APPLICATION OF BLENDED LEARNING TECHNOLOGIES IN HIGHER EDUCATION INSTITUTIONS

Abstract

The purpose of the study is to characterize the features of the use of blended learning technologies in higher education. It has been proven that modern problems of using blended learning technologies in higher education require an integrated approach to solutions, including improving the technical base, professional development of teachers, rethinking teaching methods and adapting assessment to new realities. The main technologies of blended learning in higher education institutions have been identified. The problems of using blended learning technologies in higher education institutions are highlighted. It has been determined that the use of blended learning allows higher education institutions to maintain educational quality standards, despite the physical and psychological obstacles caused by martial law. It is noteworthy that the use of a blended learning model allows students to study at any time and anywhere, change teaching methods and models, and increase students' ability to self-learn as a result of self-motivation. It has been found that in war conditions, when the usual agenda and infrastructure can be seriously disrupted, maintaining stable and reliable access to the Internet and energy resources for the organization of blended learning becomes a difficult task. At the same time, vulnerability to cyber attacks increases, requiring greater investments in cybersecurity, which may not always be available. It was found that the use of blended learning technologies in higher education represents the use of a combined approach to learning, which integrates traditional personal interactions in the classroom with online technologies and methods. The essence of this concept is to maintain the effectiveness of the pedagogical process by combining different teaching formats to achieve optimal learning results.