Journal articles on the topic 'Blended learning (BL)'
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1
Megahed, Naglaa, and Ehab Ghoneim. "Blended Learning." International Journal of Mobile and Blended Learning 14, no. 1 (January 2022): 1–15. http://dx.doi.org/10.4018/ijmbl.291980.
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As we approach a new normal in post-Covid-19 pedagogy, we need to consider blended learning (BL) as a significant contribution to precautionary and preventive actions for containing the spread of Covid-19. This paper provides a framework to recognize transformation to a new normal by: a) reviewing the history of BL associated with its models and design options; b) presenting general characteristics of BL in a matrix of place, distance, and technology; and c) analyzing scenario planning and strategies for reopening academic institutions. Based on the BL continuum and health and safety conditions resulting from the pandemic, the study first proposed a scenario planning framework. Second, it developed a classification framework of BL addressing its continuum, models, and learning theories via a smart learning environment. Finally, the study proposed a conceptual matrix of BL that considers health and safety conditions resulting from the Covid-19 pandemic.
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NEUMEIER, PETRA. "A closer look at blended learning — parameters for designing a blended learning environment for language teaching and learning." ReCALL 17, no. 2 (November 2005): 163–78. http://dx.doi.org/10.1017/s0958344005000224.
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In the course of designing, writing and implementing CALL-supported material, it has become evident to me that a systematic investigation into the factors that shape the Blended Learning (BL) experience in the context of language learning and teaching is missing and urgently needed. The core question when designing a BL environment is: Which combination of modes provides the optimal basis for language learning and teaching given the particular conditions at hand? In order to tackle this question, course designers need a framework of parameters that help them decide on the individual, context-related implementation of BL. It is the purpose of this paper to put forward a definition of BL and a framework of parameters for designing a BL environment. In order to achieve a better understanding of the factors that shape the practice and the experience of BL, the main parameters which form a BL environment will be listed and specified. These parameters evolved from the experience of designing Jobline LMU (www.jobline.lmu.de) and will hopefully prove to be helpful for the process of designing other BL environments. If applied successfully, the idea of BL could serve as a bridge between the broader community of language teachers and learners and CALL experts and practitioners. BL offers the potential of broadening the scope and influence of CALL and of (re-)establishing it as an innovative component of general language teaching.
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Adhi, Setiyawan, Dardiri Achmad, and Sofyan Herminarto. "Developing a Blended Learning Model in Islamic Religious Education to Improve Learning Outcomes." International Journal of Information and Education Technology 12, no. 2 (2022): 100–107. http://dx.doi.org/10.18178/ijiet.2022.12.2.1592.
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The blended learning (BL) model was becoming popular during the COVID-19 pandemic. Even though much research has been conducted on BL, simple steps in model BL are still scarce. BL has complex steps and requires long-term stability support. The fundamental problem is to find the right model of blended learning. This study aims to find a model to teach Islamic Religion (IR) using ASSURE and the three-stage Plomp design models. This research is type of research and development. This article finds a model of syntax BL development at IR. The students were from three Islamic universities in Yogyakarta, Indonesia. This research limitation was more difficult when the COVID-19 limited classroom meetings. The innovation of this BL model is simple steps into building BL and has the originality to the contextually subject matter.
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Vásquez Astudillo, Mario, and Vanessa dos Santos Nogueira. "Blended Learning: modelos pedagógicos para o ensino superior." Roteiro 47 (March 3, 2022): e27577. http://dx.doi.org/10.18593/r.v47.27577.
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Este estudo explora o uso do conceito BL na literatura científica e revisa oito modelos pedagógicos BL. Um único modelo 'prescrito' não atende a todos os cenários de aprendizado sendo importante ter conhecimento das diversas possibilidades que os modelos já implementados podem nos oferecer. Os modelos apresentados ao longo do texto foram: Modelo BL 3-C de Kerres e Witt, Modelo BL de três fases da aprendizagem de Roberts, Modelo BL flexível e cíclico de andaimes de Wenger e Ferguson, Modelo BL comunidade de inquirição de Garrison e Vaughan, Modelo BL de comunicação estratégica de Peñalosa, Modelos BL de Staker e Horn, Modelo de BL MoSal-b de Vásquez, Active Blended Learning (ABL), Universidade de Northampton. Destaca-se que ainda precisamos avançar no aporte pedagógico para garantir a interação e intencionalidade das atividades pedagógicas desenvolvidas pelas instituições. O BL é uma alternativa do tempo presente que cresce a cada dia, e nesse novo cenário de isolamento social torna-se uma alterativa efetiva para atender os novos modos de ensinar e aprender.
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Basori, Basori, Sajidan Sajidan, Muhammad Akhyar, and Wiranto Wiranto. "Blended learning model towards vocational students’ learning outcomes: A scoping review." International Journal of Evaluation and Research in Education (IJERE) 12, no. 1 (March 1, 2023): 205. http://dx.doi.org/10.11591/ijere.v12i1.22986.
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<span lang="EN-US">The learning characteristic in the 21st century is the availability of information anywhere and anytime. Blended learning (BL) became the most widely used learning strategy in vocational education. However, the problem is the effectiveness of BL on student outcomes. This scoping review provides an overview of the implementation of the BL model on vocational students. The research questions in this review were: i) What type of BL was taken?; ii) How did the BL model works?; and iii) What was improved in student learning outcomes? The research method adopted the scoping review from Arksey & Markey. From the beginning, the research article data was taken from the Scopus database. The article selection using the PRISMA method obtained 32 articles from 4,298 articles. The results of the review showed that there were three types of BL models. The three types of BL were: i) The flipped classroom model; ii) The station-rotation model; and iii) The self-blend model. BL syntax that teachers most favored in nine ways, but mainly with the syntax: “Face-to-face (F2F) finished, after that online learning for enrichment”. Meanwhile, most of the articles improved learning outcomes in the cognitive domain.</span>
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Gunes, Sevim. "What are the perceptions of the students about asynchronous distance learning and blended learning?" World Journal on Educational Technology: Current Issues 11, no. 4 (October 25, 2019): 230–37. http://dx.doi.org/10.18844/wjet.v11i4.4274.
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This study aims to reveal the perceptions of the students about asynchronous distance learning (ADL) and blended learning (BL). Two groups of freshmen were included in the current study; the first group was taught English through ADL and the second group was taught English through BL which refers to the combination of face-to-face instruction and ADL process in the current study. In order to collect data, seven students were chosen from the ADL group and six students were chosen from the BL group. Semi-structured interviews were carried out with 13 students one by one. The results showed that the students in the ADL group were not pleased with being taught at a distance. On the other hand, the BL process was favoured by all of the BL students included in the interviews.
Keywords: Perceptions, distance learning, blended learning.
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Stapa, Muhamad Azhar, Mohamad Ibrahim, and Amri Yusoff. "Kolaborasi dalam Pendidikan Vokasional: Mewujudkan Pembelajaran Teradun Melalui Teknologi Web 2.0." Journal Of ICT In Education 4 (November 30, 2017): 35–51. http://dx.doi.org/10.37134/jictie.vol4.4.2017.
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Kolaborasi dalam pendidikan vokasional melalui teknologi secara blended learning. Blended learning (BL) atau istilah dalam Bahasa Melayu ialah pembelajaran teradun, menggambarkan sebuah model pembelajaran hibrid di mana pendekatan pengajaran tradisional secara bersemuka dan aktiviti pembelajaran secara elektronik. Pembelajaran kolaboratif adalah satu pendekatan pendidikan untuk pengajaran dan pembelajaran yang melibatkan kumpulan pelajar bekerjasama untuk menyelesaikan masalah, tugasan, atau mencipta sesuatu. Ulasan keberkesanan pembelajaran BL melalui kolaborasi, bermula dengan konsep istilah dan kelebihan dari kaedah kolaborasi melalui teknologi Web 2.0. Kaedah pembelajaran yang terhasil dapat meningkatkan pengetahuan dan kemahiran pelajar dalam kolaborasi melalui teknologi. Kaedah pembelajaran secara BL adalah juga sebagai sebahagian dari langkah transformasi pendidikan vokasional.
