Ivanushkina N.V.¹ (Samara, Russian Federation) – inw38641@mail.ru; Shchipova O.V.¹ (Samara, Russian Federation) – shchipova@ssau.ru

¹Samara National Research University

Abstract. This article analyzes the definitions of the concept of “hybrid learning”. The features of hybrid learning in the educational process of the university are considered: activity, subjectivity of students, personification of the educational process, flexibility, simultaneous online and offline interaction of participants in the educational process. The authors noted the positive impact of visualization technology, the applied hybrid form of education on the educational process of the university. The article presents an analysis of various aspects of the organization of hybrid education in higher education, such as the specifics of the organization of interaction between teachers and students, the use of digital technologies, technical equipment of classrooms. Teachers use various digital resources in hybrid learning – online platforms, gamification, social networks, mental maps, video conferencing, online whiteboards, online presentations, online testing. The authors noted that for the successful implementation of hybrid learning, it is necessary to take into account the level of formation of digital competencies of teachers and students. The prospects of hybrid learning in the construction of an individual learning trajectory, as well as the assessment of qualifications, are noted. The article presents the results of a survey of students, the purpose of which was to study the effectiveness of the hybrid format of education at the university. It has been revealed that greater involvement of respondents is provided with a hybrid learning format, and most students also note that the hybrid form of learning contributes to a higher level of material assimilation. During the survey, it was revealed that respondents prefer hybrid and online learning formats, which are currently comfortable, flexible, accessible, interesting, and provide an opportunity to receive education in various circumstances. The authors have revealed the advantages and disadvantages of hybrid learning, identified the promising role of hybrid learning in the educational process of the university.

Keywords: hybrid learning, educational process, e-learning, digital educational technologies, distance learning, online learning, online courses, offline learning, higher education.

References:

