Готові списки джерел за темами / Blended learning (BL)

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Добірка наукової літератури з теми "Blended learning (BL)"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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Статті в журналах з теми "Blended learning (BL)"

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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Анотація:

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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Анотація:

<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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Анотація:

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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Більше джерел

Частини книг з теми "Blended learning (BL)"

Graham, Charles R., and Lisa R. Halverson. "Blended Learning Research and Practice." In Handbook of Open, Distance and Digital Education, 1–20. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_68-1.

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AbstractThe strategic integration of online and in-person learning modalities (referred to as blended learning) is becoming increasingly popular in primary, secondary, post-secondary, and corporate contexts. Some have even called blended learning (BL) the “new normal” in education. This chapter addresses five important questions for scholars interested in contributing to research in this domain. First, how are scholars defining BL? Second, what are some of the common models of BL being used in higher education and K-12 learning environments? Third, what is happening with BL research and practice in different regions of the world? Fourth, what research frameworks have been developed by BL scholars and what are other common frameworks that scholars have borrowed from other domains? Finally, the chapter overviews some of the current BL research around institutional, faculty, and student issues. The global pandemic from 2019 to 2021 has increased administrator, instructor, and student awareness and familiarity with many online learning options. It is likely that blended practices that combine both online and in-person instruction will become increasingly prevalent. Scholars will need to better understand how different blended models and pedagogical practices within those models work to improve learning outcomes, increase access and flexibility for learners, and impact cost efficiencies.

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Graham, Charles R., and Lisa R. Halverson. "Blended Learning Research and Practice." In Handbook of Open, Distance and Digital Education, 1159–78. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_68.

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Bosch, Chantelle, Elsa Mentz, and Gerda Reitsma. "Cooperative Learning as a Blended Learning Strategy." In Emerging Techniques and Applications for Blended Learning in K-20 Classrooms, 65–87. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0242-6.ch004.

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There is currently a movement in education institutions towards blended learning (BL). The integration of technology in the classroom is likely to be the defining transformative innovation for education in the 21st century. As BL is used more extensively in K–12 schools, educators must develop specialized skills for teaching in blended environments. For the purpose of this study, Cooperative learning (CL) is proposed as a BL strategy. CL is an approach that involves a small group of students working together as a team to solve a problem, complete a task, or accomplish a common goal. The combined blended learning model was developed from a synthesis of BL design models and can be used as a design tool when creating a cooperative-blended learning environment.

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Spring, Kristian J., Charles R. Graham, and Tarah B. Ikahihifo. "Learner Engagement in Blended Learning." In Advanced Methodologies and Technologies in Modern Education Delivery, 79–92. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch007.

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Анотація:

Over a decade ago, blended learning (BL) was considered one of the most important emerging trends in higher education. It is utilized in today's society with increasing regularity and has changed the way in which instruction is provided. A recent study found that a majority of students (72%) prefer courses with some online component over traditional face-to- face (F2F) courses. Additionally, meta-analyses looking at evidence-based practices in online and blended learning have found a significant number of BL studies generally concluding that students in BL contexts performed better than those in fully online or traditional F2F contexts. Blended learning has great potential in terms of advancing student engagement and providing opportunities for researchers and practitioners to measure and cultivate that engagement and, in turn, learning outcomes.

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Cuesta Medina, Liliana. "Transcending Barriers Towards Effective Blended Learning Horizons." In Emerging Techniques and Applications for Blended Learning in K-20 Classrooms, 268–81. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0242-6.ch014.

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The chapter highlights the changing nature of blended learning (BL). In addition to this, the chapter provides various pedagogical considerations drawn both from the research literature and the analysis of effective practices. Thus, by examining specific challenges and opportunities concerning the design, development, and assessment practices in BL scenarios, the chapter unveils a proposal for effective instructional, organizational, and learning decision making. It also makes a call for opportune dissemination of blended learning practices and projects both nationally and transnationally, with the intention of offering an ample and steady scope to scaffold and support educators, learners, and other agents to ensure quality and sustainability of the blended endeavors across time.

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Biney, Isaac Kofi. "Revitalizing Blended and Self-Directed Learning Among Adult Learners Through the Distance Education Mode of Learning in Ghana." In Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities, 185–203. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6940-5.ch010.

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Higher education institutions (HEIs) are witnessing increasing participation of non-traditional learners, learning by distance education (DE) mode. Blended learning (BL) strategy is adapted to create opportunities for adult learners to improve knowledge, skills, and intellectual capacities to impact, among others, productivity at workplace. This chapter explores the use of technology to conceptualize BL and self-directed learning (SDL). It discussed blended learning as practiced in the global north and the global south. It examined SDL and focused attention on blended learning as practiced in HEIs, using University of Ghana as a case study. It identified issues involved in blended learning and mapped up solutions in revitalizing self-directed learning culture among the young adults in Ghana. The chapter concludes that the state-of-the-art computer laboratories which power the Sakai LMS should be refurbished and retooled to deepen BL and SDL culture among adult learners in Ghana.

