Abstract: A blended learning approach recognizes the value of school as a shared space for personal and social interaction, which is itself important for learning as a way of understanding and making sense of the world. The main goal is to study blended learning in the light of the three main theories of learning – behaviorism, constructivism and connectivism and to extrapolate a functional model to be used as a basis for building individual educational spaces. In the digital society, these theories are created in other educational realities, they cannot take into account that learning which takes place outside of people (i.e. knowledge that is stored and processed through technology). They do not fully satisfy the theoretical interpretations of learning in the qualitatively new conditions, and therefore an analysis of the application of a holistic approach to the theoretical interpretations of blended learning in the modern digital society is needed. The main hypothesis of our study is to prove the polyvalent potential of blended learning as a way to support the independence and personalized learning of learners, taking into account the age, capacity and special learning needs of students in the context of the concept of education – self-education. As a result of these studies, a model for blended learning has been outlined, which proves its potential to develop learners’ personal competences, social competences and learning skills. The use of digital technologies, including connecting devices online, can facilitate learner interaction with other learners, curricula and other information sources, and support learning in diverse environments.
Keywords: blended learning, personalization of learning, self-learning competencies
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Author Info:
Assoc. Prof. Diana Petrova Zhelezova-Mindizova, PhD
“Angel Kanchev” University of Ruse, Bulgaria
Silistra Branchе
е-mail: dmindizova@uni-ruse.bg
32. Diana Zhelezova-Mindizova
English 
Български