Application of distance and hybrid learning technology in Russia and the People's Republic of China

this study analyzes the use of distance and hybrid learning technologies in Russia and China. The author provides a brief description of the two learning models, as well as their distinctive features. Particular attention is paid not only to the opinions of researchers on this issue, but also to teachers who implement such teaching models in practice. This study contributes to identifying the experiences and challenges faced by academics in hybrid learning and teaching in the higher education contexts of Russia and China. While a study of the scientific literature has determined that teachers generally have a high degree of digital competency, it is important to understand that online students have lower levels of motivation, engagement and interaction than students in their face-to-face classrooms. The paper also identifies challenges associated with hybrid learning and teaching, particularly in relation to increased workload in preparing for and managing face-to-face and online classes, low levels of knowledge in interactive learning design for both learning environments, and difficulties in monitoring the learning process.

China, Russia, hybrid learning, distance learning, technology, application