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Ntim, Stephen, Michael Opoku-Manu, and Anthony Addai-Amoah Kwarteng. "Post COVID-19 and the Potential of Blended Learning in Higher Institutions: Exploring Students and Lecturers Perspectives on Learning Outcomes in Blended Learning." European Journal of Education and Pedagogy 2, no. 6 (November 16, 2021): 49–59. http://dx.doi.org/10.24018/ejedu.2021.2.6.162.
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This study explored students and teachers of Higher Educational Institutions perspectives on the potential of Blended Learning post-Covid-19. Using Shea’s 2007 Four-Model of Blended Learning and the framework of Complex Adaptive Blended Learning (BL) Systems, this paper investigated the correlation between Blended Learning (BL) and students learning outcomes in constructivists learning. The findings provided convincing support that Online Blended Learning offers some potential for teaching in higher institutions more than the stand-alone traditional face-to-face classroom. This is especially the case when teaching intends to enhance students reciprocal learning, students’ inquiry-based learning, learners posing questions and seeking answers on their own, as well as promoting cooperative/collaborative learning among students. Even though, the findings did not entirely dismiss the traditional face-to-face teaching, nevertheless, the results strongly suggest that blending face-to-face teaching with online teaching offers tremendous potential for inquiry-based and constructivist learning more than the traditional classroom face-to-face teaching alone. Additionally, BL creates both cohesive and effective learning environment overcoming geographical and physical barriers of traditional classroom teaching to promote self-paced critical learning among students, especially in institutions of higher learning.
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Bosch, Chantelle, Elsa Mentz, and Gerda Marie Reitsma. "Integrating Cooperative Learning into the Combined Blended Learning Design Model." International Journal of Mobile and Blended Learning 11, no. 1 (January 2019): 58–73. http://dx.doi.org/10.4018/ijmbl.2019010105.
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Extensive research has been done on the implementation of cooperative learning (CL) in a face-to-face classroom. However, only a few studies could be found on the implementation of CL in a blended learning environment. The implementation of CL in such an environment is a challenging goal for facilitators. It requires a commitment to change and the willingness to take risks, it takes time and requires planning. This article reports on research done to develop a holistic blended learning (BL) design model. The development of the model was based on a synthesis of a number of pedagogical models, which focus specifically on the integration of technology. The model was then used as a tool to design a module with the integration of CL in a BL environment. It was evident from the findings of the qualitative data that the students' intrinsic motivation (IM) improved after implementing the CL–BL module design.
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Alharbi, Samar. "Blended Learning in Saudi Higher Education Framework, Implications, and limitations." Advances in Social Sciences Research Journal 8, no. 1 (February 2, 2021): 386–92. http://dx.doi.org/10.14738/assrj.81.9593.
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In the modern era of teaching and learning, the education system witnessed many changes. New methods of teaching and learning are utilised in order to adapt to the growth of technology. Teachers used some teaching methods, such as online teaching, face to face teaching or a combination of both online and face to face known as blended learning (BL) environment. BL has been proven its advantages empirically in many studies. One of the significant advantages is that BL is used as an extended learning environment to reinforce knowledge and make learning more accessible by utilising technology and online resources. However, there are some drawbacks of implementing blended learning, such as the demand of time and teachers' efforts to provide feedback and follow up students. This paper examined the use of BL in higher education. The first part of this paper reviewed some empirical studies in BL. The second part presented the theoretical framework of using BL. Benefits and challenges of implementing BL in higher education regarding Saudi universities are explained. Lastly, the paper concluded with some critical remarks.
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Pust, Daniel. "Integrationsmechanismen des Blended Learning im Fremdsprachenunterricht. Eine explorative Fallstudie." Informationen Deutsch als Fremdsprache 46, no. 5 (October 4, 2019): 586–601. http://dx.doi.org/10.1515/infodaf-2018-0077.
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ZusammenfassungVerzahnung ist in Bezug auf Blended Learning (BL) ein Schlagwort, das die komplexe Relation von Präsenz- und Online-Lernen versinnbildlicht. Dass das Verhältnis der Lernmodi zueinander ein kritischer Faktor ist und deren wechselseitiger Einbeziehung eine wesentliche Funktion zukommt, darauf weisen mehrere Studien hin, die Probleme im Lernprozess auf ein Defizit an Integration zurückführen. Nach wie vor ist das Phänomen der Integration in BL-Umgebungen theoretisch nur ansatzweise erforscht. Um diese Forschungslücke zu schließen, untersucht diese Fallstudie mittels eines theoriegenerierenden Ansatzes Verfahren und Techniken, die Verbindungen zwischen den unterschiedlichen Lernmodi des BL etablieren. Auf Grundlage empirischer Daten, die zu einer BL-Unterrichtseinheit in einem DaF-Sprachkurs an einer irischen Universität erhoben wurden, wird ein Modell zu Integrationsmechanismen entwickelt, das Lehrenden wie Forschenden als Werkzeug dazu dienen kann, Integration in BL-Arrangements quantitativ wie auch qualitativ zu erfassen.
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Batista-Toledo, Santiago, and Diana Gavilan. "Implementation of Blended Learning during COVID-19." Encyclopedia 2, no. 4 (October 26, 2022): 1763–72. http://dx.doi.org/10.3390/encyclopedia2040121.
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Blended learning (BL) is a teaching model that combines face-to-face activities in the classroom with activities outside the classroom through the introduction of technology that is computer-based, distance, or mobile learning, among others. There are several BL models to adopt, depending on the importance and extent to which the technology is used. It brings great benefits to the learner and involves teachers in the design of new teaching methods.
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Yustina, Y., W. Syafii, and R. Vebrianto. "The Effects of Blended Learning and Project-Based Learning on Pre-Service Biology Teachers’ Creative Thinking Skills through Online Learning in the Covid-19 Pandemic." Jurnal Pendidikan IPA Indonesia 9, no. 3 (September 30, 2020): 408–20. http://dx.doi.org/10.15294/jpii.v9i3.24706.
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The purpose of this study was to analyze the effect of Blended Learning (BL) and Project-Based Learning (Pj-BL) on the pre-service teachers’ creative thinking in learning biology. This type of research is a quasi-experimental study with 76 biology education students as research subjects. In its implementation, the experimental class was taught using the BL and Pj-BL approach, the control class is conventional class. The parameters are creative thinking with 4 indicators. Data was collected using pretest and posttest assessments. Data is presented and analyzed descriptively. The results of the study were overall the average score of creative thinking of pre-service teachers in the experimental class was 91 with an N-gain index of 0.62, higher than in the control class (76) with an N-gain index of 0.51. From the results, it could be concluded that Blended Learning and Project-Based Learning are quite influential in increasing the creative thinking ability of pre-service biology teachers, and BL and Pj-BL is quite more effective than conventional in increasing the pre-service teachers’ creative thinking in biology learning.
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I Nyoman Gede Wardana. "Effectiveness Of Blended Learning In Human Anatomy Courses." Jurnal Pendidikan Indonesia 2, no. 2 (February 25, 2021): 209–19. http://dx.doi.org/10.36418/japendi.v2i2.102.
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It is very demanding to teach anatomy in the present curriculum of medical education. The amount of time allotted to teach and learn human anatomy is diminishing. The traditional teaching method is no longer effective in being able to provide vast amounts of human anatomy learning material. Besides, this method is also passive, which is not liked by the current generation of students. Various disciplines have widely used the learning approach with the blended learning method. This study aims to compare the effectiveness of the blended learning method (BL) with the traditional teaching (TT) method on the student's final grades and the percentage of graduation rates for the gross human anatomy courses. A total of 217 final student grades from Batch 2016 (69 students), Batch 2017 (69 students), and Batch 2018 (79 students) were collected and analyzed. Students in Batch 2018 received the blended learning (BL) method while the Batch 2016 and Batch 2017 received the traditional teaching (TT) method. The mean final scores between the BL and TT methods were compared, also the percentage of graduation rates between the two methods. There was a significant mean difference in the student's final grade (P <0.001) between the BL method (66.77) versus the TT method (47.84). The percentage of students who passed with the BL method (65.82%) is higher than the TT method (10.14%). The result concluded blended learning method is more effective in increasing the final grade and percentage of graduating students than the traditional teaching method for gross human anatomy courses.
