Relevant bibliographies by topics / Blended Learning Online Learning Education Internet Technology Teachers and Students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Blended Learning Online Learning Education Internet Technology Teachers and Students'

Author: Grafiati
Published: 5 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Blended Learning Online Learning Education Internet Technology Teachers and Students"

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Bai, Xuelian. "Teaching Design of English Writing Based on UMU." Mathematical Problems in Engineering 2022 (October 6, 2022): 1–8. http://dx.doi.org/10.1155/2022/9075380.

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With the development of time, traditional teaching methods cannot meet the needs of education and society for innovative talents. Blended learning conforms to the reform of education and teaching and is becoming the new normal of future education. Blended learning is a kind of teaching mode that integrates face-to-face teaching and online learning after people reflect on online learning to improve the learning effect. This kind of teaching mode that transcends the limitation of time and space brings great convenience to students and teachers. Blended learning can not only satisfy students’ per
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Karamveer, Kaur. "CHALLENGES AND NEED OF CHANGES IN BLENDED LEARNING OF HIGHER EDUCATION IN INDIA." International Journal of Advance and Applied Research 9, no. 6 (2022): 320–26. https://doi.org/10.5281/zenodo.7070398.

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<strong><em>Abstract</em></strong> <strong><em>&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </em></strong><em>Blended Learning is the term which is necessary in each level of education i.e., primary, secondary or higher. It means to increase the knowledge about technology advancement which comes in the students with help of different teaching-learning experiences. Blended learning is refers to the educational practice of combining digital learning tools with other traditional classroom face-to-face teaching. In a flipped classroom program, students will be encouraged to access
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Isep Sunandi, Abdulah Alwasili, and Denih Saputra. "Penerapan Blended Learning pada Pelajaran PPKn di SMAN 2 Sukabumi." Garuda: Jurnal Pendidikan Kewarganegaraan Dan Filsafat 1, no. 2 (2023): 206–13. http://dx.doi.org/10.59581/garuda.v1i2.1202.

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This study aims to explore and analyze the implementation of blended learning in the subject of Pancasila and Citizenship Education (PPKn) at SMAN 2 Sukabumi. The research method used is a case study with a qualitative approach. Data were collected through in-depth interviews with PPKn teachers and students, observation of the learning process, and analysis of documents related to the implementation of blended learning at the school. The results show that the implementation of blended learning in PPKn at SMAN 2 Sukabumi has been meticulous and well-coordinated. PPKn teachers integrate various
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Isep Sunandi, Abdulah Alwasili, and Denih Saputra. "Penerapan Blended Learning pada Pelajaran PPKn di SMAN 2 Sukabumi." Guruku: Jurnal Pendidikan dan Sosial Humaniora 1, no. 2 (2023): 183–90. http://dx.doi.org/10.59061/guruku.v1i2.339.

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This study aims to explore and analyze the implementation of blended learning in the subject of Pancasila and Citizenship Education (PPKn) at SMAN 2 Sukabumi. The research method used is a case study with a qualitative approach. Data were collected through in-depth interviews with PPKn teachers and students, observation of the learning process, and analysis of documents related to the implementation of blended learning at the school. The results show that the implementation of blended learning in PPKn at SMAN 2 Sukabumi has been meticulous and well-coordinated. PPKn teachers integrate various
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Nurfitriyanti, Maya, Fatwa Patimah Nursa’adah, and Aulia Masruroh. "SOSIALISASI PENGGUNAAN METODE PEMBELAJARAN BLENDED LEARNING DI MASA PANDEMI BAGI GURU DI MA ALKAHFI BOGOR." Jubaedah : Jurnal Pengabdian dan Edukasi Sekolah (Indonesian Journal of Community Services and School Education) 1, no. 3 (2021): 202–9. http://dx.doi.org/10.46306/jub.v1i3.37.

