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Journal articles on the topic 'Blending learning'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

MacKenzie, Dirk, Lara Promnitz-Hayashi, Daniel Jenks, et al. "Blended learning spaces: Synchronous blending." JALT CALL Journal 7, no. 1 (2011): 43–60. http://dx.doi.org/10.29140/jaltcall.v7n1.107.

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Pop, Anisoara, and Anca Maria Slev. "Maximizing EFL Learning Through Blending." Procedia - Social and Behavioral Sciences 46 (2012): 5516–19. http://dx.doi.org/10.1016/j.sbspro.2012.06.467.

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Ni, Na, and Zhongsheng He. "The Application of Blending Learning in the Animation Major in Colleges and Universities in the Era of “Internet +”." International Journal of Web-Based Learning and Teaching Technologies 19, no. 1 (2024): 1–12. http://dx.doi.org/10.4018/ijwltt.336835.

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This paper mainly discusses the application of blending learning in animation teaching. Blending learning is a combination of traditional teaching mode and online teaching mode, which can provide students with more flexible and independent learning methods and improve teachers' teaching quality and teaching effect. This paper analyzes and discusses the current situation of animation major, the present situation and configuration of blending learning, the teaching design of blending learning, the enlightenment, significance, and practical application of blending learning in animation teaching.

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Li, Lu Yi, Yan Lin Zheng, and Fang Lin Zheng. "Research on a Design Framework for Blended Learning." Advanced Materials Research 271-273 (July 2011): 1185–88. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1185.

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This paper proposes a framework for the design of blended learning that consists of three key considerations: what to blend, how to blend and effects of blending. “Blending (what to blend)” involves four aspects: the blending of traditional classroom-based, e-learning and real learning contexts, the integration of various learning resources (contents, tools and social support), the combination of formal and informal learning, and the convergence of different learning methods (individual, group, class-based collective learning).

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Ní Uigín, Dorothy, and Éamon Ó. Cofaigh. "Blending learning – from niche to norm." Irish Educational Studies 40, no. 2 (2021): 227–33. http://dx.doi.org/10.1080/03323315.2021.1933566.

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Newcombe, Jonathan, and Billy Brick. "Blending Video Games Into Language Learning." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 4 (2017): 75–89. http://dx.doi.org/10.4018/ijcallt.2017100106.

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Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opp

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Bouncken, Ricarda B., Thorsten Teichert, and Michael Koch. "BLENDING MANAGEMENT STYLES FOR LEARNING ALLIANCES." Academy of Management Proceedings 2006, no. 1 (2006): W1—W6. http://dx.doi.org/10.5465/ambpp.2006.22898702.

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Bozkurt, A., and R. C. Sharma. "In Pursuit of the Right Mix: Blended Learning for Augmenting, Enhancing, and Enriching Flexibility." Asian Journal of Distance Education 16, no. 2 (2022): i—vi. https://doi.org/10.5281/zenodo.5827159.

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Blended learning, which has emerged as a mainstream approach for bridging onsite and online learning, promises flexibility to stakeholders in the educational process. This paper argues that blended learning can be understood as a process that combines onsite and online learning by blending the strengths of one modality and neutralizing the weaknesses of the other to provide flexibility to learners, instructors, and educational institutions. This flexibility can be afforded to time, space, path, and pace through sequential or parallel designs. In blending modalities and pedagogies, it is import

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Chenglin, Huan, and Chen Jianwei. "Research on Blending learning Design for Promoting Deep Learning." Journal of Educational Research and Reviews 9, no. 7 (2021): 173–78. http://dx.doi.org/10.33495/jerr_v9i7.21.137.

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Under the background of further promoting the construction of "golden class" in universities, how to use teaching innovation and promote the cultivation of learners is the focus of educational researchers. Guided by the theory of deep learning, based on MOOC resource platform and teaching management platform, this study constructs a "3-stage-2 platform" blended learning mode for deep learning in three stages: before class, in class and after class, puts forward teaching strategies to promote deep learning, and based on this mode, takes the computer network course as an example to carry out the

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Ejaz, Misbah, Muhammad Amjad Javaid, and Shafqat Ali. "IMPACT OF BLENDED LEARNING TEACHING TECHNIQUE ON STUDENTS ACADEMIC ACHIEVEMENTS AT ELEMENTARY LEVEL." JUNE 2024 3, no. 2 (2024): 365–76. http://dx.doi.org/10.53664/jssd/03-02-2024-29-365-376.