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Thomas, Basil John, Ali Al Jarrah, and Nisha Joseph. "Blended Learning in HEIs in the Middle East." In Global Perspectives on Quality Assurance and Accreditation in Higher Education Institutions, 248–68. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8085-1.ch014.

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During the pandemic, many universities have different types of BL adoption and implementation guidance provided by individuals or organizations, but this does not include overall institutionalization. Without proper institutionalization, educational institutions will have inconsistent blended learning environments, and the research indicates that clear institutional guidance and policies are essential for a BL model to succeed. However, there are still debates on whether instructors who are enthusiastic about e-learning systems prefer traditional learning platforms to be successful, while they also support the idea that instead of replacement of conventional learning by online learning, it is better to combine these two. The current study analyzes the frameworks for BL adoption and implementation in higher educational institutions in the Middle East from the quality assurance perspective. The aim is to gain a better understanding of HEIs in the Middle East's overall blended learning framework.

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Hozien, Wafa. "Blended Learning Experience of Graduate Students." In Practical Applications and Experiences in K-20 Blended Learning Environments, 387–409. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4912-5.ch025.

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Blended learning has been in existence for over a decade, and more research needs to be done to determine its efficacy and desirability for colleges and universities. The goal of this chapter is to document the ways in which blended learning has changed the university learning experience for graduate students. End-of-semester student questionnaires were analyzed, and it was found that even in the early years of blended learning, students were generally satisfied and appreciated the convenience of the blended modality. Quantitative and qualitative data was collected through the questionnaires, a student focus group, and faculty interviews. The goal of this chapter is to answer the questions: How do graduate students perceive the BL experience? What are the faculty’s perspectives about changes in the delivery of instruction? How has the university learning experience been changed as a consequence of BL? Student priorities were teacher presence, faculty skill at teaching blended classes, and the support that was available to them from the faculty and administration. Faculty voiced concerns with transitioning from teaching face-to-face or online to teaching blended.

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Koschorreck, Jan, and Angelika Gundermann. "Orchestrierung von Blended Learning in der Erwachsenenund Weiterbildung: Ein Critical Review." In Bildung im digitalen Wandel. Lehren und Lernen mit digitalen Medien, 161–86. Waxmann Verlag GmbH, 2022. http://dx.doi.org/10.31244/9783830996224.06.

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Der Beitrag untersucht die Frage, wie Blended Learning (BL)-Angebote für Erwachsene motivations- und lernförderlich gestaltet werden können. Unter Bezugnahme auf das deskriptive Orchestrierungsmodell von Weinberger werden dazu in einem Critical Review Ergebnisse aus insgesamt acht Studien aus dem Zeitraum 2016 bis 2021 synthetisiert. Obschon alle Studien BL-Formate zum Gegenstand hatten, sind die Ergebnisse eher BL-unspezifisch: Begleitung und Unterstützung, das Lernen des Lernens sowie die Anpassung an Zielgruppe und technische Möglichkeiten sind zentrale Elemente einer im Sinne der Fragestellung erfolgreichen Orchestrierung von BL. Es fehlt an experimentellen Vergleichsstudien mit gezielter Variation von Orchestrierungsmerkmalen bei gleichzeitiger rigider Kontrolle der Untersuchungsbedingungen. Die Autorin und der Autor plädieren für eine standardisierte, systematische Beschreibung von BL-Angeboten und diskutieren Forschungsperspektiven.

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Abramovitz, B., M. Berezina, A. Berman, and L. Shvartsman. "A Blended Learning Approach in Mathematics." In Teaching Mathematics Online, 22–42. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-875-0.ch002.

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In this chapter we present our work aimed at interweaving e-learning and face-to-face learning in Calculus courses for undergraduate engineering students. This type of blended learning (BL) contains the best properties of e-learning and face-to-face learning and helps overcome many obstacles in traditional teaching. We use our approach in order to improve students’ conceptual understanding of theorems. We describe online assignments specifically designed to help students better understand the meaning of a theorem. These assignments are given to students in addition to traditional lectures and tutorials with the objective that they can learn to learn on their own. Students “discover” the theorem and study it independently, by using a “bank” of examples and a lot of theoretical exercises we supply. The assignments are built in such a way that students receive feedback and instructions in response to their Web-based activity.

