Journal articles: 'Blender Studios'

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Johnson, P. A., A. K. Outhred, R. F. Raper, and M. McD Fisher. "Constancy of Air-Oxygen Mixtures in Intensive Care." Anaesthesia and Intensive Care 17, no. 1 (February 1989): 78–82. http://dx.doi.org/10.1177/0310057x8901700115.

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The performance of ten high-flow Bird blenders (3M Company) was assessed to ascertain the stability of the oxygen delivery both over time and within a single respiratory cycle. Blended oxygen concentrations were assessed for both continuous low flow and for intermittent flow with variable tidal volumes as is seen with mechanical ventilation. Studies were repeated after the addition of a high flow bleed from the blender via a T-piece. We observed clinically significant variations in the oxygen concentrations delivered by several blenders when the relationship between air and oxygen supply pressures varied. This variability was greatest when the air and oxygen pressures were nearly equal. When the line pressures were stable, mixed oxygen concentrations were constant but variations in oxygen delivery were found within individual breath cycles. This could be explained by postulating that at the initiation of flow from the blender a small pocket of unblended gas (pure air or pure oxygen) was issued by the blender before the balancing mechanism stabilised to deliver the desired oxygen concentration. This variability of oxygen delivery may have considerable impact on the measurement of oxygen consumption using the open circuit technique. The addition of a high flow bleed completely ablated this blender-derived variation in oxygen delivery.

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Vorontsova, Darya, Hanna Fedchenko, and Olga Valchuk. "PRODUCTION ORGANIZATION OF GRAPHICS PRODUCT." Bulletin of NTU "KhPI". Series: Strategic management, portfolio, program and project management, no. 2(6) (August 3, 2022): 21–24. http://dx.doi.org/10.20998/2413-3000.2022.6.4.

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Computer graphics is developing dynamically in various spheres of human life. Paying attention to the high dynamism of the world around us, the issue of optimizing the process of video, animation, character, advertising, avatar, etc. creation is becoming increasingly important. The graphic product requires the fastest production process without paying attention to the fact that it is a development of a feature film, a commercial project of various scales or a project of 10 frames. The analysis of the main achievements of specialists in the field of computer graphics revealed different approaches to the organization of graphic projects. In specialist’s works, attention is paid to the principles of graphic conveyors of major studios and film companies. The purpose of this work is to present recommendations for the organization of the process of developing a short video series by one person, taking into account the automation of the relevant stages of work, on the example of a video of social advertising. To implement this task, the scheme of the project workflow was proposed, where the main stages of creating graphic content are marked, the relevant software and selected parts of the workflow such as preproduction, production and postproduction. The following software tools were selected for the project implementation: Z-Brush, Blender, Autodesk Maya, Adobe After Effects. The analysis of the development algorithm showed the critical points of the scheme, which reduce the speed of the project. To avoid this, it was proposed the technique of "pipeline". As a result of research the methodologies of the graphics pipeline organization was raised, and the beneficial effects of reliable workflow management were illustrated. A visual and detailed form of presentation of the creating a graphic product stages using the "pipeline" technique will help increase the level of knowledge among beginners.

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Karolczuk, Marzanna. "Blended learning (e-learning) in language studies." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Studia Neofilologiczne 13 (2017): 119–28. http://dx.doi.org/10.16926/sn.2017.13.09.

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Yadav, Ranjana, and Deepak Srivastava. "Studies on cardanol-based epoxidized novolac resin and its blends." Chemistry & Chemical Technology 2, no. 3 (September 15, 2008): 173–84. http://dx.doi.org/10.23939/chcht02.03.173.

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Cardanol-based novolac-type phenolic resin was synthesized with a mole ratio 1.0:0.5 of cardanol-to-formaldehyde using a dicarboxylic acid catalyst such as succinic acid. The cardanol-based novolac-type phenolic resin may further be modified by epoxidation with epichlorohydrin excess at 393 K in a basic medium to duplicate the performance of such phenolic-type novolacs. Carboxyl-terminated butadiene acrylonitrile copolymer (CTBN) has been studied by various researches with diglycidyl ether of bisphenol-A (DEGBA) epoxy resin and epoxidized phenolic novolac resins. The epoxidized novolac resin was blended with different weight ratios of carboxyl-terminated butadiene acrylonitrile copolymer (CTBN) and cured with a stoichiometric amount of polyamine curing agent. The formation of various products during the synthesis of cardanol-based novolac resin, epoxodized novolac resin and blending of epoxidized novolac resin with CTBN has been studied by Fourier-transform infrared (FTIR) spectroscopic analysis. Further, the products were confirmed by a proton nuclear magnetic resonance (1H-NMR) spectroscopic analysis. The number average molecular weight was determined by a gel permeation chromatography (GPC) analysis. The blend sample, having 15 wt % CTBN concentration showed minimum cure time and most thermally stable systems.

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Dr.R.Sayeekannan, Dr R. Sayeekannan, K. kavitha K.kavitha, M. ilayaraja M.ilayaraja, and S. siva S.siva. "Studies On The Removal Of Metal Ions Using Resins Blended With Mimosa Pudica Sulphonated Carbon." International Journal of Scientific Research 1, no. 4 (June 1, 2012): 10–13. http://dx.doi.org/10.15373/22778179/sep2012/4.

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Namkoong, Jin, Dale Kern, and Helen Knaggs. "Assessment of Human Skin Gene Expression by Different Blends of Plant Extracts with Implications to Periorbital Skin Aging." International Journal of Molecular Sciences 19, no. 11 (October 26, 2018): 3349. http://dx.doi.org/10.3390/ijms19113349.

