ИСТИНА

Blended learning is spreading around the world. There exists a large amount of literature describing the use of it but at the same time there is a lack of research which could lead to understanding its nature and transformational potential which, in their turn, can help develop effective strategies and teaching models. The research takes into account the fundamentals of pedagogical psychology ("how learning occurs") and tries to consider the course in the system of four "coordinates" - main elements of a successful learning environment: knowledge-centredness, learner-centredness, assessment-centredness and community. They were all present in the course which is discussed in the paper. To get feedback on how these elements "work" in the course it was decided to add one more criterion of assessment of learning effectiveness - "student satisfaction" - because generally all factors in a learning process are more or less related to the satisfaction of learners and can be looked at through the prism of the latter. The aim of the research was to confirm a positive attitude of students to learning in a blended format as stated by the results of research in this area, find out their attitude to the structure of integrated learning and to self-study in a virtual learning environment (VLE). To obtain the necessary data an anonymous survey of the students was conducted on completion of the course. The survey involved 21 students of the 2-nd year (Bachelor program) and 25 students of the 4th year (traditional Russian "Specialist" program). The quantitative data obtained in the survey demonstrate that a positive attitude of both cohorts of students towards learning in a blended format is convincingly dominating, which correlates to the results of research in this area in the West. The majority of the students emphasized the learner-centred character of learning in a blended mode as its certain advantage as compared to a traditional classroom format. Students' attitude towards the "knowledge" element differed depending on the character of the knowledge: the bias was definitely to "practical", not "theoretical" knowledge. Assessment was implemented via tests and performing tests was nearly unanimously interpreted as "the most effective means to control learning" and a stimulus to review the studied material. On the basis of the results obtained by the survey and their interpretation the following conclusions can be made: 1. Blended learning enhances the efficacy of learning since in the framework of the course (in which in the traditional format there is only discrete learning activity once a week in the classroom) with an electronic learning environment students are involved in a permanent learning activity so that the process of learning is constant and uninterrupted. A score-and-rating system of assessment (apart from the testing) stimulates them to study regularly to get the scores for successful completion of the course. 2. Blended learning contributes to transformation of learning because: а). the joining of two formats: traditional and e-leaning - are not just a mechanical bringing them together, it is a "homogeneous blend" of the two. The virtual learning environment initially created by a teacher is extended due to the contribution of every member of the learning community: the results of their regular involvement in a learning activity are "materialized" (posts in the Discussion and Annotation sections) and accumulated, and a new and more comprehensive learning resource is created; b). students learn in a new style: - when, where and how it is convenient to them (in a virtual learning environment) - they get information not only from lectures and textbooks but also search for it themselves, select and process it, so that the learning content is constantly widening, updating, supplemented with various and different interpretations which gives food for critical thinking and helps develop analytical skills; c). students get acquainted with and try new forms of learning activity ( discussion, in our case). 3. The experiment also showed that for the "Western pattern" of blended learning to be effective in Russia it should be adapted to the national educational system affected by traditions and stereotypes.