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Anthony Jnr, Bokolo, Adzhar Kamaludin, Awanis Romli, Anis Farihan Mat Raffei, Danakorn Nincarean A_L Eh Phon, Aziman Abdullah, Gan Leong Ming, Nurbiha A Shukor, Mohd Shukri Nordin, and Suria Baba. "Predictors of blended learning deployment in institutions of higher learning: theory of planned behavior perspective." International Journal of Information and Learning Technology 37, no. 4 (September 4, 2020): 179–96. http://dx.doi.org/10.1108/ijilt-02-2020-0013.
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PurposeBlended learning (BL) has been increasing in popularity and demand and has developed as a common practice in institutions of higher learning. Therefore, this study develops a model to evaluate the critical predictors that determine students' acceptance and deployment of BL in institutions of higher education based on the theory of planned behavior (TPB).Design/methodology/approachThe empirical analysis entails data collected from 1,811 responses from an online survey questionnaire from students in Malaysian universities, colleges and polytechnics. Partial least square–structural equation modeling (PLS–SEM) was employed for data analysis.FindingsThe results reveal that the attitude, subjective norm, perceived behavioral control and self-efficacy were found to influence students' intention to accept BL. Moreover, results suggest that the intention of students to accept BL approach is significantly influenced by actual BL deployment.Research limitations/implicationsData were collected from students in universities, colleges and polytechnics only. Besides, this research is one of the limited studies that explored BL deployment in a Malaysian perspective.Practical implicationsFindings from this research not only add scientific evidence to BL literature but also provide a better understanding of the predictors that may motivate or discourage learners to deploy BL in institutions of higher learning.Social implicationsRespectively, findings from this study aid students to acquire and apply knowledge on how to effectively improve BL initiatives in learning activities.Originality/valueThis study is one of the fewer studies that investigate students' behavioral intentions toward BL deployment in Malaysia. Additionally, this study contributes to the understanding of the predictors that influence students' intention to accept and deploy BL in their respective institutions.
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Bergdahl, Nina, Jalal Nouri, Thashmee Karunaratne, Muhammad Afzaal, and Mohammed Saqr. "Learning Analytics for Blended Learning: A Systematic Review of Theory, Methodology, and Ethical Considerations." International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI) 2, no. 2 (October 29, 2020): 46. http://dx.doi.org/10.3991/ijai.v2i2.17887.
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<p>Learning Analytics (LA) approaches in Blended Learning (BL) research is becoming an established field. In the light of previous critiqued toward LA for not being grounded in theory, the General Data Protection and a renewed focus on individuals’ integrity, this review aims to explore the use of theories, the methodological and analytic approaches in educational settings, along with surveying ethical and legal considerations. The review also maps and explores the outcomes and discusses the pitfalls and potentials currently seen in the field. Journal articles and conference papers were identified through systematic search across relevant databases. 70 papers met the inclusion criteria: they applied LA within a BL setting, were peer-reviewed, full-papers, and if they were in English. The results reveal that the use of theoretical and methodological approaches was disperse, we identified approaches of BL not included in categories of BL in existing BL literature and suggest these may be referred to as hybrid blended learning, that ethical considerations and legal requirements have often been overlooked. We highlight critical issues that contribute to raise awareness and inform alignment for future research to ameliorate diffuse applications within the field of LA.</p>
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Lazem, Shaimaa. "On Designing Blended Learning Environments for Resource-Challenged Communities." International Journal of Emerging Technologies in Learning (iJET) 14, no. 12 (June 27, 2019): 182. http://dx.doi.org/10.3991/ijet.v14i12.10320.
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The growth of Information and Communication Technologies (ICT) adop-tion in emerging economies and more broadly Resource-Challenged Com-munities (RCC) motivates the exploration of Blended Learning (BL), a learning mode that mixes face-to-face and technology-mediated instruction. BL has the potential of broadening accessibility to quality learning anytime and anywhere. This article contributes a theoretical perspective for design-ing BL environments in RCC. It synthesizes findings from BL literature and lessons distilled from iconic educational technology projects in RCC to envision a pathway forward that consists of three design heuristics to ad-dress that the contextual challenges in RCC: localizing the problem, em-bracing the complex and nuanced use of technology, and balancing autono-my and scaffolding to support students.
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Samsonova, Olga. "Blended Learning Approach in UAE Higher Education: A Selected Annotated Bibliography." International Journal of Higher Education Pedagogies 1, no. 1 (December 30, 2020): 13–22. http://dx.doi.org/10.33422/ijhep.v1i1.14.
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In the present time, the required value of education can be achieved only by changing the parameters related to technology use and transforming a classroom into a student-centered that meets different students' needs and learning styles. The blended learning (BL) approach to learning has been the object of various studies in the last two decades as a way to achieve the required results. Many higher educational institutes started to prefer BL over traditional teaching, and the UAE universities are not exceptions. There has been an increased recognition of the fact that more attention needs to be paid to this area. Hence, this selected annotated bibliography aimed to find out and describe the primary outcomes of the BL approach research in this country. Emergent themes from the UAE studies include 1) students' and instructors' technology readiness and their attitudes towards E-learning; 2) students' and instructors' views and experiences with BL approach; 3) BL tools and technologies (mobile learning and social-networking sites); 4) BL resources (Blackboard Learn, video content, online discussions, and Google Docs); 5) impact of BL. Twenty studies have been used for this review. The primary audience for this annotated bibliography is BL researchers.
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ALI, Ramiz. "INSTITUTIONAL ADOPTION AND IMPLEMENTATION OF BLENDED LEARNING: DIFFERENCES IN STUDENT PERCEPTIONS." Turkish Online Journal of Distance Education 24, no. 1 (January 1, 2023): 37–53. http://dx.doi.org/10.17718/tojde.973869.
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Blended learning (BL) has been a popular mode of course delivery in higher education, aiming to provide students with better learning experiences by integrating face-to-face (f2f) instructions and affordances of digital technology. However, lack of knowledge about how students perceive BL cross-disciplines can make it difficult for teachers to provide consistent learning experiences to students, yielding inequity in learning experiences. This study aims to explore how university students perceive BL, and to compare differences in perceptions across subjects. Participants were 407 university students from eight subject disciplines. Data were collected through a questionnaire and were analysed using SPSS. A one-way ANOVA was performed to compare the differences between the groups. Results showed, students were generally happy about use of BL, despite facing multiple barriers in using the learning approach. Results further revealed, students studying tourism/hospitality, and business subjects were more negative about BL, while students in science and engineering, and Islamic studies faculties were more receptive to BL compared to the rest of the university. Implications for adoption and implantation of BL, and teacher support are discussed.
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Narasuman, Suthagar, and Zalina Mohd Zamri. "ENGLISH LANGUAGE SELF-EFFICACY IN A BLENDING LEARNING ENVIRONMENT." Management and Accounting Review (MAR) 17, no. 2 (August 29, 2018): 107. http://dx.doi.org/10.24191/mar.v17i2.787.
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The aim of this study was to look at the effect of blended learning (BL) on the respondents’ English as a second language (ESL) self-efficacy. The respondents in this study were subjected to a pre and post study survey on ESL self-efficacy in a BL environment. Between the surveys was an eight week time period during which the respondents’ formal ESL lessons were conducted using the blended learning approach. The study utilised both quantitative and qualitative data. Data from the pre and post-test surveys were analysed to ascertain the respondents’ attitude towards blended learning and their self-efficacy in ESL. The results of this study revealed that blended learning had a positive influence on the diploma respondents’ self-efficacy in ESL learning. They believe that blended learning had helped improve their listening skills (74.4%), speaking skills (68.3%), reading skills (92.7%), writing skills (56.1%) and grammar (59.8%).
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Salcedo, Ma Del Carmen Nolasco. "Perception of Blended Learning in Faculty and Students of Higher Learning." International Journal of Education and Practice 10, no. 3 (July 20, 2022): 227–36. http://dx.doi.org/10.18488/61.v10i3.3069.
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Technology, globalization, and work environments are changing the educational environment which has necessitated to train teachers and students. Teachers who recognize the potential benefits of blended learning for student achievement are more likely to embrace the integration of technology and use it to improve classroom teaching and learning. Blended learning (BL) is a teaching/learning method with a wide range of different techniques that emerge from online education, including the evolution of new ways of teaching, the openness to change, and the innovation of learning strategies. This research aimed to present the results and experiences of teachers and students of higher learning, emphasizing the use of the hybrid educational model against the traditional model. The findings revealed that students developed critical, reflective and constructive thinking and problem-solving skills when taught through BL or hybrid learning. The development of competencies in both students and teachers facilitating the construction of meaningful learning was also reported. The study recommends the need to make the use of BL in order to make their learning and skills development more coherent.