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The Covid-19 pandemic has forced us to make habits that we never imagined before. This also triggers changes in the learning system from primary education to higher education. One of the changes in the education system is the distance learning system (PJJ). In this condition, teachers must quickly adjust the new policies issued by the government, namely by learning activities and teaching students from home to prevent the spread of COVID-19. One of the efforts to do so that learning runs effectively is the blended learning method. Blended learning combines computer and internet technology offe
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Cannaos, Cristian, Giuseppe Onni, and Alessandra Casu. "Blended Learning: What Changes?" Sustainability 16, no. 20 (2024): 8988. http://dx.doi.org/10.3390/su16208988.

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This article questions the changes brought about in the teaching system of university courses after the COVID-19 pandemic. Online learning, once considered an experimental and emergency tool, is increasingly becoming a standard practice integrated into teaching delivery systems. This article examines the impact that blended learning has on the host city and how it is perceived and experienced by the key stakeholders. Focusing on two degree courses that employ a blended learning model, the article proposes a survey for teachers and students to investigate the problems and advantages of blended
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AN, Xuzhe. "Research on blended learning strategies for high school English reading from the perspective of deep learning." Region - Educational Research and Reviews 6, no. 3 (2024): 196. http://dx.doi.org/10.32629/rerr.v6i3.1869.

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At present, with the rapid development of China's economy, comprehensive reforms are being carried out in all fields, among which Internet technology has a huge impact on education. Under the new educational concept, teachers should keep up with the times and apply new technologies in the classroom in order to better enhance their abilities and make the classroom more efficient. With the continuous development of Internet technology, hybrid teaching has become more and more important. This mode is a combination of online and offline, which breaks through the traditional education mode and can
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Tian, Mingxing. "The Impact of Blended Online and Offline Learning on College Students." Lecture Notes in Education Psychology and Public Media 7, no. 1 (2023): 166–72. http://dx.doi.org/10.54254/2753-7048/7/20220772.

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The internet is now part of our lives and online learning resources are becoming more and more available. Sooner or later these learning materials will be used by teachers and students in the classroom, which bodes well for the future of blended learning in all education and training. This paper finds another benefit of blended learning is that it makes it easier to assess students and collect meaningful data. With a wide range of experiences and learning materials available online, the use of technology in the classroom can increase student engagement and motivation. Instead of learning in a
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Ma, Xiaoye, and Bing Cao. "Research on Online Teaching Reform of E-commerce Courses in the Context of New Liberal Arts." Journal of Education and Educational Research 4, no. 3 (2023): 5–12. http://dx.doi.org/10.54097/jeer.v4i3.11334.

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With the development and application of contemporary information technology, in 2019, the document "National Vocational Education Reform Implementation Programme" proposed the development of the teaching mode of "Internet+ Education", that is, the use of modern and advanced information technology into the traditional classroom teaching mode, which has had a significant impact on the concept of vocational education and teaching methods. This has a significant impact on the education concept and teaching method of vocational education. As China's higher education institutions have long been boun
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Tissa Maharani. "IMPLEMENTATION OF BLENDED LEARNING USING ZOOM MEETING." International Journal Multidisciplinary Science 1, no. 3 (2022): 01–06. http://dx.doi.org/10.56127/ijml.v1i3.287.

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Rapid technology advancements have an impact on education, one of which is blended learning. Blended learning is a combination of physical classroom activities and online technology-assisted learning activities. The goal of this study was to learn more about the utilization of Zoom Meeting application for blended learning, especially in present pandemic. Literary studies are used in the research process. Through Google Scholar, secondary data was gathered from articles, journals, and books, yielding seven journal articles. The conclusion of this study were the Zoom Meeting application may be u
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Dissertations / Theses on the topic "Blended Learning Online Learning Education Internet Technology Teachers and Students"

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Van, Schyndel Jennie L. "Nursing students' perceptions of presence in online courses." Thesis, Indiana University - Purdue University Indianapolis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737835.