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Since the skin is the major protective barrier of the body, it is affected by intrinsic and extrinsic factors. Environmental influences such as ultraviolet (UV) irradiation, pollution or dry/cold air are involved in the generation of radical oxygen species (ROS) and impact skin aging and dermal health. Assessment of human skin gene expression and other biomarkers including epigenetic factors are used to evaluate the biological/molecular activities of key compounds in cosmetic formulas. The objective of this study was to quantify human gene expression when epidermal full-thickness skin equivalents were exposed to: (a) a mixture of betaine, pentylene glycol, Saccharomyces cerevisiae and Rhodiola rosea root extract (BlendE) for antioxidant, skin barrier function and oxidative stress (with hydrogen peroxide challenge); and (b) a mixture of Narcissus tazetta bulb extract and Schisandra chinensis fruit extract (BlendIP) for various biomarkers and microRNA analysis. For BlendE, several antioxidants, protective oxidative stress biomarkers and many skin barrier function parameters were significantly increased. When BlendE was evaluated, the negative impact of the hydrogen peroxide was significantly reduced for the matrix metalloproteinases (MMP 3 and MMP 12), the skin aging and oxidative stress biomarkers, namely FBN2, ANXA1 and HGF. When BlendIP was tested for cell proliferation and dermal structural components to enhance the integrity of the skin around the eyes: 8 growth factors, 7 signaling, 7 structural/barrier function and 7 oxidative stress biomarkers were significantly increased. Finally, when BlendIP was tested via real-time RT-PCR for microRNA expression: miR-146a, miR-22, miR155, miR16 and miR21 were all significantly increased over control levels. Therefore, human skin gene expression studies are important tools to assess active ingredient compounds such as plant extract blends to advance dermal hypotheses toward validating cosmetic formulations with botanical molecules.

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Ali, Mohd Fadzli, Gordon Joyes, and Linda Ellison. "Blended Learning: The Evaluation Studies." Advanced Science Letters 20, no. 10 (October 1, 2014): 2193–97. http://dx.doi.org/10.1166/asl.2014.5666.

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Kisiel, Piotr. "Wybrane aspekty realizacji podstawy programowej informatyki rozszerzonej w szkole średniej." Dydaktyka Informatyki 16 (2021): 130–39. http://dx.doi.org/10.15584/di.2021.16.13.

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The lack of appropriate software causes many problems in school reality. These problems have two origins. Firstly, many schools cannot afford to buy specialized software, and secondly, even if the classrooms are equipped with appropriate software, it is not possible to use it when the student is at home. The problem becomes very serious when we talk about content that requires a large number of hours of the student's own work, or we are doomed to work remotely. This is exactly the situation when we deal with animation and editing of audio-video material. This article introduces to use of Blender open source in 2D animation with Blender Grease Pencil and Blender Video Editing. The proposed solutions do not entail any financial costs due to the fact that BLENDER open source 3D creation suite is a free program with moderate hardware needs.

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El Anany, A. M., and F. M. Ali Rehab. "Physicochemical studies on sunflower oil blended with cold pressed tiger nut oil during deep frying process." Grasas y Aceites 63, no. 4 (October 26, 2012): 455–65. http://dx.doi.org/10.3989/gya.057612.

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Lam Wai Ling, Gladys. "Blended Learning Strategies for Advertising Design Studies." Cubic Journal, no. 4 (November 1, 2021): 44–53. http://dx.doi.org/10.31182/cubic.2021.4.037.

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Technological developments have brought profound challenges to design education. To understand how design educators adapt to new technological directions, this article examines student feedback from advertising design courses that apply blended learning approaches. This study identified three blended learning strategies conducive to meaningful learning: timely and meaningful feedback; engagement with real world tasks; and support from expert tutors. This article also discusses potential resistance and challenges in implementing instruction in blended technological environments.

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Kamalipour, Hesam, and Nastaran Peimani. "Learning and Teaching Urban Design through Design Studio Pedagogy: A Blended Studio on Transit Urbanism." Education Sciences 12, no. 10 (October 17, 2022): 712. http://dx.doi.org/10.3390/educsci12100712.

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Studio-based pedagogy has been central to urban design programmes as it can enable future urban designers to more effectively acquire an understanding of how cities work and critically engage with the role of design intervention. This paper aims to explore the capacities and challenges of learning and teaching urban design through studio pedagogy by drawing on empirical research from a blended urban design studio experiment during the COVID-19 pandemic in the UK. This is part of a broader exploratory project using a case study research design and mixed methods approach. This paper explains the process of designing and delivering two constructively aligned postgraduate urban design studios as part of the MA Urban Design programme at Cardiff University in the 2021–2022 academic year. It further discusses the findings of an online survey on the perceptions and experiences of students regarding blended design studio pedagogy. Designing two consecutive and constructively aligned design studios is argued to work better in comparison with designing two entirely separate stand-alone design studios engaging with different topics and sites. The paper highlights the importance of learning from cities as real urban design laboratories rather than merely analysing abstract secondary datasets. The value of policy review, small group reading discussions, and formative feedback opportunities is also highlighted as integral parts of the urban design studio pedagogy. The paper concludes by discussing a range of key issues concerning field site visit, policy review, community engagement, precedent review, student diversity, design studio topic, reading discussion, group size, formative feedback, engagement, educational background, and English language skills. The outcomes of this paper can inform future practices of developing pedagogical frameworks for blended urban design studios.

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Sánchez Climent, Álvaro, and María Luisa Cerdeño Serrano. "Propuesta metodológica para el estudio volumétrico de cerámica arqueológica a través de programas free-software de edición 3D: el caso de las necrópolis celtibéricas del área meseteña." Virtual Archaeology Review 5, no. 11 (October 23, 2014): 20. http://dx.doi.org/10.4995/var.2014.4173.

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Nowadays the free-software programs have been converted into the ideal tools for the archaeological researches, reaching the same level as other commercial programs. For that reason, the 3D modeling tool Blender has reached in the last years a great popularity offering similar characteristics like other commercial 3D editing programs such as 3D Studio Max or AutoCAD. Recently, it has been developed the necessary script for the volumetric calculations of three-dimnesional objects, offering great possibilities to calculate the volume of the archaeological ceramics. In this paper, we present a methodological approach for the volumetric studies with Blender and a study case of funerary urns from several celtiberians cemeteries of the Spanish Meseta. The goal is to demonstrate the great possibilities that the 3D editing free-software tools have in the volumetric studies at the present time.

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Omar, Rusdi, Narentheren Kaliappen, Kamarul Azman Khamis, and Dwi Sulisworo. "Blended Learning Approach in Graduate Studies: A Bibliometric Analysis from 1997-2021." International Journal of Information and Education Technology 11, no. 11 (2021): 546–52. http://dx.doi.org/10.18178/ijiet.2021.11.11.1563.

