Log in

Relevant bibliographies by topics / Blended Learning Environments / Journal articles

To see the other types of publications on this topic, follow the link: Blended Learning Environments.

Journal articles on the topic 'Blended Learning Environments'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Blended Learning Environments.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Khodabandelou, Rouhollah, Habibah Ab Jalil, Wan Zah Wan Ali, and Shaffe Mohd Daud. "Presence and Perceived Learning in Different Higher Education Blended Learning Environments." International Journal of Mobile and Blended Learning 7, no. 3 (2015): 59–70. http://dx.doi.org/10.4018/ijmbl.2015070104.

Full text

Abstract:

Blended learning as “third generation” of distance learning has the potential to offer multimethod instruction through the blend, to leverage the strengths of current online and traditional instructions. Therefore, higher education institutions having recognized the fact that blended learning is beneficial, adopted this alternative approach as a new educational delivery method. The study determined the difference in perceived learning among three different blended learning environments in Malaysian higher education institutions. The data were collected from three public universities in Peninsu

APA, Harvard, Vancouver, ISO, and other styles

2

Marinagi, Catherine, and Christos Skourlas. "Blended Learning in Personalized Assistive Learning Environments." International Journal of Mobile and Blended Learning 5, no. 2 (2013): 39–59. http://dx.doi.org/10.4018/jmbl.2013040103.

Full text

Abstract:

In this paper, the special needs/requirements of disabled students and cost-benefits for applying blended learning in Personalized Educational Learning Environments (PELE) in Higher Education are studied. The authors describe how blended learning can form an attractive and helpful framework for assisting Deaf and Hard-of-Hearing (D-HH) students to learn and communicate. The described blended learning experiment integrates face-to-face, synchronous, and asynchronous e-learning, bilingual teaching (oral language and Sign Language) in the mainstream class, teaching in parallel classes, and person

APA, Harvard, Vancouver, ISO, and other styles

3

Tan, Heidi, Yeen-Ju, and Mai Neo. "Exploring the use of authentic learning strategies in designing blended learning environments." Journal of Science & Technology Policy Management 6, no. 2 (2015): 127–42. http://dx.doi.org/10.1108/jstpm-01-2015-0004.

Full text

Abstract:

Purpose – The aims of this study is to use authentic learning principles outlined by Herrington and Kervin (2007) as an innovative approach towards the development of a blended learning environment in a Malaysian classroom at the tertiary level and students’ perception towards this learning environment was studied. Design/methodology/approach – This study was conducted using a mixed-method approach and consisted of two parts. Part A: the learning environment was designed to be student-centred, supported by multimedia and web technologies, consisting of online learning modules, blogs and social

APA, Harvard, Vancouver, ISO, and other styles

4

Eryilmaz, Meltem. "The Effectiveness Of Blended Learning Environments." Contemporary Issues in Education Research (CIER) 8, no. 4 (2015): 251–56. http://dx.doi.org/10.19030/cier.v8i4.9433.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Stephan, Jane, Ahmed Ahmed, and Alaa Omran. "Blended Learning Using Virtual Reality Environments." Iraqi Journal for Computers and Informatics 43, no. 1 (2017): 6–13. http://dx.doi.org/10.25195/ijci.v43i1.69.

Full text

Abstract:

Immersive virtual reality isn’t just for gaming. It’s poised to have a big impact on education as well, giving students an opportunity to interact with content in three-dimensional learning environments. Blended learning, according to the Inn sight Institute is "a formal education program in which a student learns at least inpart through online delivery of content and instruction with some element of student' control over time, place, path and/orpace". On the other hand, there are many disadvantage found in blended learning such as the learners with low motivation or bad study habits may fall

APA, Harvard, Vancouver, ISO, and other styles

6

Ellis, R. A., and R. A. Calvo. "Learning Through Discussions in Blended Environments." Educational Media International 41, no. 3 (2004): 263–74. http://dx.doi.org/10.1080/09523980410001680879.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Oh, Eunjoo. "Blended Instruction in Online Learning Environments." Asia-pacific Journal of Convergent Research Interchange 7, no. 1 (2021): 125–34. http://dx.doi.org/10.47116/apjcri.2020.01.12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Oh, Eunjoo. "Blended Instruction in Online Learning Environments." Asia-pacific Journal of Convergent Research Interchange 7, no. 1 (2021): 125–34. http://dx.doi.org/10.47116/apjcri.2021.01.12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Sun, Z., R. Liu, L. Luo, M. Wu, and C. Shi. "Exploring collaborative learning effect in blended learning environments." Journal of Computer Assisted Learning 33, no. 6 (2017): 575–87. http://dx.doi.org/10.1111/jcal.12201.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Cabı, Emine, and Yasemin Gülbahar. "A scale development study for assessing the effectiveness of blended learning environments." Pegem Eğitim ve Öğretim Dergisi 3, no. 3 (2013): 11–26. http://dx.doi.org/10.14527/c3s3m2.