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<p> Lack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students&rsquo; perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies. </p><p> The Community of Inquiry theory was the framework used in this
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Tuapawa, Kimberley. "An interpretation of key stakeholders' experiences using educational online technologies in blended tertiary environments: a phenomenological study." Thesis, 2017. http://hdl.handle.net/1959.13/1350943.

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Research Doctorate - Doctor of Philosophy (PhD)<br>Although educational online technologies (EOTs) have transformed the delivery of learning in higher education, significant challenges have impeded their effectiveness, preventing widespread implementation. The prevalence of these challenges suggests that tertiary education institutes (TEIs) have experienced a gap in understandings about the reality of key stakeholders’ EOT needs. While it is critical that TEIs adapt to meet these needs, doing this effectively requires that they have current, in-depth knowledge of their stakeholders’ EOT challe
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Chenoby, Helen. "The role of ICT in student engagement in learning mathematics in a preparatory university program." Thesis, 2014. https://vuir.vu.edu.au/25852/.

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The steady decline of students’ competency in mathematics has become known as the “Mathematics Problem”. Researchers identified that the level of student engagement is one of the most important factors affecting the academic performance of mathematics students. Strong link between students’ attitudes towards the use of technology for learning mathematics and their achievements also has been identified by recent studies. The mathematical problems have a multidimensional source and are initiated from the students’ personal characteristics and attitudes. Thus attitude is important educational con
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Books on the topic "Blended Learning Online Learning Education Internet Technology Teachers and Students"

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Khachatryan, George A. Instruction Modeling. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190910709.001.0001.

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Blended learning, which is instruction that combines online with face-to-face components, is becoming increasingly popular in American schools. However, few first-hand accounts have been provided by program creators concerning the design, use, and experiences of widely used blended learning programs. This book fills this gap. Written by a leading program designer, it describes the creation and implementation of the blended learning programs of Reasoning Mind, a non-profit organization which has served hundreds of thousands of elementary and middle school students. Besides general insights into
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Book chapters on the topic "Blended Learning Online Learning Education Internet Technology Teachers and Students"

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Yeravdekar, Vidya, and Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.

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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haun
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del Gobbo, Emiliano, Alfonso Guarino, Barbara Cafarelli, Luca Grilli, and Pierpaolo Limone. "On the Perceptions of Online Learning Due to COVID-19 Pandemic. Case Study: University of Foggia, Italy." In Psychology, Learning, Technology. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15845-2_9.

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AbstractDue to COVID-19, higher education institutions all over the world transitioned to online learning. The sudden and forced transition to this new learning methodology pushed the Universities to rapidly adequate to the needs, upgrading their digital platforms to comply with the new requirements. In the same way, teachers had to adapt their teaching to fit the new medium’s potentials and limitations. The final receivers of this striking change, the students, had to adequate to the novelty approach, though this process has not been painless. Several difficulties, challenges and opportunitie
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Baxter, Jacqueline, and Matthew Hinton. "Digital Poverty in the UK and Its Impact on Higher Education: A Human Rights Approach." In Creativity and Critique in Digital Learning and Teaching. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-68086-1_4.

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Abstract In an increasingly digital world, access to technology and the internet has become crucial for educational success. However, a significant portion of the population, particularly those from disadvantaged backgrounds, still lack adequate access to digital resources (Bach et al., 2018; Ruiu et al. in Information, Communication &amp; Society 26:1023–1044, 2023). This phenomenon, known as digital poverty, has far-reaching consequences, particularly in the realm of higher education. This chapter examines the concept of digital poverty, its causes, and its impact on digital and blended lear
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Stenbom, Stefan, Martha Cleveland-Innes, and Stefan Hrastinski. "Online Coaching as Teacher Training." In Optimizing K-12 Education through Online and Blended Learning. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0507-5.ch001.

