Academic literature on the topic 'Blended Learning Policies'
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Journal articles on the topic "Blended Learning Policies"
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Bello, Muhinat Bolanle, and Alabelapo Kadir Akogun. "Overcoming Technological and Institutional Barriers to Blended Learning Adoption in Teacher Training: A Case Study of Kwara State College of Education Oro." Pengabdian: Jurnal Abdimas 2, no. 4 (2025): 207–19. https://doi.org/10.70177/abdimas.v2i4.1873.
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Background. The successful adoption of blended learning in educational institutions is often hindered by technological and institutional barriers. These include constraints related to ICT infrastructure, digital literacy, and institutional policies, which collectively impede the implementation of blended learning methodologies. Purpose. This study aimed to investigate the institutional and technological barriers to blended learning adoption at Kwara State College of Education Oro. Specifically, it focused on assessing technological constraints, institutional policies, and digital literacy levels among educators and students. Method. A mixed-methods descriptive survey research design was employed. Simple random sampling was used to select a sample of 641 students and 90 lecturers. Data were collected using structured and unstructured questionnaires administered via Google Forms, enabling a comprehensive analysis of key trends. Results. The findings revealed significant barriers to blended learning adoption, including inadequate ICT infrastructure, low digital literacy among educators and students, and inconsistent power supply. These challenges highlight the need for targeted interventions to overcome the obstacles to blended learning implementation. Conclusion. The study recommends establishing a dedicated blended learning committee, developing clear institutional policies, and enhancing digital literacy training for both educators and students. Addressing these barriers is essential for the successful adoption of blended learning, which can improve educational outcomes and better prepare future educators for modern classrooms. Creating a supportive environment at Kwara State College of Education Oro is key to fostering the effective integration of blended learning methodologies
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Gong, Zhile. "Blended Learning Modality and its Challenge Towards Enhanced Teaching -Learning Policy." Journal of Education and Educational Research 8, no. 3 (2024): 420–32. http://dx.doi.org/10.54097/3vapa496.
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The study investigates that the deployment and challenges of blended learning modalities across five universities in China, focusing on the perceptions and experiences of both students and faculty members. Utilizing a descriptive comparative research design, the study incorporates quantitative methods to provide a multifaceted analysis of the implementation of blended learning. Central to the research are the demographic characteristics and academic backgrounds of the participants, which play a significant role in their engagement with blended learning environments. The analysis explores the varying impacts of blended learning across different age groups, genders, and academic disciplines, providing insights into the adaptability of this educational modality. A significant portion of the study is dedicated to understanding the specific challenges encountered in blended learning settings, including technological hurdles, resource limitations, and communication barriers. Through statistical analysis, the research identifies significant differences in the assessment of blended learning based on the demographic profiles of respondents, offering empirical evidence that supports the need for tailored educational policies. Moreover, the findings contribute to the formulation of specific policy recommendations aimed at enhancing the effectiveness and experience of blended learning. These recommendations address the identified issues, suggesting potential solutions and improvements that could make blended learning more accessible and beneficial across diverse educational contexts.
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Kokare, Maija, and Karlis Strautins. "SETTING UP BLENDED LEARNING AT SCHOOL: LEADERSHIP PERSPECTIVE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 240–53. http://dx.doi.org/10.17770/sie2018vol1.3161.
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Effective, meaningful and balanced use of information communication technologies (ICT) for teaching and learning is essential for meeting challenges of 21st century; however, practices of blended learning (a combination of face-to-face and online instruction) in Latvia are rather developed by particular teachers than organized as evidence-based policies of ICT integration in teaching and learning at schools. The research is aimed to explore the issues related to setting up blended learning as school policy from leadership perspective, and is designed as the case study by combining: 1) piloting results of the program “Curriculum design for Blended Learning” for leadership teams (5 secondary schools in Latvia); 2) developing the self-evaluation tool for school readiness for blended learning; 3) analysis of the main leadership challenges for setting up blended learning in schools. The study results contribute ongoing processes of introducing blended learning at schools by linking both leadership, management and pedagogical perspectives.
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Rahmawati, Nur Indah, Endang Fauziati, and Sri Marmanto. "Investigating the Institutional Blended Learning Adoption Framework in Higher Education." Indonesian Journal of EFL and Linguistics 6, no. 1 (2021): 101. http://dx.doi.org/10.21462/ijefl.v6i1.345.
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There are limited studies that concern the institutional policies and issues of blended learning adoption. By using a case study, this study explores blended learning implementation and three main issues of adoption. The issues are “institutional strategy, structure, and support that portrayed the stages of the blended learning adoption. The data indicated that the blended learning implementation of learning increases the involvement use of technology by the learner. But there is still no proportionality in the enforcement between F2F and online learning goals and activities. The data were obtained by observation, semi-structured interview, and documentation. Based on the result, the institution under investigation still in stage 1 (awareness/exploration stage) of the blended learning adoption stage. By doing the research on the three participants who adopt blended learning, it can be concluded that the institution has not met the requirements for implementing blended learning at higher stages because many aspects have not been fulfilled and need to be improved for future implementation. Therefore, the researchers expect that this research can be a reference regarding aspects that must be fulfilled for better implementation.
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Firpo, Elena. "Blended learning and bilingual education." Research on Education and Media 8, no. 1 (2016): 79–92. http://dx.doi.org/10.1515/rem-2016-0010.