Full text

Abstract:

This study is conducted to develop a scale for assessing the effectiveness of blended learning environments based on the features of both face-to-face and online learning environments and provide suggestions for stakeholders. In the process of scale development, data gathered from 314 students were analyzed. The reliability and validity results for collected data were found to be acceptable since they were between or above the expected value. Based on the analysis it is found that the scale is composed of 55 items having a structure of 4 factors. Hence, it can be concluded that "Effectiveness

APA, Harvard, Vancouver, ISO, and other styles

11

Mozelius, Peter, and Claes Rydell. "Problems Affecting Successful Implementation of Blended Learning in Higher Education - The Teacher Perspective." International Journal of Information and Communication Technologies in Education 6, no. 2 (2017): 4–13. http://dx.doi.org/10.1515/ijicte-2017-0001.

Full text

Abstract:

Abstract An increased use of blended learning environments in higher education has been an emerging trend in the 21st century. Sometimes the definition of blended learning has been so broad that it makes it hard to find any learning environment in higher education that would not be included. Many research studies have been reporting the pros and cons of blended learning from the university perspective and the learner perspective. There are less studies on the teacher view of blended learning environments. This study had the aim to explore, analyse and discuss teachers’ perceived problems and b

APA, Harvard, Vancouver, ISO, and other styles

12

Keisling, Bruce. "Blended learning." Library Management 39, no. 3/4 (2018): 207–15. http://dx.doi.org/10.1108/lm-08-2017-0080.

Full text

Abstract:

Purpose Because many colleges and universities have growing numbers of students in online and blended programs, libraries should adapt their services and adjust their organizational structures to support them. Students have adopted blended learning programs whether or not the programs are officially designed as blended programs. Libraries need to change their service orientation in response and learn to scale services using available technologies. Scaling services and personnel resources also requires developing a scalable organizational learning culture. The paper aims to discuss these issues

APA, Harvard, Vancouver, ISO, and other styles

13

Roff, Kimberly A. "Student Satisfaction and/or Dissatisfaction in Blended Learning Environments." Frontiers in Education Technology 1, no. 2 (2018): 149. http://dx.doi.org/10.22158/fet.v1n2p149.

Full text

Abstract:

<p><em>Research exists in blended learning environments as a means of online or distance learning. However, few researchers focused on student satisfaction or dissatisfaction in these environments. This mixed methods study addressed this gap in literature by focusing on how student satisfaction or dissatisfaction is viewed in blended learning environments. The conceptual framework is based upon research that discussed both face-to-face and online environments, which make a key argument for blended learning. This framework is community and inquiry. In conjunction with this, the stud

APA, Harvard, Vancouver, ISO, and other styles

14

Conklina, Sheri, Beth Oyarzun, and Daisyane Barreto. "Blended synchronous learning environment: Student perspectives." Research on Education and Media 9, no. 1 (2017): 17–23. http://dx.doi.org/10.1515/rem-2017-0004.

Full text

Abstract:

Abstract Distance education environments can take many forms, from asynchronous to blended synchronous environments. Blended synchronous learning environment (BSLE) can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection. Many educators are unfamiliar teaching in BSLE because of lack of experience or exposure to this delivery method. Thus, it is important to understand the optimal organisational structures and the effective management of BSLE courses to facilitate student learning and interaction. Seekin

APA, Harvard, Vancouver, ISO, and other styles

15

Beukes, Bernice, Karin Barac, and Lynette Nagel. "Student Preferences within a Holistic Blended Learning Environment." EDEN Conference Proceedings, no. 1 (June 16, 2019): 276–90. http://dx.doi.org/10.38069/edenconf-2019-ac-0030.

