Unifed blended learning environment: the Kazakhstani context

Abstract

Introduction. The present work investigates the issues related to technological and administra-tive support for the blended learning process in higher education in Kazakhstan. Aim. This article aims to develop an author’s conceptual model of a unifed system for managing the blended learning process by defning the evaluation criteria for an optimal educational environment. Methodology and research methods. The research was conducted in four stages using mixed methods. The frst stage involved con-ducting surveys with participants in the educational process to identify the challenges they encountered while working in a digital educational environment and explore potential solutions. The second stage involved developing evaluation criteria for an optimal educational environment for blended learning. The third stage entailed empirical testing of existing educational platforms that are utilised by 33 lead-ing Kazakh universities. The fourth stage witnessed the development of a pilot conceptual model for a unifed environment for blended learning. Results. Based on the integration of Learning Activity Manage-ment System (LAMS), Learning Management System (LMS), and Education Content Management System (ECMS), a conceptual model of a unifed environment for blended learning was developed. The criteria for the optimal educational environment of blended learning were developed to evaluate the technical, functional, and didactic capabilities of educational platforms. Scientifc novelty. The study resulted in the development of a conceptual model for a unifed environment for managing the blended learning process. Practical signifcance. The proposed model can be employed by the administrations of top Kazakhstani universities to implement a student-centred approach to the educational process.