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Abstract The purpose of the applied research presented herein is to devise and promote language teaching paradigms that are intended to develop bilingual abilities in second-generation Latin Americans (aged 11-12 years) in the Italian middle school, thereby recovering their original linguistic background, while amplifying their knowledge of Italian, thus redefining a carefully balanced, pluralistic linguistic framework. Moreover, the study aims to establish a bilingual teaching model that may also be applied to different language pairings. The LI.LO (acronym for Italian Language/Native Language) programme was designed and delivered in blended learning on Sybra/CLiRe (Centro Linguistico in Rete) platform of the University of Genoa and it focuses on the development of bilingual skills with respect to academic language, cognitive abilities, and computer competence. It promotes language proficiency and the complete integration of non-Italian, second-generation Latin American students. The first part of the study illustrates Italian linguistic policies, underscoring the need to close the gap between the actual state of the Italian school system and extant norms. The second part of the study shows the theoretical and methodological assumptions of the blended model of the course LI.LO as well as the course activities. The third part of the article shows the results of the evaluation and self-evaluation questionnaires administered after the study’s completion.
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Ankita, Vishal &. Prof. C.R.K. Murthy. "BLENDED LEARNING AS A MEAN TO ENHANCE EDUCATIONAL QUALITY." Scholarly Research Journal for Interdisciplinary studies 13, no. 84 (2024): 268–74. https://doi.org/10.5281/zenodo.13995554.
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<em>The integration of technology into education through models like blended learning is rapidly altering traditional teaching methods. Blended learning combines online instruction with face-to-face classroom experiences. As policies are developed to support this new approach, it's crucial to understand the theoretical underpinnings of blended learning, explore effective implementation strategies, and recognize its growing importance in a dynamic educational landscape. This research paper reviews existing studies to examine the theoretical basis and adoption of blended learning as a means of enhancing education quality. Furthermore, it analyses the factors that influence both the adoption and implementation of this model. The study concludes that blended learning encompasses a range of elements for students, including face-to-face interactions, activities, resources, assessments, and feedback. For educators, it involves technology integration, pedagogical approaches, content development, and knowledge acquisition. Ultimately, the findings aim to provide valuable insights into the adoption and implementation of blended learning for students, teachers, and administrators alike.</em>
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Alsaied, Mohamad Abdullah. "The impact of blended learning on academic achievement quality from the perspective of students at Mohamed Bin Zayed University for Humanities in light of university policies and aspirations." International Journal of Innovative Research and Scientific Studies 8, no. 1 (2025): 2660–70. https://doi.org/10.53894/ijirss.v8i1.5039.
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This study evaluates the effectiveness of implementing various forms and features of blended learning at Mohamed Bin Zayed University for the Humanities from the perspective of its students. The research focuses on five key areas: the availability of blended learning mechanisms, their impact on achieving educational objectives, the influence of blended learning on students’ academic performance, the obstacles to using blended learning at the university, and the views and perspectives of the study sample towards this type of education. A survey was conducted, and the sample consisted of 100 students from different university branches. The results showed a high level of agreement among students on the importance of blended learning compared to traditional education. Tools such as computers, educational courses, projectors, video classes, class points, and smart boards were widely recognized as effective. Regarding the effectiveness of these mechanisms, 73% of students reported improvements in their academic performance and increased concentration after using blended learning tools. However, 22% of students faced obstacles that hindered their ability to receive focused education. These obstacles included a lack of awareness of how to use blended learning tools, unexpected technical issues with smart boards, and insufficient time for discussions in certain courses. The students’ visions and aspirations were reflected in their desire to further develop this form of education over traditional methods by better equipping classrooms and offering regular training sessions for professors on blended learning techniques and skills.
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Primasari, Clara Hetty, Saverius Rischo Setyo Kurniawan, Pamungkas Setyo Wibowo, and Yohanes Priadi Wibisono. "Recommendations for blended learning implementation COVID-19 pandemic atmosphere at Indonesian University." International Journal of Health Science and Technology 4, no. 2 (2022): 144–55. http://dx.doi.org/10.31101/ijhst.v4i2.2788.
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Kampus Merdeka, launched by the Ministry of Education and Culture, calls for increased use of technology in the learning process at the university, followed up by the policies of several universities in Indonesia to implement the Blended Learning method. Several universities in Indonesia started to implement the strategy, but in reality, the implementation was inseparable from the unpreparedness faced by the academic community in its application. The outbreak of COVID-19 further exacerbates this unpreparedness. Thus, this research aims to measure the level of readiness for Blended Learning implementation and provide several recommendations on how people cope with this situation. This research used the ELR (E-Learning Readiness) Model to measure readiness in applying Blended Learning methods. The E-Learning Readiness model used in this study was the Aydin & Tasci E-Learning Readiness model. The overall readiness level for Blended Learning implementation is 3.58. This result shows that the level of readiness is at the ready stage and needs a slight increase. This result suggests several recommendations for Blended Learning implementation, especially in this COVID-19 atmosphere.Â
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Hua, Tian Yanjun Song. "Blended Learning And Its Effect On Diversified Students Achievement Under The Background of Higher Vocational Enrollment Expansion." Multicultural Education 9, no. 5 (2023): 30. https://doi.org/10.5281/zenodo.7950585.
