Models of Blended Learning in Vocational Education: Typology, Pedagogical Effectiveness, Implementation Conditions

The pandemic period revealed many organic shortcomings of distance learning, making it unsuitable as a basic form of training in vocational education. The most promising form of organization of the educational process, in the context of its digital transformation, is seen as blended learning, involving the alternation of online (online) and full-time (life) learning formats. The article presents an approach to the typology of blended learning models that can be implemented at different levels: curriculum, subject, section or topic (within the framework of the subject), training session, extracurricular learning technology. The scientific characteristics of nine different models of blended learning that can be used in professional education are given. For each model, the organizational, pedagogical, and didactic effects that determine its purpose, the conditions for its pedagogically effective implementation, and the limitations and risks are described. A number of models are classified as relevant, which are already used or can be used in modern conditions (“Face-to-face session”, “Face-to-face driver”, “Flipped class”, “Blended lesson”, “Blended project / blended research”). Other models (“Blended curriculum”, “Blended individual training plan”, “Training menu”, “Blended subject”) can be effectively implemented in the Russian conditions in the more or less distant future. Their implementation requires improving the regulatory and technical support, as well as higher readiness of teaching staff and students to work in an online learning environment. The problems of choosing a particular model of blended learning and their possible combinations in the educational process are considered. The article is based on the joint work of a network of experimental sites of the Federal Institute for the Development of Education, RANEPA, working in the direction of “Digital Didactics of vocational education and training”, integrating research work and the experience of practitioners.