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Тези доповідей конференцій з теми "Blended learning (BL)"

Fielden, Kay, Vesna Zdravkovic, Sarojini Devi Kathiravelu, and Carol Yang. "Blended Learning for Acupuncture and Traditional Chinese Medicine." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205002.

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Анотація:

The world is experiencing unprecedented times for education with the global pandemic. New ways of learning, even for practical skills like acupuncture and traditional Chinese medicine (TCM), need to be developed and implemented if skilled TCM practitioners are to enter this field of practice. Because TCM and acupuncture require many hours of clinical practice within an undergraduate degree, a completely online delivery mode is unsuitable. However, the theoretical components of the degree can be presented online. In this research project, data was gathered from an inclass survey about students’ perceptions of blended learning (BL), completed by all the students at a private tertiary institution delivering BL for acupuncture and TCM. Preliminary results suggest that these students display a high level of resilience in coping with uncertain delivery methods and are willing to adapt to whatever mode of delivery is available. Many students use multiple platforms, multiple devices and multiple ways of learning. The information will contribute to how TCM schools can improve their performance in educating TCM practitioners of the future, especially in the current uncertain times.

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Tortosa Martínez, Begoña María. "Blended-learning en relación al engagement académico de los estudiantes." In IN-RED 2021: VII Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inred2021.2021.13706.

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Анотація:

El presente estudio tiene como objetivo principal analizar la relación entre el blended-learning (BL) y el engagement académico de los estudiantes mediante una revisión sistemática, ya que en las dos últimas décadas y gracias a los avances y a la universalización de las tecnologías, la enseñanza ha sufrido una gran revolución en todos los ámbitos, pero en especial en el educativo. En este sentido, es necesario constatar que la enseñanza a distancia está logrando grandes cotas de éxito, tanto en la satisfacción de la comunidad educativa como en la calidad de la educación. Para llevar a cabo el objetivo planteado, se efectuó una búsqueda de artículos en bases de datos como: PsycInfo, Redalyc y Web of Science, quedando para la muestra final 10 artículos para su revisión. Los resultados corroboran que el BL favorece la participación de los estudiantes en su propio aprendizaje, influyendo positivamente en su rendimiento, satisfacción, motivación y engagement, demostrándose ser un tipo de aprendizaje exitoso, ya que contribuye a la mejora del aprendizaje a través de la tecnología. Concluyendo, sería recomendable realizar nuevos estudios incluyendo otras variables como la autoeficacia y el sexo, con el fin de ampliar los conocimientos sobre el tema.

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Suwono, Hadi, Widi Cahya Adi, and Endang Suarsini. "Guided inquiry-blended learning (GI-BL) to enhance the critical thinking skill of undergraduate biology students." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2018: Proceedings of the 6th International Conference for Science Educators and Teachers (ISET) 2018. Author(s), 2019. http://dx.doi.org/10.1063/1.5094017.

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Zampirolli, Francisco De Assis, Paulo Henrique Pisani, João Marcelo Josko, Guiou Kobayashi, Francisco Fraga, Denise Goya, and Heitor Rodrigues Savegnago. "Parameterized and automated assessment on an introductory programming course." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.1573.

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The generation of individualized exams can contribute to a more reliable assessment of the students. Manually performing this procedure may not be feasible, even more on a large scale. An alternative to deal with it is the automatic generation of questions. This paper discusses an innovative solution to simplify test generation and correction through parameterized questions in the context of a four-month Introduction to Programming course under a blended- learning (IP-BL) approach. It combines the open-source tool MCTest with Moodle and VPL plugin to generate and also automatically evaluate parameterized programming language questions. We applied an intervention based on this solution in two IP-BL groups (a total of 171 enrolled students) using Java.

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Ahmed, Md Meraz, Peter Wood, and Harshita Aini Haroon. "SWOT Analysis and Strategies Development for a Paradigm Shift from Conventional to Blended Learning: A Study on Teacher Education Programmes of Bangladesh Open University." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.516.

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The paper explores the perceptions of policymakers and teacher educators regarding a paradigm shift from conventional to blended learning at Teacher Education Programmes (TEPs) of Bangladesh Open University (BOU). It examines the prospects and challenges of this paradigm shift and proposes the development of a strategic approach for implementing this shift. A mixed-methods design was utilised, involving a cross-sectional survey, focus group discussions (FGDs), and interviews for data collection. 145 teacher educators responded to the survey, while 19 teacher educators participated in four FGDs. In addition, six purposively selected policymakers were interviewed. The findings reveal 26 SWOT themes comprising seven strengths, six weaknesses, seven opportunities, and six threats. 11 SWOT strategies were proposed to implement the said shift at BOU. The paper proposes that by following the SWOT strategies, the implementation of BL in BOU’s TEPs may contribute to a successful paradigm shift.

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