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Tambunan, Hamonangan, Marsangkap Silitonga, and Uli Basa Sidabutar. "Blended Learning in Teaching Technical Teacher Candidates With Various Types of Learning Styles." International Journal of Mobile and Blended Learning 13, no. 3 (July 2021): 58–70. http://dx.doi.org/10.4018/ijmbl.2021070104.
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To compare the different impacts of the balance of face-to-face and online learning in blended learning, along with learning styles, an experiment was done using a 3x4 design consisting of three blended learning composition groups of 25% face-to-face and 75% online, an equal balance of face-to-face and online, and 75% face-to-face and 25% online. There were four learning style type groups of Diverger, Assimilator, Converger, and Accommodator. The population was student teachers in electrical engineering. Students of each style were randomly allocated to the three blended learning groups. It was found that both the blend of online and face-to-face learning and the types of learning styles affect competence outcomes significantly in some combinations.
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Han, Yong, Wenjun Wu, Lijun Zhang, and Yu Liang. "Online Blended Learning in Small Private Online Course." Applied Sciences 11, no. 15 (July 31, 2021): 7100. http://dx.doi.org/10.3390/app11157100.
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In this work, we studied the online blended learning model of computer network experimentation, focusing mainly on the problem of traditional network experiments being limited by location and time, and explore the applicability of the small private online course (SPOC) advanced teaching concepts to computer network online experiment teaching. Based on the structure of a combination of virtual and real, real and not virtual, an online network experiment platform and management system has been designed and constructed, enabling students to carry out remote online computer network hardware experiments anytime and anywhere, without being restricted by time, space, or content. Using the online network experiment platform, we can organize the experimental modules and knowledge points via the SPOC course concept, by developing online network experimental content, modularizing and fragmenting of the experiments, creating the pre-experimental explanation and experiment preview videos, and evaluating the assignments via peer grading to analyze students’ learning behavior. By exploring online network experimental teaching methods and management models, offering experimental guidance in an interactive manner, and highlighting the openness and sharing characteristics of online experimental teaching platforms, we can improve the utilization rate for teaching resources, and provide ideas for applied scientific research methods.
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Jackson, M. Sebrena, Alex D. Colvin, Angela N. Bullock, and Qingyi Li. "Teaching Practice Skills to Online MSW Students." Advances in Social Work 20, no. 1 (July 30, 2020): 172–83. http://dx.doi.org/10.18060/23614.
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As social work considers teaching practice in a fully online environment, more consideration may need to be given to blended or hybrid learning formats for practice course delivery. There is a dearth of literature on the use of skills labs for teaching social work practice courses, particularly using a blended or hybrid model approach. Using Carman’s five key constructs of blended learning (live events, online content, collaboration, assessment, and reference materials), the purpose of this paper is to examine the use of a blended skills lab model for teaching social work practice skills to online MSW students. As the number of online programs continues to expand in social work education, the blended skills lab model will be used as a case study, offering implications for others to consider as they formulate similar models for online MSW students.
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Albiladi, Waheeb S., and Khlood K. Alshareef. "Blended Learning in English Teaching and Learning: A Review of the Current Literature." Journal of Language Teaching and Research 10, no. 2 (March 1, 2019): 232. http://dx.doi.org/10.17507/jltr.1002.03.
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This paper provides a review of the research related to the use of blended learning in English as a second/foreign language context. Blended learning is a relatively new field that combines traditional teaching approaches with distance and online learning. The use of blended learning has been emphasized by the recent research that examines the academic and social benefits of this teaching approach. Because it combines traditional and online teaching modes, the promise of blended learning rests on the strengths of both teaching approaches. The present review of the literature revealed that blended learning can be used effectively to develop language skills, enhance the English learning environment, and promote students’ motivation toward learning the language. There is a dearth of literature that examines the challenges that face language teachers when using blended learning. Hence, more research has to be done to identify and deal with these challenges.
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Liu, Yang. "Blended Learning of Management Courses Based on Learning Behavior Analysis." International Journal of Emerging Technologies in Learning (iJET) 16, no. 09 (May 4, 2021): 150. http://dx.doi.org/10.3991/ijet.v16i09.22741.
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The development of information and network technologies fundamentally changes the life, learning, and mindset of students. Teaching informatization is a key content of modern education, and the main direction of teaching reform. In this context, blended learning becomes the inevitable trend of teaching form development. Currently, the teaching of management courses in China faces several problems: the lack of overall planning of teaching design and organization, the low learning interest among students, and the failure of cultivating students’ comprehensive quality. To improve the teaching effect of management courses, this paper carries out a questionnaire survey on the learning behaviors of college students and their needs for blended learning. The survey results show that: the students are not accustomed to pre-class preview and after-class review; most students have the awareness and ability to solve problems with online information; most students are willing to accept blended learning, and expect teachers to provide teaching resources in the form of videos and electronic documents. On this basis, the authors developed an evaluation index system for blended learning according to the constituent factors of this teaching model, and designed a blended learning model for management courses through learning behavior analysis. The blended learning model was divided into three phases: pre-class, in-class, and after-class, and the online/offline teaching activities of teachers and students were detailed in each phase. To verify its application effect, the blended learning model was verified through comparative analysis from two aspects: learning behavior and learning effect. The results show that blended learning model achieves better learning participation, and teaching/learning effect than traditional teaching model, and helps to enhance the knowledge and comprehensive ability of the students. The research provides a reference for further research and application of blended learning in management courses, and boasts great theoretical and practical values.
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Dvornichenko, Darina, and Vadym Barskyy. "BLENDED LEARNING MODEL IN TEACHING MEDIA LITERACY." Science and Education 2021, no. 1 (March 2021): 49–56. http://dx.doi.org/10.24195/2414-4665-2021-1-7.
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This article offers insights into the practices of a blended learning course devoted to media literacy. The present study focuses on correlation of such terms as “blended learning”, “hybrid learning”, “ubiquitous learning”. Special attention is also paid to the studying of benefits and drawbacks of Massive Open Online Courses (MOOCs). The case under investigation is the MOOC “Very Verified: Online Course on Media Literacy” developed by International Research & Exchanges Board (IREX) and EdEra in 2019. Data were collected via pre-test and post-test instruments of assessment with the aim of deriving an understanding of progress made by students, as well as analysing the fluctuations in students’ self-assessment of their own media literacy skills. The study also examined quantitative data to determine how many learners completed the course and how useful it was for them. By comparing the data from students who completed the online course combined with face-to-face sessions and those who completed the online course without attending face-to-face sessions, the research examined the benefits of blended learning model. It was found that the Psychology - Medicine - Education Science and Education, 2021, Issue 1 50 blended learning model turned out to be more effective in comparison with the ubiquitous learning model despite the uniformity of learning content. The findings and analysis offer several insights of blended-learning model and its application in formal and non-formal education.
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AL ADAWIAH, SYARIFAH RABIYAH. "Role of Technology Access and Technical Self-Efficacy Towards Lecturers’ Readiness in Blended Learning." Advances in Social Sciences Research Journal 8, no. 8 (August 14, 2021): 92–98. http://dx.doi.org/10.14738/assrj.88.10684.