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Using the Internet for educational purposes is now commonly accepted. More challenging is the realization of this potential, particularly in the K-12 education environment. According to the growing literature on this topic, using Internet technology during K-12 teacher training will provide more knowledge and skills for teachers wishing to use Internet technology in their own classrooms. In an adaption of the online Community of Inquiry, a revised framework for one-to-one online teaching was developed. In the Relationship of Inquiry framework, the elements of cognitive, teaching, social, and e
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Jain, Dr Payal. "Exploring the Impact of Online Learning on Students and Teachers." In Digital Living: Redefining Culture with Technology for Industries, Education, Society & Entrepreneurship. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bflt6p1ch402.

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Online education is a new type of education in which teachers and students communicate using communication tools through the Internet. This is a new way of sharing knowledge on any subject sitting at home. In an online learning system, students and teachers must have a computer or mobile. Teachers and students come together online through various apps at a predetermined time and study all the subjects. The benefits of online education are many but the traditional classroom is more practical in some areas. Online classes may be suitable for adult students who are self-disciplined, but for child
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Merrick, Bradley, and Dawn Joseph. "Australian Educator's Reflections and Use of ICT and Technology." In Handbook of Research on Innovative Frameworks and Inclusive Models for Online Learning. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-9072-3.ch007.

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Covid-19 impacted all aspects of life and education across the globe. This case study forms part of an ongoing project. The authors are academics working in music education across two universities in Melbourne, Australia. Using blended synchronous learning environments (BSLE) and the universal design for learning framework, this chapter examines ways that teachers used representation, action and expression, and engagement while teaching online. Survey data collected across phase one (March-April 2021, N=105) and phase two (December 2022-February 2023, N=104), were thematically analysed. Two em
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Kennedy, Carol Kahan, and Tina Yagjian. "Creating an Early Model of Teaching at The New School." In Critical Examinations of Distance Education Transformation across Disciplines. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6555-2.ch002.

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In 1998, the AT&amp;T Foundation awarded a grant to the Teacher Education Graduate Program at The New School, a university in New York City, to implement an Advanced Professional Certificate (APC) in Teaching and Learning with Technology (TELT). The grant was given to train public secondary classroom teachers in urban schools how to integrate technology into their classes. Using a cognitive science and constructivist-based theoretical framework, a twelve-credit four-course curriculum to earn the APC was developed. The intention was to offer it in a blended format in Fall 2000 through DIAL (Dis
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Bhargava, Prabal. "Blended Learning." In Preparing the Next Generation of Teachers for 21st Century Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4080-9.ch018.

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Web-based learning has become an integral part of contemporary education. Online educational tools and resources are often utilized to facilitate learning and provide captivating learning environments. Opportunities protracted by technological advancements are infinite and these are finding increasing popularity in current medical education system. In this chapter, a “blended” approach, with apt amalgamation of e-learning and an interactive face-to-face session, was innovatively used by the author to augment clinical skills in the MBBS program for undergraduate medical students. A “flipped ses
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Nicolete, Priscila Cadorin, Juarez Bento da Silva, Marta Adriana da Silva Cristiano, Simone Meister Sommer Bilessimo, Giovanni Ferreira de Farias, and Silvio Serafim da Luz Filho. "A Remote Mobile Experiment in Brazilian Public Basic Education." In Mobile and Blended Learning Innovations for Improved Learning Outcomes. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0359-0.ch007.

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The STEM subjects (Science, Technology, Engineering, and Mathematics) are very important for education, but the lack of experimental laboratories for these subjects in a school might decrease the interest of its students in STEM fields. This chapter explores these issues in the Brazilian context where, in order to address this issue, remote experiments are used to share real experiments manipulated through the Internet. Teachers and students can use remote laboratories, equipped with real experiments, to put in practice theoretical concepts learned in class. This chapter presents a report on a
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Jansen, Jan Hendrik, Anna Vaganova, Tatyana Vereshchagina, and Elena Kaledinova. "Organization of Distance Learning." In Technology Management and Its Social Impact on Education. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-9103-4.ch002.

