employee
employee
Hybrid educational technologies, combining face-to-face and online learning formats, are becoming a stable part of university practice, providing a balance between traditional interactions and the opportunities of the digital environment. This article analyzes the implementation of hybrid models in Russian and international universities, identifying their advantages—flexibility, personalization, and expanded educational opportunities—as well as key challenges: uneven technical equipment, increased cognitive load, difficulties maintaining engagement, and the need to rethink the role of the instructor. Particular attention is paid to the pedagogical design of hybrid courses, ensuring the synchronization of face-to-face and digital components rather than their mechanical combination. Prospects for development are outlined: the integration of artificial intelligence, adaptive trajectories, interuniversity cooperation, and the development of "hybrid pedagogical competence" among instructors. It is emphasized that the success of hybrid learning is determined not by technology, but by the quality of educational interaction and a focus on student needs.
hybrid learning, hybrid educational technologies, higher education, digital transformation
1. Alimhanova, B. E. Integraciya onlayn i oflayn-obucheniya v universitetskoy srede Kazahstana // Vestnik KazUMOiMYa im. Abylay hana. — 2022. — № 4.
2. Barannikov, A. V. Gibridnoe obuchenie v vysshey shkole: praktiki i perspektivy. — Moskva: Izd-vo VShE, 2023.
3. Bonk, C. J., & Graham, C. R. The Handbook of Blended Learning: Global Perspectives, Local Designs. — San Francisco: Pfeiffer Publishing, 2006.
4. D'yachkova, N. N. Gibridnoe obuchenie kak innovacionnyy format obrazovatel'nogo processa v vuze // Vysshee obrazovanie segodnya. — 2022. — № 7. — S. 33–38.
5. Garrison, D. R., & Kanuka, H. Blended Learning: Uncovering Its Transformative Potential in Higher Education // The Internet and Higher Education. — 2004. — T. 7, № 2. — S. 95–105.
6. Hodges, C., et al. The Difference Between Emergency Remote Teaching and Online Learning // Educause Review.— 2020.
7. Gurova, E. A. Cifrovizaciya obrazovaniya: opyt pandemii COVID-19 // Pedagogika i psihologiya obrazovaniya. — 2021. — № 3. — S. 45–52.
8. Karimova, G. S. Gibridnoe obuchenie v vysshey shkole: problemy i perspektivy razvitiya // Obrazovanie i nauka. — 2023. — № 5. — S. 59–66.
9. Kuatova, S. M. Osobennosti vnedreniya gibridnogo obucheniya v vuzah Kazahstana // Pedagogikalyқ zertteuler zhurnaly (Journal of Pedagogical Researches). — 2023. — № 3.
10. Means, B., Bakia, M., & Murphy, R. Learning Online: What Research Tells Us About Whether, When and How. — New York: Routledge, 2014.
11. Mihaylova, T. A. Rol' ochnogo vzaimodeystviya v sovremennyh obrazovatel'nyh modelyah // Sovremennye problemy nauki i obrazovaniya. — 2022. — № 4. 12. Tazhibaeva, A. K. Cifrovaya transformaciya vysshego obrazovaniya Kazahstana v usloviyah pandemii // Vestnik KazNPU. — 2021. — № 2. — S. 12–19
