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CONTEMPORARY CONCEPTUAL DISCOURSE ON BLENDED AND HYBRID LEARNING

The modern conceptual discourse development in the field of application and interpretation of the terms “blendedˮ and “hybridˮ learning is analyzed in the manuscript. Described in the scientific researches fundamental approaches to the organization of educational interaction between a teacher and a student, a student and instructional materials within the blended format, involving various combinations of classical learning formats, use of ICT tools and distance learning techniques are discussed in the paper.

Analytic and synthetic generalizations of the determinative and typological features of different variable models of teaching make it possible to clarify the semantic content of the term “blended learningˮ and to distinguish it from “hybrid learningˮ as a related concept.

Comparative analysis of the mentioned concepts, as well as forms of educational process organization makes it possible (a) to clarify the historical and logical information about the lexical definitions origin; (b) to determine the fundamental features of these forms of education; and (c) to consider some aspects of their classification.

It is determined that the hierarchical relationship between “blended learningˮ and “hybrid learningˮ concepts depends on the generalization format provided to these concepts with their application analysis: whether they are used in a broad or a narrow sense. While considering blended learning in a broad sense as a category and hybrid learning in a narrow sense, we find the latter to be a kind of blended learning.

Thus, in the further researche it is necessary to make a clear scientific and pedagogical substantiation of the taxonomic analysis of these concepts, their educational and technological content.

It is concluded that the adaptive models family (Flex) is promising in terms of adaptive approaches to the selection and development of educational content, learning materials and tools enriching and improving. They possess a modifying potential and should be further developed to be used as any educational system cornerstones, such as personal orientation, physiological differentiation and inclusiveness. The further researches vector on blended learning models in particular their modification for the potential implementation for students with special educational needs and disabilities in special and/or inclusive educational settings is substantiated.