Full text

Abstract:

Extant research shows that blended learning environments are widely accepted by students mainly because of the flexibility it offers. However, there is very little research that focuses on students’ preferences within a holistic blended learning environment and the contribution that a component makes to the learning of the subject matter, especially in large class settings. The purpose of this study is to investigate students’ perceptions of blended learning components in a holistic blended learning environment and whether these perceptions vary for students with different academic performance

APA, Harvard, Vancouver, ISO, and other styles

16

Ceylan, Veysel Karani, and Ayşe Elitok Kesici. "Effect of blended learning to academic achievement." Journal of Human Sciences 14, no. 1 (2017): 308. http://dx.doi.org/10.14687/jhs.v14i1.4141.

Full text

Abstract:

In this study, the effects of blended learning on the middle school students’ academic achievement level and product evaluation scores were investigated. Blended learning provides more effective learning outcome gains through enriching todays’ developing Web Technologies with learning environments. This study was carried out with a total of 53 students enrolled in the experimental group and control group in the 6th grade classrooms during the 2014/2015 school year in a middle school in southwest part of Turkey. The intervention lasted 7 weeks. During the seven weeks, the unit of “problem solvi

APA, Harvard, Vancouver, ISO, and other styles

17

Nikolaidou, Mara, Chryssa Sofianopoulou, Nancy Alexopoulou, et al. "The Blended Learning Ecosystem of an Academic Institution in Greece." International Journal of Web-Based Learning and Teaching Technologies 5, no. 3 (2010): 14–35. http://dx.doi.org/10.4018/jwltt.2010070102.

Full text

Abstract:

Blended learning has been recognized as the most promising emerging trend in higher education, offering new capabilities, as it may significantly enhance the interaction and communication between instructors and students. The challenge of blended learning is to balance weaknesses and strengths of face-to-face and e-learning teaching environments and effectively combining them to provide enhanced learning capabilities. Its success should benefit instructor-student relation. To this end, the authors adopt ecosystem-based approach to model the blended learning environment and identify its constit

APA, Harvard, Vancouver, ISO, and other styles

18

Huang, Changqin, Zhongmei Han, Ming Li, Xizhe Wang, and Wenzhu Zhao. "Sentiment evolution with interaction levels in blended learning environments: Using learning analytics and epistemic network analysis." Australasian Journal of Educational Technology 37, no. 2 (2021): 81–95. http://dx.doi.org/10.14742/ajet.6749.

Full text

Abstract:

Sentiment evolution is a key component of interactions in blended learning. Although interactions have attracted considerable attention in online learning contexts, there is scant research on examining sentiment evolution over different interactions in blended learning environments. Thus, in this study, sentiment evolution at different interaction levels was investigated from the longitudinal data of five learning stages of 38 postgraduate students in a blended learning course. Specifically, text mining techniques were employed to mine the sentiments in different interactions, and then epistem

APA, Harvard, Vancouver, ISO, and other styles

19

Zainuddin, Zamzami. "Exploring the Potential of Blended Learning and Learning Management Systems (LMSs) for Higher Education in Aceh." Englisia Journal 2, no. 2 (2015): 70. http://dx.doi.org/10.22373/ej.v2i2.287.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

20

Imbernón-Muñoz, Francisco, Patricia Silva-García, and Carolina Guzmán-Valenzuela. "Teaching Skills in Virtual and Blended Learning Environments." Comunicar 18, no. 36 (2011): 107–14. http://dx.doi.org/10.3916/c36-2011-03-01.

Full text

Abstract:

Universities are currently immersed in what is known as the process of European convergence to create the European Higher Education Area (EHEA). The aim is to establish a standardized, compatible and flexible European university system that enables graduates and undergraduates to move easily from one institution to another within Europe. As a result of evaluation mechanisms, the system will be transparent and of high quality, which will make it attractive and competitive internationally in a globalized world. In this paper, we focus on two distance learning modes that will become more importan

APA, Harvard, Vancouver, ISO, and other styles

21

DeRosier, Melissa, Rebecca Kameny, Wendy Holler, Naomi Ornstein Davis, and Emily Maschauer. "Career Progress in Online and Blended Learning Environments." Academic Psychiatry 37, no. 2 (2013): 98. http://dx.doi.org/10.1176/appi.ap.11070137.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Ferreira, Anita Ferreira, Jaime García Salinas, and Sandra Morales. "Using a Task-Based Approach for Supporting a Blended Learning Model for English as a Foreign Language." International Journal of Computer-Assisted Language Learning and Teaching 4, no. 1 (2014): 44–62. http://dx.doi.org/10.4018/ijcallt.2014010103.