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<em>The successive higher education expansion policies in 2019 and 2020 have prompted adult social students to enter higher education institutions that were originally mainly full-time off-the-job. Given that the diversified student population after the expansion also assumes social roles, higher vocational education as academic education has both the implication of adult education. In view of the learning characteristics required by adult roles and the application of new digital technologies in education, blended learning becomes an important and necessary form of teaching and learning for the cultivation of diverse students. However, there are few studies on the impact of teaching behaviors on learning inputs and learning outcomes in blended learning environments, especially in the field of adult education. This study constructs a model of the effect of blended learning on teaching behavior-learning engagement-learning effectiveness for diverse students, and validates the theoretical model by conducting a questionnaire survey on 2,132 students enrolled in the blended learning environment. The results showed that both teachers' teaching behaviors and students' learning inputs positively influenced learning outcomes in a blended learning environment, and teachers' teaching attitudes, teaching preparation, and teaching contexts positively contributed to students' cognitive, affective, and behavioral inputs, respectively. In addition, the effects of teaching behaviors on the dimensions of learning engagement were more pronounced among diverse students with higher motivation and self-efficacy. In order to promote the blended learning model to play a greater role in the teaching practice of the expanded group, higher education institutions should clarify the interplay between teaching behaviors and learning engagement, make teachers design blended teaching based on and targeted, focus on the effective integration of blended teaching design and teaching strategies for precise implementation, optimize the blended learning experience by enhancing students' self-efficacy and learning motivation, and thus improve learning effectiveness. To promote a fruitful reform of talent cultivation in adult academic education.</em>
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Irwanto, Irwanto, Zainal Arifin, Dicky Artanto, Titi Wahyuni, and Wardatul Jannah. "Manajemen Blended Learning Pasca Pandemi Covid-19: Studi Kasus Sekolah di Indonesia." Jurnal Pendidikan Madrasah 9, no. 1 (2024): 133–40. http://dx.doi.org/10.14421/jpm.2024.133-140.
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This study aims to find out the main factors that contribute to blended learning management in Indonesia. The research is focused on identifying the management process which includes, planning, organizing, implementing, and evaluating the blended learning management program at SMAN 2 Jember, SMKN 1 Wanayasa Banjarnegara and SMP 1 Prambanan Yogyakarta. This research is qualitative descriptive research with a naturalistic approach. The results show that the four functions of the management process have a very large influence on the results of the blended learning management program. First, the planning of the blended learning program involves all school stakeholders, as well as through the creation of a regular schedule. Second, in terms of organizing blended learning programs, the school goes through the curriculum work process so that teachers fill out a daily journal, to monitor activities. Third, the implementation of the blended learning program based on the learning process in the classroom by providing materials and explanations, as well as information transformation through room meeting to do practice questions at home. Fourth, learning evaluation is carried out through google classroom for attitude knowledge, and practicum for skill aspects, as well as private universities and UAS. Blended learning management policies involving all school stakeholders, filling out daily journals, learning in the classroom and delivering material through room meetings can optimize the learning process in the post-covid-19 pandemic period.
Books on the topic "Blended Learning Policies"
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Cigno, Alessandro, and Furio C. Rosati. The Economics of Child Labour. 2nd ed. Oxford University PressOxford, 2024. https://doi.org/10.1093/oso/9780198903000.001.0001.
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Abstract Children throughout the world are engaged in activities that can be classified as work. Some of these are harmless like helping parents in the home, or have a valuable learning-by-doing component like helping in the family farm or family business. Others are dangerous or morally degrading. All, however, compete with formal education. The book provides a blend of theory, empirical analysis and policy discussion of child labour and related variables such as education, fertility and infant mortality. It is primarily intended for advanced and research students. This second edition presents further evidence of the factors that determine the demand and supply of child labour, the demand for education, and of the nexus between child labour, education, fertility, and health. A new chapter assesses the effectiveness of the policies that are actually carried out in developing countries for the specific purpose of curbing child labour.
Book chapters on the topic "Blended Learning Policies"
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Mishra, Sanjaya. "Developing Institutional Blended Learning Policies and Plans." In Case Studies on Blended Learning in Higher Education. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-9388-4_3.
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Viswanathan, Ganthi. "Promoting Blended Learning Adoption Through Institutional Policies and Practices in Singapore." In Case Studies on Blended Learning in Higher Education. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-9388-4_6.
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Yang, Danlin, and Cher Ping Lim. "National and International Policies and Guidelines on Blended Learning in Higher Education." In Case Studies on Blended Learning in Higher Education. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-9388-4_1.
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Brill-Carlat, Matthew, and Maria Höhn. "Rebuilding After War and Genocide: Learning with and from Refugees in the Transnational Digital Classroom." In Migration, Displacement, and Higher Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12350-4_22.
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AbstractThe Covid-19 emergency spurred a flurry of teaching innovations as higher education institutions turned to online or blended learning models, and as international collaborations have moved nearly entirely online. These circumstances inspired us to revisit the digital transatlantic seminar, “Germany 1945: History and Memory in Germany after WWII,” taught by Höhn in Spring 2018 to a group of seven Vassar students (Brill-Carlat among them) and six advanced high-school students—between the ages of 17 and 22—who had come to Berlin as asylum seekers from Syria, Iraq, and Afghanistan. The course dealt with history and memory of World War II and the Holocaust in Germany. As such, it reflected a core commitment of the Consortium on Forced Migration, Displacement, and Education (CFMDE), founded by Höhn at Vassar and partners (Bard, Bennington, Sarah Lawrence, the New School, and the Council for European Studies): the importance of providing opportunities for our undergraduate students to learn with and from refugees and displaced individuals if they are to understand and tackle the global, multidimensional challenges of forced migration. As institutional resistance to digital teaching necessarily vanished with the Covid-19 pandemic in Spring 2020 and the direction of future online-learning policies is up for debate, we revisit the 2018 class to examine lessons learned and how this project points the way to another digital venture: digitally “hosting” displaced scholars at liberal arts campuses.
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Salter, Abigail, Amanda Smith, and Stephen Moss. "An Exploration of the Use of Reflective Assessment by Policing Apprentices Whilst in an Operational Setting." In Creativity and Critique in Digital Learning and Teaching. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-68086-1_12.
