
student can learn dynamically and get a positive result. In the learning process, the teacher and student
are physically separated. In this mode, the student starts learning independently. The main features
of blended learning are its adaptability, emphasis on the development of cognitive skills, improving
understanding and application of acquired skills, solving future problems, making decisions using ICT,
speed in communication, development and updating of content (Gonzalez Aldana et al.[141, p. 147]).
“Blended learning is the most favourable form of learning at all educational levels, as it covers dierent
areas of the educational process, facilitating the perception of course content by students” [141, p. 147].
In higher education, blended learning has become widespread due to its exibility, which allows
teachers to integrate various educational technologies into the educational process. In addition, teachers
can oer more eective teaching by implementing student-centred learning. Students can access content
anywhere and anytime (Khlaisang and Likhitdamrongkiat [151, p. 760]). They can participate and
exchange ideas, both face-to-face in the classroom and in an online environment. In this way, teachers
can improve students’ cognitive skills and attitude towards face-to-face learning.
Personalization with blended learning is also emphasized by Hubackova and Semradova [123, p. 552],
noting that “the main advantage of blended learning is an individualized learning environment. Each
student chooses his/her own pace, place, and time, which is most favourable for learning. Immediate
feedback plays an important role. Blended learning provides verication of the learner’s eorts and
an overview of the results achieved. It offien makes it possible to compare anonymously with other
learners. This fact is highly appreciated by them”.
Among the benets of blended learning, Zacharis [152] cites the following: “Blended learning
facilitates learning outside the classroom since the teacher and students have limited time in the
classroom, the lesson can be continued online”.
Other examples of such examples include “preparing for face-to-face activities, such as ipped
classroom, video lectures at home so that the time spent in the classroom is maximized for discussing
the subject and for student-centered activities (e.g., group work)” (Tan and Hew[153]).
The analysis conducted by Torres-Coronas and Vidal-Blasco [154] synthesizes the opinions of the main
stakeholders of the educational process in higher education institutions: management, students, and
teachers. The study shows that blended learning improves the quality of student learning, strengthens
academic performance, and encourages the teaching sta to innovate in the educational process
continuously.
The goal of blended learning is to maximize the benets of both face-to-face and online learning
(Pavla et al. [155]), and Shibley [139, p. 5] adds that “blended learning is not just a way to minimize
face-to-face learning...a well-designed course creates learning opportunities that did not exist before.
Derntl and Motschnig-Pitrik [156], Garrison and Kanuka [127], and Twigg [157] agree that simply
adding technology to a traditional classroom does not make blended learning eective.
Jachin and Usagawa [144] argue that the use of blended learning in higher education institutions can
increase the quality of learning. Developing and implementing BL courses in a specic situation, as
well as reviewing and evaluating the quality, will not only allow sharing the experience with similar
higher education institutions but will also contribute to general quality research in higher education.
In [158], it is noted that the integration of face-to-face and online learning contributes to the im-
provement of face-to-face learning. Blended learning improves student engagement through online
activities and increases eciency by reducing lecture time.
At the same time, implementing blended learning is a challenge for teachers with low digital compe-
tence (Mirriahi et al. [159]). Therefore, teachers need help with professional development, including
demonstrating the benets of blended learning (Chen et al. [160]). It is also necessary to recognize
that ’innovation does not happen without tension, and in fact, it is a tension that provides some of the
energy that can drive innovation (Owen and Dunham [161, p. 100]).
Among the disadvantages of blended learning, other scholars also highlight its sometimes inadequate
understanding by students, the diculty of using it in some educational elds, dependence on techno-
logical equipment, and again, high requirements for teacher training (Hubackova and Semradova [123,
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p. 552]).
Galvis [137] emphasizes both individual teacher initiatives and the need for institutional support for
blended learning to “rethink the fundamental processes present in the education value chain, aligning
technological, administrative and nancial support processes with these fundamental processes by the
desired combination parameters” [137, p. 9].
Shibley [139, p. 4] identies several important emphases in the organization of blended learning,
which can be briey dened as the triad of motivation-assessment-learning activities.
Dziuban et al. [162] dene blended learning as a pedagogical approach that combines the eectiveness
and socialization opportunities of the classroom with the technologically enhanced opportunities for
active learning in the online environment rather than as a ratio of learning modes. In other words,
blended learning should be seen not just as a temporary construct but rather as a fundamental redesign of
the learning model with the following characteristics: personalization of learning (moving from lecture
to student-centred instruction; increased interaction between student-teacher and among students, and
eective assessment mechanisms.
The review provided an opportunity to answer the second research question about the content of
the concept of “blended learning”: blended learning is a planned, pedagogically balanced, adaptive
combination, interpenetration and integration of technologies (face-to-face and distance learning,
formal and non-formal learning, real and virtual, individual and collective learning) to optimally meet
the educational needs of the subjects of the educational process using intelligent information and
communication technologies.
A central aspect highlighted in this denition is the role of intelligent technologies, such as machine
learning models and methods for processing big data in the educational process. These technologies
hold the potential to predict potential crises at the learner and system levels, enabling adaptive and
personalized learning experiences:
1. Learning analytics and personalization intelligent ICTs like machine learning models can analyze
data on learner activities, engagement, emotions, stress levels, etc., to enable individualization
and personalization of learning paths, activities, and assessments based on each learner’s needs
[163, 164].
2. Automated support and feedback AI systems can automatically monitor online sessions, identify
patterns of interest/disengagement and provide customized support, feedback and interventions
in real-time to keep learners engaged and on track [165].
3. Virtual and immersive learning technologies like virtual reality, augmented reality and AI-driven
simulations can create highly immersive and experiential learning environments, especially
valuable for domains like computer science, which require interaction with abstract concepts
[166, 167]
4. AI-powered tutoring systems can guide learners through concepts, provide step-by-step problem-
solving support, and adapt their inputs based on the learner’s knowledge state [168].
4. Conclusions and prospects for further research
The answers to the research questions obtained in the course of the study made it possible to dene
blended learning terminologically as combined learning and content-wise as a planned, pedagogically
balanced, adaptive combination, interpenetration and integration of technologies (full-time and distance
learning, formal and non-formal learning, real and virtual, individual and collective learning) to optimally
meet the educational needs of the subjects of the educational process using intelligent technologies.
Implementing blended learning provides access to big data on the educational process and the
possibility of using intelligent technologies (primarily machine learning models and methods) to
process them and predict possible crises at the level of learners and the system. In particular, intelligent
technologies make it possible to determine the degree of interest of participants in an online class,
their emotional state, stress level, etc., which creates conditions for automating individualization and
personalization of learning. Therefore, the main concepts that need to be considered for developing a
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blended learning system should be personalization of learning, intellectualization, big data, learning
analytics, virtualization of learning, and immersion based on student experience.
Accordingly, it is planned to study the following dimensions of blended learning: philosophical – the
ratio of real and model (virtual) in learning; psychophysiological – individualization of learning based
on the emotional state, stress level, etc; sociological – the ratio of individual and collective, face-to-face
and distance learning, desired and forced mobility of learners; organizational and pedagogical – the
ratio of formal and informal learning; information technology – the ratio of traditional and intelligent
technologies in learning, accessibility and scienticity, real and virtual visibility; synergistic – the ratio
of classical machine learning methods and methods of studying complex systems to identify crisis
phenomena.
Acknowledgments: I express my sincere gratitude for the help, inspiration, and support of my scientic advisor,
Serhiy O. Semerikov.
Declaration on Generative AI: The authors have not employed any Generative AI tools.
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