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This chapter gives an overview of theories on didactics and distance learning used in the framework of an online course in English given by a lecturer from the Netherlands (HAN) to students of the faculty of Economics of Chelyabinsk State University to let students get experience in distance learning in an international educational environment and acquire knowledge on the topic Supply Chain Finance (SCF). The term ‘distance learning' comprises all aspects in regard to online teaching. These are, among others: the teaching material of the course accessible through the Internet, online seminars,
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Conference papers on the topic "Blended Learning Online Learning Education Internet Technology Teachers and Students"

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Dey, Niradhar, and Santosh Panda. "Teacher Experiments and Experiences of Teaching Online during Covid-19 Pandemic – Study of School and College Teachers." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2354.

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During the Covid-19 outbreak, in India, specific instructions had been issued to the universities, colleges and schools by the Union Ministry of Education and the University Grants Commission (UGC) to maintain academic calendar, examination, etc. through online teaching by using different online educational technologies (UGC Guidelines on 29th April, 6th July, and 24th Sept, 2020). Against this backdrop, the present paper analyses the experiments and experiences that teachers had undergone during the pandemic in terms of practicing online teaching. Descriptive survey method was used to conduct
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Tabo, Geoffrey Olok, Lone Dirckinck-Holmfeld, and Anne Bygholm. "Innovative Pedagogies: The Impact of Blended Learning in Higher Education during the Covid-19 Pandemic." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5677.

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We explore the impact of blended learning in higher education as as innovative pedagogy integrating problem-based learning and student-centred learning in teaching and learning, during the Covid-19 pandemic. New information technology tools and applications were experimented in teaching and learning at Gulu University between 2020 and 2021 at the peak of the pandemic. The study used qualitative methods and drew on constructivism where knowledge is co-constructed through interacting systems and actors in higher education environment. It is motivating and inspirational to deploy various methods
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Kamonjo, Florence, and David Ngatia. "University Students’ Preferences, Perception and Challenges of Online Learning. A Case of University of Kabianga, Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6074.

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An online class is a system where students can learn, discuss issues with fellow students, clarify doubts with teachers, share material and assess academic progress through the help of computer and internet-oriented technologies. Online learning (OL) had been ignored in many parts of developing countries due to challenges such as lack of access and affordability of Information Communication Technology (ICT). Since the breakout of Covid–19 pandemic in 2020, lockdowns became a challenging situation for everyone and in every sector of the economy, education included. As a result online classes ar
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Mironov, Cosmina, Anca Borzea popovici, and Lucian ion Ciolan. "BLENDED-LEARNING - AN EFFECTIVE TOOL FOR THE PROFESSIONAL DEVELOPMENT OF HIGHER EDUCATION TEACHERS." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-036.

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The POS-DRU project “Continuous training by means of ‘blended learning’ for higher education teachers” implemented by University of Bucharest in partnership with University Babes-Bolyai from Cluj-Napoca, West University of Timisoara and Softwin company offers to higher education academic staff (HETs) the opportunity to develop a set of complex competencies in order to answer to the challenges addressed by contemporary society and the main beneficiaries of higher education – the students. The general goal of the project aims at offering the opportunity and increasing the participation of HETs t
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Felea, Mihai, Irina Albastroiu, Cristinel Vasiliu, and Bogdan Georgescu. "E-LEARNING IN HIGHER EDUCATION: EXPLORATORY SURVEY AMONG ROMANIAN STUDENTS." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-237.