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The increasing demands on teachers have led to the strategic integration of information communication technology, suggesting that teachers' efficacy can be heightened through the judicious incorporation of technology into their teaching techniques. In light of this premise, this research aimed to assess the impact of blending learning teaching techniques on the academic achievements of 8th class science subject students in Gujranwala. The main objective was to compare achievement levels between blending learning and traditional methods. In this regard, the pre-test post-test control group desi

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O'Connor, Rollanda E., Joseph R. Jenkins, Norma Leicester, and Timothy A. Slocum. "Teaching Phonological Awareness to Young Children with Learning Disabilities." Exceptional Children 59, no. 6 (1993): 532–46. http://dx.doi.org/10.1177/001440299305900606.

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This study examined the feasibility of teaching phonological manipulation skills to preschool children with disabilities. Forty-seven children, 4–6 years old, enrolled in a special education preschool, were randomly assigned to receive training in one of three categories of phonological tasks (rhyming, blending, and segmenting) or a control group. Results indicated that children were able to make significant progress in each experimental category, but that they demonstrated little or no generalization either within a category (e.g., from one type of blending task to another type of blending ta

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Chen, Yangkang, Shaohuan Zu, Wei Chen, Mi Zhang, and Zhe Guan. "Learning the blending spikes using sparse dictionaries." Geophysical Journal International 222, no. 3 (2020): 1846–63. http://dx.doi.org/10.1093/gji/ggaa191.

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SUMMARY Deblending plays an important role in preparing high-quality seismic data from modern blended simultaneous-source seismic acquisition. State-of-the-art deblending is based on the sparsity-constrained iterative inversion. Inversion-based deblending assumes that the ambient noise level is low and the data misfit during iterative inversion accounts for the random ambient noise. The traditional method becomes problematic when the random ambient noise becomes extremely strong and the inversion iteratively fits the random noise instead of the signal and blending interference. We propose a co

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Namukasa, Immaculate Kizito. "Blending Pedagogies in Higher Education." Open/Technology in Education, Society, and Scholarship Association Conference 1, no. 1 (2021): 1–6. http://dx.doi.org/10.18357/otessac.2021.1.1.56.

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This paper presents analysis of evidence on the ways in which the connection between technology and scholarship supported a Community of Practice (CoP) for instructors in a faculty of education in Canada. The goal is to reflect on different types of pedagogical practices of CoP members. We discuss the ways in which both social learning and online technology were harnessed to support professional learning. We based the analysis on notions of collective learning and Bandura’s (1986) social cognitive theory that inform studies on professional development. The main unit of analysis is the learning

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Wang, Benfeng, Jiakuo Li, and Dong Han. "Iterative deblending using MultiResUNet with multilevel blending noise for training and transfer learning." GEOPHYSICS 87, no. 3 (2022): V205—V214. http://dx.doi.org/10.1190/geo2021-0341.1.

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Blended seismic acquisition has improved the efficiency of land and marine data acquisition significantly. Nevertheless, the consequent blending noise poses challenges for subsequent seismic imaging and inversion. Therefore, deblending algorithms are being widely investigated. To improve the deblending performance and efficiency of traditional deblending algorithms, a new method is proposed that we call multiresolution ResUNet (MultiResUNet) trained on data sets with multilevel blending noise. The trained MultiResUNet is optimal for iterative deblending. MultiResUNet combines the advantages of

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Margolis, A. A. "What Kind of Blending Makes Blended Learning?" Психологическая наука и образование 23, no. 3 (2018): 5–19. http://dx.doi.org/10.17759/pse.2018230301.

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The paper focuses on blended learning which is now quite common both in basic and in higher education and which is usually defined as a combination of e-learning and face-to-face instruction. The author explores the main models of blended learning in basic education (K-12), evaluates their benefits and limitations, and reflects on the changes in the current model of teaching activity and standards for teachers. The paper also presents a review of modern studies on the effectiveness of blended learning as compared to distance learning and traditional in-class education. As it is revealed, the r

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Jones, Norah, and Alice Man Sze Lau. "Blending learning: widening participation in higher education." Innovations in Education and Teaching International 47, no. 4 (2010): 405–16. http://dx.doi.org/10.1080/14703297.2010.518424.

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Chen, Yangkang, Shaohuan Zu, Wei Chen, Mi Zhang, and Zhe Guan. "Learning the blending spikes using sparse dictionaries." Geophysical Journal International 218, no. 2 (2019): 1379–97. http://dx.doi.org/10.1093/gji/ggz200.

