blended learning, e-learning, traditional teaching, medical student, humanities, English language


The article highlights the new approach to teaching a foreign language to medical students as a reasonable mixed method of traditional teaching and the use of modern technologies. Teaching process at higher medical educational institutions is based on innovative didactic technologies, mechanisms and procedures. Many theories suggest implementation of combined classroom and online teaching called blended or hybrid learning. The aim of this investigation is to develop practical recommendations for successful integration of blended learning with traditional teaching medical students at the Danylo Halytsky Lviv National Medical University. Web-based technology stimulates and promotes self-learning, keeps the learner at the centre of the learning process using personality-oriented and technology-mediated approaches. E-learning promotes autonomy and motivates students to learn throughout the life performing specific tasks before or after classroom learning. The research involved 47 groups of students studying General Medicine at Danylo Halytsky Lviv National Medical University (602 second-year students, 2017-2018 academic year). The experiment consisted of 40% of e-learning and 60% of classroom teaching. Assessing performance, we concluded that students' academic performance results improved from 15% to 23% depending on the language skill due to the integration of blended learning strategies into the teaching process. Blended learning also assists students to choose and interpret required tasks, to assess cases related to future medical profession, and to apply compulsory information, which requires proficiency and practical skills.

Author Biographies

Oksana Isayeva, Lviv Polytechnic National University, Lviv, Ukraine

Postgraduate Student

Department of Foreign Languages

Myroslava Shumylo, Lviv Polytechnic National University, Lviv, Ukraine

Postgraduate Student

Department of Foreign Languages

Irena Khmilyar, Lviv Polytechnic National University, Lviv, Ukraine

Postgraduate Student

Department of Foreign Languages

Oksana Mylyk, Danylo Halytsky Lviv National Medical University, Lviv, Ukraine

PhD in Philological Sciences, Lecturer

Department of Latin and Foreign Languages

Iryna Myskiv, Lviv Polytechnic National University, Lviv, Ukraine

PhD (Education), Assistant Professor

Department of Foreign Languages


Alebaikan, R., & Troudi, S. (2010). Blended learning in Saudi universities: challenges and perspectives: RLT, 18(1),49–59.

Banados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal, 23(3), 533-550.

Başal, A. (2015). The Implementation of A Flipped Classroom in Foreign Language Teaching. Turkish Online Journal of Distance Education 16(4). DOI:10.17718/tojde.72185

Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18.

Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers & Education, 120, 197–212.

Bouchefra, M. (2017). The Use of the Flipped Classroom in EFL Writing Classroom. TRANS Internet- journal for cultural studies, 22. Retrieved 26 September from:

Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies, 24(4), 2523–2546.

Cheung, S. K. S., Wang, F. L., Au, O., & Xie, Y. (2018). Guest editorial: Innovative practices of blended learning. Open Learning: the Journal of Open, Distance and e Learning, 33(2), 80–82.

Ellis R. A., Pardo, A. Han, F. (2016). Quality in blended learning environments – Significant differences in how students approach learning collaborations. Computers & Education, 102, 90-102.

Gruba, P., & Hinkelman, J. (2012). Blended Technologies in Second Language Classrooms. Basingstoke: Palgrave Macmillan.

Han, H., Resch, D., Kovach, R. (2013). Educational technology in medical education. Teach Learn Medicine, 25, 539–543.

Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ., 18(38).

Hurtubise, L., Hall, E., Sheridan, L., Han, H. (2015) The flipped classroom in Medical education: engaging students to build competency. Journal of Medical Education and Curricular Development, 2, 35–43.

Husamah, H. (2015). Blended project based learning: Metacognitive awareness of biology education new students. Journal of Education and Learning, 9(4), 274–281.

Ibrahim, M.M., & Nat, M. (2019). Blended learning motivation model for instructors in higher education institutions. International Journal of Educational Technology in Higher Education, 16(12).

Isayeva, O. (2013). Ethics of Future Doctors in the Process of Teaching Foreign Language. American Journal of Educational Research, 1(11), 517-522.

Kenney, J., Newcombe, E. (2011). Adopting a blended learning approach: challenges encountered and lessons learned in an action research study. JALN, 15, 45–57.