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Internet and the related Information and Communications Technologies (the ICTs) has become an important component of teaching and learning in higher education. The concept of e-Learning is subject to constant change and can be defined as a learning system based on formalised teaching with the help of electronic resources. E-Learning systems can include fully online, mixed mode (also known as Blended Learning) or web assisted courses and there are numerous tools and features at the disposal of students and universities teachers. The main objective of this paper was to highlight the role of and
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Skender, Lana. "INFLUENCE OF THE COVID-19 PANDEMIC ON THE ART TEACHERS’ UTILIZATION OF BLENDED LEARNING (BL) IN CROATIA." In STEM/STEAM/STREAM APPROACH IN THEORY AND PRACTICE OF CONTEMPORARY EDUCATION. University of Kragujevac, Faculty of Education in Jagodina, 2025. https://doi.org/10.46793/stream25.329s.

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Reflecting on models in which digital technology and online learning are combined with live teaching has become necessary in today’s education. The research aims to determine whether visual arts teachers have developed digital competencies during the COVID-19 pandemic significantly and what they think about the effectiveness of blended learning. It will determine whether attitudes about distance teaching depend on their digital competence. The research results show that half of the teachers had satisfactory digital competencies because they used blended learning before the COVID-19 pandemic. D
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Oproiu, Gabriela carmen. "METHODOLOGICAL ASPECTS OF DESIGNING ONLINE TEACHING ACTIVITIES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-142.

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During the recent years there has been an increase in the use of electronic learning platforms in all educational systems. Learning platforms as virtual learning environments are considered necessary for developing e-learning activities. The Virtual Learning Environment (VLE) is a specific system built around computers, software and Internet access to support teaching, learning and assessment. As a result of the increase in using ICT tools in education it should be noted that more universities integrated VLE in traditional courses in order to satisfy student learning needs and improve teaching
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Felea, Cristina, and Liana Stanca. "WIKI TOOLS IN TEACHING ENGLISH FOR ACADEMIC PURPOSES - IT AND LANGUAGE PROFICIENCY AS PREDICTORS OF ONLINE PARTICIPATION." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-265.

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The major societal changes brought about by the Internet, particularly in the past decade, have played an important role in the rethinking of the teaching/learning process and of students' and teachers' roles in higher education. The authors have been studying various aspects of a blended learning programme for studying English for Academic Purposes they have implemented at Babes-Bolyai University, the Faculty of Sociology and Social Work (2009-present). As a result of technology advance in all areas of life and its increasing presence in teenagers' life (by means of formal and informal educat
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Felea, Mihai, Mihaela Dobrea, and Irina Albastroiu. "BLENDED LEARNING IN HIGHER EDUCATION - A ROMANIAN STUDENTS PERSPECTIVE." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-059.

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System of higher education is under permanent development and blended learning is a format rapidly spreading in academic area around the world. Increasing numbers of universities are adopting blended learning because it integrates traditional face-to-face with online learning. Blended learning offers opportunities to incorporate different resources like books, multimedia files, web pages and innovative learning activities. Interactive assignment, chat and forum, quiz, survey, workshop and social networking are examples of activities that teachers can include in their courses. On the other side
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Kostić, Silva, Nada Ratković Kovačević, Marija Zajeganović, Đorđe Dihovični, Ivana Krulj, and Dragan Kreculj. "Online Learning during the COVID-19 Pandemic." In Sixth International Scientific Conference ITEMA Recent Advances in Information Technology, Tourism, Economics, Management and Agriculture. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2022. http://dx.doi.org/10.31410/itema.s.p.2022.103.

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In the 21st century almost every higher education course includes some type of digital learning. Many universities provide blended, online or e-learning courses. Many LMS platforms are used for online learning and testing students in various fields. Several virtual meeting platforms are used for online learning and communication. The use of these platforms at universities skyrocketed during the Covid-19 pandemic. This paper focuses on teachers’ experience and satisfaction with different tools for online learning in comparison with traditional, face-to-face teaching methods. The authors surveye
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Reports on the topic "Blended Learning Online Learning Education Internet Technology Teachers and Students"

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Thy, Savrin, Tong Ly, and Sokunthy Ean. Cambodian Upper Secondary School Education amid COVID-19 Pandemic: Challenges and Opportunities. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.137.202305.