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Childs, Mark, and Rossana Espinoza-Ramos. "Symposium 11: Students blending learning user preferences." Proceedings of the International Conference on Networked Learning 6 (May 5, 2008): 492–99. http://dx.doi.org/10.54337/nlc.v6.9360.

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This paper describes the preliminary findings of the JISC (Joint Information Systems Committee) funded project BLUPs (Students Blending Learning User Preferences). The project is part of JISC's Learner Experience Programme and is a collaboration between the Universities of Warwick and Northumbria. The aim of the project is to identify the range of provision that students choose when engaged in informal self-directed learning with respect to these three dimensions: Social spaces and individual spaces Institutional provision and personal provision Physical environment and virtual environment The

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Nawale, Arvind M. "Blending Learning: Towards Transforming Indian Higher Education." Shanlax International Journal of English 10, no. 4 (2022): 30–36. http://dx.doi.org/10.34293/english.v10i4.5110.

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“Blending Learning (BL) has advanced from an experimental novelty to a nearly common teaching-learning approach in academia recently. The Covid-19 pandemic has encouraged the global use of blended learning approaches. It is a novel method that blends traditional and modern teaching-learning paradigms and is becoming more popular, providing value to the learning environment by incorporating technology. It not only changes the way information is delivered, but it also redefines the old roles of education and opens new vistas of learning opportunities. Various universities, colleges, and other ed

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SARGSYAN, Lilit. "BLENDING INNOVATIVE METHODS OF LEARNING FOR SUCCESS." Foreign Languages in Higher Education 25, no. 1(30) (2021): 145–55. http://dx.doi.org/10.46991/flhe/2021.25.1.145.

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The development of language competences in the times of deep socio-political crisis and pandemic threats poses some real challenges. The efficiency of learning process is dependent on the implementation and successful blending of innovative methods of teaching. The paper studies the ways various innovative methods of learning intersect creating a new strategy for combining learning methods to meet the changing demands of adult learners.

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Sun, Jing, Song Hou, Vetle Vinje, Gordon Poole, and Leiv-J. Gelius. "Deep learning-based shot-domain seismic deblending." GEOPHYSICS 87, no. 3 (2022): V215—V226. http://dx.doi.org/10.1190/geo2020-0865.1.

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To streamline the fast-track processing of large data volumes, we have developed a deep learning approach to deblend seismic data in the shot domain based on a practical strategy for generating high-quality training data along with a list of data conditioning techniques to improve the performance of the data-driven model. We make use of unblended shot gathers acquired at the end of each sail line, to which the access requires no additional time or labor costs beyond the blended acquisition. By manually blending these data, we obtain training data that are fully adapted to the given survey, whi

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Li, Na, and Lin Wang. "Using Structural Equation Model Questionnaire Technology for Assessing Blending Teaching in STEAM Courses." International Journal of Emerging Technologies in Learning (iJET) 18, no. 19 (2023): 255–66. http://dx.doi.org/10.3991/ijet.v18i19.42503.

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Questionnaires for blending teaching effect evaluation from the perspective of science, technology, engineering, arts, and mathematics (STEAM) were reviewed in this study, and measurement problems for the questionnaire were designed. Effects of online and offline teaching environments, online teaching resources, and offline teaching processes in blending teaching of Engineering Surveying on learning satisfaction of university students were estimated using structural equation model (SEM) questionnaire technology. Results demonstrated that the overall Cronbach’s α of the questionnaire is 0.796 a

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Neupane, Madhu. "Should we Bend towards Blending? How?" Journal of NELTA 22, no. 1-2 (2018): 54–67. http://dx.doi.org/10.3126/nelta.v22i1-2.20041.

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Blended learning that combines face-to-face and online educational delivery can occur at activity, course, program, and institution level. In this study, course-level blending in Critical Discourse Analysis (CDA) course was examined. The students of face-to-face mode were enrolled in Moodle. However, their participation in Moodle was optional (i.e. low level of blending). Data collected from a class test and end-of-semester questionnaire survey suggest that blending does have a positive effect on learning achievement and students do perceive blending positively. Overall, the study shows optimi

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Cargile, Lori A. "Blending Instruction with Khan Academy." Mathematics Teacher 109, no. 1 (2015): 34–39. http://dx.doi.org/10.5951/mathteacher.109.1.0034.