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Landscape of classroom teaching and learnings has changed Integrating information and communication technology (ICT) as a source of blended teaching and learning, either in the classroom or outside the classroom, has become one of the evolutions in classroom learning. To be part of this evolution, UTMSPACE has started to implement blended learning in teaching and learning. Therefore, the study intended to examine the readiness of UTMSPACE lecturers towards the implementation of blended learning and to explore the current practice of blended learning among the lecturers. The findings confirmed the lecturers’ readiness for blended learning implementation.
This study also examines how personal factors affected the success of e-learning systems and provided better results. Structural equation models on the data of 101 targeted respondents showed that online communication self-efficacy, attitude, and online media are the multiple mediators between the technology access and technical usage self-efficacy and lead to increased blended learning readiness among the lecturers at UTMSPACE. It appears that despite technological factors, the lecturers with a high belief in their ability and attitude are more prepared to adopt the alternative ways of teaching and learning as they gain more experience.
Keywords: Blended learning, UTMSPACE, readiness.
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Zhang, Cizhen, and Jiaming Zhong. "Construction of Blended Learning Based on Moodle." MATEC Web of Conferences 232 (2018): 02031. http://dx.doi.org/10.1051/matecconf/201823202031.
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In recent decade, with the rapid development of network teaching, people's learning style is developing from single classroom learning to the blended learning with the combination of classroom teaching and online learning. Nowadays, blended learning has become a hot topic of teaching reform in colleges and universities. Combing the general model of blended learning and teaching functions of Moodle platform, the author puts forward blended learning based on Moodle platform, to enhance learning efficiency.
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Rynearson, Kimberly, and Marcel S. Kerr. "Teaching statistics online in a blended learning environment." Journal of Computing in Higher Education 17, no. 1 (September 2005): 71–94. http://dx.doi.org/10.1007/bf02960227.
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Bin Abdul Wahida, Rahmat Bin Abdul Wahida, T. J. Iskandar Bin Abd. Aziz, Ahmad Ikhsan Bin Abd. Aziz, Nur Hanani Binti Azami, and Nur Aimi Syaqilah Binti Aziz. "Student’s Perception on Implementation of Blended Learning in UNITEN." Special Issue No.1 1, no. 1 (July 1, 2020): 96–105. http://dx.doi.org/10.33093/ijcm.2020.1.x1.9.
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Blended learning (BL) can be regarded as a teaching approach that combines online and face-to-face method of instructions in which it integrates the conventional classroom teaching with a combination of media, tools and teaching methods in web-based environment settings. Universiti Tenaga Nasional (UNITEN) has been implementing blended learning since 2016 on selected courses offered. The implementation of blended learning was carried out in four levels comprising of information dissemination, online assessment, flipped teaching and adaptive learning. The objectives of this study are to investigate students' awareness towards blended learning implementation and to measure their level of satisfaction on the courses they registered.
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Ponraj, Durairaj. "Blended learning pedagogy for teaching and learning Anatomy." National Journal of Clinical Anatomy 06, no. 03 (July 2017): 219–31. http://dx.doi.org/10.1055/s-0039-1700745.
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Teaching and learning of human anatomy involves cadavers, bones, histology slides, plastinated body parts, anatomy models, visualizing pictures, drawing and memorizing many new Latin terminologies. It is very challenging for faculty members to teach and difficult to learn for any year one student doing medical or health science courses. This paper provides an insight into the use of a blended learning pedagogy using Computer Based Teaching [CBT] along with other tools to create e-Leaming materials for teaching and learning of human Anatomy with better learning outcomes. We focus on four CBTs developed in-house for blended learning by the biological sciences department, namely HistoBox, BoneBox, Heart & Coronary Artery Disease [CAD] and Neuro atlas for Anatomy and Physiology. The survey result on students learning using CBTs showed significant improvements in their learning behavior and assessment grades. The students preferred blended e-Leaming using HistoBox compared with traditional lecture and practical using microscopy, p<0.001. Our student survey revealed that 93% of the students agreed that the BoneBox CBT helped them to understand and learn the subj ects better than the traditional methods. About 88% of the students also agreed that the BoneBox used in blended learning helped them to improve in their practical test grades. 98% of the students rated the BoneBox CBT pedagogy as good and excellent approach for learning with interactive features. The case-scenarios and assessment quizzes used in the CBT improved the higher order critical thinking skills. One interesting finding of the survey showed that students preferred interactive quizzes and assessment tools than game based learning activity. The tools used in our blended learning are YouTube videos, e-books, mobile apps, kahoot, socrative, padiet and articulate storyline2. We use these tools for both synchronous and asynchronous learning activities. Most of the online learning materials are administered online using the “Blackboard” learning management system [LMS]. The department of biological science over time gradually moved away from the traditional 100% face-to-face classroom teaching to at least 30% of online blended learning methods using the CBTs and other e-Leaming materials. We compared the student module evaluation feedback and the students’ performance grade over the past 12 years and found that the use of blended e-Leaming has improved our student module delivery rating and student performance grades. Our module delivery ratings improved from 92.6% in 2004 to 96.4% in 2010 and finally to 99.85% in 2016 There is also a corresponding drop in student failure rates from 14.1% in 2004 to 8.5% in 2010 and finally to about 1.3% in 2016. We propose the use of blended learning pedagogy for teaching and learning Anatomy over traditional 100% face-to-face teaching to improve module delivery and students’ learning outcomes.
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Sheffield, Suzanne Le-May, Jill Marie McSweeney, and Aaron Panych. "Exploring Future Teachers’ Awareness, Competence, Confidence, and Attitudes Regarding Teaching Online: Incorporating Blended/Online Experience into the Teaching and Learning in Higher Education Course for Graduate Students." Canadian Journal of Higher Education 45, no. 3 (December 31, 2015): 1–14. http://dx.doi.org/10.47678/cjhe.v45i3.187551.
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Dalhousie University’s Centre for Learning and Teaching offers a Certificate in University Teaching and Learning, which includes a 12-week course entitled Teaching and Learning in Higher Education. This course provides the certificate’s theory component and has evolved to reflect the changing needs of future educators. One significant change is the development of a blended course model that incorporates graded online facilitation, prompted by the recognition that teaching assistants and faculty are increasingly required to teach online or blended (i.e., combining face-to-face and online) courses. This study invited graduate students enrolled in the course to participate in pre- and post-facilitation questionnaires that assessed their awareness, competence, confidence, and attitudes towards online and blended learning. Students recognized the value of the online component for future teaching expertise and experienced increased awareness, competence, and confidence regarding teaching online. However, preference for face-to-face teaching and student learning did not change.
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Setyawan, Harits. "Blended Method: Online-Offline Teaching And Learning, On Students’ Reading Achievement." English Education: Jurnal Tadris Bahasa Inggris 12, no. 1 (July 5, 2019): 22–33. http://dx.doi.org/10.24042/ee-jtbi.v12i1.4432.