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Anwar, Syaiful, and Wahyu Setyaningrum. "CAN BLENDED LEARNING HELP IMPROVE STUDENTS' CRITICAL THINKING SKILLS?" AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 2 (July 7, 2021): 721. http://dx.doi.org/10.24127/ajpm.v10i2.3455.
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The flow of information is currently spreading very quickly, and massively, so critical thinking skills are needed to obtain valid information. Based on the 2015-2019 Ministry of Education and Culture Strategic Plan, learning activities in Indonesia have not yet facilitated the development of students' critical thinking skills. One of the lessons that are thought to be able to improve student's critical thinking skills is blended learning (BL). Therefore, this experimental study aims to determine the effectiveness of BL in terms of students' critical thinking skills. Data were collected through written tests and interviews. This study involved 68 eighth-grade junior high school students. The main instrument in this study is a mathematics test (pre-test and post-test) which consists of five essay questions. The independent sample t-test was used to compare the difference in average scores between the experimental class and the control class, followed by using the normalized gain (n-gain) score from the pretest and posttest to test the effectiveness of BL in terms of students' critical thinking skills. Based on the independent sample t-test, there is a significant difference in the average value of critical thinking skills between the BL class and the conventional class. The average n-gain score for the experimental class (BL) is categorized as less effective. The average n-gain score for the control class (conventional) is included in the ineffective category. So in conclusion, the application of BL in mathematics learning is categorized as less effective in terms of critical thinking skills.
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Thi Thao Nguyen, Ho, Subarna Sivapalan, Pham Hung Hiep, Pham Thi Van Anh, and Nguyen Thi Mai Lan. "Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach." SHS Web of Conferences 124 (2021): 01003. http://dx.doi.org/10.1051/shsconf/202112401003.
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Although blended learning (BL) has been utilized in English language teaching globally for the past few decades, it is a new phenomenon in the Vietnamese context. Little research has been done to simultaneously investigate how students and lecturers perceive blended learning implementation for English as a foreign language (EFL) teaching and learning in Vietnam, particularly within the higher education context. This study thus aims to investigate lecturers’ and students’ perspectives on BL implementation in an English Fundamentals course at a polytechnic in Hanoi, Vietnam. Data was collected via an online survey of 1500 non-English majors in the Fall 2019 semester and via interviews with 5 full-time EFL lecturers. The findings revealed that lecturers and students had positive perceptions of BL. For lecturers, the implementation of BL impacted their teaching approach and shifted the teaching of grammar and vocabulary from face-to-face to self-studying grammar and vocabulary using online lessons, devoting more in-class time to practicing speaking. Students meanwhile revealed that BL helped them develop self-autonomy of learning.
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Fitriyana, Nur, Antuni Wiyarsi, Jaslin Ikhsan, and Kristian Handoyo Sugiyarto. "ANDROID-BASED-GAME AND BLENDED LEARNING IN CHEMISTRY: EFFECT ON STUDENTS’ SELF-EFFICACY AND ACHIEVEMENT." Jurnal Cakrawala Pendidikan 39, no. 3 (October 14, 2020): 507–21. http://dx.doi.org/10.21831/cp.v39i3.28335.
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The 21st century learning system demands the use of technology in learning instruction. This research focuses on the comparison between the use of android-based-game and blended learning in the Chemistry subject on the hydrocarbon lesson toward students’ self-efficacy and achievement. A quasi-experiment with post-test only design was adopted in this research. A number of 143 eleventh graders from two public senior high schools in Purworejo Regency, Indonesia were selected in a cluster random sampling as the research sample. The sample was classified into three groups depending on the media used, i.e. android-based-game only on face-to-face learning (ABG-FTFL), blended learning only (BL), and both android-based-game and blended learning (ABG-BL). Self-Efficacy Scale (SES) was used to obtain the data of students’ self-efficacy while the hydrocarbon test was used to obtain students’ achievement. One-way Analysis of Variance, Kruskal Wallis test, and descriptive quantity technique were performed in the data analysis, and it is found that the use of these technologies has a significant effect on the students’ self-efficacy and achievement. The use of ABG-BL is better in improving students’ self-efficacy while BL is better in enhancing students’ achievement. Therefore, the use of android-based-game and blended learning can be emphasized as media in chemistry learning to gain better self-efficacy and achievement among students.
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Sokout, Hamidullah, and Tsuyoshi Usagawa. "Improving Academic Performance Through Blended Learning: The Case of Afghan Higher Education." International Journal of Emerging Technologies in Learning (iJET) 16, no. 11 (June 4, 2021): 104. http://dx.doi.org/10.3991/ijet.v16i11.20757.
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The last two decades have witnessed a global revolution in educational information that has led to the development and promotion of e-learning. Blended Learning (BL) is an increasingly growing e-learning model with a background in pedagogical and psychological theory that combines both online and traditional activities. In recent years, it has been an emerging trend and has impacted the growth, revenue, learner retention, and academic accreditation in higher education. With current improvements, extensive research, and successful implementation of blended and fully online learning, little research has been done to report the success of transitioning from face-to-face to blended learning or evaluations of e-learning data regarding learners from developing nations, particularly Afghanistan. This study aims to investigate and analyze the effectiveness of educational types (blended vs. traditional) regarding learners’ academic performance, in-class engagement, and satisfaction from the data in six BL courses and four traditional learning (TL) courses. To measure the success, this study used descriptive statistics. Additionally, Welch’s t-test was used to compare BL with TL courses and assess the differences between success and failure levels for both courses. Likewise, the Pearson correlation coefficient, along with an ordinary least square regression, was used to indicate the relationship between the final score and the BL and TL activities, respectively. The study outcome will be used for reporting and feedback for educational parties to value the quality of teaching and learning, enhance learners’ performances, and for the institutionalization of BL in the country.
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Anthony Jnr., Bokolo. "Institutional factors for faculty members' implementation of blended learning in higher education." Education + Training 63, no. 5 (March 18, 2021): 701–19. http://dx.doi.org/10.1108/et-06-2020-0179.
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PurposeThe aim of this study is to develop a model grounded by the institutional theory to investigate blended learning (BL) implementation among faculty members in higher education and further validate the model.Design/methodology/approachQuantitative methodology was employed, and data were gathered through questionnaires among 188 e-learning directors, managers and coordinators at faculty/department in institutions, which implement BL.FindingsFindings reveal that BL implementation by faculty members is significantly influenced by coercive, normative and mimetic pressures. Findings from this study also identified institutional initiatives that influence BL implementation. Accordingly, findings from this study provide insights into the institutional theory perspective toward BL. The findings support higher education to plan and initiate BL policies.Research limitations/implicationsData were collected from faculty members in universities, colleges and polytechnics only. Besides, this research is one of the limited studies that explore BL deployment from the lens of faculty members.Practical implicationsThis research contributes to the existing literature on the institutional theory and BL by presenting significant initiatives as practical suggestions for educationalist and policymakers. Therefore, this study provides practical implications to better understand BL initiatives by providing insights into how institutions can improve faculty members' satisfaction levels, improving course management, enriching teaching quality and enhancing learning content.Social implicationsThe findings provided in this study can be employed to design practices, policies and a culture that support continuance use of BL systems among faculty members to achieve an effective institutional outcome.Originality/valueThis study contributes to existing BL adoption and develops a model to examine faculty member implementation of BL approach. This research has several suggestions for higher education in terms of practice to support adoption of BL. The developed model can also be employed by academics, administration and institutions to determine success initiatives for achieving an appropriate change in adopting BL in their institutions.
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Chen, Xiulan, Xiaofei Xu, Yenchun Jim Wu, and Wei Fong Pok. "Learners’ Continuous Use Intention of Blended Learning: TAM-SET Model." Sustainability 14, no. 24 (December 8, 2022): 16428. http://dx.doi.org/10.3390/su142416428.