Full text

Abstract:

As Computer-Assisted Language Learning (CALL) has taken an important role in foreign language teaching and learning, not only is concrete data about the usefulness of technology- mediated environments for these purposes necessary, but also how the learning process is improved in such environments when learner training for CALL. The objective of this paper is to present an investigation which sought to explore empirical evidence regarding the effectiveness of a blended learning model, and also the use of language learning strategies in this kind of learning environment in order to increase its

APA, Harvard, Vancouver, ISO, and other styles

23

NEUMEIER, PETRA. "A closer look at blended learning — parameters for designing a blended learning environment for language teaching and learning." ReCALL 17, no. 2 (2005): 163–78. http://dx.doi.org/10.1017/s0958344005000224.

Full text

Abstract:

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-r

APA, Harvard, Vancouver, ISO, and other styles

24

Tsai, Chia-Wen. "An Online Learning Community Integrated with Web-Enhanced Collaborative Learning and Self-Regulated Learning." International Journal of Information and Communication Technology Education 7, no. 3 (2011): 1–10. http://dx.doi.org/10.4018/jicte.2011070101.

Full text

Abstract:

This paper investigates two aspects of the growing trend towards collaborative learning (CL) and self-regulated learning (SRL) in higher education by examining students’ computing skills in a blended learning environment. The author redesigned a course and adopted web-enhanced CL and SRL to develop undergraduates’ computing skills of web page programming and website building. Three classes with 170 students in a one-semester course were chosen for the empirical study. The results in this study show that students who received web-enhanced CL and SRL had higher grades than those who did not rece

APA, Harvard, Vancouver, ISO, and other styles

25

Han, Feifei, and Robert A. Ellis. "Initial Development and Validation of the Perceptions of the Blended Learning Environment Questionnaire." Journal of Psychoeducational Assessment 38, no. 2 (2019): 168–81. http://dx.doi.org/10.1177/0734282919834091.

Full text

Abstract:

Learning in blended environments has become a ubiquitous part of student experience in tertiary education worldwide. Although students’ perceptions of learning environments are a key element in the learning process, there is a dearth of valid instruments to assess students’ perceptions in blended contexts. This study described the initial development and validation of a Perceptions of the Blended Learning Environment Questionnaire (PBLEQ). The analyses, involving two cohorts of students enrolled in courses either from humanities/social sciences disciplines or from sciences/engineering discipli

APA, Harvard, Vancouver, ISO, and other styles

26

Fadda, Hind Al. "The Relationship Between Self-Regulations and Online Learning in an ESL Blended Learning Context." English Language Teaching 12, no. 6 (2019): 87. http://dx.doi.org/10.5539/elt.v12n6p87.

Full text

Abstract:

Technology has changed the social landscape and the nature of social interaction. Education has been affected by these changes, as technology has facilitated the creation and Implementation of new educational environments and delivery methods (e.g., distance and blended-learning structures). While the prevalence of such approaches has increased over time, little is known about the learning skills that promote academic success; consequently, the ability of instructors and administrators to implement appropriate methods to foster these skills is hindered. This study examines distance education a

APA, Harvard, Vancouver, ISO, and other styles

27

Zhang, Yaqun, Fayruza Rebrina, Fairuza Sabirova, and Julia Afanaseva. "Blended Learning Environments in Inclusive Education at the University." International Journal of Emerging Technologies in Learning (iJET) 15, no. 21 (2020): 145. http://dx.doi.org/10.3991/ijet.v15i21.16013.

Full text

Abstract:

The modern education system in most countries is built on providing equitable education opportunities to all people, regardless of the limitations they have. There are no significant problems in primary and secondary inclusive education, while most traditional higher education models are not sufficiently adapted to the needs of people with learning disabilities. Thus, it has been replaced by a blended learning model built on new digital learning environments in recent years. The aim of the article is to study the blended learning environment of inclusive educa-tion systems in China and Russia.

APA, Harvard, Vancouver, ISO, and other styles

28

Johnson, Katryna. "Facilitating Cooperative Learning In Online and Blended Courses: An Example from an Integrated Marketing Communications Course." American Journal of Business Education (AJBE) 6, no. 1 (2012): 33–40. http://dx.doi.org/10.19030/ajbe.v6i1.7481.