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Research on the blended learning approach in graduate studies has started since 1997. Thereafter, researchers in various subject areas have widely investigated the term blended learning. This paper thus seeks to analyze scientific literature, especially for graduate studies, published on the blended approach. All the literature published about blended approach in graduate studies was gathered using the Scopus database. The data was analyzed using Microsoft Excel. Standard bibliometric analysis was used to create the growth of publications and the citation analysis. A total of 801 documents were found based on the search results. Since 2004, the growth rate of literature on blended learning in graduate studies has accelerated radically. Journal articles and conference papers accounted for most of the publications, which were mostly written in English and Spanish. Most of the studies were conducted in the fields of social science and computer science. E-learning, online learning, collaborative learning and flipped classroom were among the most frequently used keywords. Most of the blended learning research in graduate studies was carried out in the United Kingdom, Australia, and the United States. This paper presents the literature's evolution in the blended learning approach in graduate studies and identifies current research interest and the potential future research direction.

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BURSA, Sercan. "THE VIEW OF PROSPECTIVE SOCIAL STUDIES TEACHERS ON BLENDED LEARNING." Turkish Online Journal of Distance Education 24, no. 1 (January 1, 2023): 185–99. http://dx.doi.org/10.17718/tojde.1018486.

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With the effect of technology and the pandemic, different approaches have begun to come to the fore in the understanding of education. Blended learning, which is one of these approaches, is known as the combination of distance education and face-to-face education with the support of educational technologies. It is becoming more widespread. Therefore teachers and prospective teachers are expected to be competent in blended learning. The aim of this study is to determine the views of social studies prospective teachers on blended learning. The data of this study, which was carried out in the basic qualitative research design, were obtained through semi-structured interviews. The data were analyzed inductively using the NVivo12 program. As a result of the research, it is seen that blended learning saves time and enables multidimensional learning. On the other hand, technological inadequacies and reduced socialization are seen as limitations of this approach. They state that there are many tools that can be used in this approach where the responsibilities of teachers and students increase. All of the participants say that they do not have sufficient knowledge about the application process and models of blended learning and they consider their undergraduate education insufficient in this regard. In line with the results of the study, it is recommended to include blended teaching practices in teacher education.

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Satyanarayana, G. V. V., and P. Gayathri. "BEHAVIOURAL STUDIES ON TRIPLE BLENDED FOAM CONCRETE." E3S Web of Conferences 184 (2020): 01104. http://dx.doi.org/10.1051/e3sconf/202018401104.

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In recent days construction industry focuses on other than conventional concrete in infrastructural purposes like building etc., due to excess usage of cement, sand and other aggregates which leads depreciation of natural resources and effects on the environment. By utilization of lightweight bricks and foam concrete which reduces not only its self-weight but also improve resistance against heat and sound insulation and architectural features. The density of foam concrete varies from 300 to 1800kg/m3. Foam concrete composes of cement, water, fly ash and foaming agent without coarse aggregate. The function of foam is to create air bubbles in the cement-based slurry. The density of foam concrete depends on the quantity of foam added. The foam creates several pores with this effect; it has low thermal conductivity. As density of foam concrete is low at same time strength also low when compared to conventional concrete, so an attempt made to improve mechanical properties of foam concrete by adding admixtures like Silica fume and GGBS in different percentages. In these experimental studies, the workability and compressive strengths are mentioned

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Aggarwal, Savita Goyal, and V. K. Chhibber. "Comparative Studies of Fuels with Blended Fuels." International Journal of Engineering Trends and Technology 29, no. 5 (November 25, 2015): 256–59. http://dx.doi.org/10.14445/22315381/ijett-v29p246.

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El-Anany, A. M., and R. F. M. Ali. "Studies on the hypolipidemic effects of Coconut oil when blended with Tiger nut oil and fed to albino rats." Grasas y Aceites 63, no. 3 (July 5, 2012): 303–12. http://dx.doi.org/10.3989/gya.011412.

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Vallée, Alexandre, Jacques Blacher, Alain Cariou, and Emmanuel Sorbets. "Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis." Journal of Medical Internet Research 22, no. 8 (August 10, 2020): e16504. http://dx.doi.org/10.2196/16504.

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Background Blended learning, which combines face-to-face learning and e-learning, has grown rapidly to be commonly used in education. Nevertheless, the effectiveness of this learning approach has not been completely quantitatively synthesized and evaluated using knowledge outcomes in health education. Objective The aim of this study was to assess the effectiveness of blended learning compared to that of traditional learning in health education. Methods We performed a systematic review of blended learning in health education in MEDLINE from January 1990 to July 2019. We independently selected studies, extracted data, assessed risk of bias, and compared overall blended learning versus traditional learning, offline blended learning versus traditional learning, online blended learning versus traditional learning, digital blended learning versus traditional learning, computer-aided instruction blended learning versus traditional learning, and virtual patient blended learning versus traditional learning. All pooled analyses were based on random-effect models, and the I2 statistic was used to quantify heterogeneity across studies. Results A total of 56 studies (N=9943 participants) assessing several types of learning support in blended learning met our inclusion criteria; 3 studies investigated offline support, 7 studies investigated digital support, 34 studies investigated online support, 8 studies investigated computer-assisted instruction support, and 5 studies used virtual patient support for blended learning. The pooled analysis comparing all blended learning to traditional learning showed significantly better knowledge outcomes for blended learning (standardized mean difference 1.07, 95% CI 0.85 to 1.28, I2=94.3%). Similar results were observed for online (standardized mean difference 0.73, 95% CI 0.60 to 0.86, I2=94.9%), computer-assisted instruction (standardized mean difference 1.13, 95% CI 0.47 to 1.79, I2=78.0%), and virtual patient (standardized mean difference 0.62, 95% CI 0.18 to 1.06, I2=78.4%) learning support, but results for offline learning support (standardized mean difference 0.08, 95% CI –0.63 to 0.79, I2=87.9%) and digital learning support (standardized mean difference 0.04, 95% CI –0.45 to 0.52, I2=93.4%) were not significant. Conclusions From this review, blended learning demonstrated consistently better effects on knowledge outcomes when compared with traditional learning in health education. Further studies are needed to confirm these results and to explore the utility of different design variants of blended learning.

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Anand, Alok, N. K. Sagar, and Abhishek Sharma. "Performance and Emission Studies of a Diesel Engine Fuelled with Different Jatropha Biodiesel Blends." International Journal of Trend in Scientific Research and Development Volume-2, Issue-1 (December 31, 2017): 1200–1204. http://dx.doi.org/10.31142/ijtsrd7201.