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López-Cuesta, Miguel, Ricardo Aler-Mur, Inés María Galván-León, Francisco Javier Rodríguez-Benítez, and Antonio David Pozo-Vázquez. "Improving Solar Radiation Nowcasts by Blending Data-Driven, Satellite-Images-Based and All-Sky-Imagers-Based Models Using Machine Learning Techniques." Remote Sensing 15, no. 9 (2023): 2328. http://dx.doi.org/10.3390/rs15092328.

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Accurate solar radiation nowcasting models are critical for the integration of the increasing solar energy in power systems. This work explored the benefits obtained by the blending of four all-sky-imagers (ASI)-based models, two satellite-images-based models and a data-driven model. Two blending approaches (general and horizon) and two blending models (linear and random forest (RF)) were evaluated. The relative contribution of the different forecasting models in the blended-models-derived benefits was also explored. The study was conducted in Southern Spain; blending models provide one-minute

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Zhang, Zhanquan. "A well production prediction method based on blending heterogeneous ensemble learning optimized by OOA." Journal of Physics: Conference Series 2835, no. 1 (2024): 012002. http://dx.doi.org/10.1088/1742-6596/2835/1/012002.

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Abstract Oil well production prediction is an important research content in oilfield development, and constructing a scientific and good prediction model is a key issue. In this paper, a blending ensemble learning oil well production prediction model combining Random Forest, LGBM, and TCN is established and optimized by the Osprey optimization algorithm. Firstly, ANOVA and Pearson’s correlation coefficient is used to filter the relevant features affecting the well yield prediction, the autocorrelation coefficient is used to determine the lag order of the well yield prediction, and RF, LGBM, an

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Thomas, Gareth, Venugopal Duddu, and Richard Gater. "Blending an e-learning package into a problem-based learning module." International Journal of Medical Education 7 (August 28, 2016): 279–80. http://dx.doi.org/10.5116/ijme.5787.617d.

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M. Iringan, Emolyn. "Effectiveness of Blending Learning Approach (BLA) on Graduate Students’ Learning Outcomes." World Journal of Education and Humanities 3, no. 3 (2021): p23. http://dx.doi.org/10.22158/wjeh.v3n3p23.

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This quasi-experimental study aimed to assess the effectiveness of the Blended Learning Approach on graduate school students’ intrinsic motivation to learn, achievement, efficiency on project completion, and attitude towards coursework. The study used two groups, the control and experimental group which covered 30 students for each group. Students in the control group were exposed to the face-to-face instructional mode while the experimental group was exposed to the blended mode of instruction. Survey questionnaires, achievement tests, and documentary analyses were the data-gathering modalitie

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Khalafalla, Farid G., and Rafal Alqaysi. "Blending team-based learning and game-based learning in pharmacy education." Currents in Pharmacy Teaching and Learning 13, no. 8 (2021): 992–97. http://dx.doi.org/10.1016/j.cptl.2021.06.013.

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Forbes, Ruth, and Marie Irwin. "Blending differing teaching methods to support student learning." Journal of Practice Teaching and Learning 9, no. 1 (2009): 132–47. http://dx.doi.org/10.1921/146066909x481501.

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Chen, Yangkang, Shaohuan Zu, Wei Chen, Mi Zhang, and Zhe Guan. "Erratum: [Learning the blending spikes using sparse dictionaries]." Geophysical Journal International 227, no. 1 (2021): 146. http://dx.doi.org/10.1093/gji/ggab221.

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Forbes, Ruth, and Marie Irwin. "Blending differing teaching methods to support student learning." Journal of Practice Teaching and Learning 9, no. 1 (2012): 132–47. http://dx.doi.org/10.1921/jpts.v9i1.388.

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This paper discusses the philosophy, principles, design and evolving evaluation of the Learning for Practice 1 module which forms part of the new social work degree programme. Attention focuses upon the academic component of the module, in effect the theories and methods teaching. The blended approach will be outlined describing the main methods of delivery which combined traditional and elearning approaches. The three main styles of delivery; traditional lectures, online activity and group sessions are measured against a backdrop of established educational literature: The student voice is pre

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Condie, Rae, and Kay Livingston. "Blending online learning with traditional approaches: changing practices." British Journal of Educational Technology 38, no. 2 (2007): 337–48. http://dx.doi.org/10.1111/j.1467-8535.2006.00630.x.

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Kamerer, Jessica L., Francis T. Brophy, and Joseph A. Corvino. "SLIM: Blending Technologies to Create Better Learning Experiences." Journal of Nursing Regulation 2, no. 2 (2011): 47–50. http://dx.doi.org/10.1016/s2155-8256(15)30287-8.