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This study aimed at investigating the effect of Blended Method (online and offline teaching and learning) and Traditional Method (offline teaching and learning), as the comparison, on students’ reading achievement. There were 200 college students involved in this study. Half of them were taught through a blended teaching method and half of them were taught through a traditional teaching method. The data were taken from the students’ final scores in the lectures which included scores of assignment, quiz, mid-term test, and final term test. The final scores of the two groups were compared to find out the effect of the blended teaching method and the traditional teaching method. The result showed that the scores of students who were taught through Blended Method were significantly better than the scores of students who were taught through Traditional Method. It indicates that utilizing new methods while maintaining good aspects of pre-existing methods has a positive impact on students’ achievement
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Hartfield, Perry. "Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science." Higher Learning Research Communications 3, no. 4 (November 22, 2013): 59. http://dx.doi.org/10.18870/hlrc.v3i4.169.
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<p>Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments), and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science.</p>
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Maarop, Amrien Hamila, and Mohamed Amin Embi. "Implementation of Blended Learning in Higher Learning Institutions: A Review of Literature." International Education Studies 9, no. 3 (February 21, 2016): 41. http://dx.doi.org/10.5539/ies.v9n3p41.
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<p>While many educational premises including higher learning institutions favor blended learning over traditional approach and merely online learning, some academicians are still apprehensive about teaching in blended learning. The aim of this review is to synthesize the available evidence in the literature on challenges faced in implementing blended learning as well as the recommendations or lessons learnt from the experience. Eight articles published between January 2010 and December 2013 were appraised. This review revealed that among the challenges faced by the instructors are increased workload and time devotion, lack of pedagogical and technical skills to conduct the program and difficulty in finding the right blend between face-to-face and online learning. The review also discovered the importance of staff training, support and networking as strategies to help instructors deal with such issues.</p>
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Durán-Guerrero, Johan Alberto, Luis Heber Ulloa-Guerrero, and Luis Carlos Salazar-Díaz. "Blended learning: An effective methodology for teaching radiology to medical students." Revista de la Facultad de Medicina 67, no. 2 (April 1, 2019): 273–77. http://dx.doi.org/10.15446/revfacmed.v67n2.69862.
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Introduction: The combination of online learning environments and classroom education is known as blended learning.Objective: To design, implement and evaluate the blended learning method for teaching radiology to medical students.Materials and methods: Five online modules were designed as part of the Introduction to diagnostic imaging course for medical students. The blended learning method was implemented during the classes given in the terms 2016-II and 2017-I. Academic performance was measured using standardized tests, while the effect of the intervention was obtained by comparing the sample with a control group from the 2015-II period (traditional method).Results: 204 students were included in the blended learning group and 90 students in the control group (traditional method). The median final exam score among the blended learning group was 16.5 (IQR: 15.5-17.8), and 15.0 (RIQ: 13.5-16.5) (p=0.001) in the control group. On average, gained knowledge among the blended learning group was 5.8 (SD:2.4) points. The association between gained knowledge and number of visits to online modules was statistically significant (p<0.05). The proportion of good performance was close to 100% on the satisfaction survey.Conclusions: The blended learning method increases the grades obtained in the tests performed and also shows higher satisfaction rates compared to the traditional method among medical students.
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McCarthy, Josh. "Blended Learning Strategies for Engaging Diverse Student Cohorts in Higher Education." International Journal of Teacher Education and Professional Development 1, no. 2 (July 2018): 29–45. http://dx.doi.org/10.4018/ijtepd.2018070103.
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This article explores blended learning strategies within teaching and learning higher education as a channel of addressing learner diversity. Three case studies were critically examined to highlight the efficacy of various blended learning techniques to improve students' learning experience. These blended learning techniques include online peer and staff feedback for formative assessment; online video and audio feedback for summative assessment; and a flipped classroom teaching model. Culturally, educationally, and socially diverse first year student cohorts participated in this study to provide insight into the advantages and disadvantages of each blended learning technique. Data on the effectiveness of these pedagogical and technological innovations were gathered through online surveys to address students' reflection of learning experience. Findings of these case studies are significant in light of the growing diversity found within student cohorts in higher education; as well as an increase in technology-driven teaching innovation and student-centred learning techniques.
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Chen, Jian, Junhai Zhou, Yong Wang, Guangying Qi, Chunbo Xia, Gang Mo, and Zhiyong Zhang. "Blended learning in basic medical laboratory courses improves medical students’ abilities in self-learning, understanding, and problem solving." Advances in Physiology Education 44, no. 1 (March 1, 2020): 9–14. http://dx.doi.org/10.1152/advan.00076.2019.
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Blended learning, is a teaching approach that integrates online self-learning and classroom teaching. When designed well, blended learning courses in medicine can facilitate students to improve themselves in self-learning, understanding, and problem solving, ultimately enhancing their learning efficiency. However, blended teaching methods are usually used in only a single course, so it is unclear whether these methods can work well in a variety of basic medical courses. The goal of this study is to explore students’ perceptions of whether blended laboratory courses are helpful for them in overcoming the difficulties they experience. Blended laboratory courses were taken by medical students at Guilin Medical University. Approximately 71.1% of the students agreed that online lecture courses improved their understanding of threshold concepts and the underlying theories. The majority of the students (63.01%) held the opinion that the blended laboratory courses were more effective than other types of courses in achieving the knowledge goals. The majority of the teachers believed that students’ interest in experimentation operations, hands-on abilities, confidence, and other factors were greatly improved compared with those of students taught using the traditional teaching model (face to face). In addition, the average scores for the quizzes of laboratory courses were significantly improved in the blended learning method compared with the traditional learning method. Blended laboratory courses are successful and welcomed by both students and teachers in undergraduate laboratory courses.
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Dung, Nguyen The, and Diani Fatmawati. "General informatics teaching with B-Learning teaching model." Jurnal Pendidikan Biologi Indonesia 4, no. 1 (March 26, 2018): 85. http://dx.doi.org/10.22219/jpbi.v4i1.5312.
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Blended learning (B-learning), a combination of face-to-face teaching and E-learning-supported-teaching in an online course, and Information and Communication Technology (ICT) tools have been studied in recent years. In addition, the use of this teaching model is effective in teaching and learning conditions in which some certain subjects are appropriate for the specific teaching context. As it has been a matter of concern of the universities in Vietnam today, deep studies related to this topic is crucial to be conducted. In this article, the process of developing online courses and organizing teaching for the General Informatics subject for first-year students at the Hue University of Education with B-learning teaching model will be presented. The combination of 60% face-to-face and 40% online learning.
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Krasnova, Tatiana, and Ivan Vanushin. "Blended Learning Perception among Undergraduate Engineering Students." International Journal of Emerging Technologies in Learning (iJET) 11, no. 01 (February 1, 2016): 54. http://dx.doi.org/10.3991/ijet.v11i01.4901.
