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Abstract: The article is devoted to the problems of blended learning at a higher educational institution. The material of the article is a brief review of German-language methodological literature on this issue, as well as the results of a survey of university language students. The relevance of the research is determined by the current level of development of electronic technologies in conjunction with the desire of the education system to innovative processes, which dictates the need to transform the learning process in educational institutions of higher education and optimize the management of time in independent training of students. The aim of the study was to determine the theoretical and methodological foundations of blended learning in higher education based on the analysis of German-language methodological literature. The basic concepts of blended learning theory were clarified and blended learning models and scenarios for foreign language learning were described such as Flipped Classroom, Flex model, A La Carte model, Rotation Stations. A questionnaire survey was conducted to find out the attitude of the students of the Institute of Foreign Languages of Ural State Pedagogical University towards blended learning, and to assess the readiness of language students to e-learning and blended learning. Based on the analysis of the methodological literature and the results of the questionnaire, the features of the implementation of blended learning models in relation to foreign language teaching were considered. Four possible scenarios for the integration of blended learning models in the training process of language students were presented. The scenarios are based on the following principles of blended learning: the principle of differentiated learning, the principle of personalization, the principle of interactivity and the principle of learner independence. The study confirmed the conclusion about the need to improve the effectiveness of the use of electronic educational resources in the context of informatization of higher education. The participation of each author in this study is as follows: E. V. Makarova – 80%, E. A. Ivanova – 20%.

About the author(s) :

Elena V. Makarova

Ural State Pedagogical University (Ekaterinburg, Russia)

ORCID ID: https://orcid.org/0000-0002-3653-4878

Ekaterina A. Ivanova

Ural State Pedagogical University (Ekaterinburg, Russia)

ORCID ID: https://orcid.org/0000-0003-0892-3750

Publication Timeline:

Date of receipt: 11.10.2021; publication date: 29.10.2021.

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