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Blended learning (BL) combines online and face-to-face teaching and learning and is thought to be an effective means to cultivate learners’ sustainability literacy. The success of BL relies on learners who take the initiative to participate in the learning process. Therefore, this study aims to examine learners’ acceptance of the BL system. The technology acceptance model (TAM) and the self-efficacy theory are combined to construct a systematic model to determine the learners’ continuous intention to adopt BL. Seven constructs are identified, i.e., course quality (CQ), technical support (TS), perceived usefulness (PU), perceived ease of use (PEOU), satisfaction (SE), self-efficacy (SE), and behavioral intentions (BI). A survey was conducted using a close-ended questionnaire, and 461 valid responses were collected from Huaqiao University’s undergraduate students. Covariance-based structural equation modelling was performed. The empirical findings show that except for the hypothesis regarding the connection between PU and PEOU, all the other hypotheses are verified. CQ stands out as having the greatest positive effect on PEOU, which highlights the importance of CQ for BL. The study also confirms that PU significantly impacts SA, SE, and BI, and both SA and SE significantly influence BI. Based on these results, some suggestions are provided for educators and administrators as to how to better design BL systems to strengthen sustainability education.
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Tong, Yanrong, Kinshuk, and Xuefeng Wei. "Teaching Design and Practice of a Project-Based Blended Learning Model." International Journal of Mobile and Blended Learning 12, no. 1 (January 2020): 33–50. http://dx.doi.org/10.4018/ijmbl.2020010103.
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Project-based learning (PBL) and Blended Learning (BL) have been widely used in universities. There are some empirical teaching researches on PBL in the BL environment for some specific courses, but for the combination of PBL and BL, there is as yet no universal teaching model. This article puts forward a new universal teaching mode: Project-Based Blended Learning (PBBL) and describes a teaching experiment in applying PBBL. Firstly, the design idea of PBBL is discussed. Secondly, taking a course on Single Chip Microcomputers (SCM) as an example, the strategies of selecting, designing and controlling the core teaching elements are given, and the complete implementation plan and concrete methods are described. The teaching case shows that the PBBL gives full play to the advantages of BL and PBL, and can effectively improve students' abilities of self-learning, practical application and innovation.
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Xiaofang, Bi. "Moving From Fragmented to Seamless Sense-Making in Blended Learning." International Journal for Research in Vocational Education and Training 8, no. 3 (September 13, 2021): 251–75. http://dx.doi.org/10.13152/ijrvet.8.3.1.
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Context: Sense-making, understood as meaning making or giving meaning to experience, is an integral part of everyday life, work and learning, and is a process critical in enabling people to recognise how and when to respond to situations appropriately so that they can resolve problems effectively (Weick et al., 2005). Earlier studies on sense-making in educational or organizational settings (e.g. Harverly et al., 2020; Weick et al., 2005) tended to focus on the sense-making process per se in particular setting such as classrooms or organizations, few of them have paid much attention to the sense-making process in blended learning (BL). BL in vocational training mainly aims to enable adult learners to apply what was learnt in classrooms to solve authentic problems in workplaces or simulated settings. High quality of sense-making is crucial to help the learners achieve the aim. This timely study is to offer a comparative look at how different dynamics of BL interplay together to mediate the quality of sense-making in achieving learning outcomes. The dynamics include industry and training connections, policy and institutional contexts, the inhabited pedagogical practices and curriculum design. Methods: This study adopted phenomenological (Moran, 2000) and semi-ethnographic approaches (Hammersley, 2010), including semi-structured interviews, observations, analysis of relevant documents (e.g. curriculum and learning materials) to capture the rich data in case studies to understand learners’ sense-making experience in BL. Researchers focused on seeking to understand how different environments, tools and artefacts mediate the quality of sense-making as the learners progressed through their learning journey. To triangulate the data, adult educators, curriculum designers and where possible, workplace supervisors, were also interviewed and observed for their perceptions and behaviours in learners’ sense-making in BL. Findings: The findings from two different BL courses (ICT and HR) surface that the degree to which learners’ sense-making is fragmented (low quality) or seamless (high quality) is mediated by the interplay of different contextual factors in BL in multiple ways, such as, the connections (or not) with industry, the use (or not) of authentic problems and tasks. Conclusion: The interplay between different dynamics in BL is of great importance to mediate the curriculum design and pedagogical approaches used in BL for high quality of sense-making of adult learners in vocational training.
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Purwani, Wilujeng Asih, and Anita Rahmah Dewi. "The Development of Lesson Plan Using Blended Learning Model at The University of Billfath." Tell : Teaching of English Language and Literature Journal 9, no. 2 (September 30, 2021): 112. http://dx.doi.org/10.30651/tell.v9i2.9400.
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This research is to redesign the Lesson Plan Bahasa Inggris II (English for Chemistry) by using Blended Learning (BL). The purpose of this study is (1) presenting the Blended Learning (BL) learning development process; (2) integrating face-to-face (F2) learning methods with online learning models; and (3) testing the effectiveness of blended learning (BL) in Chemical Education Study Program University of Billfath. The research design used is research and development (R & D) by applying the Addie model with five stages: (1) analyze phase; (2) Design (Design); (3) Development; (4) Implementation; (5) and evaluation (evaluation). The object of the research was the English language course II carried out in the even semester in the Chemical Education Study Program in the Faculty of Teacher Training and Education, University of Billfath. There are two methods in covering blended learning material as outlined in the lesson plan. The expert validity test showed the results, 96% from Lesson Plan experts, LMS expert 85%, 88,2% from English material experts, and 86,7% from Chemistry experts, while 93,2% from learning media experts, and all of them fall into the valid category. Furthermore, the results of this study indicate that 78,54 % this learning gets a valid category from the observer. The implementation of a lesson plan with a blended learning model provides convenience in the learning process. Students have enough time to learn English anytime anywhere with online learning methods and conduct more intensive discussions in face-to-face meetings
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Edward, Chamila Nishanthi, David Asirvatham, and Gapar Johar. "The Impact of Teaching Oriental Music using Blended Learning Approach: An Experimental Study." Malaysian Journal of Learning and Instruction 16, Number 1 (June 2, 2019): 81–103. http://dx.doi.org/10.32890/mjli2019.16.1.4.
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Purpose - The purpose of this experimental study is to investigate the impact of teaching Oriental Music using Blended Learning (BL) approach for the students of senior secondary level in Sri Lanka specifically focusing on their achievement on required competencies of Oriental Music at Ordinary Level. The study analyzes the academic performance of students with detailed comparison of BL environment and traditional learning environment. Authors propose the application of BL approach to teach Oriental Music and study its impact on improvement of students’ competency. The study conducted with the application of a mixed instructional design model of objectivist and constructivist approaches for the design of the blended learning course in a student centred learning environment. Methodology - The study was directed by using true experimental study design with pretest and posttest control groups. BL was applied to the experimental group and the traditional instruction method was applied to control group. 9 schools from Colombo district were randomly selected for the experimental and control groups covering all the three existing school types of Sri Lanka. The study group consisted of 360 students of Grade 10 and Grade 11 who has been studying Oriental Music as a subject for General Certificate of Education Ordinary Level. To analyze the data Descriptive statistics, Paired samples t test, Independent samples t test were utilized. Findings - The findings of the experiment indicated that students who has studied Oriental Music under BL strategy showed a significant improvement in their music academic performances after the intervention. The mean post-test of the experimental group was 71.75 which is significantly higher than the mean control group which was 52.07. The mean difference was 19.68 1.91. Hence, there is a statistically significant increase in the performance of students who studied Oriental Music under blended learning. Thus, it is clearly evident that the blended instruction was effective. Significance - This study indicated a positive platform to mould and cater the entire teaching learning process by introducing BL strategy to Sri Lankan secondary education system and fulfilled an existing research gap by utilizing BL to teach highly traditional abstract art. Results of the study contributes to the curriculum designing field with novel ideas to adapt blended instructions to teach secondary level students effectively.
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MELNYK, ALLA. "FEATURES OF BLENDED LEARNING TECHNOLOGY IN THE SYSTEM OF HIGHER EDUCATION." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 2 (January 11, 2023): 23–31. http://dx.doi.org/10.25128/2415-3605.22.2.3.
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The essence of the notions of “blended learning”, and “distance learning” and their importance in higher education have been highlighted. The history of “blended learning”(BL) origin is considered as well as various approaches of the researchers regarding the interpretation of that definition are presented. To achieve the goal of the research, such methods as analysis, synthesis, the study of scientific literature, and Internet sources on the particularly pertinent problem of BL implementation within modern higher education conditions are used.