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Abstract This chapter explores the concept of using reflective practice as a tool to assess learning throughout a work-based learning module in the Police Constable Degree Apprenticeship (PCDA) at The Open University. The research uses a constructivist approach involving the collection of qualitative data. Whilst reflection has emerged as a ‘universally accepted ingredient of professional development’ (Amhag in International Journal of Mobile and Blended Learning 12:1–16, 2020, p. 2) there appears to be ‘little or no agreement’ on what reflective practice is (Hargreaves in Assessing reflective practice. Nurse Education Today 24:196–201, 2004, p. 196). This suggests that risky assumptions are being made that policing students know what reflection is and understand how to reflect, and that module tutors know how to assess that reflection (Amhag in International Journal of Mobile and Blended Learning 12:1–16, 2020; Chan and Luo in Teachers and Teaching 26:214–228, 2020). Research also demonstrates that a tutor’s own stance towards reflection influences how they promote reflection. To explore these ideas, we draw on data from a deductive thematic analysis of semi-structured interviews and focus groups from a work-based learning module. The emerging theme is that whilst reflective practice promotes and supports professional development, it presents as a challenge when used as an assessment tool to demonstrate learning. This chapter offers valuable insights into how reflective practice can be used within a work-based programme that is meaningful for practitioners and tutors.
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Odit-Dookhan, Kiran. "Students' Engagement in Blended Learning." In Implementing Blended Learning Policies and Programs for Crisis Preparedness. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8402-2.ch009.
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During the COVID-19 pandemic, the adoption of Blended Learning posed a major challenge for the instructors as well as the learners. Blended Learning offered the learners numerous opportunities for enhancing and motivating their future learning and regarded as an alternative learning method. With this shift in educational context, it is critical to understand whether students; basic psychological needs are being better met and fulfilled. Student engagement, as explained by self-determination theory (SDT), is a prerequisite for learning. Blended Learning enhances learners; educational attainment both internally and externally; however, research on the advantages and threats of Blended Learning in assisting and supporting learners in Higher Education (HE) is limited. As a result, at the University of Technology, Mauritius, Blended Learning has become an accepted learning method.
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Kant, Shashi, Metasebia Adula, and Zerihun Kinde Alemu. "Navigating the Blended Learning Landscape." In Implementing Blended Learning Policies and Programs for Crisis Preparedness. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8402-2.ch006.
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With more blended learning policies being adopted in an effort to improve accessibility and quality of education, Ethiopia's education system is undergoing major changes. This study examines how these policies affect educational leadership, with a particular emphasis on how crisis preparedness initiatives function as a mediator. A survey was conducted with 400 participants, comprising educators, administrators, and policymakers in the field of education. Confirmatory factor analysis (CFA) and exploratory factor analysis (EFA) were used in the study to determine the underlying dimensions of the variables under investigation. Data appropriateness for factor analysis was evaluated using the Bartlett's test and the Kaiser-Meyer-Olkin (KMO) scale. Analysis of the mediating effects was done using Structural Equation Modeling (SEM). The results show that by bolstering crisis preparedness initiatives, blended learning policies may greatly improve educational leadership.
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Evangeline, S. Ida. "Educational Leadership in Implementing Blended Learning for Crisis Preparedness." In Implementing Blended Learning Policies and Programs for Crisis Preparedness. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8402-2.ch003.
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The increasing frequency of global crises—ranging from pandemics and climate events to political instability—has highlighted the urgent need for educational systems that are both resilient and adaptive. Blended learning, which integrates digital and in-person modalities, has emerged as a critical strategy for ensuring educational continuity during such disruptions. However, the success of these initiatives depends not only on infrastructure and pedagogy, but on the quality and responsiveness of educational leadership. This chapter examines the evolving role of educational leaders in implementing blended learning for crisis preparedness, with a focus on strategic design, equity, inclusion, and sustainability. Drawing on leadership theories—including transformational, adaptive, distributed, and equity-focused models—the chapter explores the competencies required to navigate complex, uncertain environments.
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Odit-Dookhan, Kiran, Hemant Chittoo, Havisha Vaghjee, and Toshima Makoondlall-Chadee. "The Implications of a Blended Learning Environment on Students' Engagement." In Implementing Blended Learning Policies and Programs for Crisis Preparedness. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8402-2.ch010.
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The COVID-19 pandemic resulted in most universities switching face to face courses to blended formats. The study attempts to provide an insight on promising practices to better engage students at the University of Technology, Mauritius. The purpose of this research is to show that online learning is not only about ICT following a holistic approach to learning which embeds systemic approach and learning loops but also about students and academics' actions in an ICT-enabled learning environment. Using an exploratory mixed method design, combining both the qualitative data was collected using a focus group discussion among both students and resource persons. The quantitative approach employed a questionnaire to gauge the experience of the learners and academics and identify the strengths and weaknesses of online learning using a 5-point Likert scale and dichotomous items. 241 students and 58 academics both full time and part time who have undergone online teaching and learning for one academic year at least at UTM were surveyed.
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Rismawati, Rismawati, Rusdiana Junaid, I. Nyoman Darmayasa, Salju Salju, Supriadi Supriadi, and Javaid Ahmad Wagay. "Crisis-Responsive Education." In Implementing Blended Learning Policies and Programs for Crisis Preparedness. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8402-2.ch002.