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Technology is constantly evolving in more sophisticated forms giving new opportunities for educators to transfer learning into virtual space. New educational technology trends are associated today with blended learning where traditional methods of teaching merge with online sessions. Blended learning with its learner-centered approach has a potential to enhance the quality of teaching and learning. Russian higher institutions embrace this technology as a strategy to engage and motivate students and thereby augment the learning process. The paper studies students’ engagement and satisfaction with the online courses and their overall perception from learners’ perspective. The findings could serve as a reference point to promote online courses and to achieve considerable educational benefits.
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Alpert, William T., Kenneth A. Couch, and Oskar R. Harmon. "A Randomized Assessment of Online Learning." American Economic Review 106, no. 5 (May 1, 2016): 378–82. http://dx.doi.org/10.1257/aer.p20161057.
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A microeconomics principles course employing random assignment across three sections with different teaching models is used to explore learning outcomes as measured by a cumulative final exam for students who participate in traditional face-to-face classroom instruction, blended face-to-face and online instruction with reduced instructor contact time, and a purely online instructional format. Evidence indicates learning outcomes were reduced for students in the purely online section relative to those in the face-to-face format by 5 to 10 points on a cumulative final exam. No statistically significant differences in outcomes are observed for students in the blended relative to the face-to-face section.
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Keskin, Sinan, and Halil Yurdugül. "Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive." European Journal of Open, Distance and E-Learning 22, no. 2 (January 1, 2020): 72–86. http://dx.doi.org/10.2478/eurodl-2019-0011.
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AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.
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Comas-Quinn, Anna. "Learning to teach online or learning to become an online teacher: an exploration of teachers’ experiences in a blended learning course." ReCALL 23, no. 3 (September 1, 2011): 218–32. http://dx.doi.org/10.1017/s0958344011000152.
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AbstractA key role in the successful implementation of any learning approach is played by teachers, so how well blended learning works will depend largely on how well teachers make the transition from their traditional face-to-face classroom roles to the wider more complex role that blended learning requires. The additional skills and the forging of a new professional identity might not come easily to all practitioners.This paper evaluates the impact that the introduction of blended learning in a distance language learning course has had on teachers. It presents and discusses findings from a small-scale evaluation study which compared quantitative and qualitative data gathered through a survey and a small number of interviews with participant observations from the researcher and the institutional end-of-course debriefing report.The paper argues that whilst technological challenges and the sheer amount of change that teachers were faced with were largely responsible for some of the negative attitudes reflected in teachers’ opinions about the course, a less obvious, broader explanation for the difficulties that teachers encountered might be found in the way that learning, teaching and training are conceptualised by both teachers and the institution.It is proposed that a transmission of knowledge approach to training fails to acknowledge and properly support the transformation of teachers’ identity that results from moving from traditional classroom-based teaching to online teaching. The shift goes beyond the acquisition of ICT skills and requires a pedagogical understanding of the affordances of the new medium and an acceptance by the teacher of his or her new role and identity.
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Mardikaningsih, Agusti, and Praharisti Kurniasari. "Developing Blended Learning Teaching Model through Online Social Media Platform as Learning’s Support." Madrosatuna: Journal of Islamic Elementary School 5, no. 1 (May 9, 2021): 31–35. http://dx.doi.org/10.21070/madrosatuna.v5i1.1389.
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Technology develops rapidly and it affects the technology development at physical, health, and recreation education study program of IKIP Budi Utomo as this year they uses combination learning approach. Students can study anywhere, anytime, and with whomever. To support the current availability of the facilities, the lecturers are required to develop various learning plan models which are easy and comprehensive; one of them is Blended Learning Model. The objective of this research is to develop blended learning model teaching scenario plan and develop blended learning application using social media as the media to ease the teaching and learning process. Online social media were chosen as the basic platform to distribute learning materials and communicate online because of the determinations of usage affordability, effectiveness, and familiarity. The development of blended learning scenario and application used ADDIE Model because it was a general/common learning system model and one of product development models. There is evaluation in each step of ADDIE model. Evaluation is done through validation process and the collected data were analyzed using percentage technique, they are: per item data tabulation and whole data tabulation. Based on the research result, it could be concluded that the percentage of Blended Learning Teaching Scenario developed was considered as appropriate and able to improve the students’ comprehension significantly.
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Just, Edyta. "Learning and Students’ Experiences with Blended Education." International Journal of Higher Education 10, no. 6 (August 17, 2021): 213. http://dx.doi.org/10.5430/ijhe.v10n6p213.
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The article presents the outcomes of the research project supported by Linköping University, Sweden. The research project constitutes a part of an umbrella project called Pedagogiska Utvecklingsmedel för E-lärande 2019 (Pedagogical Development Tools for E-learning 2019). The research project focuses on the International Master's Program “Gender Studies - Intersectionality and Change” offered at the Unit of Gender Studies, Department of Thematic Studies, Faculty of Arts and Sciences, Linköping University, Sweden. The main aims of the research project are to determine which teaching content, teaching methods, learning activities, teacher’s role, and students’ own strategies matter for learning i.e., for acquiring knowledge and skills/competences in an international blended, face-to-face and online, Master’s Program, and to present students’ experiences with face-to-face and online education in the Program. The project is based on qualitative, semi-structured interviews with the 2nd year students and alumni who have participated in the Program. The interviews were conducted online in November and December 2019. The article presents which content, teaching methods, learning activities, teacher’s role, and students’ own strategies matter for the acquirement of knowledge and skills by the students in blended education. It describes how Campus and online phases of the Program matter for students’ learning. Next to that, it indicates the challenges related to online study, but also educational methods that may help to overcome them.
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Rima, Rosmania. "Student Teachers’ Acceptance towards Blended Learning in Teaching and Learning Psycholinguistics." Journal of English Education Studies 3, no. 1 (May 17, 2020): 11–17. http://dx.doi.org/10.30653/005.202031.52.
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This study aimed at examining student teachers’ acceptance toward blended learning in teaching and learning Psycholinguistics. It focuses on students’ attitudes toward using SPADA at spada.untirta.ac.id as learning management system combined with face to face learning. The survey involves 118 undergraduate students enrolled in Psycholinguistics course of English Department Untirta. Technological Acceptance Model (TAM), questionaire and interview are used to obtain the data. The learners’ acceptance toward the blended learning in Psycholinguistics course in overall is at a very good level, including the perceived usefulness and the perceived ease of use. For further research, it is suggested to explore the factors that influence teachers' acceptance with blended learning and the proportion between online and face to face learning.
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Adri, Muhammad, Titi Sriwahyuni, and Ika Parma Dewi. "PENGEMBANGAN MODEL BLENDED LEARNING BERBASIS LEARNING MANAGEMENT SYSTEM DI MTS. MUHAMMADIYAH SANINGBAKAR SOLOK." Jurnal Teknologi Informasi dan Pendidikan 10, no. 3 (October 3, 2017): 107–16. http://dx.doi.org/10.24036/tip.v10i3.25.
