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Psychological Science and Education
2018. Vol. 23, no. 3, 5–19
doi:10.17759/pse.2018230301
ISSN: 1814-2052 / 2311-7273 (online)

What Kind of Blending Makes Blended Learning?

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A.A. Margolis

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Abstract

The paper focuses on blended learning which is now quite common both in basic and in higher education and which is usually defined as a combination of e-learning and face-to-face instruction. The author explores the main models of blended learning in basic education (K-12), evaluates their benefits and limitations, and reflects on the changes in the current model of teaching activity and standards for teachers. The paper also presents a review of modern studies on the effectiveness of blended learning as compared to distance learning and traditional in-class education. As it is revealed, the role of blended learning is that of a ‘hybrid’ educational innovation which interlocks the past and the future in education.

General Information

Keywords: blended learning, distance learning, innovations in education, information technologies in education, quality of education, teaching activity, educational policy, development of education

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2018230301

Published

For citation: Margolis, A.A. (2018). What Kind of Blending Makes Blended Learning?. Psychological Science and Education, 23(3), 5–19. (In Russ.). https://doi.org/10.17759/pse.2018230301

© Margolis A.A., 2018

License: CC BY-NC 4.0

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Information About the Authors

Arkadiy A. Margolis, Candidate of Science (Psychology), Rector, Professor, Chair of Pedagogical Psychology, Moscow State University of Psychology & Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-9832-0122, e-mail: margolisaa@mgppu.ru

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