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This chapter examines the incorporation of agile management principles into blended learning frameworks as a strategic reaction to educational disruptions in crisis situations. Utilizing case studies from the Global South, including Mauritius, Indonesia, Kenya, and the Caribbean, it underscores how adaptable, inclusive, and feedback-oriented strategies can improve educational resilience. The chapters analyze theoretical foundations, policy innovations, and exemplary practices to illustrate how governments, educators, and development partners may together design systems that adapt and prosper in times of crisis. Agile blended learning represents a technology transformation and a model of collaborative governance, educational equity, and localized innovation. This volume offers a thorough guide for developing future-ready education systems that cater to all learners in uncertain times, utilizing visual frameworks, strategic roadmaps, and proactive recommendations
Conference papers on the topic "Blended Learning Policies"
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Narayan, Vickel, Thomas Cochrane, Stephen Aiello, et al. "Mobile learning and socially constructed blended learning through the lens of Activity Theory." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0123.
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The pandemic has drastically changed the education landscape. The pedagogical practices, policies and procedures ingrained and refined over many years were suddenly rendered less effective. Overnight, new practices, policies and procedures had to be drafted to support teaching and learning. More than a year on, educators have found a new home, new pedagogies and practices have been refined and continue to be, policies and procedures are agile to support a volatile environment academia dwells in during the pandemic era. Building upon the work the Mobile Learning Special Interest Group (MLSIG) presented last year at the conference, we investigate the role mobile learning is and could play in emerging pandemic pedagogies. Eight vignettes are presented from universities around the world that are analysed using Activity Theory to understand the role of mobile devices and social tools for developing blended synchronous learning (BSL) and HyFlex learning.
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Ng, Eugenia. "Engaging Student Teachers in Peer Learning via a Blended Learning Environment." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3233.
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T eacher education, which encompasses teaching, teaching effectiveness, the factors that determine teachers' thought processes and performances, and the social policies that affect teachers in all aspects and stages of their careers, is the fundamental groundwork and primary foundation, for attemptingto undertake various innovative and model learning and teaching approaches. However, a number of studies have indicated that teacher education does not adequately prepare teachers to teach with technology. In light ofthis paradoxical situation, the author attempted to integrate content, pedagogy and technology when teaching her post-graduate student teachers. In addition, technology was used to foster peer learning, so that participants could learn through a holistic approach in an experiential environment, rather than using technology as an add-on tool. An institutional standard questionnaire and a focus group meeting were conducted as part of this study, to gather feedback from the participants in the study, on the new learning approach, and the grades that these student teachers obtained for their individual work and group project were analyzed. It was found that the participants embraced both a peer and blended learning approach, and yet the grades that they obtained for their group projects were not superior to the grades on their individual assignments.
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Tomescu, Silviaadriana. "BLENDED LEARNING METHODOLOGY FOR LIBRARY PROFESSIONALS "CAROL I" CENTRAL UNIVERSITY LIBRARY." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-276.
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The present paper aims to analyze the current mission of "Carol I" Central University Library for library professionals' training and development. We started our methodology from the services and scientific products that these institutions offer to higher education researchers, teachers and students, the extent of the technological developments and (co)relation with the assimilated skills. Taking into account the new tendencies in heritage preservation and cultural sharing through the new tech, dedicated portals and communication channels, library professionals must be specialized in digital technology processing, metadata cataloguing, bibliographic data exchange, digital preservation and data analyzing. Unfortunately, the Romanian library system lacks a well guided training policy, a nationwide unified strategy for digital preservation and also a public strategy for professional training. Our study will focus on how "Carol I" Central University Library, Bucharest understands its unique role of training provider for secondary school library system and also of the academic library system. The librarian profession addresses to a different public, has specific tasks and levels of difficulty, being influenced by the organizational evolution and technical infrastructure. They are also confronted with economic constraints and need to develope the expertise and adjust the library services and scientific products (eBooks, e-portfolios, digital repositories, eLearning platforms) through electronic means of communication, theoretical expertise and sociological tools in order to accomplish the fundamental mission of the institution (to support teaching, learning and scientific research) at highest academic standards. The teaching and learning processes have been transformed rapidly the last decades due to the shifting evolution of communication channels and educational software. Blended Learning as new paradigm became a very appropriate solution for knowledge transfer. The evolution of library services and new strategies for learning and communications required a strong set of specific skills for librarians. In this respect, having as mission to develop the competences of both academic and school librarians, "Carol I" Central University Library might use a common training curriculum for the basic working skills. The purpose of our analysis is to explore the need for blended learning and its influences in the academic environment, highlighting the librarians' training policies. We designed a virtual learning environment dedicated to the professional training, with Moodle, in order to provide professional guidance for librarians, and also applied the last theoretical fundamentals of blending learning in the librarianship field, comparative case studies concerning electronic library services. In this regard, we explored the possible technological foundation that might be used to design a pedagogical model for librarians' blended training framework. This is the reason behind "Carol I" Central University Library, as the only national training provider for two library systems, took into consideration the blended learning as a cost effective solution for knowledge sharing, continuous development and professional solidarity.
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Bogdan, Razvan, Huseyin Bicen, and Carmen Holotescu. "TRENDS IN BLENDING UNIVERSITY COURSES WITH MOOCS." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-120.
