The methodology of designing educational processes in blended learning

Abstract

This study develops a methodology for designing the educational process using the inverted class model within blended learning. While blended learning is widely discussed in educational research, its adoption is often hindered by the absence of a unified design framework. This study addresses this gap by integrating in-person instruction with an information and communication environment to create a cohesive learning experience. The methodology was informed by an analysis of global literature on blended learning and a survey of 119 teaching staff to assess competencies required for implementation. A case study of the course “Algebra and Number Theory” illustrates the design stages, highlighting strategies for transferring various forms of in-person instruction to an electronic format. The approach optimizes teacher–student interaction and enhances the quality of the learning process. A quasi-experiment demonstrated the effectiveness of the methodology in improving instructional outcomes. The findings provide practical recommendations for educators seeking to design and implement blended learning models in higher education.

Keywords: Blended learning; course design; educational methodology; inverted class; teaching strategies