Hybrid education: opportunities and prospects for development

Abstract

The main purpose of the study is to reveal the essence of the phenomenon of «hybrid learning» with the provision of its complex characteristics, including the semantic boundaries of the term «hybrid learning», the characteristic features, the unique properties of hybrid learning, the features of the organization of the educational process within the framework of hybrid learning, models and the possibilities of hybrid learning in improving the effectiveness of professional training of specialists of various profiles. In the course of the study, the factors determining the need for the introduction of hybrid learning ideas were identified, the relevance of studying the stated issues was substantiated. Based on a comparative analysis of mixed and hybrid learning, it was suggested that the recognition of these terms as synonyms is unreasonable. The author has identified a number of unique characteristics of hybrid education, characterized the most promising models of hybrid learning. Much attention was paid to the analysis of the features of the organization of the educational process within the framework of the concept of hybrid learning. The novelty of the proposed study is to highlight the possibilities of hybrid learning and restrictions that hinder the process of introducing hybrid learning ideas into pedagogical practice.