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Since 2008, the Massive Open Online Courses (MOOCs) have brought innovation, research, new policies and paradigms, but also challenges to Academia worldwide. Usually developed and delivered as independent online courses, MOOCs are used for blended learning in many universities. This study analyses a corpus of 52 selected articles related to using MOOCs in higher education courses. The aim of the research is to find answers to the following questions: Which models of MOOC integration exist? Which are the research topics and trends identified in the state-of-the-art literature presenting the integration of MOOCs into blended courses? The article could be useful for teachers/instructors wanting to integrate MOOCs in their courses, but also for researchers and policy makers. Higher education institutions from around the globe are challenged with a demand of improving student learning, but also with the constant requirement of demonstrating the effectiveness of different academic programs. It has been presented in that teaching and learning cannot be reduced only to technology, but to be based on open pedagogies with key ingredients such as students' engagement, open learning environments, presence of challenges etc., constituting what is coined in literature as effective teaching. In has been demonstrated that those students who are profoundly challenged and engaged will be much more prone to reflect, then question, evaluate, and finally make connections between a spectrum of ideas. A state-of-the-art educational approach for obtaining effective teaching is that of blended learning. Such a method offers to students a combination between traditional in the class, face-to-face instruction and a plethora of outside the class activities.
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SOM, Ratana, Raksmey CHAN, and Dănuț Dumitru DUMITRAȘCU. "MANAGING CHANGES IN DEVELOPING WORLD: CASE STUDIES OF BLENDED LEARNING ADOPTION (CHANGE) IN CAMBODIAN HIGHER EDUCATION INSTITUTIONS." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/03.07.
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A conceptualization of change management framework informed that positive change is managed with considerations of type, elements and process. This framework was confirmed by recent situational analyses made at two Cambodia’s public higher education institutions where adoption of Blended Learning (the change) was found to be promising with increased students’ satisfaction, increased lecturers’ involvement and continued program expansion. Employing case study design, this study aims to reconfirm the constructs, suggesting, where possible, for readjustment to make it really works. To that end, in-depth interviews with institutional leadership and key informants and focus group discussion with involved faculties were conducted. Results from the study suggested that although the framework do explain the real management practices on the ground, it had been deformed in a way that allowed the above top management much bigger control on type and elements of change. Middle managements (the Center’s head) whose roles were supposed to have the above controls were left otherwise to manage the whole process of change. While this strategic error, on the one hand, made the above successes far from being institutionalized, it, on the other hand, confirmed the validity of the above framework. For this framework to be most practical, this study recommends that more strategic supports and policies, together with a reliable monitoring and evaluation platform, be developed while internal source of funding should also be secured.
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Sikoyo, Namarome, Betty Ezati, Dianah Nampijja, et al. "nlocking Potential for Enhanced Teaching and Learning of Students with Visual Impairment in Uganda’s Public Universities: the Role of Assistive Technologies." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7483.
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Enrolment of students with visual impairment (SVI) in Uganda’s universities is increasing amidst limited awareness and capacity of educators to effectively support their learning despite the existence of policies aimed at improving their learning. Makerere University in partnership with Kyambogo University; the National Council for Higher Education and the Uganda National Association of the Blind is implementing a project to address the staff capacity constraints to support SVI in two public universities. // The goal of the project is to build capacity in public universities to provide an inclusive teaching and learning environment for the SVI through effective usage of assistive technologies. The project adopted a combination of a qualitative interpretivist and Design Based Research to analyze the contexts in which public universities provide education to SVI; and secondly, to train staff and SVI in using selected assistive technologies to support the teaching and learning of SVI. A Situational analysis was conducted from three public universities with a sample of 29 students with visual impairment, 17 teaching staff, 09 academic leaders (Dean and Heads of department) and 18 administrative staff. // A three-week blended learning training was developed based on the data from the situational analysis and offered to 40 staff members from two universities. The trained staff are implementing action points from the training in their practices. SVIs in the two universities have also been oriented to the assistive technologies. The papers share findings from the project this far.
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Udroiu, Adriana meda. "NEW PERSPECTIVES ON DISTANCE LEARNING IN INTELLIGENCE EDUCATION." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-058.
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,,Mihai Viteazul" National Intelligence Academy (ANIMV) is an institution of higher education which develops educational policies in the intelligence field. ANIMV combines academic education, military discipline and training in the university training programs which use traditional tools (face-to-face learning) or modern/innovative tools of Knowledge society such as eLearning or distance learning. Implementation of e-learning platforms in Academy contributes directly to the attainment arising from its mission by streamlining and increased adressability educational offer. Numerous advantages offered by distance learning such as learner-centered education and low cost allows the intense use of distance learning (eLearning, collaborative learning or blended learning) for training programs, academic and non-academic in our academy. eIntelligence education combines all type of distance learning to develop new perspective in preventing and combating the asymmetric threats. Eintelligence education combines the methods and methodologies in intelligence training with innovative tools of education in knowledge society such as distance learning. The intelligence training is based on specific methods and methodologies to collect , process and transmit information from all field from all areas of society. Preparation of best specialists requires commitment, dedication and modern training methods and tools. The use of simulation and training tools applicable to specific activities help students in training to a high level. In this context, distance learning or elearning/collaborative learning are necessary tools for the best education. The training in fields such as phycology, communication, security and political science requires cases simulation and analysis. Modern education tools and specific working methodologies offer the framework for the best training in intelligence and develop a new concept eintelligence education.
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Popoola, Oluseun, Smile Dzisi, Consolata Mutisya, Matrida Makuluni, Dorcas Kheseli, and Fatoou Janneh. "Digital Technologies Solutions: Strategies for Improving Female Students’ Enrolment into STEM Programme in Some TVET Institutions in Africa." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9558.