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Blended learning is one of model for integration of pedagogic and information and communication technology (ICT) skill of teacher. The community service program aims are to develop an integrated learning environment using Learning Management Sytem and incraasing teacher skill on utilize of ICT as a supporting tool to quality improvement of teaching and learning process at MTs. Muhammadiyah Saningbakar. The ICT skill as well as define on National Curriculum Nasional 2013 become an integrated skill for every teacher. In this programme, two focus activity are defined, first activity is redesign ICT training for teaching and second is development an online learning environment based-on learning management system (LMS) as delivery medium on blended learning. Redesign ICT training including some of main competencies are 1) Course material development, 2) Word Processing, 3) Presentation design, 4) content development, 5) online learning and 6) applied strategic of blended learning. Those skill is needed to fullfill of successfullness requirement of blended learning. Development an online learning management system is using most popular open source course LMS named by Moodle. To achieve development goal some activity is applied as folows : 1) Define an domain name system for MTs. Muhammadiyah Saningbakar, 2) Get a hosting services as online storage for online environment, 3) LMS installation and Configiration, 4) User management, 5) Course and teacher settings and 6) Content uploading and delivery using LMS. Blended learning environment is developed based on MTs. M curriculum, and defined on course setting of LMS into 3 catagories : Islamic, Adaptive, and Subtantive. And each category containing some course which are available on LMS and accessed by student using networking.
Keyword: Blended Learning, ICT Skill, Integrated Learning Environment, LMS, Online Learning
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Page, Janelle, Terri Meehan-Andrews, Nivan Weerakkody, Diane L. Hughes, and Joseph A. Rathner. "Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects." Advances in Physiology Education 41, no. 1 (March 1, 2017): 44–55. http://dx.doi.org/10.1152/advan.00005.2016.
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Evidence shows that factors contributing to success in physiology education for allied health students at universities include not only their high school achievement and background but also factors such as confidence with their teachers and quality of their learning experience, justifying intensive and continued survey of students’ perceptions of their learning experience. Here we report data covering a 3-yr period in a physiology subject that has been redesigned for blended and online presentation. Consistent with previous reports, we show that when we undertook a blended mode of delivery, students demonstrated better grades than traditional modes of teaching; however the absence of didactic teaching in this subject resulted in lower grades overall. Students have very strong positive attitudes to weekly quizzes (80% positive approval) but report ambivalent attitudes to online self-directed learning (61% negative perception), even though they had 2-h weekly facilitated workshops. Overwhelmingly, students who undertook the subject in a self-directed online learning mode requested more face-to-face-teaching (70% of comments). From these data, we suggest that there is a quantifiable benefit to didactic teaching in the blended teaching mode that is not reproduced in online self-directed learning, even when face-to-face guided inquiry-based learning is embedded in the subject.
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Andrews, Katrina, Debra Bath, and Calvin Smith. "Replication of the learning alliance inventory to blended student populations." Journal of Adult and Continuing Education 24, no. 1 (April 18, 2018): 100–116. http://dx.doi.org/10.1177/1477971418771090.
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The therapeutic working alliance by Bordin has been demonstrated as a ‘common ground’ variable attributable to change in identified change enterprises, including education. In this context, working alliance (renamed learning alliance) has been empirically demonstrated to predict positive on-campus student outcomes. However, minimal research investigating whether learning alliance predicts blended student outcomes has been conducted. A measure of on-campus student teaching alliance (the learning alliance inventory, LAI; Rogers), which operationalises (measures) learning alliance using three subscales (collaborative bond, teacher competency and student investment) was administered to 199 Australian tertiary students, enrolled in a counselling program delivered in the blended learning modality (online learning coupled with synchronous tutorials and an on-campus intensive). The aim of the study was to investigate if this on-campus measure of learning alliance can validly measure learning alliance in blended student populations as well. Results revealed that learning alliance in the blended student population is best operationalised as a two-factor model (collaborative bond and student investment) only. Thematic analysis of an open question revealed learning alliance in the blended teaching environment is understood as four themes: qualities of the teacher, teacher style, mastery of the technology and unique online factors. These results were interpreted as evidence that the bond factor of the original learning alliance construct as operationalised by Bordin (1979) continues to be important in the blended teaching space, but other factors unique to blended learning are important for online learning alliance, including content relevancy, currency and validity, as well as a transparent and structured course delivery style, flexibility when technology fails and online objectivity. Study limitations, implications and future research recommendations are discussed.
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Zainuddin, Zamzami. "Exploring the Potential of Blended Learning and Learning Management Systems (LMSs) for Higher Education in Aceh." Englisia Journal 2, no. 2 (May 1, 2015): 70. http://dx.doi.org/10.22373/ej.v2i2.287.
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The paper aims to explore the potential of the blended learning approach for higher education in Aceh. This is a conceptual paper that attempts to provide the concepts and theories associated with implementing the blended learning approach on college-level students and lecturers. Blended Learning is a learning model that is enriched with traditional learning methods and online education materials. In a typical blended learning environment, students may learn contents outside of the class through websites or Learning Management Systems (LMSs), but engage in practical, hands-on activities during class hours. The author believes the blended learning is a potentially effective approach if implemented for higher education in Aceh, especially Banda Aceh, which has adequate internet access in numerous areas. Integrating the blended learning approach will enhance students’ self-paced learning in Aceh, and in turn improve their critical thinking and collaborative learning. This study also encourages lecturers in Aceh to implement the blended learning approach in their teaching and learning practices, as well as urges the use of various LMSs or Web 2.0 tools as online learning platforms. Finally, the practice of blended learning will support Universities in Aceh in transforming teaching and learning activities from being traditional, to becoming technology-based learning environments.
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Pu, Congcong. "Research on Blended Teaching Mode of Weaving Course." Review of Educational Theory 4, no. 2 (May 13, 2021): 1. http://dx.doi.org/10.30564/ret.v4i2.2993.
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Through the reform of informatization teaching mode, the blended teaching mode combining “online teaching” learning and “offline teaching” in classroom teaching is very important for the construction of weaving science. Blended teaching mode gives full play to the classroom teaching function of the online network teaching platform, while increasing the learning function of offline students, and also provides a platform for offline teacher-student exchanges. Continuously improving the integration of the network teaching platform and the blended teaching system will be of great significance to the theoretical study of the weaving course, professional construction and the training of textile engineering professionals. It has important promotion value in the construction of weaving courses and the construction of other textile engineering courses.
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Istifci, Ilknur. "Perceptions of Turkish EFL Students on Online Language Learning Platforms and Blended Language Learning." Journal of Education and Learning 6, no. 1 (November 10, 2016): 113. http://dx.doi.org/10.5539/jel.v6n1p113.
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The purpose of this study is to examine the perceptions of EFL students studying English at the School of Foreign Languages, Anadolu University (AUSFL) on blended language learning and online learning platforms. The participants of the study consisted of 167 students whose English language proficiency level was B2 according to the Common European Framework of Reference (CEFR). A questionnaire adapted from Owston, York and Murtha (2013) was used in the study.After application of the questionnaire, ten randomly selected students were interviewed about their perceptions of blended learning. Applying statistical and content analysis of the interviews provided a deeper understanding of students’ perceptions. Statistical analysis showed that students liked the idea of blended learning in terms of course format and attendance. Analysis of the interviews in terms of content revealed that students liked the flexibility of online learning, but preferred face-to-face communication with a teacher and classmates. In terms of their ideas about the online platforms of course books, their ideas varied. The students were mostly positive about using online language learning platforms. Even though the aim of the study was to get the perceptions of students, interviews were carried out with 5 teachers about students’ mid-term and final exam scores to get an idea if engaging in blended learning helped them learn better. Based on the results, certain implications were drawn from the study in order to organize future teaching at the AUSFL and implement a teaching environment utilizing blended language learning.