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He, Xiangjun, Charanjit Kaur Swaran Singh, and Nader Ale Ebrahim. "Quantitative and qualitative analysis of higher-order thinking skills in blended learning." Perspectives of Science and Education 59, no. 5 (November 1, 2022): 397–14. http://dx.doi.org/10.32744/pse.2022.5.23.

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The problem and the aim of the study. Higher-order thinking skills is a very popular concept in education field around the world. Among the broad range of higher-order thinking skills, recent studies are concentrating on fostering higher-order thinking skills in education. The number of related publications demands a bibliometric study for finding the keywords, sources, countries, and research clusters. And the study carried out a bibliometric analysis of the relevant publications on higher-order thinking skills from Scopus database between 2011 and 2020. Research methods. A visual system of top keywords in higher-order thinking skills research has been produced by analyzing of keywords co-occurrence. And by using bibliography inquiry, the most common topic of blended learning has been found. This study also investigates the recent publication trend of higher-order thinking skills in blended learning. Results. The annual number of publications demonstrates an uptrend in the area of higher-order thinking skills, and the publication rates have increased distinctively in 2018 and 2019. Indonesia and the United States have already become the two major research centers while Malaysia and Australia are joining the research circle in the near future. Related publications had been related to the field of education and metacognition from the very beginning in 2016, and then to the field of higher education, critical thinking and assessment, followed by active thinking and learning in 2017, and eventually to blended learning and flipped classroom in 2018. The systematic structure shows that the United States and Korea have more papers from joint efforts than other countries. In particular, Korea became the most collaborative country. The Journal of Physics: Conference series has signified an increasing occurrence in publications on Higherorder thinking skills in blended learning with “student” acting as the most influential word. Fostering higher-order thinking skills cultivation in flipped classroom and scaffolding higher-order thinking skills activities in learning approaches are both crucial areas involved. In conclusion, the quantitative analysis on higher-order thinking skills through bibliometric study has revealed the recent subfield of blende learning. Thus, the dataset is further refined by blended learning, considering publication year, sources, countries and organizations, keywords and topics. The annual output of publications on higher-order thinking in blended learning have risen in the past ten years, showing it is more likely to keep developing in the near future.

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Fenech, Roberta, Priya Baguant, and Ihab Abdelwahed. "Blended Learning." International Journal of Web-Based Learning and Teaching Technologies 16, no. 6 (November 2021): 1–12. http://dx.doi.org/10.4018/ijwltt.20211101.oa13.

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The findings of a number of recent empirical studies on blended learning support this pedagogy claiming many advantages such as the facilitation of independent and collaborative learning experiences. This study compares the attitudes towards blended learning of undergraduate students in the UAE before and after a full course exposure to blended learning, comparing results to the attitudes of students in a traditional course. An experimental research design was chosen for this research study, specifically a two-group pretest-posttest research design. Results show that exposure to blended learning serves as a trigger for changing students’ attitudes towards blended learning in a positive manner and that lack of exposure does not change student’s attitudes.

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Flynn, Nicole T., Roma S. Hanks, and Lindsey Gurley. "Stirred, Shaken, or Blended." Women & Criminal Justice 18, no. 4 (April 1, 2007): 17–36. http://dx.doi.org/10.1080/08974450802095986.

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Habibi, Nahal, Ava Mauser, Jeffery E. Raymond, and Joerg Lahann. "Systematic studies into uniform synthetic protein nanoparticles." Beilstein Journal of Nanotechnology 13 (February 28, 2022): 274–83. http://dx.doi.org/10.3762/bjnano.13.22.

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Nanoparticles are frequently pursued as drug delivery carriers due to their potential to alter the pharmacological profiles of drugs, but their broader utility in nanomedicine hinges upon exquisite control of critical nanoparticle properties, such as shape, size, or monodispersity. Electrohydrodynamic (EHD) jetting is a probate method to formulate synthetic protein nanoparticles (SPNPs), but a systematic understanding of the influence of crucial processing parameters, such as protein composition, on nanoparticle morphologies is still missing. Here, we address this knowledge gap by evaluating formulation trends in SPNPs prepared by EHD jetting based on a series of carrier proteins and protein blends (hemoglobin, transferrin, mucin, or insulin). In general, blended SPNPs presented uniform populations with minimum diameters between 43 and 65 nm. Size distributions of as-jetted SPNPs approached monodispersity as indicated by polydispersity indices (PDISEM) ranging from 0.11–0.19. Geometric factor analysis revealed high circularities (0.82–0.90), low anisotropy (<1.45) and excellent roundness (0.76–0.89) for all SPNPs prepared via EHD jetting. Tentatively, blended SPNPs displayed higher circularity and lower anisotropy, as compared to single-protein SPNPs. Secondary statistical analysis indicated that blended SPNPs generally present combined features of their constituents, with some properties driven by the dominant protein constituent. Our study suggests SPNPs made from blended proteins can serve as a promising drug delivery carrier owing to the ease of production, the composition versatility, and the control over their size, shape and dispersity.

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Ulusoy, Begüm. "Effects of COVID-19 Pandemic on Students’ Written Outcomes: An Interior Architecture Research/Theory Module Case Study in the UK." Education Sciences 13, no. 1 (January 10, 2023): 71. http://dx.doi.org/10.3390/educsci13010071.

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Different learning methods (online, blended, blended-online and face-to-face) have been examined widely since the late 1990s. Although many design studies discuss engagement with these new methods in relation to studio modules, research/theory modules have not been investigated yet for interior architecture with both qualitative and quantitative data as a holistic approach. This study reveals how the new blended online learning method and the COVID-19 pandemic affected students’ written outcomes in a research/theory module that accompanied their design module. For this purpose, the final written submissions of two year groups (2019–2020 vs. 2020–2021) are compared with both qualitative and quantitative analyses: their grades (performance), image (visual productivity) and reference (engagement with research) numbers and NVivo word count analyses (semantic analyses). The results show no significant difference between these two groups for both qualitative and quantitative analyses. Moreover, the study reveals that the numbers of images and references are good predictors for the grades of final-year students, thus showing their contribution to overall performance. Final-year research/theory modules in interior architecture might therefore be taught with blended online learning methods and can challenge, innovate and tailor studio teaching to contemporary needs. The study findings will be beneficial for educators and professionals, as well as managers, institution administrators, policymakers and decision-holders in HE who aim to employ blended online learning.