Full text

Abstract:

Employers today expect that students will be able to work in teams. Cooperative learning theory addresses how skills such as decision making, problem solving and communication can be learned by individuals in group settings. This paper discusses how cooperative learning can be used in an online and blended environment to increase active learning for students. Strategies to enhance collaboration in the online environment are discussed. The use of online discussions, blogs and experiential learning through an undergraduate integrated marketing communications plan are provided as examples of coop

APA, Harvard, Vancouver, ISO, and other styles

29

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 (2020): 72–86. http://dx.doi.org/10.2478/eurodl-2019-0011.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

30

Volungevičienė, Airina, Josep M., Justina Naujokaitienė, Giedre Tamoliune, and Rasa Greenspon. "Teacher Practices in Using Learning Analytics to Enhance Learning in Blended Online Studies." EDEN Conference Proceedings, no. 1 (June 22, 2020): 99–108. http://dx.doi.org/10.38069/edenconf-2020-ac0007.

Full text

Abstract:

While higher education institutions (HEIs) are exploring innovative ways to enhance and facilitate learning experience of students and so to improve the overall quality of studies, technology enhanced learning (TEL, henceforth) becomes inevitable. Having explored the possibilities and benefits of TEL, HEIs encourage teachers to develop blended online courses in virtual learning environments, to use new tools and solutions available for student learning monitoring and enhancement and to research how these practices are successful and what are the factors that make impact to teaching and learnin

APA, Harvard, Vancouver, ISO, and other styles

31

Uys, Philip. "Educational Technology for Active Connections in Blended Learning Environments." EDEN Conference Proceedings, no. 1 (June 16, 2019): 183–90. http://dx.doi.org/10.38069/edenconf-2019-ac-0021.

Full text

Abstract:

This conference focuses on employing educational technology for connections. It assumes that these connections will be active, and not latent – otherwise these will be meaningless and ineffective. The emphasis is thus on creating effective learning environments. Such learning environments are not just online or digital, but can also be physical learning spaces in which educational technology can play a key role.A key strategy to ensure that educational technology connections are indeed active is to employ educational technology within an active learning framework for both online and on-campus

APA, Harvard, Vancouver, ISO, and other styles

32

Tuapawa, Kimberley. "Identifying Key Stakeholders in Blended Tertiary Environments." International Journal of Information and Communication Technology Education 13, no. 4 (2017): 40–52. http://dx.doi.org/10.4018/ijicte.2017100104.

Full text

Abstract:

Although key stakeholders in blended tertiary environments (BTEs)fulfil an extraordinary role in higher education, significant gaps in knowledge about their identities may be impeding the provision of stakeholder support, limiting their ability to promote effective learning and teaching. As online growth intensifies, it is critical that tertiary education institutes (TEIs) address these gaps in knowledge by developing their understandings of key stakeholder identities. This paper re-evaluates the identity of key stakeholders in BTEs, and describes their contributions. Through qualitatively des

APA, Harvard, Vancouver, ISO, and other styles

33

Чернобай, Елена, Elena Chernobay, М. Давлатова, and M. Davlatova. "Using the Technology of Blended Learning in a Modern School: Overview of Domestic and Foreign Models." Standards and Monitoring in Education 6, no. 1 (2018): 27–36. http://dx.doi.org/10.12737/article_5a70428b1d0317.26435593.

Full text

Abstract:

The article reviews the domestic and foreign blended learning models which are used in contemporary schools. The history of blended learning development in foreign, in particular, American and Russian educational environments is considered. Moreover, the authors examine the main existed approaches to determining the concept of blended learning, the developed classifi cations of blended learning models, as well as the activities devoted to its development and expansion.

APA, Harvard, Vancouver, ISO, and other styles

34

Machumu, Haruni, Chang Zhu, and Mustapha Almasi. "Students’ motivational factors and engagement strategies in constructivist-based blended learning environments." Afrika Focus 31, no. 1 (2018): 13–34. http://dx.doi.org/10.1163/2031356x-03101002.

Full text

Abstract:

Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. Specifically, the study examines a) student motivational factors to learn, b) gender differences in motivational factors, and c) relates motivational

APA, Harvard, Vancouver, ISO, and other styles

35

Dao, Tuan Anh. "Blended Learning model in university training and its applicability in training economics at Hanoi University of Mining and Geology." Journal of Mining and Earth Sciences 61, no. 5 (2020): 54–59. http://dx.doi.org/10.46326/jmes.ktqtkd2020.08.