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Kit Ng, Tsz, Rebecca Reynolds, Man Yi (Helen) Chan, Xiu Han Li, and Samuel Kai Wah Chu. "Business (Teaching) as Usual Amid the COVID-19 Pandemic: A Case Study of Online Teaching Practice in Hong Kong." Journal of Information Technology Education: Research 19 (2020): 775–802. http://dx.doi.org/10.28945/4620.
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Aim/Purpose: This article aims at the critical present: to serve a constructive purpose in the current COVID-19 crisis by presenting practice driven pedagogical strategies for online learning and teaching. It acknowledges the multitude of challenges faced by educators through the delivery of online instructional strategies for schools. Background: The development of information technology enables online learning and blended learning to be increasingly popular in extending students’ learning opportunities. Technology-enabled learning approaches make students’ learning more flexible and personalized. In Hong Kong, one of the first few cities where the COVID-19 pandemic outbreak was first reported, school classes have been suspended since the end of Lunar New Year on February 3, 2020. Methodology: This research used a qualitative method of multiple case analysis to explore how three educators from primary, secondary, and tertiary institutes employed various strategies to offer learning and teaching as usual. Naturalistic inquiry was used to observe, describe, and interpret the “lived experiences” of the three educators and the perceptions of stakeholders. Contribution: Since early February 2020, school classes have been suspended amid the COVID-19 pandemic in Hong Kong, one of the first cities where the coronavirus outbreak was first reported. This timely article overviews effective practices with the use of online learning technologies to support academia from around the world to achieve teaching and learning in an online environment. Findings: Results indicate that meaningful cognitive activities rely on teachers’ leading role to build a blended approach that combines the advantages of asynchronous and synchronous methods in order to facilitate social interaction among students. Furthermore, our research has revealed that educators are likely to perceive three non-teaching challenges on a rapid blended transition of the learning – digital divide, data privacy, and professional leadership. Recommendations for Practitioners: The COVID-19 pandemic has disrupted the learning of a generation of students and driven a sudden shift to online learning. Our case study recommends a blended model of asynchronous and synchronous learning as an effective pedagogy that allows learners flexibility, autonomy, and opportunities for learners to socialize with each other, which can be applied at any education level. Impact on Society: Technological advancements have made online classes possible, but how feasible is it to believe that a near overnight transition can lead to effective learning and teaching? The current article strongly acknowledges the multitude of barriers that stand in the way of feasibility, capacity building. and delivery of inclusive online instruction for today’s school districts, administrators, curriculum and technology directors, teachers, parents, and students. Future Research: In an effort to generate new knowledge within the challenges of the current pandemic, further studies are suggested to examine the longitudinal impact of these blended approaches, the digital divide, inclusive and accessible learning opportunities of vulnerable groups, and psycho-social support for students towards their academic and social development.
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Yang, Chunye. "A Study on Blended Learning of High-quality Translation Courses in the Post-epidemic Era." E3S Web of Conferences 253 (2021): 01073. http://dx.doi.org/10.1051/e3sconf/202125301073.
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In 2020, COVID-19 swept the globe. The whole world faced up with unprecedented challenges. For example, millions of students cannot go back to their campus. Chinese government advocated “No suspension for the class!” Thanks to information technologies, universities and colleges started online learning on various online learning applications, such as Tencent Conference, QQ, Rain Class, Chaoxing. Now in the post-epidemic era, we have to think of the influence of information technology and internet on teaching since it makes distance teaching and learning possible. Blended leaning is a good example of combining face-toface instruction and online learning. Blended learning is a popular distance teaching method currently because it provides flexibility to teachers and learners. This paper studied on blended learning of high-quality translation courses so as to highlight merits of blended learning and what factors should be focused with blended learning. “The most commonly quoted benefits are continuous learning, time saved and reduced travel costs[1]”. This paper finds out: blended class is popular; most teachers and students give positive respond to blended classes; developing a high-quality translation courses needs institutions, teachers and students to do a lot. This paper also summarizes the merits of blended learning as: flexibility in learning environments, continuous learning, supplement for face-to-face instruction, and lubricant among institutions, teachers and students. By blending, teachers should focus on the content, new technologies, and effect of face-to-face instruction; students should focus on cultivating critical thinking ability, controlling learning pace and managing time.
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Al-Freih, Maha. "The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study." IAFOR Journal of Education 9, no. 2 (April 3, 2021): 7–23. http://dx.doi.org/10.22492/ije.9.2.01.
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The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.
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Caravias, Vicki. "Literature Review in Conceptions and Approaches to Teaching using Blended Learning." International Journal of Innovation in the Digital Economy 6, no. 3 (July 2015): 46–73. http://dx.doi.org/10.4018/ijide.2015070104.
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This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano's Blending with Purpose Multimodal framework. This paper builds upon previous research on blended learning and conceptual framework by Picciano (A. Picciano, 2009) by exploring how objectives from Picciano's framework affect teachers' approaches to both design and teaching in face-to-face and online settings. Research results suggest that teachers use multiple approaches including face-to-face methods and online technologies that address the learning needs of a variety of students from different generations, personality types and learning styles.
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Inderbir Kaur. "Acceptanceof Cloud Deployed Blended Learning Environment by Students inHigher Education Sector-A Literature Review." International Journal for Modern Trends in Science and Technology 6, no. 10 (November 24, 2020): 65–68. http://dx.doi.org/10.46501/ijmtst061012.
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In India, the education sector has been always attentive to adopt innovations and techniques in the teaching-learning process due to various challenges. But nowadays, academic institutions are becoming flexible in accepting the new teaching and learning techniques to satisfy the student sector which as cited as the most vital entity in the educational sector. New technologies, tools, and techniques are proving as a boom for innovative teaching and learning practices. One of the emerging teaching technique is Blended learning which is a process refers to “mixing of the different learning environment for educational transfer”. It combines the traditional face to face classroom method with online learning method supported by advanced technology and tools. Blended learning should be viewed not only as a temporal construct but also as a fundamental redesign model. Through this content, delivery becomes digital and online. Truly blended learning requires teachers should adopt the approach as guides and mentors and learning should go beyond the classroom walls. Blended learning is also known as Hybrid learning. Although, Indian Government is taking initiatives to implement a blending learning approach yet there is a need to access the behavioral aspect of the students to use this blending learning approach. Adopting a blended learning approach must start with a re-examination of the intended learning outcomes.The deployment of cloud in the blended learning process makes its existence more strong. This study is the review of literature selected to identify the need for blended learning deploy with cloud in the teaching-learning process in the Higher Education Sector.