Lewis, C.E. (2019). Is the Flipped Classroom a Panacea for Medical Education? Curr Surg Rep, 7(9).

MacDonald , J. (2006). Blended Learning and Online Tutoring: a good practice guide. Aldershot, Hants, England; Burlington, VT: Gower.

Millard, E. (2012). 5 reasons flipped classrooms work: Turning lectures into homework to boost student engagement and increase technology-fueled creativity. University Business, 12, 26–29. Retrieved 27 September from

Mukan, N., Fuchyla, O. (2016). Functional literacy learning in the system of adult education in Belgium. Advanced education, 6, 34-39.

Naaj, M. A., Nachouki, M., & Ankit, A. (2012). Evaluating student satisfaction with blended learning in a gender-segregated environment. Journal of Information Technology Education: Research, 11(1), 185–200.

Napier, N. P., Dekhane, S., & Smith, S. (2011). Transitioning to blended learning: Understanding student and faculty perceptions. Journal of Asynchronous Learning Networks, 15(1), 20–32. Retrieved 3 November from

Norberg, A., Dziuban, C. D., Moskal, P. D. (2011). A time on based blended learning model. On the Horizon, 19(3), 207–216.

Pardede, P. (2013). Enhancing Students’ Learning Through Blended Learning. Presented at “Seminar Dies Natalis UKI ke-60” held on October 12, 2013 at Kampus UKI Cawang, Jakarta

Peterson, Paul E. & Horn, Michael B. (2016). The Ideal Blended-Learning Combination. Education Next, 16 (2), 94-95. Retrieved 27 October from

Porter, W. W., Graham, C. R. (2015). Institutional drivers and barriers to faculty adoption of blended learning in higher education. British Journal of Educational Technology.

Porter, W. W., Graham, C. R., Spring, K. A., & Welch, K. R. (2014). Blended learning in higher education: Institutional adoption and implementation. Computers & Education, 75, 185–195.

Rahardjanto, A., Husamah, Fauzi, A. (2019). Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher. International Journal of Instruction, 12(2), 179-192.

Santikarn, B., Wichadee, S. (2018) Flipping the Classroom for English Language Learners: A Study of Learning Performance and Perceptions. iJET, 13 (9).

Sharma, P., Barrett, B. (2007). Blended Learning: Using technology in and beyond the language classroom. Oxford: Macmillan.

Shea, J., Joaquin, M. E., Gorzycki, M. (2015). Hybrid course design: Promoting student engagement and success. Journal of Public Affairs Education, 21(4), 539–556.

Smith, G. G., & Kurthen, H. (2007). Front-stage and back-stage in hybrid e-learning face-to-face courses. International Jl. on E-Learning, 6, 455-474. Retrieved 15 October 2019 from

So, H., Brush, T.A. (2008). Student perceptions of collaborative leaning, social presence and satisfaction in a blended learning environment: relationships and critical factors. Comput Educ., 51, 318–336.

Stockwell, B.R., Stockwell, M.S., Cennamo, M., Jiang, E. (2015). Blended learning improves science education. Cell, 162, 993–936.

Stracke, E. (2007). A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL 19(1), 57-78.

The Ohio State University College of Medicine (n.d.). College of Medicine News: The State of Medical Education. Retrieved September 29 from

Thorne, K. (2003). Learning: How to Integrate Online and Traditional Learning. London Blended: Kogan Page. Kaye Thorne.

Tshabalala, M., Ndeya-Ndereya, C., van der Merwe, T. (2014). Implementing blended learning at a developing university: Obstacles in the way. The Electronic Journal of e-Learning, 12(1), 101–110. Retrieved 3 October 2019 from

Wang, Y., Han, X., & Yang, J. (2015). Revisiting the Blended Learning Literature: Using a Complex Adaptive Systems Framework. Educational Technology & Society, 18 (2), 380–393. Retrieved 3 October 2019 from

Westerlaken, M., Christiaans-Dingelhoff, I., Filius, R. M., de Vries, B., de Bruijne, M. & van Dam, M. (2019). Blended learning for postgraduates, An interactive experience BMC Medical Education, 19 (289).