1. Minina V.N. Digitalization of higher education and its social outcomes. Vestnik of Saint Petersburg University. Sociology, 2020, vol. 13, issue 1, pp. 84–101. (In Russian). DOI: 10.21638/spbu12.2020.106
2. Belova E.N., Andryushkina E.Yu. Stages of university digital transformation in studies of foreign researchers. Vestnik of Samara State Technical University. Series Psychological and Pedagogical Sciences, 2023, vol. 20, no. 4, pp. 25-36. (In Russian). DOI: 10.17673/vsgtu-pps.2023.4.3
3. Strekalova N.B. Risks of implementationof digital technologies into education. Vestnik of Samara University. History, pedagogics, philology, 2019, vol. 25, no. 2, pp. 84-88. (In Russian). DOI: 10.18287/2542-0445-2019-25-2-84-88
4. Mantulenko V.V., Goryachev M.D. Digital media in higher education: Disruptive or sustaining innovation? Kazan Pedagogical Journal, 2023, no. 2 (157), pp. 46-51. (In Russian). DOI: 10.51379/KPJ.2023.159.2.006
5. Bayborodova L.V., Tamarskaya N.V. Pedagogical technologies for the now generation of schoolchildren. Yaroslavl pedagogical bulletin, 2020, no. 3 (114), pp. 8-16. (In Russian). DOI: 10.20323/1813-145X-2020-3-114-8-16
6. Vayndorf-Sysoyeva M.E., Tikhonovetskaya I.P., V’yun N.D. «Digital Foresight» – educational practice with a collective work designer in a hybrid learning environment. Vestnik of Minin University, 2022, vol. 10, no. 2 (39), pp. 1. (In Russian). DOI: 10.26795/2307-1281-2022-10-2-1
7. Novikova L.I., Zgorzhel’skaya S.S., Solov’yeva N.Yu. Hybrid Lesson as a New Form of Learning. Economic and Social Research, 2023, no. 2 (38), pp. 192-200. (In Russian). DOI: 10.24151/2409-1073-2023-2-192-200
8. Kizilova A.S., Fadeyev G.N., Volkov A.A. Hybrid education: the estimation in the categories of information-axiological approach. Vestnik of Minin University, 2018, vol. 6, no. 1 (22), pp. 1. (In Russian). DOI: 10.26795/2307-1281-2018-6-1-1
9. Mukhametzyanov I.Sh. Organizational and managerial problems of blended and hybrid learning. Informatics and Education, 2022, vol. 37, no. 4, pp. 19-24. (In Russian). DOI: 10.32517/0234-0453-2022-37-4-19-24
10. Ryazantseva M.V. Hybrid learning model: innovations and traditions. Bulletin of Pedagogical Sciences, 2024, no. 2, pp. 53-58. (In Russian). DOI: 10.62257/2687-1661-2024-2-53-58
11. Vezirov T.G. Methodological activity of a university teacher on the development of interactive forms of teaching master’s students. The World of Science, Culture and Education, 2024, no. 2 (105), pp. 129-130. (In Russian). DOI: 10.24412/1991-5497-2024-2105-129-130
12. Barannikov K.A., Ananin D.P., Strikun N.G. et al. Hybrid Learning: Russian and International Practice. Educational Studies Moscow, 2023, no. 2, pp. 33-69. (In Russian). DOI: 10.17323/1814-9545-2023-2-33-69
13. Inyutina A.A., Kartashova V.N. Modern LMS-systems as a component of the organization of hybrid education in higher educational institutions. Psychology of Education in Multicultural Space, 2023, no. 1 (61), pp. 81-89. (In Russian). DOI: 10.24888/2073-8439-2023-61-1-81-89
14. Belonovskaya I.D., Kir’yakova A.V., Goryaynova T.A. et al. Developing the Potential of Visualization Technologies in Hybrid Tuition. Education and Self Development, 2021, vol. 16, no. 3, pp. 127-144. (In Russian). DOI: 10.26907/esd.16.3.12
15. Ambrosenko N.D., Kovalev I.V., Skuratova O.N. Digital educational environment of the University: hybrid learning organization Model. XXI century: Resumes of the Past and Challenges of the Present plus, 2022, vol. 11, no. 1 (57), pp. 34-38. (In Russian). DOI: 10.46548/21vek-2022-1157-0006
16. Aymaletdinov R.T., L’vova S.V., Pustovoytenko M.V. et al. of student educating using hybrid classrooms. MCU Journal of Informatics and Informatization of Education, 2022, no. 3 (61), pp. 58–73. (In Russian). DOI: 10.25688/2072-9014.2022.61.3.06
17. Singh J., Evans E., Reed A. et al. Online, Hybrid, and Face-to-Face Learning Through the Eyes of Faculty, Students, Administrators, and Instructional Designers: Lessons Learned and Directions for the Post-Vaccine and Post-Pandemic/COVID-19 World. Journal of Educational Technology Systems, 2022, vol. 50, issue 3, pp. 301-326. DOI:10.1177/00472395211063754
18. Novikova S.V., Zaydullin S.S., Valitova N.L., Kremleva E.Sh. Difficulties in the Implementation of International Academic Mobility Programs: Student’s Stance. Russian-German Experience in Solving Problems in the Context of the COVID-19 Pandemic. Integration of Education, 2023, vol. 27, no. 1 (110), pp. 10-32. (In Russian). DOI: 10.15507/1991-9468.110.027.202301.010-032
19. San’ko A.M., Borisova S.P. Organization of students’ research activities. Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Biomedical Sciences, 2023, vol. 25, no. 88, pp. 42-48. (In Russian). DOI: 10.37313/2413-9645-2023-25-88-42-48
20. Chernikova D.V., Chernikova I.V. Educational and Ethical Aspects of the Technoscience Challenges in the University Landscape. Higher Education in Russia, 2021, vol. 30, no. 11, pp. 42-51. (In Russian). DOI:10.31992/0869-3617-2021-30-11-42-51
21. Wang L. Starting university during the pandemic: First-year international students’ complex transitions under online and hybrid-learning conditions. Frontiers in Psychology, 2023, vol. 14. DOI: 10.3389/fpsyg.2023.1111332  
22. Zhdanova T.A., Stasitis D.V. Hybrid learning: research challenges. CITISE, 2023, no. 4 (38), pp. 332-341. (In Russian). DOI: 10.15350/2409-7616.2023.4.31
23. Ananin D.P., Strikun N.G. Hybrid Learning in Higher Education: Between Online and Offline. Russian Journal of Education, 2022, no. 4, part 1, pp. 60-74. (In Russian). DOI: 10.31862/2073-9613-2022-4-60-74
24. Nagayeva I.A., Kuznetsov I.A. Hybrid learning as a potential modern educational process. Domestic and Foreign Pedagogy, 2022, vol. 1, no. 3 (84), pp. 126-139. (In Russian). DOI: 10.24412/2224-0772-2022-84-126-139
25. Dikikh E.R. Personification as the principle of the implementation of the hybrid teaching. Ivzestia of the Volgograd State Pedagogical University, 2022, no. 9 (172), pp. 35-39. (In Russian). URL: https://elibrary.ru/dmlrvu
26. Kicherova M.N., Semenov M.Yu., Zyuban E.V. Qualification assessment practices: New possibilities and constraints. The Education and Science Journal, 2021, vol. 23, no. 7, pp. 71-98. (In Russian). DOI: 10.17853/1994-5639-2021-7-71-98

For citation: Ivanushkina N.V., Shchipova O.V. Research features of the organization of hybrid education of students at the university. CITISE, 2024, no. 4, pp. 581-590.