PSYCHOLOGICAL ASPECTS OF BLENDED LEARNING IN UKRAINE
SUPPORTING STUDENT INTEREST AND MOTIVATION TO ACHIEVE LEARNING GOALS
DOI:
https://doi.org/10.18316/rcd.v16i41.11439Palabras clave:
Education, Mental Health, Motivation, ResilienceResumen
The article emphasizes the crucial psychological factors involved in the integration of blended learning within contemporary education. Blended learning amalgamates conventional and online teaching approaches, emerging as a progressively pertinent trend in the current educational landscape. The article underscores the significance of grasping the motivational factors impacting students in blended learning. It underscores that effective motivation can enhance learning outcomes and promote greater student engagement in the learning process. Adopting a systems approach enables us to view learning as an interrelated system, fostering a more profound comprehension of how its components interact. The authors demonstrate that studying the psychological aspects of blended learning is an important component of modern educational reform. Understanding the motivation and psychological characteristics of students allows for more effective implementation and support of blended learning, ensuring the quality and effectiveness of education. Their research provides an opportunity to develop effective approaches to teaching and improving student performance in blended education, which, in turn, contributes to improving the quality of education and the development of modern society.
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Derechos de autor 2024 Liudmyla Moskalenko, Iryna Huleikova , Halyna Kushnir , Stanislav Adamenko , Dmytro Yefimov
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