Full text

Abstract:

The trend of transforming the organizational model of training activities by taking advantage of the information technology has brought practical effects to educational institutions. The combination of traditional classroom instruction and digital environments creates a personalized, more effective, and better-resulted learning experience. The paper focuses on researching the concept of blended learning (Blended learning); learning models of Blended learning and the ability to apply Blended learning models in teaching economics at the Hanoi University of Mining and Geology.

APA, Harvard, Vancouver, ISO, and other styles

36

Eneje, Samuel, and S. Scholar. "Surveying the assessment components suitability for engineering learning in a challenging educational environment." Global Journal of Pure and Applied Sciences 26, no. 1 (2020): 29–33. http://dx.doi.org/10.4314/gjpas.v26i1.4.

Full text

Abstract:

This study used a mixed methodology to investigates the possibility of using blended assessment for engineering education in a challenging learning environment. It discussed the outcome of the evaluation, which is problematized by the influences of an encumbered learning environment. It used the blended engineering models to investigate the circumstances of assessments and its outcomes in a university situated in the sub-Sahara African region. It revealed the experiences of post-internship engineering students using a single blended course. The survey showed that students` knowledge of factors

APA, Harvard, Vancouver, ISO, and other styles

37

Cetinkaya, Murat. "Designing blended learning environments organized within the basis of web-assisted modeling in science teaching." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 7 (2017): 54–59. http://dx.doi.org/10.18844/prosoc.v2i7.1985.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Aldosemani, Tahani, Craig E. Shepherd, and Doris U. Bolliger. "Perceptions of Instructors Teaching in Saudi Blended Learning Environments." TechTrends 63, no. 3 (2018): 341–52. http://dx.doi.org/10.1007/s11528-018-0342-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Lazem, Shaimaa. "On Designing Blended Learning Environments for Resource-Challenged Communities." International Journal of Emerging Technologies in Learning (iJET) 14, no. 12 (2019): 182. http://dx.doi.org/10.3991/ijet.v14i12.10320.

Full text

Abstract:

The growth of Information and Communication Technologies (ICT) adop-tion in emerging economies and more broadly Resource-Challenged Com-munities (RCC) motivates the exploration of Blended Learning (BL), a learning mode that mixes face-to-face and technology-mediated instruction. BL has the potential of broadening accessibility to quality learning anytime and anywhere. This article contributes a theoretical perspective for design-ing BL environments in RCC. It synthesizes findings from BL literature and lessons distilled from iconic educational technology projects in RCC to envision a pathway f

APA, Harvard, Vancouver, ISO, and other styles

40

Barnard, Lucy, William Y. Lan, Yen M. To, Valerie Osland Paton, and Shu-Ling Lai. "Measuring self-regulation in online and blended learning environments." Internet and Higher Education 12, no. 1 (2009): 1–6. http://dx.doi.org/10.1016/j.iheduc.2008.10.005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

ÖNCÜ, Semiral, and Barbara BICHELMEYER. "Instructional Practices Affecting Learner Engagement in Blended Learning Environments." Participatory Educational Research 8, no. 3 (2021): 210–26. http://dx.doi.org/10.17275/per.21.62.8.3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Kaliisa, Rogers, Anders Kluge, and Anders I. Mørch. "Combining Checkpoint and Process Learning Analytics to Support Learning Design Decisions in Blended Learning Environments." Journal of Learning Analytics 7, no. 3 (2020): 33–47. http://dx.doi.org/10.18608/jla.2020.73.4.

Full text

Abstract:

Learning analytics (LA) constitutes a key opportunity to support learning design (LD) in blended learning environments. However, details as to how LA supports LD in practice and information on teacher experiences with LA are limited. This study explores the potential of LA to inform LD based on a one-semester undergraduate blended learning course at a Norwegian university. Our findings indicate that creating valuable connections between LA and LD requires a detailed analysis of student checkpoints (e.g., online logins) and process analytics (e.g., online content and interaction dynamics) to fi

APA, Harvard, Vancouver, ISO, and other styles

43

Jong, Jing Ping. "THE EFFECT OF A BLENDED COLLABORATIVE LEARNING ENVIRONMENT IN A SMALL PRIVATE ONLINE COURSE (SPOC): A COMPARISON WITH A LECTURE COURSE." Journal of Baltic Science Education 15, no. 2 (2016): 194–203. http://dx.doi.org/10.33225/jbse/16.15.194.