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ORAVEC, JO ANN. "Blending by Blogging: weblogs in blended learning initiatives." Journal of Educational Media 28, no. 2-3 (2003): 225–33. http://dx.doi.org/10.1080/1358165032000165671.

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Nti, Isaac Kofi, Owusu Nyarko Boateng, Adebayo Felix Adekoya, Benjamin Asubam Weyori, and Henrietta Pokuaa Adjei. "Predicting diabetes using Cohen's Kappa blending ensemble learning." International Journal of Electronic Healthcare 13, no. 1 (2023): 57. http://dx.doi.org/10.1504/ijeh.2023.128605.

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Li, Yaoxi, Yuxuan Tian, and Jianan Zhuo. "Credit Default Prediction Based on Blending Learning Model." Applied and Computational Engineering 8, no. 1 (2023): 726–33. http://dx.doi.org/10.54254/2755-2721/8/20230112.

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Currently, the preventions of credit default usually will be evaluated by users credit value before loaning from banks. However, for the loan user, who have no existing record of loaning and the situation of low credit value, it cannot precisely recognize the risk of credit default. After a credit default, the bank not only doesnt get the signed compensation and principal in time, but also the debtor needs to bear the expensive corresponding late fees and credit costs. Therefore, reducing credit defaults can decline more burden of debtors and creditors. In this paper, the authors evaluate mult

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Fang, Qiqing, Gen Liu, Yamin Hu, Yahui Hu, and Jingjing Wang. "A blended collaborative learning model aiming to deep learning." SHS Web of Conferences 140 (2022): 01017. http://dx.doi.org/10.1051/shsconf/202214001017.

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To solve the problem of mechanized blending and low-level cooperation in Blended Cooperative Learning, this paper proposes a Blended Cooperative Learning Model aiming to Deep Learning, which including the definition, key features and its framework. Through the application in the course of Radar Maintenance Engineering and Performance Parameters Measurement, our teaching practice shows that the students’ practical skills and scientific teamwork ability are significantly improved.

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Puspita, Nurul, and Umar Alfaruq A. Hasyim. "Implementing Blended Learning to Promote Sustainable Teaching and Learning Process in Writing Class." English Education: Jurnal Tadris Bahasa Inggris 12, no. 1 (2019): 120–28. http://dx.doi.org/10.24042/ee-jtbi.v12i1.4427.

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Teaching writing in the era of industrial revolution 4.0 is very challenging and interesting. This era encourages both lecturer and the student utilizing informatics technology in teaching and learning process. Since, the process of teaching writing needs more time, the classroom activities do not accomodate the whole processes such as, planning, drafting and revising. Therefore, it needs solution to sustain the teaching and learning process not only in the classroom but also outside the classroom. Blending Google Classroom and classroom activities is one of solutions to lead sustainable teach

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Medhi, Shrabani, Pallav Kashyap, Akansha Das, and Jitjyoti Sarma. "PM2.5 Prediction using Heterogeneous Ensemble Learning." December 2023 5, no. 4 (2023): 481–98. http://dx.doi.org/10.36548/jaicn.2023.4.003.

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Air pollution is a great concern to mankind and is causing too many adverse effects on every living organism on earth by increasing lung diseases, skin diseases, and many other problems caused by it. This research presents a comprehensive study on the application of heterogenous ensemble learning techniques for PM2.5 concentration prediction, aiming to enhance prediction accuracy and provide insights into the driving factors behind pollution levels. The primary objective is to conduct a comparative analysis of heterogenous ensemble method, namely, blending and stacking in conjunction with indi

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Hu, Lian Jun, Xiao Hui Zeng, Hong Song, and Qian Li. "The Research on Automatic Liquor Blending Systems Based on Wavelet Neural Networks." Advanced Materials Research 765-767 (September 2013): 1019–22. http://dx.doi.org/10.4028/www.scientific.net/amr.765-767.1019.

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The blending of liquors is a key process in the production of liquors. According to time-frequency localization characteristics of the wavelet transform and advantages of the neural network such as ability to develop, fault-tolerance, self-adaptability, self-learning, and robustness, a mathematic model based on wavelet neural networks is proposed in liquor blending processes with the help of computer-aided design technologies, which makes liquor blending technologies more scientific.

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Wang, Jian. "Application of Blending Learning Based on Network Learning Space in Teaching Design of Digital Art." International Journal of Emerging Technologies in Learning (iJET) 14, no. 03 (2019): 177. http://dx.doi.org/10.3991/ijet.v14i03.10107.