Based on the analysis of scientific and pedagogical literature, some tendencies in the implementation of BL in the system of higher education have been summarized. It has been stated that Bl, as a groundbreaking technology, can’t appear on its own and is unable to exist in its pure form but it must be a flexible system of distance learning, added with a direct interaction of a professor and education applicants during traditional learning that, in its turn, will predominantly allow intensifying the educational process, building out and increasing the effectiveness of self-study work. It has been clarified that common to the definition of BL is the interaction of subjects in the educational process by combining three different ways of learning: distance learning (DL), traditional learning, and independent learning.
DL is supposed to take into account the changes that have taken place in the educational information structure of modern society, which determines the relevance of the development and implementation of ICT. It can be considered as a means of modernizing the education system, enriching the quality of BL by adding the extensive application of ICT and lifting it to new levels. Its strengths and weaknesses are subjected to scrutiny, where the latter can be weakened or eliminated through the active usage of the advantages of BL as a demanding form of modern education.
It has been postulated that, firstly, the pertinence to the introduction of BL is predominantly based on the fact that it is impossible to accomplish academic achievements, by realizing only one pedagogical technology. Secondly, it is not worth contradicting distance (online) and traditional (face-to-face, offline) learning, drawing attention that nowadays both forms of learning are not being applied in a pure form. Thirdly, DL will never displace offline learning and the main purpose of BL lies in not pushing out this form of learning but integrating it effectively. It has been inferred that BL cultivates opportunities to optimize the timing expenses of a teacher and increase the efficiency of the learning process in general. Furthermore, a student has become an active participant in the learning process, who can build up an individual learning trajectory.
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Kaushal, Rajesh Kumar, and Surya Narayan Panda. "A Meta Analysis on Effective conditions to Offer Animation Based Teaching Style." Malaysian Journal of Learning and Instruction 16, Number 1 (June 2, 2019): 129–53. http://dx.doi.org/10.32890/mjli2019.16.1.6.
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Purpose - The purpose of this experimental study is to investigate the impact of teaching Oriental Music using Blended Learning (BL) approach for the students of senior secondary level in Sri Lanka specifically focusing on their achievement on required competencies of Oriental Music at Ordinary Level. The study analyzes the academic performance of students with detailed comparison of BL environment and traditional learning environment. Authors propose the application of BL approach to teach Oriental Music and study its impact on improvement of students’ competency. The study conducted with the application of a mixed instructional design model of objectivist and constructivist approaches for the design of the blended learning course in a student centred learning environment. Methodology - The study was directed by using true experimental study design with pretest and posttest control groups. BL was applied to the experimental group and the traditional instruction method was applied to control group. 9 schools from Colombo district were randomly selected for the experimental and control groups covering all the three existing school types of Sri Lanka. The study group consisted of 360 students of Grade 10 and Grade 11 who has been studying Oriental Music as a subject for General Certificate of Education Ordinary Level. To analyze the data Descriptive statistics, Paired samples t test, Independent samples t test were utilized. Findings - The findings of the experiment indicated that students who has studied Oriental Music under BL strategy showed a significant improvement in their music academic performances after the intervention. The mean post-test of the experimental group was 71.75 which is significantly higher than the mean control group which was 52.07. The mean difference was 19.68 1.91. Hence, there is a statistically significant increase in the performance of students who studied Oriental Music under blended learning. Thus, it is clearly evident that the blended instruction was effective. Significance - This study indicated a positive platform to mould and cater the entire teaching learning process by introducing BL strategy to Sri Lankan secondary education system and fulfilled an existing research gap by utilizing BL to teach highly traditional abstract art. Results of the study contributes to the curriculum designing field with novel ideas to adapt blended instructions to teach secondary level students effectively.
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Olatunde-Aiyedun, Tope Gloria, and Samuel Olorunfemi Adams. "Effect of Blended Learning Models on Students’ Academic Achievement and Retention in Science Education." Eurasian Journal of Science and Environmental Education 2, no. 2 (November 7, 2022): 35–42. http://dx.doi.org/10.30935/ejsee/12613.
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The norm for pedagogical situations in the 21<sup>st</sup> century in education is digitization. After the COVID-19 pandemic lockdown, the use of blended learning models (BLMs) at universities has become crucial. The use of teaching in the classroom, particularly in higher education, enhances student learning. In order to build effective teaching-learning, blended learning (BL) places learners in a new learning environment based on technology. The purpose of the current study is to figure out the viability of embracing a BL method in learning science course at the secondary school level. The current study project has been conducted using a quasi-experimental design. The University of Abuja’s Center for Distance Learning and Continuous Education recruited 120 undergraduate students for this study. The blended learning model success test (BMAT) and blended learning model retention test (BMRT) were the instruments used for data gathering. The experimental groups’ students were instructed using BL methods for eight weeks. The three tests, including the pre-test, post-test I, and post-test II, were given to six groups. Statistical package for social science version 26 was utilized to assess the hypotheses and provide response to the research questions with mean score, standard variation, and error, while the inferential statistics utilized related samples t-test at level of significant of 0.05. Results showed a significant difference between the mean pre- and post-test achievement and retention capacity of students who were receiving science instruction through BL. The study concluded that learners’ achievement and retention in science are significantly improved by BLMs. It is recommended that BL approaches be utilized for teaching the sciences because they improve the learner’s retention and academic performance.
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Cui, Guangying, and Jiahao Hu. "Experimental Study to Develop Writing skills through Blended Learning in the Times of Internet+." MATEC Web of Conferences 246 (2018): 03031. http://dx.doi.org/10.1051/matecconf/201824603031.
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Blended learning emphasizes the role of computer‐based technologies in learning how to develop writing skills. Through BL, learners not only control the learning speed, but also do not suffer from the time restrictions of classroom interaction. Teaching and learning take place in both on-campus and online setting and various ways are offered to communicate with each other, either synchronously or asynchronously. Compared to paper teaching documents, the electronic resources are easier for the teachers to keep in order. On the other hand, blended learning leaves a significant role for students’ classroom learning. The effect of BL in developing writing skills has been done through a half-year empirical study. Over the period of half a year, the students’ writing skills have been tracked through interviews, learning contracts and teacher observations. The empirical application illustrates the features and advantages of BL approach.
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Tran, Lan Anh, Thi Dung Tran, Minh Ha Nguyen, and Minh Ngoc Nguyen. "Language-majored students' perception of Blended learning at a university in Vietnam." Proceedings of the AsiaCALL International Conference 1 (January 19, 2023): 104–14. http://dx.doi.org/10.54855/paic.2217.
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Blended Learning (BL) has gained its prevalence in EFL teaching and learning context in Vietnamese higher education. This study aims to investigate language-majored students' perceptions of implementing Blended Learning in English classrooms at a Vietnamese public university. One hundred fifty-three freshmen majoring in Chinese, Korean and Japanese languages and currently learning English as a compulsory subject participated in this multi-method study. Data were collected through questionnaires and semi-structured interviews with six randomly selected students, then transcribed and analyzed thematically. Findings indicate that participants mostly perceive that BL enhances digital literacy and motivation and supports in-class learning. However, some challenges faced by these respondents included technical difficulties and the lack of self-regulation skills. The findings are of great value in giving educators and students a profound understanding of BL in EFL classrooms. Based on the findings and discussion, the study gave some recommendations for EFL teachers and institutions to facilitate students' BL experience greatly.
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Hanesman, Hanesman, Muhammad Adri, Ika Parma Dewi, and Putra Jaya. "PENGEMBANGAN LINGKUNGAN BELAJAR BLENDED LEARNING BERBASIS LEARNING MANAGEMENT SYSTEM BAGI MTs. MUHAMMADIYAH DI KABUPATEN SOLOK." Jurnal Teknologi Informasi dan Pendidikan 12, no. 2 (December 18, 2019): 24–31. http://dx.doi.org/10.24036/tip.v12i2.240.
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Industrial Revolution 4.0 has provided changes in various aspects of social life, one it’s changed in the Education sector which called by Education 4.0, utilizing information and digital technology as a supporting technology on the educational process, both in administration and learning processes. This effort to adopt this technology into education is also carried out by private education institutions, including MTs. Muhammadiyah (MTs.M) in Solok Regency, which is part of the junior secondary education. As a private educational institution, MTs.M realizes it is very urgent to increase the competitiveness and the quality of its education, which one of it effort is an integration of technology in the learning process called Blended Learning (BL) through the development of Learning Management systems (LMS) used in online learning management. The experimental method is used to see the improvement of teacher knowledge and skills in LMS-based BL which begins with a survey of school readiness and teacher competencies in BL, then continues with the LMS-based BL training activities for 30 teachers from 9 MTs.M. Pre and Post Training Questionnaire design is used in data collection. The results of this research data show an increase in teacher competence in LMS-based BL, with high enthusiasm in developing LMS as a learning system in each MTs.M.
