UDC 37.013.32

DOI: http://doi.org/10.15350/2409-7616.2023.4.31

Zhdanova T.A.¹ (Khabarovsk, Russian Federation) – 000500@pnu.edu.ru, Stasitis D.V.¹ (Khabarovsk, Russian Federation) – 2022103519@pnu.edu.ru

¹Pacific State University

Abstract. The subject of the article is hybrid learning. The purpose of the article is to show on the basis of scientific publications in the field of hybrid learning that there are some unexplored areas of hybrid learning that require further research and development in order to adapt and optimize hybrid learning to achieve maximum results and student success. The research methodology was based on the principles of dialectical objectivity, positive and systematic approaches, expert method, logical analysis. Research results: the essence of hybrid learning, features, advantages and disadvantages of hybrid learning, the role of computer technology, online communications, as well as the role of the teacher in hybrid learning are revealed. Hybrid learning requires the active participation of teachers who act as facilitators and mentors who are able to adapt to new technologies and techniques. Further research requires the study of the effectiveness of various models of hybrid learning; identification of aspects of hybrid learning that affect the motivation of learning, and what strategies can be applied to maximize this effect. Despite the fact that hybrid learning offers a wide range of opportunities for combining traditional and online components, there are no generally accepted strategies or standards for their optimal combination; as well as to understand how hybrid learning affects different types of students, including differences in learning styles, motivation, abilities and development features and others.

Keywords: hybrid learning, blended learning, online learning, interactive tools,  modernization of education,  digitalization of education, online communication.

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For citation: Zhdanova T.A., Stasitis D.V. Hybrid learning: research challenges. CITISE, 2023, no. 4, pp. 332-341. DOI: http://doi.org/10.15350/2409-7616.2023.4.31