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Poverty amongst women can be reduced significantly as more women embrace the male dominated skilled and high paying Science, Technology, Engineering and Mathematics (STEM) occupations. Only 24% of graduates in engineering, manufacturing and construction were women (OECD, 2018). Bridging the gender gap remains a global challenge to policy makers especially in Africa. The situation is worrisome considering the social implications. Digital technologies have been known to remove the need for face-to-face interactions in learning thus reducing the difficulties women face in male dominated STEM-TVET. The aim of study is to propose novel attracting and retaining strategies using digital technology solutions for increasing female students’ enrolment and performance in STEM programmes in Technical, Vocational Education and Training (TVET) Institutions. Design of this study was descriptive survey and 109 STEM teachers across five TVET institutions in Africa participated in the study. Data was collected using questionnaire. A blend of existing curriculum with digital technology was infused into the sensitization framework. Well designed and specifically targeted policies were proposed together with the digital solutions to yield more robust outcomes. The results revealed that attracting strategies are crucial initiatives needed to increase students’ enrolment in STEM education. The study recommends that governments and institutions should come up with policies which outline strategies to improve enrolment and retain female students undertaking STEM/TVET courses.
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Ionita, Mirela, and Veronica Pastae. "OBSOLESCENCE AND THE E-LEARNING ELEMENT IN THE CONTEXT OF TEACHING AND ACQUIRING FOREIGN LANGUAGES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-081.
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The “lifespan” of a textbooks is dependent on a wide range of factors-of linguistic, social, psychological, technological and even political nature. These factors have implications in the selling process, in the socio-cultural impact, as well as in the erosion of a textbook. The e-learning element is the latest feature added to the process of teaching and acquiring foreign languages. However, it seems to be the subject of high-speed changes and reshaping. These complex phenomena are in connection with the rapid technological progress and evolution of the society itself. Hence some challenging questions arise: how should traditional way of learning blend with these new trends and how could the obsolescence factor affecting both textbooks and e-learning be best estimated and dealt with? 1.1. The lifespan of any textbook is limited to some extent. Both contents and graphics are perishable. Designed for teaching and learning purposes, any textbook is bound to become obsolete in the end. The viability of a textbook is in close connection with its usage - after this it becomes outdated. Quality is a dynamic feature constantly affected by the passage of time. 1.2. Language textbooks tailored for teaching and learning purposes are, in our opinion, a special kind of educational outcome. The market provides at least two types of products: school textbooks and independent methods, which are not restricted in any way by official curricula. Despite the fact that both these products are vulnerable and subject to change, school textbooks are the ones primarily altered by educational policies. 1.2.1. We will focus solely on those textbooks addressed to a public that is willing (not forced) to learn foreign languages. Regardless of the age group it targets (for instance, children, teenagers, adults) or their degree of proficiency (beginner, intermediate, advanced), such a textbook has to be accepted; it cannot be imposed. Consequently, its potential beneficiary can be extrapolated beyond borders, but not beyond time.
Reports on the topic "Blended Learning Policies"
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Mays, Tony, Ricky Cheng, Rebecca Ferrie, and Madhu Parhar. National ODL Policy and Practice in the Commonwealth. Commonwealth of Learning (COL), 2021. http://dx.doi.org/10.56059/11599/3887.
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Files PDF(1.94 MB) Date 2021-07 Authors Mays, Tony Cheng, Ricky Ferrie, Rebecca Parhar, Madhu Publisher Commonwealth of Learning (COL) Abstract In the wake of the pandemic, many institutions have been offering education using distance, blended or online methods. Sometimes this occurs in the absence of any national or institutional policy. Where national policies exist, they are not always available in a digital format. Sometimes issues related to ODL provision are embedded in other policy documents, such as ICT policies or Education Sector plans. This publication includes examples of policies which are currently available (as of July 2021) and could inform new policy development in countries where a policy framework currently does not exist or needs to be updated.
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Ayallo, Irene, Nadia Mary Akbar, Faith Burgess, et al. A Report on Teaching and Modelling Research Skills in a Classroom Setting: Social Work Students Using Their Learning and Experiences to Investigate the Link Between Modes of Learning Delivery and Social Work Core Competencies. Unitec ePress, 2024. http://dx.doi.org/10.34074/rsrp.107.
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In Semester 2 (July–November) 2022, Dr Irene Ayallo collaborated with the students in the Research Methods course in Unitec’s Bachelor of Social Practice to investigate the link between learning delivery modes and students’ ability to demonstrate the Aotearoa New Zealand Social Workers Registration Board (SWRB) core competencies (see Appendix 1). The aim of the project was to teach research skills and, simultaneously, critically analyse whether the shift in learning delivery due to the Covid-19 pandemic could impact the students’ future competencies as social workers in the Aotearoa New Zealand context. The report describes the research design process and presents a literature review, findings from data, and a discussion of the findings. Findings from this research show that the learning environment within which social work education is delivered has changed significantly, provoked by the events during and after the Covid-19 pandemic. Rethinking social work education delivery models is inevitable and required in this new environment. Carefully designed flexible delivery models, such as a mix of in-person and online (blended), would be most effective in safeguarding against and minimising learning disruptions without compromising quality. The most impactful delivery model for social work students is characterised by engaging and interactive content, practical activities and group work, increasing and checking retention, clear structure and guidelines, consistency, flexibility, and capability building for staff and students. The extent to which these can be achieved depends on addressing individual student and staff factors, and broader institutional resources, guidelines and policies.
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Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, et al. Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.j11.