Full text

Abstract:

This study explored the effect of blended learning in terms of model-based collaborative learning in a small private online course (SPOC) environment on 10th graders’ achievements in stoichiometry through a quasi-experimental design. The participants included 140 tenth graders assigned to two groups: (a) the experimental group, which studied in a blended environment (N = 69) and (b) the control group, which studied in a conventional lecture-based environment (N = 71). The results revealed that the experimental group exhibited significantly superior performance than the control group after the

APA, Harvard, Vancouver, ISO, and other styles

44

Wentao, Chen, Zhang Jinyu, and Yu Zhonggen. "Learning Outcomes and Affective Factors of Blended Learning of English for Library Science." International Journal of Information and Communication Technology Education 12, no. 3 (2016): 13–25. http://dx.doi.org/10.4018/ijicte.2016070102.

Full text

Abstract:

English for Library Science is an essential course for students to command comprehensive scope of library knowledge. This study aims to compare the learning outcomes, gender differences and affective factors in the environments of blended and traditional learning. Around one thousand participants from one university were randomly selected to answer questions in questionnaires. It was found that (1) The pass rates under blended learning increased compared with traditional multimedia learning and the dropout rates under blended learning decreased compared with multimedia learning; (2) males and

APA, Harvard, Vancouver, ISO, and other styles

45

Mandinach, Ellen B., and Ryan C. Miskell. "Blended Learning and Data Use in Three Technology-Infused Charter Schools." LEARNing Landscapes 11, no. 1 (2018): 183–98. http://dx.doi.org/10.36510/learnland.v11i1.931.

Full text

Abstract:

   This study examined how the affordances of technologies in the blended learning affected teaching and learning activities. The study used mixed methods to examine whether the blended learning environments provided enhanced access to and more diverse data for teachers and students from which to make educational decisions. The study found that the technologies provided more diverse data to administrators, teachers, and students and allowed for flexible adaptations to virtual and face-to-face learning to meet students’ needs. The blended environments helped to create data cul

APA, Harvard, Vancouver, ISO, and other styles

46

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 (2020): 213–25. http://dx.doi.org/10.1515/libri-2018-0132.

Full text

Abstract:

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 path

APA, Harvard, Vancouver, ISO, and other styles

47

Liu, Cong. "Research and Design of Web-Based Autonomous and Collaborative Teaching Mode under Blended Learning." Applied Mechanics and Materials 548-549 (April 2014): 1450–53. http://dx.doi.org/10.4028/www.scientific.net/amm.548-549.1450.

Full text

Abstract:

Blended learning is a continuously developing and extending concept, which has been the hot topic of educational technology. With the development of information technology, the network environment has become one of the important environments for learners to study. Autonomous learning and collaborative learning, which are based on network environment, will become indispensable ways of future learning. This paper analyzes the basic theory of blended learning, discusses the meaning and relationship of autonomous learning and collaborative learning, and analyzes the advantages of autonomous and co

APA, Harvard, Vancouver, ISO, and other styles

48

Poirier, Mark, Jeremy M. Law, and Anneli Veispak. "A Spotlight on Lack of Evidence Supporting the Integration of Blended Learning in K-12 Education." International Journal of Mobile and Blended Learning 11, no. 4 (2019): 1–14. http://dx.doi.org/10.4018/ijmbl.2019100101.

Full text

Abstract:

In an effort to highlight the need for, and lack of, quality empirical research in K-12 blended learning environments, this systematic narrative review investigated and reported on the quantity and quality of recent empirical research in K-12 blended learning, published between 2009 and February 2017. In addition to assessing the quality and scope of these studies, the effectiveness of blended learning environments on learning outcomes and potential contributing variables were discussed. Eleven articles were identified and found to meet the inclusionary criteria and measures of quality set by

APA, Harvard, Vancouver, ISO, and other styles

49

Kose, Utku. "Intelligent Learning Environments wthin Blended Learning for Ensuring Effective C Programming Course." International Journal of Artificial Intelligence & Applications 3, no. 1 (2012): 105–24. http://dx.doi.org/10.5121/ijaia.2012.3109.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Picciano, Anthony. "Big Data and Learning Analytics in Blended Learning Environments: Benefits and Concerns." International Journal of Interactive Multimedia and Artificial Intelligence 2, no. 7 (2014): 35. http://dx.doi.org/10.9781/ijimai.2014.275.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!