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Çiftçi, Barış. "The Effect of Blended Learning on Academic Achievement and Attitudes at Social Studies Courses." Open Journal for Educational Research 4, no. 2 (December 31, 2020): 143–50. http://dx.doi.org/10.32591/coas.ojer.0402.05143c.

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As a result of scientific and technological developments reflection, improvements on education science moved from teacher centered to student and learning centered system. Learning concept is not only seen a at schools and some learning centers but in all areas and places of life. The aim of this study is to search the achievement and persistency of blended learning method at social studies lesson. With the empirical method used at research, the impact of independent variable examined on experimental group is blended learning method. The independent variable used at control group is face to face learning method. The impact of same dependent variable has been searched on experimental and control group. As a dependent variable the results of social studies academic success test has been searched. For the determined dependent variables, between groups assessment has been applied according to pre-test and post-test scores. The experimental application of the research has been applied to 52 students at 7th grade. 26 students take place from experimental group and 26 students take place from control group. According to the findings, no difference has been found between pre-test scores. According to post test and persistency test a significant difference has been appeared in favor of experimental group which is blended learning method. According to repeated measures analyses results between pre-test and post-test, and between post-test and persistency test; comparison of pre-test and post-test, both effect the student achievement. But according to impact results; the effect of blended learning is larger. According to post-test and persistency score results; it came out that for the persistency of knowledge blended learning is more effective than face to face learning. According to the results of persistency test and final application which is a comparison of blended learning and face to face learning, blended learning group is more effective than face to face learning group. While face to face learning group final application score lessen 12 points, blended learning group score lessen 8 points. It can be confessed that according to the persistency of student achievement, blended learning method is more effective than face to face learning method.

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Lu, Yun, and D. C. Joy. "High-resolution Transmission Electron Microscopy studies of microstructures in blended cement pastes." Proceedings, annual meeting, Electron Microscopy Society of America 52 (1994): 658–59. http://dx.doi.org/10.1017/s042482010017102x.

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In providing high resolution analysis of morphology, composition and crystal structure in cement-based pastes, TEM has played an important role and some essential features of the materials have been observed. Because of both improved properties and economic advantages, blended cement materials have been widely developed. However, there is relatively little report with respect to the microstructures in the blended systems containing more than two source materials. In an effort to derive a more complete picture of structural development in hydration products of blended grouts and to have a better understanding of effects of source materials on the resulting products, we applied TEM/EDXA techniques to study the microstructures of cement/fly-ash/slag/limestone blended grout samples. Four starting materials and hydrating products were evaluated. The grout samples at various hydration stages were quenched into acetone solution to stop the hydration reaction. The thin sections for TEM/EDXA were prepared by using an ultramicrotome thinning technique.

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NALAWADE, M. R., A. T. SHINDE, R. L. KORAKE, and N. T. LINGAYAT. "Studies on preparation ofGulabjamun blended with wheat bran." RESEARCH JOURNAL OF ANIMAL HUSBANDRY AND DAIRY SCIENCE 6, no. 2 (December 15, 2015): 139–44. http://dx.doi.org/10.15740/has/rjahds/6.2/139-144.

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Rossiter, J. A. "BLENDED LEARNING: SOME CASE STUDIES FROM CONTROL ENGINEERING." IFAC Proceedings Volumes 39, no. 6 (2006): 523–28. http://dx.doi.org/10.3182/20060621-3-es-2905.00090.

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Twelves, Jim, and Lily A. Arasaratnam. "Blended Learning in Postgraduate Studies: A Contextualised Discussion." Journal of Christian Education os-55, no. 1 (May 2012): 59–69. http://dx.doi.org/10.1177/002196571205500108.

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de Jong, Nynke, Maggi Savin-Baden, Anne Marie Cunningham, and Daniëlle M. L. Verstegen. "Blended learning in health education: three case studies." Perspectives on Medical Education 3, no. 4 (January 24, 2014): 278–88. http://dx.doi.org/10.1007/s40037-014-0108-1.

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Li, Song, and Yue Zhang. "Pyrolytic conversion studies of blended polycarbosilane and polyaluminasilazane." Journal of Non-Crystalline Solids 358, no. 3 (February 2012): 687–92. http://dx.doi.org/10.1016/j.jnoncrysol.2011.11.035.

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Monika, M., and Anitha Devi V. "A Systematic Review on the Effectiveness of Metacognitive Strategies and Multimodal Tools in Blended Learning English Language Classroom." Theory and Practice in Language Studies 12, no. 11 (November 3, 2022): 2239–52. http://dx.doi.org/10.17507/tpls.1211.03.

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Blended learning was considered to be an effective approach to language learning in various fields as it significantly increases the learner's autonomy, engagement, curiosity, and effective comprehension. In the past years, various experimental studies have been carried out to examine the positive outcome of blended learning among English language learners. Since 2000, various research studies have been carried out to analyze the strengths and limitations of the blended learning classroom. The purpose of the present study is to systematically review the research papers published on blended learning from the year 2010 to 2021. The study investigates the effectiveness of blended learning specifically in English language classrooms. Blended learning is highly reliant on the English language tools and strategies employed while teaching. Hence, the study analyses the various metacognitive strategies and English language-based multimodal tools used in the blended learning classroom. The study reviews the method, approach, and strategies used in the blended learning classroom. 25 quantitative studies were selected for the systematic review. The study uses “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” and Cochrane guidelines of systematic review to analyze the selected studies. Blended learning seems to be effective among English language learners and it has significantly developed students’ attention, academic achievement, student learning involvement, students engagement, active learning, student interaction, learning process, language proficiency, English language skills, learning motivation, improves concentration and provides a new learning experience. Nevertheless, variables like English language skills, various multimodal tools, and metacognitive strategies can significantly impact the effectiveness of the blended learning approach.

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Keisling, Bruce. "Blended learning." Library Management 39, no. 3/4 (June 11, 2018): 207–15. http://dx.doi.org/10.1108/lm-08-2017-0080.