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The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional resilience and innovative teaching and learning activities in tertiary education – but only if their development is embedded within enabling institutional culture, structure, policy, and processes. Against this backdrop, we designed a study to explore leadership and policy perspectives, institutional contexts, potentials/prospects, challenges, and best practices of educational digital solutions. In this exploratory study, we used accessibility and inclusivity as key motifs to frame discussions of results. We used a cross-sectional design and employed qualitative methods to collect data, i.e., document reviews, key informant interviews, and focus group discussions. We adopted a descriptive thematic analysis procedure to organize, analyze, and interpret the data. Overall, the results indicate that education leaders, faculty, and students were not equipped to smoothly transition from face-to-face learning to e-learning in the aftermath of the COVID-19 pandemic. Not only meeting technological requirements, the accelerated deployment of E-learning tools implied a change in pedagogy. We found that institutional policies were not designed to fully accommodate the change (except for some guidelines proposed during COVID-19). The lack of an e-learning strategy and resource limitations have hindered and continue to impact e-learning uptake in both institutions. We also found that poor internet connectivity, lack of tech devices and software, inadequate leadership commitment, power interruptions or outages, inadequate pedagogical training, low community perception, and poor administrative and technical skills are the challenges of the two institutions to effectively manage full-fledged e-learning programs. These challenges were usually amplified by the nature of national, local, and institutional contexts (e.g., a multi-campus, multi-college setting of UR and a war outbreak in northern Ethiopia). Noting that face-to-face education is still seen as premium, there is a need for a blended approach to e-learning and policies that would improve accessibility to and affordability of E-resources to diverse groups of staff and students. With varying degrees, we found that the two institutions are engaging in activities to promote e-learning. For instance, groups of e-learning Champions are advocating in both institutions for engagements in accelerated change efforts (be it on an e-learning platform, capacity building, access devices, and strategy). Both institutions have units that coordinate e-learning uptake and ensure its inclusivity. Both institutions could also benefit from increased governmental and development partners’ attention to the possibility and support of digital education. However, the issue of social equity and e-learning ecosystem management remains paramount in launching e-learning programs. In sum, we observed that e-learning is still in its nascent stages at both institutions although not at the same level. Their respective e-learning initiatives must integrate global best practices and specific local contexts and priorities. This requires that state and institutional leaders embrace and encourage co-creation, knowledge, and expertise sharing among institutions in low-resource and similar settings.
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Teacher Training through Open, Distance and Technology-Enabled Learning in Rwanda. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5506.
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This baseline study focuses on analyzing policies and practices related to open and distance learning (ODL) and technology-enabled learning (TEL) in teacher education in Rwanda. The research, adopting a descriptive survey design, examines the status of ODL and TEL for teacher training, identifies challenges in policy practices, and proposes mitigating strategies. The findings underscore the Rwandan government's commitment to enhancing the teaching profession, with a significant increase in teaching staff across all educational levels. However, despite improvements, pupil-to-teacher ratios remain higher than Sub-Saharan Africa averages, signaling the need for increased efforts to train more teachers. The study highlights the historical emphasis on leveraging ODL and TEL in education, particularly after the 1994 genocide. Various ICT-related policies advocate for integrating technology into teacher training, but several key policies and strategies remain in draft form, indicating a gap in formal approval. Regarding ICT penetration in schools, the government has adopted smart classrooms and increased connectivity, yet challenges like maintenance and server capacity affect learning platforms' reliability. The University of Rwanda's College of Education offers blended learning, but the roadmap for ODL is unclear. The study recommends leveraging ODL/TEL as a cost-effective pathway to address the shortage of qualified teachers. It emphasises the importance of clear strategies, guidelines, and the use of MOOCs and OER for flexible continuing professional development and academic teacher education programmes. The Ministry of Education is encouraged to establish an open access repository for OER and formulate a comprehensive strategy for harnessing ODL/TEL for teacher education and professional development.
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Quality Assurance in HECA Colleges During the COVID-19 Pandemic: A Mixed Methods Analysis through the lens of QQI’s Core Criteria. Higher Education College's Assocation (HECA), 2022. http://dx.doi.org/10.22375/hqf.tos22.
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The National Forum’s 2020 Network and Discipline Fund was launched in November 2020 and focuses on Shared Solutions to Common Challenges. Its overarching aim is to support networks and discipline groups to work together to respond proactively to identified challenges in teaching and learning in higher education, including those that have come to light through the sudden move to online/remote teaching and learning. The National Forum’s 2020 Network and Discipline Fund, drawing on the Higher Education Colleges’ Association (HECA) members’ experience, provided the HECA Academic Quality Enhancement Forum(HAQEF) with opportunities to strengthen its networks and discipline group, support their efforts to enhance teaching and learning, and produce useful insights and resources into the application of quality assurance of blended and online learning. In the pandemic period, many colleges were forced to change from a face-to-face delivery model of education and training to an online format of delivery. This disruption meant that assumptions about and plans for how the courses were to be delivered and managed had to be rapidly reviewed. With government pronouncements advising all staff to work from home where possible, the majority of internal roles and processes of colleges were also affected. The quality assurance (QA) policies, processes and procedures that were developed by colleges had to be modified to reflect this change in circumstances. This document reports on the results of a mixed methods study of QA developments that came about as a result of the initial changes enforced by the pandemic and the move to working from home. It also looked at what was learned about the management of quality in this sector during this time. Data was collected by HAQEF via a survey of QA personnel from the member colleges of HECA and follow up interviews. The survey consisted of 11 questions, one for each Core Area of Quality, as set out in the QQI Core QA Guidelines (2016). The questions asked for reflections on each provider’s experience of managing this aspect of QA, what resources or instances of good practice they could share with practitioners and which stakeholders were involved in this adaptation. The interviews asked about the measures that were undertaken to adapt QA processes in the pandemic period and what challenges could be reported from this adaptation. The report is divided into 11 chapters, with each chapter centred on a discussion of one Core Area of Quality as set out in the QQI Core QA Guidelines. An overview of the core area is developed, followed by a commentary on common experiences of the group in this area. Most sections conclude with resources, volunteered by member colleges of HECA, that was rated as useful in how the cohort navigated the management of QA in this core area.