Comparative and pedagogical analysis of domestic and foreign experience of implementation of blended learning in educational process
The research sought to explore the identity of common and distinctive features of the introduction of blended learning in higher education establishments in Ukraine and in the world. The background for the study was the assumption that the realities of modern times are the leveling of administrative boundaries in the process of disseminating educational innovations. This is facilitated by the desire of teachers to increase their own competitiveness and mobility in the field of educational services.
The study used the method of comparative analysis. Blended learning was defined as a specific pedagogical and educational phenomenon. For it’s analysis, six pedagogical facts were identified: the definition of the concept, the characteristics of the main components of phenomena; essential features; condition of implementation; characteristic features of experience. The survey covered a sample of 30 domestic and 30 foreign publications, found by keywords in various scientific and metric databases.
The study disclosed that there is a significant similarity of the preconditions for the use of blended learning in Ukraine and the world, aspirations of researchers to cover the interpretation of the term, which is the most significant considering the conditions and specifics of their activities, similarity in determining the characteristics of the participants in the process of blended learning, tasks, tools, methods, models, perspective directions of development. The study showed significant differences in the consideration of the characteristics of support of the investigated innovation, the origin of the initiative. The fact of existence of a considerable number of foreign grant programs, the activity of which extends to different countries of the world, and the lack of financial, organizational, ideological support of blended learning in Ukraine at the state level or at the level of corporations is revealed.
The results of the study confirm the fact of the formation of blended learning as a generally accepted conceptual idea, the use of which requires to see the present-day educational realities from the economical, social, political and cultural development of a particular state or region. The direction of further research is the establishment of the laws of implementation and development of blended learning at global, regional and local levels.
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