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Vo, Hien Minh, Chang Zhu, and Nguyet Anh Diep. "Examining Blended Learning Implementation in Hard and Soft Sciences: A Qualitative Analysis." International Journal of Research in Education and Science 6, no. 2 (March 30, 2020): 250. http://dx.doi.org/10.46328/ijres.v6i2.868.
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Together with the rapid growth of blended courses implemented in higher education, instructors and researchers are keen on exploring the efficient models of blended learning (BL) to enhance students' achievement. While many BL theoretical models exist, robust empirical evidence confirming instructors' strategies and implementation is still scarce, particularly the possible differences as a function of disciplines. To address this lack of evidence, a qualitative study was conducted among 29 instructors in a large public university in Vietnam. Employing the Content-Construction-Communication framework as the guiding lens, the present study conducted semi-structured interviews to capture how instructors in hard and soft disciplines designed and implemented their blended courses. The findings revealed that instructors from hard and soft sciences shared both similarities and differences in their instructional strategies. Similar aspects included the alignment of course objectives with learning activities design and assessment, recognition of the importance of students' individual learning and collaborative learning, and responsiveness regarding students' questions. Yet, differences were observed in the design of both individual and collaborative online activities and instructors' online facilitation. Thus, the results provide a clear picture of different BL designs, which can be helpful for instructional designers and policies aimed at professional development support for successful BL implementation.
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Le, Thi Nguyet, Bill Allen, and Nicola F. Johnson. "Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities." E-Learning and Digital Media 19, no. 2 (October 5, 2021): 225–39. http://dx.doi.org/10.1177/20427530211048235.
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Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.
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Saber, Huda, Rosliza Abdul Manaf, Anna Tasnim Basman, Suhaila Sanip, Ping Yein Lee, Rosemaliza Kamalludeen, Rosni Ibrahim, and Syafinaz Amin-Nordin. "Challenges and Barriers of Blended Learning Among Asian Health Sciences Students: A Pilot Study." Education in Medicine Journal 14, no. 1 (March 30, 2022): 1–16. http://dx.doi.org/10.21315/eimj2022.14.1.1.
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This study explored the perception, engagement, learning experiences, as well as challenges and barriers in blended learning (BL) or the combination of multiple delivery methods designed to complement educators and learners, of students in the health sciences courses in Universiti Putra Malaysia (UPM). A qualitative approach was performed using focus group discussions (FGDs). Eight medical, eight nursing and seven biomedical students were selected according to a set of criteria. Three FGDs were conducted using a semi-structured topic guide. Data were collected through audiorecordings and transcriptions. Data coding and analysis were performed using inductive content approach. Three topic highlights were developed from the analysis. Students referred to BL as an online learning platform which does not involve lectures nor lecturers. They agreed that BL allows self-directed and collaborative learning, besides it fits their learning styles. Some of them highlighted some limitations of BL when it comes to slow-learners, student-lecturer engagement and the existing infrastructure. The students also shared their good and bad experiences regarding BL, as well as feedbacks to help improve its implementation. There are a mix of positive and negative perceptions and experiences highlighted in this study. The integration of BL to the existing traditional learning style is challenging. Therefore, by examining the strengths and weaknesses of BL that have been identified in this study, it is hoped that the students’ learning experiences could be made better. Future studies could investigate more on BL implementation in larger student population to ensure its beneficial aspects towards enhancing students’ learning progress.
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Sáiz-Manzanares, María Consuelo, María-Camino Escolar-Llamazares, and Álvar Arnaiz González. "Effectiveness of Blended Learning in Nursing Education." International Journal of Environmental Research and Public Health 17, no. 5 (March 1, 2020): 1589. http://dx.doi.org/10.3390/ijerph17051589.
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Currently, teaching in higher education is being heavily developed by learning management systems that record the learning behaviour of both students and teachers. The use of learning management systems that include project-based learning and hypermedia resources increases safer learning, and it is proven to be effective in degrees such as nursing. In this study, we worked with 120 students in the third year of nursing degree. Two types of blended learning were applied (more interaction in learning management systems with hypermedia resources vs. none). Supervised learning techniques were applied: linear regression and k-means clustering. The results indicated that the type of blended learning in use predicted 40.4% of student learning outcomes. It also predicted 71.9% of the effective learning behaviors of students in learning management systems. It therefore appears that blended learning applied in Learning Management System (LMS) with hypermedia resources favors greater achievement of effective learning. Likewise, with this type of Blended Learning (BL) a larger number of students were found to belong to the intermediate cluster, suggesting that this environment strengthens better results in a larger number of students. BL with hypermedia resources and project-based learning increase students´ learning outcomes and interaction in learning management systems. Future research will be aimed at verifying these results in other nursing degree courses.
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Al-Husban, Naima Ahmad, and Sameera Shorman. "Perceptions of Syrian Student Refugees towards Blended Learning: Implications for Higher Education Institutions." International Journal of Emerging Technologies in Learning (iJET) 15, no. 01 (January 15, 2020): 45. http://dx.doi.org/10.3991/ijet.v15i01.11431.
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This study investigates the Syrian refugees ' perceptions of blended learning (BL) at Arab Open University in Jordan as well as the effects of age and gender on participants' perceptions. A questionnaire was used to collect data from 93 Syrian refugees. Results revealed that the Syrian refugees have positive perceptions of the BL approach, and they are satisfied with it as it plays a transformative role in achieving their academic goals without negatively affecting their work and family affairs. Results also revealed there were no significant differences in participants' perceptions of BL attributed to gender, but age had a significance differences, that is, older participants view BL favorably. The current study also investigated the challenges that refugees face when experiencing BL. Based on the results, it is recommended to expand the use of BL approaches, especially for vulnerable groups like refugees while taking into consideration the challenges they stated. Further research should be conducted to investigate other variables that affect participants' perceptions like achievement, and majors.
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Abdurashidova, Nilufar Abdurashidovna. "WHY BLENDED LEARNING: THE MEANING OF BL FOR TEACHERS." Theoretical & Applied Science 106, no. 02 (February 28, 2022): 136–39. http://dx.doi.org/10.15863/tas.2022.02.106.15.
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Zhang, Chunhui, Mingang Wen, Kuang Tong, Zexuan Chen, Qing Wen, Tingting Yang, and Qijun Liu. "Institutional Adoption and Implementation of Blended Learning in the Era of Intelligent Education." Applied Sciences 12, no. 17 (September 2, 2022): 8846. http://dx.doi.org/10.3390/app12178846.
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Blended learning (BL) reform is one of the vital methods to improve the teaching quality of institutions in the intelligent education era. However, institutions are always faced with many obstacles (instructors’ reluctance/inability to change, etc.) in conducting the reform. What is worse, very few studies have reported the design and effect of such a transformation. This study designed an intervention of institutional BL reform by making a unified deployment based on Graham et al.’s BL adoption framework: identifying strategy, structure, and support issues at three developmental stages. More than 900 courses (involving more than 14,000 students and more than 2000 instructors) within S university were taken as a sample. A quasi-experiment was designed to investigate the effect of the intervention on S university’s BL course transformation, students’ learning, instructors’ professional development, etc. Course logs, responses to students’ course evaluation forms, and instructors’ questionnaires were collected and analyzed. Results indicated that S university systematically conducted the BL transformation and gradually reached the mature implementation stage within 7 years. This study contributes to the literature by reporting a best practice of BL institutional adoption. Three implications, relating to strategy, structure, and support, were drawn to shed light for other institutions in moving forward on BL adoption.
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Ndayisenga, Jean Pierre, Aimable Nkurunziza, Donatilla Mukamana, Josephine Murekezi, Yolanda Babenko-Mould, Yvonne Kasine, Olive Tengera, et al. "Nursing and Midwifery Students’ Perceptions and Experiences of Using Blended Learning in Rwanda: A Qualitative Study." Rwanda Journal of Medicine and Health Sciences 5, no. 2 (July 11, 2022): 203–15. http://dx.doi.org/10.4314/rjmhs.v5i2.9.