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Purpose Because many colleges and universities have growing numbers of students in online and blended programs, libraries should adapt their services and adjust their organizational structures to support them. Students have adopted blended learning programs whether or not the programs are officially designed as blended programs. Libraries need to change their service orientation in response and learn to scale services using available technologies. Scaling services and personnel resources also requires developing a scalable organizational learning culture. The paper aims to discuss these issues. Design/methodology/approach Using a change in support for online/distance students and organizational restructuring in Ekstrom Library at the University of Louisville as a case study, this paper examines the review process, organizational restructuring, and focus on scaling services that resulted in a new service model. Findings This study found that scaling services as applied to IT and business organizations is also valuable as an approach in enhancing library services to online students. Changing user needs must be correlated with available organizational resources and technological solutions to deliver appropriate services. Modifying and building services with a goal of scaling them to appropriate levels will enhance library outcomes. Research limitations/implications Other case studies concerned with responding to changing student expectations and scaling services and organizational resources would be useful to add to these findings. Originality/value The perspectives and approach described in this case study will be instructive for adapting library services to changing user environments.

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Hinojo-Lucena, Francisco Javier, Inmaculada Aznar-Díaz, and María Pilar Cáceres-Reche. "Student´s Perceptions of Blended Learning at University." Comunicar 17, no. 33 (October 1, 2009): 165–74. http://dx.doi.org/10.3916/c33-2009-03-008.

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This paper describes the main contributions by students from a Teaching Innovation Project (2005) at the University of Córdoba focused on a part-time attendance teaching methodology (blended learning) through a virtual space within the degree of Educational Psychology. The most relevant contributions to the project (later applied in the Faculty of Educational Sciences in the University of Granada, Spain) are also collected. The students’ thoughts on the strengths and weakness as the main receptors of teaching in the European Space are an important factor in the improvement of teaching restructuring, based on the training necessities of all the educational agents involved directly and indirectly in this moment of change (teachers, students, educational authorities, etc.). Este trabajo describe las principales aportaciones presentadas por el alumnado, con motivo de la puesta en práctica de un proyecto de innovación docente (2005) en la Universidad de Córdoba, centrado en el desarrollo de una metodología docente semipresencial (blended learning) me diante un entorno virtual en la titulación de Psicopedagogía. También se recogen los resultados más significativos del mismo proyecto implementado posteriormente en la Facultad de Ciencias de la Educación de la Universidad de Granada. La reflexión acerca de las fortalezas y debilidades manifestadas por los destinatarios directos del proceso de convergencia europeo, como son los estudiantes, permitirá la mejora de la reestructuración de una enseñanza acorde con las necesidades formativas de todos los agentes educativos implicados directa o indirectamente en este momento de cambio (profesorado, alumnado, autoridades educativas, etc.).

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Seraji, Farhad, Muhammad Attaran, and Seyyed Mohsen Azizi. "Blended Learning Researches in Iran: Several Fundamental Criticisms." Digital Education Review, no. 36 (December 31, 2019): 190–206. http://dx.doi.org/10.1344/der.2019.36.190-206.

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The present study seeks to critically review the state of the blended learning researches in the Iranian context. For this critique, 47 papers about blended learning were found in a number of indexing databases and their contents were analyzed. The contents mainly revolved around use of relevant terminology, features of blended learning, methodology, levels of blended learning, variables of the study, and the analyzed educational programs. Some major criticisms that can be leveled at these studies include limited range of terminology, inappropriate use of key concepts, overemphasis on quantitative methods, overuse of pseudo-empirical method, lack of case studies, mistaking blended learning for application of computers in education, excessive concentration on the level of educational programs, superficial treatment of the distinction between learning and retaining, lack of attention to some of the variables of blended learning, and use of blended learning for primary and secondary education.

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Adams, Donnie, Bambang Sumintono, Ahmed Mohamed, and Nur Syafika Mohamad Noor. "E-Learning Readiness among Students of Diverse Backgrounds in a Leading Malaysian Higher Education Institution." Malaysian Journal of Learning and Instruction 15, Number 2 (December 31, 2018): 227–56. http://dx.doi.org/10.32890/mjli2018.15.2.9.

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Purpose - Blended learning is rapidly emerging as a domain for practice and research. Across disciplines and contexts, at individual instructor and institution levels, educators are experimenting with the blended learning model of instruction. The current generation of learners have been referred to as ‘digital natives’ in reflection of their apparent ease and familiarity with digital technology. However, questions remain about how ready students are for a blended learning model of instruction. The purpose of the study was to investigate students’ readiness for a blended learning model of instruction in a leading Malaysian higher education institution. Methodology - The study employed a non-experimental quantitative research design. Data were gathered from a sample of 235 undergraduate and 131 postgraduate students using the Blended Learning Readiness Engagement Questionnaire (BLREQ). The data was analysed using the WINSTEPS Rasch model measurement software to determine the validity and reliability of the instrument. Differential Item Functioning (DIF) analysis was also used to identify responses based on students’ demographic profiles. Findings - Findings identified that students were ready for blended learning. Further analysis indicated that there were differences in students’ readiness for blended learning based on gender, age, ethnicity, field of study, and level of education. Significance - This study provides insights on students’ readiness towards blended learning, particularly in the Malaysian context, discusses implications for blended learning practices in higher education institutions, and offers recommendations for future research.

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NOOR FIKRI, ADI WIBOWO, RORIM PANDAY, CHOIROEL WOESTHO, and ERI BUKHARI. "IMPLEMENTING OF BLENDED LEARNING IN TERMS OF TECHNOLOGY READINESS AND TECHNOLOGY ACCEPTANCE: AN ANALYSIS." International Journal of Social Sciences and Management Review 05, no. 04 (2022): 167–78. http://dx.doi.org/10.37602/ijssmr.2022.5413.

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Blended learning has become an attractive learning model in the world of education, especially as an application of innovative new information technology. However, the face-toface learning process using information technology has not been able to provide an effective and efficient solution. To achieve success in the learning process, blended learning needs to rely on solid learning theories and pedagogical strategies. This research aims to know how technology readiness and technology acceptance of lecturers in implementing Blended Learning. Data collection using questionnaires from lecturer respondents who have received blended learning training, at the Faculty of Economics, Bhayangkara Jaya University as many as 52 people. Data processing using path analysis from AMOS. The results showed that Optimism had a significant positive effect on perceptions of ease of use and perceptions of usefulness. Innovation has a significant positive effect on perceived ease of use. Insecurity has a significant negative effect on perceptions of ease of use. Perceived ease of use has a significant positive effect on perceived usefulness. As an implication of this research, there needs to be the development of an integrated blended learning system as well as training for lecturers and students in order to improve technology readiness, so that the implementation of Blended Learning will be maximized.

