Effectiveness of blended learning technologies in higher educational institutions


  • Viktoriia Volodavchyk Luhansk Taras Shevchenko National University
  • Andrii Vakal Sumy State University
  • Viktoriia Bielova Kyiv National University of Trade and Economics
  • Margaryta Netreba Borys Grinchenko Kyiv University
  • Olena Monke South Ukrainian National Pedagogical University named after K. D. Ushynsky




blended learning, technology, rotational model, Enriched Virtual model, higher education


The need for research into the effective application of blended learning technologies and evaluation of its effectiveness for universities, students, teachers and society is determined by little experience in the use of blended technologies. Consequently, the aim of this study is to determine the effectiveness of blended learning models for student learning in view of the specifics of academic subjects. The research involved the methods of survey, simulation, pedagogical experiment, mathematical statistics. The following models were involved in the studies of the first- and fourth-year students of the higher educational institutions (HEIs) of Ukraine during the semester: rotational, Enriched Virtual model, and a combination of rotational model to study professional subjects and Enriched Virtual model to study humanities.

Conclusions. The use of performance evaluation tools allows determining the state of readiness of the educational institution and students for involving blended technologies.

Prospects. The results of the study can be compared with the following studies of the effectiveness of other blended learning models for students of different majors, determining the effectiveness of blended learning in general. Other levels of effectiveness of blended learning — operational, strategic management — are unresolved issues.