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BackgroundAlthough blended learning (BL) is being adopted in public and private higher learning institutions (HLIs) in Rwanda, little is known about students’ use of BL in their learning activities. This article describes a qualitative descriptive study of students’ perceptions and experiences of BL in Rwanda’s post-secondary nursing and midwifery programs in public and private HLIs.MethodsThirty-three nursing and midwifery students from all public and private HLIs in Rwanda exposed to BL were invited to participate in three online focus group discussions (FGDs) conducted using a developed FGD guide with open-ended questions. Inductive content analysis was used to analyze the transcripts.ResultsThree main themes emerged from the data analysis:(1) BL perceived as a new and effective teaching and learning approach, (2) Contextual challenges to the BL method, and (3) Recommendations to improve the BL method. From students’ experiences, the benefits included but were not limited to the flexibility of the approach, time, and cost-saving. However, several challenges were identified, including technological issues such as lack of ICT skills and poor internet connectivity.ConclusionThis study provides insights into the usefulness of BL in HLIs and offers recommendations on how BL teaching and learning can be improved to strengthen nursing and midwifery pre-service education quality.Rwanda J Med Health Sci 2022;5(2):203-215
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Chen, Chien-Chih. "Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective." Sustainability 13, no. 16 (August 19, 2021): 9298. http://dx.doi.org/10.3390/su13169298.
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This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted in the course of Enterprise Resource Planning System. The purpose is to investigate the effects of learning outcomes and satisfaction among high-FC, traditional BL, and low-FC. This research adopts a quasi-experimental method. The sample for the study is a compulsory course of the Information Management Department of the University of Science and Technology in Taiwan, with a total of 94 students in two classes. There are several research conclusions. (1) The three groups of t test results found that there are significant differences in the learning outcomes of the system skills. high-FC is better than low-FC, low-FC is better than traditional BL, and high-FC is better than traditional BL. However, there are no significant differences in the learning outcomes of process knowledge. (2) The results of ANOVA testing showed that students have the highest perceived learning outcomes for high-FC, followed by low-FC and traditional BL. (3) The results of ANOVA testing showed that students have the highest perceived learning satisfaction in high-FC, followed by low-FC, and the lowest is traditional BL. (4) The t test result shows that students are more satisfied with preview e-learning than review e-learning. The study findings provide several implications. (1) It is feasible to implement flipped classrooms from the perspective of experiential-learning theory. (2) Fully flipped classrooms have practical difficulties. A partially flipped classroom (high-FC or low-FC) can be a feasible gradual strategy. (3) Flipped classrooms and e-learning support each other’s sustainable development. (4) The flipped classroom based on experiential learning theoretical perspective has obtained preliminary verification in the ERP-system course.
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Tafahomi, Rahman. "Application of Blended Learning through Practical Project-based Instruction: Opportunities and Constraints." Pedagogi: Jurnal Ilmu Pendidikan 21, no. 2 (November 24, 2021): 77–89. http://dx.doi.org/10.24036/pedagogi.v21i2.1093.
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The aim of this paper is to highlight the application of BL (Blended Learning) in practical courses in the architecture program in COVID-19 time. Physical Environment course is a theoretical module in the first year of the undergraduate architecture program. Despite the course write in the theoretical structure, it was proposed to reorient the course into mixed methods with practical activities through online researching, site visiting, and reporting. The methodology was designed in a qualitative method with the application of case study, structured observation, content analysis, graphical analysis, and interpretation techniques. Data were combined from 40 students who were divided into 10 groups of 4 students to discover the application of BL in a practical and project-based activity. The findings of the research identified that the students face limitation to access the research engines and scientific sources to collect the sources for exercises. A half part of the group did plagiarism in the citation and referencing of the reports. The students present more accurate data in the site visiting and practical activities than the theoretical part. In conclusion, the application of BL requires sufficient infrastructure for access to online materials through institutions. Application of practical BL helps the students to personalize and specialize the learning process through their own design of the report and exercises that more effective for delivery of course. Despite the BL implements just in the activity and course levels by staff and students, BL mode requires to set up in both program and institutional levels to achieve the results.
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Wang, Chen, Roxana Dev Omar Dev, Kim Geok Soh, Nasnoor Juzaily Mohd Nasiruddin, and Yuansheng Wang. "Effects of Blended Learning in Physical Education among University Students: A Systematic Review." Education Sciences 12, no. 8 (August 4, 2022): 530. http://dx.doi.org/10.3390/educsci12080530.
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(1) Background: Blended learning (BL) models have attracted the attention of university teachers and students worldwide in recent years. However, systematic reviews related to the effectiveness of BL in university physical education are lacking. (2) Purpose: Therefore, this study aimed to evaluate the effects of BL in physical education among university students. (3) Methods: Searches were conducted in the following five databases: Web of Science, Scopus, PubMed, EBSCOhost (SPORTDiscus), and China National Knowledge Infrastructure (CNKI), and 18 articles met the inclusion criteria and were selected. The PEDro scale was used to assess the methodological quality of the selected studies and the quality of this study was fair (range 4–5). (4) Results: All reported sports included basketball (n = 6), badminton (n = 3), dance (n = 3), volleyball (n = 1), yoga (n = 1), aerobics (n = 1), Taiji (n = 1), swimming (n = 1), and tennis (n = 1). Seventeen studies described the effect of BL on students’ motor skills, and the results showed that BL had a greater effect on basic skills, but the improvement was not significant for combination techniques. There were three studies related to physical fitness. Studies have observed significant effects on lung capacity (n = 1), sit and reach (n = 1), pull-ups (n = 1), 1000 m (n = 3), and 800 m (n = 1). However, there was no significant difference in body weight (n = 1) or standing long jump (n = 1). In addition, two articles examined the impact of BL on sitting up, but the findings were the opposite. Six studies reported on exercise attitude and the results demonstrated that BL can significantly improve students’ learning attitude, target attitude, behavioral cognition, and emotional experience. However, the two articles produced different results in behavioral habits. Other results, such as satisfaction and interest in learning, were also popular topics regarding BL and were found to have improved significantly.
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Shukla, Nidhi, and SK Prasad. "COVID-19 Impact: Blended Learning in Sustainable Management Education - The New Normal." ECS Transactions 107, no. 1 (April 24, 2022): 9103–17. http://dx.doi.org/10.1149/10701.9103ecst.
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COVID-19 has changed the way of management education. Blended Learning (BL) has become an integral part of management education and the way ahead in our new normal. Sustainable management education is coalescing around 2030 agenda and the Sustainable Development Goals (SDGs) as introduced in new mission statement UN PRME's (2016). As the pandemic developed, academia needs to be trained in new forms of operation to meet SDGs (Goal 4) of quality education, which can be done through sustainable management education in the context of MBA programs. The study employs Community of Inquiry (CoI) paradigm to ascertain the effectiveness of BL. The study also brings about the co-dependency of the elements of CoI framework. Numerous research propositions are addressed during the study. The study also reflects on the perception of MBA educators and their behavioral intention towards BL. This research provides a comprehensive review of the best practices for designing academic programs in management education using of BL.
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Zhu, Meina, Sarah Berri, and Ke Zhang. "Effective instructional strategies and technology use in blended learning: A case study." Education and Information Technologies 26, no. 5 (June 8, 2021): 6143–61. http://dx.doi.org/10.1007/s10639-021-10544-w.
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Abstract This case study explored effective instructional strategies and technology use in blended learning (BL) in a graduate course in the USA. Varied forms of data were collected, including (1) semi-structured interviews with students, (2) mid-term and final course evaluations, (3) two rounds of online debates, (4) four weeks of online reflection journals, and (5) the instructor’s reflections. Thematical analysis and descriptive statistics were conducted to analyze qualitative and quantitative data respectively. Multiple methods were employed to establish trustworthiness of the study. Effective and ineffective instructional strategies and technology uses were identified in BL. The findings indicated that students valued real-time interactions with peers and the instructor. However, inappropriate asynchronous discussions were considered less effective in BL. In addition, immediate feedback from peers and the instructor motivated learners and improved the quality of their work. Learning technologies played a critical role in BL, but the use of learning technologies should be simplified and streamlined. Technical support was essential to reduce learners’ cognitive load.