Source-linked AI summary
Blended learning models
Andrii M. Striuk, Serhiy O. Semerikov
TL;DR
The paper addresses the need for a blended-learning model adapted to higher-education conditions. It develops an organizational model from existing approaches, centers it on a learning management system, and concludes that the model reflects current ICT theory and methodology.
Problem
Existing blended-learning models do not fully meet the requirements of higher-education institutions and require adaptation to their educational and organizational conditions.
Method
The authors develop an organizational blended-learning model by analyzing existing models and integrating institutional structures, curriculum, learning technologies, and educational interactions.
Results
The proposed model uses a learning management system as the core integrating the subsystems of blended learning in higher education.
Takeaways & Limitations
The model reflects the current state of ICT theory and methodology for education and is intended for blended learning in higher-education institutions.
Abstract
from arXiv · showhide
The article presents the authors' organizational model of blended learning on the basis of existing models of learning at higher educational establishments. The model provides for using the learning management system and reflects current developments of ICT use theory and methodology.
А.М. СТРЮК,
The section identifies an associate professor and candidate of pedagogical sciences affiliated with Kryvyi Rih National University.
- The author holds a Candidate of Pedagogical Sciences degree.
- The author is an associate professor in the Department of Modeling and Software.
- The author is affiliated with Kryvyi Rih National University.
С.О. СЕМЕРІКОВ,
The paper motivates blended learning as an adaptive educational technology and develops an organizational model for higher education from prior interpretations and models. Its focus is integrating traditional, electronic, distance, and mobile learning through a learning management system.
- The article presents an authorial organizational model of blended learning in higher education based on existing learning models.
- The proposed approach combines synchronous and asynchronous learning forms, including lectures, laboratory work, independent study, forums, chats, and practical activities.
- Blended learning integrates classroom and extracurricular activity through mutually complementary traditional, electronic, distance, and mobile learning technologies.
- Prior models classify blended learning through combinations of classroom, online, practical, self-directed, and ICT-supported activities.
ЄДИНИЙ ІНФОРМАЦІЙНИЙ ПРОСТІР СИСТЕМИ ОСВІТИ
The proposed organizational model structures blended learning within the higher-education environment and places the learning management system at its center. It links educational governance, institutional hierarchy, curriculum, learning technology, and interactions among teachers and students.
- The model accounts for related disciplines, the systemic nature of blended learning, institutional structure, continuity across education levels, and curriculum representation in schedules.
- Society defines higher-education goals, which are specified in standards and implemented through education-management bodies and institutional structures.
- The institutional hierarchy connects rectorate, dean’s office, department, and student group, while teachers and students function as both linked and free elements.
- Learning interactions occur directly and indirectly through administrative hierarchy and learning technologies comprising methods, organizational forms, and learning tools.
- The learning management system is both a learning tool and the core integrating all blended-learning subsystems.
- The authors conclude that the model reflects the current development of ICT theory and methodology and could be further generalized to innovative ICT tools.