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Li, Baomin, Qing Yu, and Fenglei Yang. "The Effect of Blended Instruction on Student Performance: A Meta-Analysis of 106 Empirical Studies from China and Abroad." Best Evidence in Chinese Education 10, no. 2 (March 31, 2022): 1395–403. http://dx.doi.org/10.15354/bece.22.ar018.

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Blended instruction integrating off-line and on-line teaching has become an important instrument for promoting educational reform and innovation. However, the results of current empirical studies diverge on the effect of blended instruction on student performance, which necessitates further research on the effectiveness of blended instruction and related factors. This study, using an evidence-based meta-analytical approach, conducts a quantitative analysis of 106 experimental and quasi- experimental studies published from January 2000 to September 2021 in China and abroad, and systematically examines the effectiveness of blended instruction. The research finds that: i) The summary effect size (ES) of the included sample is 0.669 (n=142), indicating that blended instruction has above-moderate positive effects on student performance, especially on student learning motivation and academic emotions and attitude; ii) In terms of education levels, experimental periods and class sizes, blended instruction has the most significant positive effect on junior and senior secondary school students, on a teaching period from one to three months, and on a class size of 51 to 100 students; iii) Regarding the proportion and interactive patterns of online teaching, 50% composition of online teaching and synchronous or synchronous + asynchronous interaction exert the most significant positive effects on student learning. iv) Teaching methods including task-driven learning, role-playing, inquiry-based teaching, and case-based teaching have greater positive effects on student performance than other methods. Group study yields a greater effect on promoting student learning compared to individual study. Based on the findings, the present study also makes suggestions for the effective practice of blended instruction.

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Qing, Yuan, Gui Bao Guo, and Sheng Li An. "Studies on Preparation and Properties of PVDF-PSSA Membrane." Advanced Materials Research 512-515 (May 2012): 2003–6. http://dx.doi.org/10.4028/www.scientific.net/amr.512-515.2003.

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A proton exchange membrane, poly (vinylidene fluoride)(PVDF) blended polystyrene sulfonated acid(PSSA) was prepared by Blend polymerization method. Mechanical properties of membranes were investigated by the multi-functional material experiment machine.The influences of the content of the styrene on the proton conductivity and methanol permeability of the membranes were studied by the impedance analyzer and gas chromatography instrument. The results showed that Polystyrene is easily blended into PVDF and mechanical properties were improved, with increasing of the content of styrene, the proton conductivity of PVDF-PSSA membranes was increased, and arrived at maximum as the styrene content was 20%, correspondingly, methanol permeability became large gradually.

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Pratama, Muhammah Hamzah, and Roesdiyanto Roesdiyanto. "The impact of the blended learning system on the learning outcomes of physical education and health students: a systematic review." Journal of Science and Education (JSE) 3, no. 2 (December 13, 2022): 94–112. http://dx.doi.org/10.56003/jse.v3i2.163.

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Blended learning is a learning model that is currently receiving high attention from lecturers and students in recent years. However, with so many studies addressing this issue, there has not been a systematic review that specifically analyzes all studies related to the impact of the blended learning system in physical education at the tertiary level. Thus, this study aims to evaluate the overall effect of blended learning in physical education at the university level. Search literature studies obtained using Google Scholar, PubMed, Eric and Science Direct databases. In searching the literature, researchers used the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines. The literature search strategy includes the following predefined keyword combinations: “blended learning” AND “physical education” AND “sports” AND “college students”. All studies were extracted from the database and data analysis was carried out using the Mendeley application to filter out articles that were duplicates or did not match the research studies. Of the 665 publications obtained from the Google Scholar database, DOAJ, Eric and Science Direct, after passing through the screening, only 13 articles were found that matched the research intervention. The conclusion from the data analysis that has been done explains that the blended learning model is very good at improving students' motor skills. Subsequent significant improvements can also be found at the understanding or cognitive level of students using the blended learning method. In addition, volleyball is one of the most researched and studied sports in all sports, such as badminton, dance, football, athletics, and martial arts. Therefore, further research is expected to be able to dig deeper into the impact of blended learning on increasing student attitude scores and optimizing the use of blended in athletics or martial arts.

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et al., Ponniah. "Blended learning: A study on Tamil primary schools." International Journal of ADVANCED AND APPLIED SCIENCES 9, no. 3 (March 2022): 172–77. http://dx.doi.org/10.21833/ijaas.2022.03.020.

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This research was conducted to study the interest of blended learning among the students of Tamil primary schools and to identify the performance on the verse and figurative language (ceiyulum moziyaniyum). Primary schools including Tamil primary schools of Malaysia have implemented blended learning in their teaching and learning process. Both traditional and online learning are blended. Due to the implementation of blended learning in schools, the attitude of students changed and it became a powerful and effective tool for the students to learn. Many types of research on blended learning among primary school students and teachers have been carried out. According to these studies' findings, blended learning in primary schools both in traditional and online learning is essential. The impacts, effects, and environment are focused. Compared with these previous studies, the present study discusses and provides information about the interest and performance of blended learning in primary schools. Moreover, Tamil primary school students are focused on in this study. Further, the findings of this study show that students’ participation in blended learning and their performance are high even during pandemic days. In this study, 4 different Tamil primary schools in Kedah State, Malaysia involved in blended learning were selected. Based on the objectives, the data were analyzed. The findings show that students’ participation in blended learning and their performance are high even during pandemic days.

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Mahabole, Megha, Manjushree Bahir, and Rajendra Khairnar. "Mn Blended Hydroxyapatite Nanoceramic: Bioactivity, Dielectric and Luminescence Studies." Journal of Biomimetics, Biomaterials and Tissue Engineering 18 (December 2013): 43–59. http://dx.doi.org/10.4028/www.scientific.net/jbbte.18.43.

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Abstract: In this study, in-vitro bioactivity of manganese blended hydroxyapatite (Mn-HAp) pellets is carried out using simulated body fluid (SBF) solution. The incubated Mn-HAp samples are characterized by XRD, FTIR and SEM/EDAX. Dielectric and photoluminescence properties of Mn-HAp samples are studied as a function of incubation period in SBF. XRD profiles show that hexagonal apatite structure remains intact after partial replacement of calcium ions by manganese ions and even after incubation. The change in absorption due to phosphate group, depicted in FTIR spectra, for incubated samples confirms growth of apatite on Mn-HAp surface. SEM/ EDAX studies suggest that Mn-HAp surface promotes the growth of apatite without changing its structure due to apatite nucleation and growth on the surface of Mn-HAp. The value of dielectric constant of Mn-HAp increases after incubation. Increase in period of immersion in m-SBF leads to decrease in dielectric constant of manganese exchanged hydroxyapatite. The photoluminescence (PL) study reveals that the Mn-HAp can be used stable and efficient blue luminescent material.

