ICT in learning
online leaning
blended learning
teacher training

How to Cite

M. F. Byrka, “BLENDED LEARNING STRATEGY IN TEACHER TRAINING PROGRAMS”, ITLT, vol. 62, no. 6, pp. 216–224, Dec. 2017, doi: 10.33407/itlt.v62i6.1802.


The article examines the implementation of blended learning strategy in teacher training programs as an innovation in online learning. The blended learning idea comes from blending elements which use online technology with more traditional face-to-face teaching in the same course. The article analyses teacher training programs offered by Chernivtsi Regional Institute of Postgraduate Pedagogical Education. Additional data were gathered through a questionnaire administered to teachers who attended training courses. The characteristics of blended learning strategy, its benefits and limitations for teacher training are supported by a review of literature. The article closes with the comparison of curriculum components (content delivery, learner activities, materials, and required competences) between traditional and blended learning teacher training programs. Having obvious benefits in teacher training programs, the implementation of blended learning strategy sets some additional requirements to a learner, as well as to course instructors and lectors.


O. Spirin, “Criteria and quality indicators of information and communication technologies of learning”, Information Technologies and Learning Tools, no. 1 (33), 2014. – Available from: (in Ukrainian)

O. Ovcharuk and N. Soroko, "Information and communication competency development in education system: modern studies and prospects", Information Technologies and Learning Tools, no. 1, 2016. (in Ukrainian)

A. Kollias and K. Kikis, “Pedagogic innovations with the use of ICTS: from wider visions and policy reforms to school culture”, Future learning. Edicions Universitat Barcelona. – 2005. (in English)

B. M. Alemu, “Integrating ICT into teaching-learning practices: Promise, challenges and future directions of higher educational institutes”, Universal Journal of Educational Research, no. 3(3), pp. 170–189, 2015. (in English)

S. M. Khan, M. A. Butt, M. Z. Baba, , “ICT: Impacting teaching and learning”, International Journal of Computer Applications, no. 61(8), pp. 7-10, 2013. doi:10.5120/9946-4589. (in English)

M. Wilson, K. Scalise, and P. Gochyyev, “Rethinking ICT literacy: From computer skills to social network settings”, Thinking Skills and Creativity, no. 18, pp. 65-80, 2015. doi:10.1016/j.tsc.2015.05.001 (in English)

G. Kiersley, Online learning: Personal reflections on the transformation of education, New-Jersey, 2005. (in English)

C. A. Twigg, “Improving learning and reducing costs: New models for online learning”, Educause Review, no. 38(5), pp, 28–38, 2003. (in English)

S. S. Sethy, “Distance education in the age of globalization: An overwhelming desire towards blended learning”, Turkish Online Journal of Distance Education, no. 9(3), pp. 29-44, 2008. (in English)

J. Rooney, “Blending learning opportunities to enhance educational programming and meetings” Association Management, no. 55(5), pp. 26–32, 2003. (in English)

C. R. Graham, “Blended learning systems: Definition, current trends, and future directions”, Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer. 2006. (in English)

C. J. Bonk, K. Kim, T. Zeng, “Future directions of blended learning in higher education and workplace learning settings”, Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer. 2006. (in English)

C. R. Graham , S. Allen, and D. Ure, “Benefits and challenges of blended learning environments”, Encyclopedia of information science and technology. Hershey, PA: IGI Global, 2005. doi:10.4018/978-1-59140-553-5.ch047. (in English)

L. Cuesta Medina, “Blended learning: Deficits and prospects in higher education”, Australasian Journal of Educational Technology, no. 34(1), pp, 42-56, 2018. doi:10.14742/ajet.3100. (in English)

M. F. Byrka. “The system of professional development of teachers of natural disciplines in postgraduate education”. Dr. dissertation, Classic Private Univ., Zaporizhzhya, Ukraine, 2016. (in Ukrainian)

Authors who publish in this journal agree to the following terms:

  1. Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.
  2. The copyright commencement date complies the publication date of the issue, where the article is included in.

Content Licensing

  1. Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
  2. Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.

Deposit Policy

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.
  4. Archiving the pre-print (pre-refereeing manuscript version) not allowed.


Download data is not yet available.