DESIGNING BLENDED LEARNING THROUGH RESEARCH: EXPERIENCES IN TRAINING LIBRARY AND INFORMATION SCIENCE PROFESSIONALS IN THE CONTEXT OF DIGITAL TRANSFORMATION
DOI:
https://doi.org/10.34142/2312-1548.2026.66.03Keywords:
blended learning, research-based learning, library and archival studies, design-based research, professional training, digital tools, student motivationAbstract
The article addresses the topical issue of designing research-based blended learning in the professional training of future specialists in Library, Information, and Archival Studies (Speciality B13, formerly 029). In the context of the digital transformation of higher education, the necessity of shifting from a mechanical combination of online and offline formats to a holistic pedagogical model, where research activity acts as a system-forming factor, is substantiated.
The aim of the study is the theoretical justification and empirical verification of the effectiveness of such a model at a technical higher education institution (National Aerospace University “Kharkiv Aviation Institute”). The research methodology is based on the concept of design-based research and involves the use of mixed methods: the quantitative IMMS (Instructional Materials Motivation Survey) based on J. Keller’s ARCS model to measure motivation, and qualitative methods (semi-structured interviews with the teacher, pedagogical observation, SWOT analysis).
The experimental work was implemented in three stages: diagnostic-design, formative-corrective, and reflective-generalizing. The process of the iterative transformation of a traditional course into a hybrid format on the "Mentor" platform is described in detail. A key element of the updated design was the integration of digital tools (scientific repositories, databases, AI chatbots, Google Docs collaboration tools) and research tasks (group cases, mini-studies, verification of AI-generated content).
The results of the study demonstrated positive dynamics in the students’ learning motivation: an increase in the integral indicator by 12.8% was recorded, confirming the effectiveness of combining the research-based approach with the flexibility of blended learning. A qualitative analysis of the teacher’s reflections revealed a complex trajectory of professional transformation: from initial apprehension and resistance to the realization of the benefits of a facilitative role and collaborative interaction. It is concluded that the success of blended learning depends not only on the technological infrastructure but also on systemic support for teachers and the subordination of digital tools to a unified research logic of the course.
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