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Mahmood, Hasni Bin, and Saupi Bin Mohamed Noor. "Acceptance, Effectiveness and Relationship of Blended Learning Implementation Among Lecturers in Polytechnic Sultan Mizan Zainal Abidin." IJEBD (International Journal Of Entrepreneurship And Business Development) 3, no. 02 (March 31, 2020): 121–31. http://dx.doi.org/10.29138/ijebd.v3i02.988.
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Purpose: This paper aims to analyze Acceptance, Effectiveness and Relationship of Blended Learning Implementation Among Lecturers in Polytechnic Sultan Mizan Zainal Abidin.
Design/methodology/approach: The method used is statistic-descriptive and the design used is cross sectional.
Findings: 2 hypotheses are rejected while the other is accepted.
Research limitations/implications: Variables considered in this study are e-Learning, blended learning, innovation, teaching and online learning. with data showing 270 academic lecturers in PSMZA
Practical implications: Results show that from the 2 hypotheses proposed.
Originality/value: This paper is original.
Paper type: This paper can be categorized as a case study.
Keyword: e-Learning, blended learning, innovation, teaching and online learning
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Dornaleteche, Jon, and Andrés Domínguez Sahagún. "Online Oratory®." International Journal of Knowledge Society Research 5, no. 3 (July 2014): 1–14. http://dx.doi.org/10.4018/ijksr.2014070101.
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New ITCs have proven to be useful tools for implementing innovating didactic and pedagogical formula oriented to enhance students' en teachers' creativity. The up-and-coming massive e-learning and blended learning projects are clear examples of such a phenomenon. The teaching of oral communication offers a perfect scenario to experiment with these formulas. Since the traditional face to face approach for teaching ‘Speech techniques' does not keep up with the new digital environment that surround students, it is necessary to move towards an ‘Online oratory' model focused on using TEL to improve oral skills.
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Greenspon, Rasa, Margarita Teresevičienė, and Justina Naujokaitienė. "Modelling Teacher Practices to Apply Learning Analytics as a Metacognitive Tool in Learning to Enhance Student Success." EDEN Conference Proceedings, no. 1 (October 21, 2020): 113–23. http://dx.doi.org/10.38069/edenconf-2020-rw-0013.
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In the contemporary context, adoption of educational technologies has become inevitable. In virtual learning environments, teachers are not only exploring new ways of teaching, e.g. blended or online, but also incorporating various tools and strategies in order to facilitate the learning/teaching process. Learning analytics has received a lot of attention as it offers a support to teachers in monitoring students’ performance and making decisions regarding pedagogical approaches and techniques that would enhance learning and fulfil students’ realtime needs. In this research, a case study of university online or blended learning courses investigates the usage of learning analytics as a metacognitive tool to analyse how teaching and learning as well as learning design may be improved in order to enhance student success.
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SEIFERT, Tami. "Students’ Perceptions of Online Teaching and Learning." Malaysian Online Journal of Educational Technology 9, no. 3 (July 30, 2021): 1–12. http://dx.doi.org/10.52380/mojet.2021.9.3.213.
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The instructor in an online course needs online teaching experience and should adapt the course contents to the digital environment. The purpose of the present study is to gain a deeper understanding of students’ perceptions of the pedagogical aspects of online teaching, pointing up characteristics of online courses that extant literature in this field has found reflected in different online and blended courses. Online courses necessitate meticulous planning by the instructor and adaptation through the student's learning. The research reported here related to the attitudes of 216 students, who participated in 52 courses delivered by 36 different instructors. Some of the courses included both face-to-face meetings and online lessons, while other courses were solely presented online. The research findings may be informative for instructors planning online courses and for students contemplating participation in online courses, in order to prepare in an optimal manner for the teaching, learning and evaluation processes.
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Svetlana E., Kaplina. "Teaching a Foreign Language to Non-Language Students in a Blended Learning Environment." Scholarly Notes of Transbaikal State University 16, no. 1 (March 2021): 118–27. http://dx.doi.org/10.21209/2658-7114-2021-16-1-118-127.
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Today, in the conditions associated with the global processes of the COVID-19 pandemic, universities are forced to adjust and adapt to the changes occurring in the system of higher education. The relevance of this study is dictated by the objective need to move to a combined form of working with students – blended learning. Blended learning serves as a form of work to overcome the current crisis, creating conditions for the implementation of student-centered learning. The purpose of this study is to consider the possibilities of blended learning models for foreign language students. The paper gives a brief overview of blended learning models; and justifies the choice of an extended virtual model as a form of organizing foreign language learning for technical students. The main research methods were empirical methods which included observation of the students’ learning activities process, both in the classroom and online; analysis of the implementing possibilities of the ‟Foreign Language” discipline program in a blended format; conducting practical classes in a blended, updated form for students. The paper provides examples of practical assignments for students, determines the pedagogical potential of the model and draws conclusions about the prospects for further use of this format of teaching. Keywords: COVID-19 pandemic, blended learning extended virtual model, online and offline learning, virtual boards, foreign language, non-language specialties
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Joseph, Emerson Raja, Md Jakir Hoseen, Fazly Salleh, and Lim Way Soong. "Effectiveness of Using Appropriate Blended Learning Tools for Teaching and Learning Computer Programming Related Courses." Special Issue No.1 1, no. 1 (July 1, 2020): 56–63. http://dx.doi.org/10.33093/ijcm.2020.1.x1.5.
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With the advent of technology there are plenty of blended learning tools available for us to use in teaching and training activity. Selecting appropriate tools for a particular category of students and the nature of the subject being taught is important to achieve better academic results. Hence, the objective of this research is to assess effectiveness of various blended learning tools and to find the appropriate tool for teaching a computer -based campus in Malaysia. This subject was delivered using four selected blended learning digital tools; ED puzzle virtual classroom videos, Home works on MMLS, MMLS online Quiz and MMLS discussion board, at the beginning of Trimester 2, 2018/2019. They were asked in the middle of the trimester to rate the usefulness of the four selected blended learning digital tools in a 5-point scale using an online survey. The analysis feedback shows that D puzzle virtual the trimester. The effectivenes when the achievements of the students in terms of their academic performance were compared with previous year. It clearly shows that the academic performance of the students of year 2019 is better than of students towards student centred learning.
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Hao, Chuanyan, Anqi Zheng, Yuqi Wang, and Bo Jiang. "Experiment Information System Based on an Online Virtual Laboratory." Future Internet 13, no. 2 (January 24, 2021): 27. http://dx.doi.org/10.3390/fi13020027.
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In the information age, MOOCs (Massive Open Online Courses), micro-classes, flipping classroom, and other blended teaching scenes have improved students learning outcomes. However, incorporating technologies into experimental courses, especially electronic and electrical experiments, has its own characteristics and difficulties. The focus of this paper is to introduce virtual technology into an electronic circuit experiment course and to explore its teaching strategy, thereby realizing the informatization of experiment teaching. First, this paper explores the design concepts and implementation details of the digital circuit virtual laboratory, which is then developed based on previous literature and a prequestionnaire to users. Second, the informatization process of the experiment learning model based on traditional custom lab benches is shown through a blended learning scheme that integrates the online virtual laboratory. Finally, the experiment information system is verified and analyzed with a control group experiment and questionnaires. The blended program turned out to be an effective teaching model to complement the deficiencies in existing physical laboratories. The research conclusions show that the virtual experiment system provides students with a rich, efficient, and expansive experimental experience, in particular, the flexibility, repeatability, and visual appeal of a virtual platform could promote the development of students’ abilities in active learning, reflective thinking, and creativity.