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In traditional face-to-face teaching mode, the teacher plays the leading role in the learning process, while students are in the subordinate status. Such learning mode can be easily interrupted due to the ending of classroom teaching time. To let students keep continuous learning, network learning mode based on information technology emerges. In network learning mode, students have strong learning autonomy, and can arrange learning contents and progress according to their ability and time. However, network learning mode requires students owning strong self-discipline ability to plan and arrang

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Mahrlamova, Kamilla, and Nadiia Chabanovych. "Implementation of interactive methodology in medical education." Linguistics and Culture Review 5, S4 (2021): 1154–60. http://dx.doi.org/10.21744/lingcure.v5ns4.1752.

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Nowadays, the acquisition of innovative approaches and techniques that use the Internet is one of the main goals for the development of higher medical education in Ukraine. Blending learning is an effective way to gain knowledge in medicine and such kind of education is carried out through educational programs and curriculum and was approved for each department by the scientific council of the university. This paper describes the effectiveness of blending learning in the preparation of medical students in Ukraine. The authors designed a course “Medical English for Specific Purpose” and impleme

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Xie, Kai, Yuxuan Gao, Yadang Chen, and Xun Che. "Mask Mixup Model: Enhanced Contrastive Learning for Few-Shot Learning." Applied Sciences 14, no. 14 (2024): 6063. http://dx.doi.org/10.3390/app14146063.

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Few-shot image classification aims to improve the performance of traditional image classification when faced with limited data. Its main challenge lies in effectively utilizing sparse sample label data to accurately predict the true feature distribution. Recent approaches have employed data augmentation techniques like random Mask or mixture interpolation to enhance the diversity and generalization of labeled samples. However, these methods still encounter several issues: (1) random Mask can lead to complete blockage or exposure of foreground, causing loss of crucial sample information; and (2

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Narasuman, Suthagar, and Zalina Mohd Zamri. "ENGLISH LANGUAGE SELF-EFFICACY IN A BLENDING LEARNING ENVIRONMENT." Management and Accounting Review (MAR) 17, no. 2 (2018): 107. http://dx.doi.org/10.24191/mar.v17i2.787.

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The aim of this study was to look at the effect of blended learning (BL) on the respondents’ English as a second language (ESL) self-efficacy. The respondents in this study were subjected to a pre and post study survey on ESL self-efficacy in a BL environment. Between the surveys was an eight week time period during which the respondents’ formal ESL lessons were conducted using the blended learning approach. The study utilised both quantitative and qualitative data. Data from the pre and post-test surveys were analysed to ascertain the respondents’ attitude towards blended learning and their s

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Hansrajh, Arvin, Timothy T. Adeliyi, and Jeanette Wing. "Detection of Online Fake News Using Blending Ensemble Learning." Scientific Programming 2021 (July 28, 2021): 1–10. http://dx.doi.org/10.1155/2021/3434458.

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The exponential growth in fake news and its inherent threat to democracy, public trust, and justice has escalated the necessity for fake news detection and mitigation. Detecting fake news is a complex challenge as it is intentionally written to mislead and hoodwink. Humans are not good at identifying fake news. The detection of fake news by humans is reported to be at a rate of 54% and an additional 4% is reported in the literature as being speculative. The significance of fighting fake news is exemplified during the present pandemic. Consequently, social networks are ramping up the usage of d

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Lai, K. W., F. Khaddage, and Gerald Knezek. "Blending student technology experiences in formal and informal learning." Journal of Computer Assisted Learning 29, no. 5 (2013): 414–25. http://dx.doi.org/10.1111/jcal.12030.

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Obradović, Ivan, Ranka Stanković, Olivera Kitanović, and Dalibor Vorkapić. "Building learning capacity by blending different sources of knowledge." International Journal of Learning and Intellectual Capital 13, no. 2/3 (2016): 135. http://dx.doi.org/10.1504/ijlic.2016.075698.

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Kim, Jeong-ryeol. "Blending Social Learning System into Foreign Language Educational Platform." International Journal of u- and e- Service, Science and Technology 9, no. 2 (2016): 11–16. http://dx.doi.org/10.14257/ijunesst.2016.9.2.02.

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ADJEI, Henrietta Pokuaa, Benjamin Weyori, OWUSU NYARKO BOATENG, Adebayo Felix Adekoya, and Isaac Kofi Nti. "Predicting Diabetes Using Cohens Kappa Blending Ensemble Learning." International Journal of Electronic Healthcare 13, no. 1 (2023): 1. http://dx.doi.org/10.1504/ijeh.2023.10052670.

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