Subjectivity manifestation of adolescents in the information environment of blended learning

Due to the changes in the organization of educational process that have been caused by COVID-19 pandemics the circumstances for students’ subjectivity demonstration have become significantly more complicated. If before the students used to work mostly in two modes, in classroom-based (in the classroom) and out of class (at home) ones, today two more modes have appeared: synchronous and asynchronous modes of learning in a digital educational environment. The teacher designs the educational process blending the above mentioned modes in different ways, that is why it is important for him / her to understand what is happening with self-organization and self-esteem, the ability to communicate and reflect, the responsibility and trust of students in the constantly changing conditions. It was suggested that the presence of the systematic learning experience in the digital educational environment stimulates the demonstration of students' subjectivity associated with self-awareness (due to the personalization of learning in the digital environment), communication and perception (due to the compensatory increase in their importance in the absence of direct interaction), and, conversely, weakly affects the demonstration of students' subjectivity associated with interaction (due to its absence in distance learning) and the social and moral qualities of the individual (due to the long-term nature of their formation and stability). As a methodological basis for the study, the model of the development of the demonstration of students' subjectivity with 4 levels were identified: 1) social and individual (indicators: the ability to self-organization, self-knowledge, self-realization, self-determination); 2) socio-communicative (indicators: the ability to understand the behavior of other people, solving communicative situations, differentiating information, adequately assessing one's own emotional state and the state of communication partners, etc.); 3) socially interactive (indicators: sociability, the ability to organize subject-subject interactions, analyze of the experience of interaction in real groups and social networks, to leadership); 4) social and moral (indicators: the ability to social responsibility, to show trust, honesty and openness, readiness to bear obligations).The hypothesis of the pilot stage was generally confirmed, students with blended learning experience surpassed their less experienced peers in terms of the students' subjectivity indicators related to self-awareness and communication. The results obtained raise the question of creating pedagogical conditions for the demonstration of students' subjectivity in a digital educational environment, stimulating their independence, helping them in communication and organizing joint activities.