Motivational Components of a Blended Learning System for Teachers and Students

The relevance of the study of the problem of blended learning and the motivational component is conditioned by its increasing publicity among modern scientists and teachers. The purpose of this study is to reflect the scenario of modern educational trends, namely the gradual transition to a hybrid learning format, which is inevitable for modern society. Theoretical, empirical, and comparative research methods were used to study the problem of motivation of students and teachers in the application of blended learning. These methods helped to deeply explore the subject matter, to identify and analyse the individual elements of the problem and to understand the main idea of the object under study. Blended learning has been found to be a new educational approach that combines the advantages of the conventional system of knowledge acquisition and e-learning. It is demonstrated that such training is considered an effective approach and is popular among educational institutions due to its positive impact on student motivation. It is substantiated that the hybrid form helps teachers to involve students in learning and promotes the development of social and practical skills. It is confirmed that with the development of blended learning, students feel more confident and motivated, and teachers develop professionally and become good professionals. Technology has simplified young people's lives and brought teachers closer to students. It is proved that with the development of blended learning it is possible to obtain materials with relevant information, practice of the so-called hard skills is carried out using modern technology, new versions of educational software. Thus, the study reproduced the problem of blended learning as such, and argued the need for a detailed consideration of any scientific problem, considering all its primary factors and further consequences