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The outbreak of Coronavirus Disease 2019 (COVID-19) was announced as a pandemic by the World Health Organization (WHO) on 11 March 2020. Its presence has created significant disturbances across society and particularly within education. On 16 March 2020, as a preventative measure against the spread of COVID-19, the Royal Government of Cambodia (RGC) decided to close all educational institutions. However, in an effort to continue providing education services to students, the Ministry of Education, Youth and Sport (MoEYS) alongside relevant stakeholders made significant efforts to adopt distance
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Saing, Chan Hang, Phal Chea, and Sopheak Song. Assessing Technology Readiness of Students and Teachers in Cambodian Higher Education during COVID-19. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.143.202311.

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The global COVID-19 pandemic brought unprecedented disruptions to the higher education landscape worldwide. Widespread school closures, driven by the imperative of social distancing to combat the virus's spread forced a rapid and dramatic shift from traditional face-to-face instruction to online learning and teaching environments in numerous countries. Recent research has highlighted the formidable challenges lower- and middle-income countries face, particularly those with weaker ICT infrastructures and less technology-ready teachers and students, when adapting to these new tech-enhanced teach
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Ali, S. M. Zulfiqar, Siban Shahana, and Rizwana Islam. Learning at a Distance: Assessing the Effectiveness of Remote Learning in Bangladesh. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/zevi5743.

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COVID-19 has significantly disrupted education globally, including in Bangladesh, where schools were closed for nearly two years. The Bangladeshi government initiated a distance learning program via SANGSAD TV starting April 30, 2020, initially for primary and then secondary students. This shift from traditional classroom teaching to remote learning posed challenges, particularly for young students and those from low-income households, impacting them differently based on various factors like household income, gender, electricity, and internet access. To assess the effectiveness of the Remote L
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Akhmedjanova, Diana, and Komiljon Karimov. Covid-19’s Effects on Higher Education in Uzbekistan: The Case of Westminster International University in Tashkent. TOSHKENT SHAHRIDAGI XALQARO VESTMINSTER UNIVERSITETI, 2020. https://doi.org/10.70735/azco9450.

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Higher education (HE) in Uzbekistan moved to distance learning since the beginning of the pandemic with uneven results. Universities responded with different approaches to ensure safety of their communities and continue teaching and learning, often online. Westminster International University in Tashkent (WIUT) faced considerable challenges with distance learning including access to technology and the Internet, lack of skills for teaching online and understanding how students learn best in the new mode. Only 14% of faculty used this approach before. Based on WIUT’s initial experience, we recom
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Raza, Oneir, and Sara Hennessy. Exploring the Gender Differences in Technology Use for Educational Purposes at Home Among Students in Pakistan. EdTech Hub, 2025. https://doi.org/10.53832/edtechhub.1099.

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This report examines gender disparities in the use of educational technology (EdTech) among students in Pakistan, with the aim of informing policies that foster more inclusive and equitable digital learning environments. Drawing on data from a survey of over 2,000 teachers and interviews with EdTech stakeholders in Islamabad, the report explores how sociocultural norms and parental attitudes shape differential access to and use of EdTech at home—particularly disadvantaging female students. It identifies key barriers including limited access to affordable internet and devices, low digital liter
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Chea, Phal, Chankoulika Bo, and Ryuto Minami. Cambodian Secondary School Teachers’ Readiness for Online Teaching During the Covid-19 Pandemic. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.134.202205.

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The Covid-19 pandemic locked students all around the world out of school and caused unprecedented educational disruptions for more than two years. Like other countries, Cambodia switched from the traditional physical classrooms to online and distance learning during school closures. Cambodian schools were able to reopen their doors briefly at the end of 2020 after the first nationwide school closure in March earlier that year. However, largescale community outbreaks in February 2021 forced schools to close again. There have been successful lessons in developed countries where online learning a
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