Blended Educational Technologies in Higher Education: A Systematic Analysis of Foreign Research
DOI:
https://doi.org/10.5281/zenodo.19430255Ключевые слова:
blended learning; higher education; educational technologies; systematic review; instructional design; digital learning environment; student engagement; national research.Аннотация
This article presents a systematic review of national scholarly publications addressing the implementation
and effectiveness of blended learning technologies in higher education. Using systematic review procedures, including
defined inclusion criteria, thematic categorization, and comparative analysis, the study examines how blended learning
technologies have been integrated into university-level instruction. Particular attention is paid to instructional design principles,
digital learning environments, student engagement, and competency-based outcomes. The review reveals that
blended learning contributes to increased learner autonomy, improved academic performance, and the development of
digital and twenty-first-century competencies when appropriately designed and implemented.
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