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Das, Brojeswari, A. Das, V. K. Kothari, R. Fangueiro, and M. de Araújo. "Studies on moisture transmission properties of PV-blended fabrics." Journal of the Textile Institute 100, no. 7 (September 24, 2009): 588–97. http://dx.doi.org/10.1080/00405000802125097.

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Bhattad, N. M., A. I. Wasif, and S. K. Laga. "Studies in Properties of PET 3GT/Viscose Blended Fabric." Research Journal of Textile and Apparel 17, no. 3 (August 2013): 105–17. http://dx.doi.org/10.1108/rjta-17-03-2013-b011.

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Saraswathy, Velu, Subbiah Karthick, and Srinivasan Muralidharan. "Corrosion and leaching studies in blended copper slag mortar." Journal of Engineering and Technology 4, no. 1 (2014): 29. http://dx.doi.org/10.4103/0976-8580.123801.

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Sari, Apri Listina, and Salamah Salamah. "Blended Learning sebagai Alternatif Model Pembelajaran IPS di Masa Pandemi Covid-19." Proceedings Series on Social Sciences & Humanities 3 (June 1, 2022): 443–49. http://dx.doi.org/10.30595/pssh.v3i.310.

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Blended learning is a learning model that combines face-to-face and online learning by utilizing a variety of media and technology to support independent learning and provide student learning experiences. The blended learning model is relevant to the learning system during the Covid-19 period, but in Indonesia, especially elementary schools, there are still few that implement it. This study aims to describe the implementation of the blended learning model and its effect on students so that elementary school teachers are interested in implementing the blended learning model in their schools, especially in social studies subject matter. The method used is a systematic literature review through three stages, including collection, reduction, and article review. The results show that the blended learning model can be used as an alternative social studies learning model during the covid-19 pandemic. Blended learning can be applied in elementary schools by offline or hybrid learning using various online platforms.

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Masadeh, Dr Thouqan Saleem Yakoub. "Blended Learning: Issues Related to Successful Implementation." International Journal of Scientific Research and Management 9, no. 10 (October 9, 2021): 1897–907. http://dx.doi.org/10.18535/ijsrm/v9i10.el02.

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This study explores the underlying theoretical principles that provide the basis for the design and implementation of blended learning classes. It discusses how online meetings and face-to-face sessions can be integrated in today's classrooms. Many studies and experiences have been reviewed in accordance with the preparation, implementation and evaluation of blended Learning classes. A summary of collected knowledge shows that blended learning has been favorable in today's educational environment. Most studies show that once infrastructure and technological tools are provided, many problems such as crowded classrooms and students' motivation toward learning will be settled via the utilization of Blended Learning. Moreover, the positive and comfortable Blended Learning environments will change the attitudes of students and teachers toward learning and teaching as time and place of lessons will not be a difficulty for both. However, achieving the benefits of Blended Learning models will not yield their fruits unless reviewing matters of training, planning and legislation are done.

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Kim, Tae Wan, Jong Yeon Lim, Xiao Yong Wang, and Yi Han. "Support Vector Machine (SVM)-Based Optimal Design Procedure of Fly Ash Blended Concrete." Key Engineering Materials 894 (July 27, 2021): 103–8. http://dx.doi.org/10.4028/www.scientific.net/kem.894.103.

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A support vector machine (SVM) is widely used for predicting the properties of fly ash blended concrete. However, the studies about the optimal design of fly ash blended concrete based on SVM are very limit. This study shows an SVM-based optimal design procedure of fly ash blended concrete. First, we built an SVM model and evaluated the compressive strength of fly ash blended concrete considering the effects of water to binder ratio, fly ash replacement ratio, and test ages. Second, we made parameter studies based on the SVM model. The parameter studies show that fly ash can improve the late age strength of concrete. This improvement is obvious for concrete with lower water to binder ratio. The optimal fly ash replacement ratio increases as the water to binder ratio decreases.

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Hendriyani, Yeka, and Vania Amanda Amrizal. "The Comparison Between 3D Studio Max and Blender Based on Software Qualities." Journal of Physics: Conference Series 1387 (November 2019): 012030. http://dx.doi.org/10.1088/1742-6596/1387/1/012030.

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Krishnamoorthy, Rambabu, and Velu Sagadevan. "Polyethylene glycol and iron oxide nanoparticles blended polyethersulfone ultrafiltration membrane for enhanced performance in dye removal studies." e-Polymers 15, no. 3 (May 1, 2015): 151–59. http://dx.doi.org/10.1515/epoly-2014-0214.

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AbstractUltrafiltration (UF) is one of the most widely used membrane technologies for the effective separation of macromolecules in feed solutions. However, despite good separation efficiency, the UF membranes made up of pure polymers suffer to a greater extent because of low flux problem, which affects the process time and load. To handle this limitation, the base polymer is blended with a suitable additive to modify the structural and surface morphology of the membrane to provide better fluxes. In this current study, a series of polyethersulfone (PES) UF asymmetric membranes blended with polyethylene glycol and iron oxide nanoparticles was prepared using the phase inversion technique. Prepared membranes were analyzed for their morphology, thermal stability, and membrane characterization. Morphology studies using scanning electron microscopy and atomic force microscopy confirmed the increase in the number of pores, pore size in support layer, and surface roughness in the blended membranes, ensuring the chances of enhanced flux. Surface hydrophilicity was increased with the increase in the iron oxide concentration in the composite membranes. Thermal analysis studies showed the better thermal stability of the blended membranes. Pure water flux of the prepared composite membranes was improved to a maximum of four times in comparison with pure PES membrane. Dye rejection studies clearly showed that the blended membranes almost had the same rejection as that of pure PES membrane. Thus, the prepared PES composite UF membrane is a promising candidate for the treatment of dye-polluted wastewater, ensuring high fluxes and effective rejection.

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Journal articles on the topic 'Blender Studios'

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