PEDAGOGICAL AND TECHNOLOGICAL ASPECTS OF BLENDED SYNCHRONOUS LEARNING IMPLEMENTATION

Blended learning (BL) is a novel methodology that combines online education with conventional classroom instruction. This study seeks to investigate the effects of blended synchronous learning on student involvement, academic achievement, and general disposition towards the educational experience. The research examines essential elements of successful blended learning implementation, encompassing educational methodologies, the application of contemporary technical tools, and institutional support. The study's findings indicate that blended synchronous learning affords students considerable autonomy and control over their educational experience, hence enhancing their motivation and engagement. Augmented feedback and interactive engagement between students and educators heighten interest in classes and foster greater involvement in the educational process. Simultaneously, certain issues were recognized, including inconsistent engagement between online and offline student groups, heightened cognitive demands on educators, and growing reliance of pupils on technology. The successful execution of blended learning necessitates the establishment of technology infrastructure, enhancement of pedagogical techniques, advanced training for educators, and prior preparation of students for the nuances of this format. The study's results are anticipated to enhance pedagogical practices, broaden the implementation of blended synchronous learning in higher education institutions, and augment its efficacy. Future study should focus on both quantitative and qualitative analyses of the pedagogical and technological dimensions of blended learning.