doi: 10.18178/ijiet.2025.15.9.2390
The Implementation of Blended Synchronous Learning and Its Effects in Kazakhstan
Darazha N. Issabayeva1
,
Assel Aryn2 ,
Ulzharkyn M. Abdigapbarova3 ,
Dinara Sadirbekova3 ,
Glyussya A. Abdulkarimova4 ,
Aktolkyn Kulsariyeva5 ,
Elmira Kaliyaskarova6,* ,
Sabira Nishanbayeva3
- 1Department of Online Education, Almaty Management University, Almaty, Kazakhstan
- 2Vice-Rector for Academic Development, Almaty Management University, Almaty, Kazakhstan
- 3Department of Science, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
- 4Department of Computer Science and Informatization of Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
- 5Department of Art Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
- 6School of Hospitality and Tourism, Almaty Management University, Almaty, Kazakhstan
- Manuscript receivedFebruary 27, 2025
- revisedMarch 19, 2025
- acceptedApril 18, 2025
- publishedSeptember 11, 2025
Abstract
Kazakhstani universities actively implement Blended Synchronous Learning (BSL) to provide flexible learning opportunities. This study examines current BSL practices in Kazakhstan’s Higher Education Institutions (HEIs) and the challenges hindering their effectiveness. The research employed an observational approach with experimental BSL classrooms at Almaty Management University and Abai Kazakh National Pedagogical University, alongside structured interviews with selected students and teachers. Data collection involved classroom recordings, teacher observations, and interview transcriptions using software and manual methods. Findings indicate that while some universities have adopted BSL, most HEIs are still in the implementation phase. The most common BSL practice is video conferencing via Zoom and MS Teams. Students reported high satisfaction, improved interactions, and greater accessibility. However, effective BSL requires enhanced student self-organization and additional teacher preparation, high quality infrastructure. In conclusion, BSL offers flexibility, availability, and accessibility, yet challenges remain, particularly in infrastructure, technical support, and teacher training. Future research should explore BSL’s impact on student performance, instructional methods, and the technical and psychological aspects of this learning model.
Keywords
- blended synchronous learning
- synchromodal classes
- synchromodal learning
- higher education system
- higher education institutions
How to Cite
Darazha N. Issabayeva, Assel Aryn, Ulzharkyn M. Abdigapbarova, Dinara Sadirbekova, Glyussya A. Abdulkarimova, Aktolkyn Kulsariyeva, Elmira Kaliyaskarova, and Sabira Nishanbayeva, "The Implementation of Blended Synchronous Learning and Its Effects in Kazakhstan," International Journal of Information and Education Technology, vol. 15, no. 9, pp. 1893-1905, 2025. https://doi.org/10.18178/ijiet.2025.15.9.2390
Copyright & License
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).