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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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Chang, Naicheng, Zhiqiang Wang, and Sheila Hsuanyu Hsu. "A Comparison of the Learning Outcomes for a PBL-based Information Literacy Course in Three Different Innovative Teaching Environments." Libri 70, no. 3 (September 25, 2020): 213–25. http://dx.doi.org/10.1515/libri-2018-0132.
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AbstractThis study proposes an innovative blended flipped and online mode for PBL-flipped and PBL-online study, a PBL-blended format of instruction. The study determines whether different pedagogical strategies – PBL-flipped, PBL-online and PBL-blended – influence the validation results for the ARCS model and the PBL learning outcomes. The study population consists of 116 students who use the general education Information and Literacy Ethics digital materials for higher education produced by the Ministry of Education in Taiwan. The quantitative and qualitative results demonstrate that the paths in the ARCS model are all statistically significant for the three methods of instruction and there are no significant differences among the three methods of instruction in terms of class participation and learning scores. However, there is a very noticeable improvement in the PBL learning process in the aspects of reliable leadership and group collaboration learning in blended groups. Self-directed learning is also enhanced and negative learning attitudes are significantly reduced in blended groups. The study demonstrates that the proposed PBL-blended teaching mode is a more efficient and effective way of promoting PBL learning in information literacy courses.
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Shang, Feifei, and Chuan-Yong Liu. "Blended learning in medical physiology improves nursing students’ study efficiency." Advances in Physiology Education 42, no. 4 (December 1, 2018): 711–17. http://dx.doi.org/10.1152/advan.00021.2018.
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The rapid development of mobile phones and communication networks is profoundly changing the lives of people in China. With the gradual growth of Wi-Fi on college and university campuses, Chinese schools are setting off a wave of teaching reform combining online material with traditional classroom instruction. We adapted a Chinese University massive open online course physiology course into a private university online course, specifically designed for second-semester bachelor’s level nursing students at Taishan Medical University. This online course blended with classroom teaching was offered to 108 freshmen from two parallel reform classes. A third class of 55 students was offered the traditional classroom lecture-based course as a control. Impressive teaching effects were achieved in reform classes, as indicated by significant improvement in student performance on the final examination and positive student feedback. The student surveys showed that 68% of students preferred the blended course over traditional classroom courses. The most highly rated advantages of the blended course were flexible learning time (84%) and improvement of independent study skills (75%). As higher education enters the internet era, exploiting the high-quality cyber resources may be the fastest and most economical way to improve teaching efficiency and enhance students’ study experience.
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Ashraf, Muhammad Azeem, Samson Maekele Tsegay, and Yang Meijia. "Blended Learning for Diverse Classrooms: Qualitative Experimental Study With In-Service Teachers." SAGE Open 11, no. 3 (July 2021): 215824402110306. http://dx.doi.org/10.1177/21582440211030623.
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The concept of blended learning, a combination of online and face-to-face learning, has become popular in educational settings. Using qualitative methods, this study investigates the role of blended learning and in-service teachers’ perceptions. Blended learning was used for 19 in-service teachers during their summer degree program at a Chinese university. After the course, teachers were asked to write their reflections on blended learning, its role in diverse classrooms, and using it in their teaching career. The results showed that the teachers appreciated the use of blended learning for diversity, but they were against adopting it in their teaching due to limited pedagogical skills and the exam-oriented education system in China. Moreover, some teachers believed that traditional teaching is more effective for providing students with the necessary knowledge, while blended learning was viewed as difficult to manage. The study provides a better understanding of teachers’ perception of blended learning which contributes to global educational development.
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Le, Phuong Thi, and Hien Thu Thi Pham. "Using Blended Learning in Teacher Training Programs: Perspectives of Pre-service Teachers." Journal of Educational and Social Research 11, no. 2 (March 5, 2021): 115. http://dx.doi.org/10.36941/jesr-2021-0035.
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Blended learning (the combination of face-to-face and online learning) has become increasingly favored in teacher education. This learning approach has been identified as an effective method of providing opportunities for pre-service teachers to work in both online and face-to-face environments. This paper employed a quantitative research design to explore the pre-service teachers’ perspectives regarding the use of blended learning in their training programs. This study surveyed 624 pre-service teachers in different fields at multiple universities with teacher training programs in Vietnam. The results revealed that pre-service teachers favored the blended learning method. In addition, teachers engaging in the blended learning approach used teaching methods and technologies appropriately. The study also investigated the relationship between online and face-to-face learning implemented in the blended learning approach. Compared to face-to-face or online learning alone, blended learning was observed to be more effective. In conclusion, Vietnamese pre-service teachers reacted positively and preferred the use of blended learning in their training programs.
Received: 13 November 2020 / Accepted: 19 January 2021 / Published: 5 March 2021
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Sukmawati, R. Ati, Harja Santana Purba, and Nuruddin Wiranda. "PENGEMBANGAN MODEL BLENDED LEARNING MENGGUNAKAN BLOGGER." Vidya Karya 32, no. 2 (September 4, 2018): 117. http://dx.doi.org/10.20527/jvk.v32i2.5229.
Full textAbstract:
Abstract. Teaching and learning activities are generally implemented using conventional learning method that is face to face between learners with educators in the same place and time. Conventional learning facilitates communication between learners and educators, but less time for discussion and limited space. Overcoming it then required a model that can make learning without time and space limited. Blended learning is a learning model that combines the conventional learning model with online digital media learning model that allows students to discuss unlimited time and place. The research is to develop blended learning model using blogger which is expected to be an additional media to support teaching and learning activities. Keywords: blended learning; kelas virtual; blogger Abstrak. Kegiatan belajar mengajar secara umum dilaksanakan menggunakan metode pembelajaran konvensional yaitu tatap muka antara peserta didik dengan pendidik di tempat dan waktu yang sama. Pembelajaran konvensional memudahkan komunikasi antar peserta didik dan pendidik, tetapi waktu untuk berdiskusi tidak banyak dan tempat yang digunakan terbatas. Mengatasi hal tersebut maka diperlukan sebuah model yang dapat membuat pembelajaran tanpa terbatas waktu dan tempat. Blended learning merupakan model pembelajaran yang memadukan antara model pembelajaran konvensional dengan model pembelajaran media digital online yang memungkinkan siswa dapat berdiskusi tanpa terbatas waktu dan tempat. Penelitian yang dilakukan adalah mengembangkan model blended learning menggunakan blogger yang diharapkan dapat menjadi media tambahan pendukung kegiatan belajar mengajar. Kata kunci: blended learning, kelas virtual, blogger