Integration of blended learning into the higher education system: problems and prospects

Abstract

The article analyzes the problems and prospects of integrating blended learning into the Russian higher education system. Based on a conceptual analysis of the literature and empirical research, key trends in the development of blended learning have been identified, and approaches to defining this concept have been systematized. Unresolved issues related to the effectiveness of mixed formats, the willingness of teachers and students, and institutional barriers are identified. The results of a survey of 250 teachers and 500 students from 15 universities are presented, confirming the hypothesis that there are significant differences in the perception of blended learning by different groups of stakeholders (χ2=38.4; p<0.01). An original typology of blended learning models has been developed, taking into account the specifics of the Russian educational context. The findings deepen the understanding of the factors influencing the success of the implementation of blended learning and open up prospects for further research. The directions of improvement of the regulatory framework and development of digital competencies of teachers are outlined.