Relevant bibliographies by topics / Need of blended learning

Contents

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

Academic literature on the topic 'Need of blended learning'

Author: Grafiati
Published: 5 June 2025
Last updated: 16 July 2025

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

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Need of blended learning.'

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

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

Journal articles on the topic "Need of blended learning"

1

Karamveer, Kaur. "CHALLENGES AND NEED OF CHANGES IN BLENDED LEARNING OF HIGHER EDUCATION IN INDIA." International Journal of Advance and Applied Research 9, no. 6 (2022): 320–26. https://doi.org/10.5281/zenodo.7070398.

Full text
Abstract:
<strong><em>Abstract</em></strong> <strong><em>&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </em></strong><em>Blended Learning is the term which is necessary in each level of education i.e., primary, secondary or higher. It means to increase the knowledge about technology advancement which comes in the students with help of different teaching-learning experiences. Blended learning is refers to the educational practice of combining digital learning tools with other traditional classroom face-to-face teaching. In a flipped classroom program, students will be encouraged to access digital learning materials through their time-based learning platform. It is a design that increases the experiences of teaching and learning for students and teachers because blended learning is a supportive combination of face to face and online education. It can increased enrolment of students whether it allows education to continue during closures and also promotes deep learning and increased the satisfaction of students. But there are many challenges comes in the present blended learning of higher education in our country. This paper reviews the challenges which comes today in blende learning system and also explains the needs to changes the today&rsquo;s blended learning of higher education. The challenges came like traditional mindset of learners, expensive technology, inadequate training, </em><em>technology issues like internet, lack of social interaction, limited collaborative learning, cognitive load, technological infrastructure etc. among students. So we have to overcome these challenges and for doing change in its system by adapt some solutions like by providing an optimal environment to learners according to their ability, selecting appropriate virtual learning platform, managing additional investment in technology, strengthen executive function skills etc. in the blended learning.</em>
APA, Harvard, Vancouver, ISO, and other styles
2

Rajendra, Balkrishna Kamble. "Blended Learning: The Need of Time." 'Journal of Research & Development' 15, no. 9 (2023): 77–79. https://doi.org/10.5281/zenodo.7943621.

Full text
Abstract:
Blended learning is the mixture of traditional face-to-face learning and technology based distance learning.&nbsp; This approach is being used in most of the fields like industry, business.&nbsp; The field of education is not an exception for it.&nbsp; Blended learning has become a buzz word in this field and this approach has occupied the educational system in recent years.&nbsp; The years of pandemic of corona can be underlined for this. &nbsp;This research article throws light on the significance of blended learning.&nbsp; It talks about how blended learning helps the learners to learn.&nbsp; It also gives importance of blended learning in the views of teachers to plan a lesson, devise various activities for students to teach them with technology in distance mode and manage to impart quality education.&nbsp; The major objective of this article to find out how blended learning is useful for the students to learn and how it is useful for teacher to cater various learning facilities with technology in online and face-to-face mode.&nbsp; This article also provides information about the factors that affect the blended learning approach.&nbsp; Blended learning is very important and effective approach in the world of technology where the use of gadgets like laptop, mobile phone and tabs has become daily task of routine. This approach is flexible and easy to access as the aforementioned gadgets have made the layman a techno savvy.&nbsp; The most important feature of this approach is one can learn anywhere, anytime and with anybody.&nbsp; This feature makes the students stay motivated and learns at their own pace.&nbsp; This approach helps the students to reach the goal of their achievement in education.
APA, Harvard, Vancouver, ISO, and other styles
3

Ilham, Ilham, Irwandi Irwandi, Zakiyah Qurata Ayun, and Saniyatil Wida. "Project-Based Learning Model with Blended Learning in Academic Writing: A Need Analysis." Journal of Languages and Language Teaching 13, no. 1 (2025): 306. https://doi.org/10.33394/jollt.v13i1.12552.

Full text
Abstract:
Conducting a need analysis is crucial for tailoring academic writing instruction to meet the students’ need. Need analysis serve as systematic tool for developing relevant learning materials that align with students’ learning needs. This research hold significant importance in adressing the integration of project-based learning (PjBL) and blended learning within the context of academic writing. By identifying the needs of students, it provides valuable insight for culliculum designers and educators in English education program. The research aims to identify the students' need for project-based learning with blended learning in academic writing. This study is conducted as survey research at the English education study program at Muhammadiyah University of Mataram and Mandalika University of Education. The questionnaire of collecting data consists of 61 statements with 11 factors. The result of the research shows that all of the students need eleven factors such as learning objectives, topic needs, teaching material requirements, needs assessment, the need of PJBL syntax, blended learning, social system need, requirement principle of reaction, need of support system, learning impact need, and need for impact accompanying learning. The results of this research are expected contributing to the lecturers, stakeholders, and curriculum development of project-based blended learning in academic writiting at the English Education department.
APA, Harvard, Vancouver, ISO, and other styles
4

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

Full text
Abstract:
Purpose Because many colleges and universities have growing numbers of students in online and blended programs, libraries should adapt their services and adjust their organizational structures to support them. Students have adopted blended learning programs whether or not the programs are officially designed as blended programs. Libraries need to change their service orientation in response and learn to scale services using available technologies. Scaling services and personnel resources also requires developing a scalable organizational learning culture. The paper aims to discuss these issues. 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.
APA, Harvard, Vancouver, ISO, and other styles
5

Megahed, Naglaa, and Ehab Ghoneim. "Blended Learning." International Journal of Mobile and Blended Learning 14, no. 1 (2022): 1–15. http://dx.doi.org/10.4018/ijmbl.291980.

Full text
Abstract:
As we approach a new normal in post-Covid-19 pedagogy, we need to consider blended learning (BL) as a significant contribution to precautionary and preventive actions for containing the spread of Covid-19. This paper provides a framework to recognize transformation to a new normal by: a) reviewing the history of BL associated with its models and design options; b) presenting general characteristics of BL in a matrix of place, distance, and technology; and c) analyzing scenario planning and strategies for reopening academic institutions. Based on the BL continuum and health and safety conditions resulting from the pandemic, the study first proposed a scenario planning framework. Second, it developed a classification framework of BL addressing its continuum, models, and learning theories via a smart learning environment. Finally, the study proposed a conceptual matrix of BL that considers health and safety conditions resulting from the Covid-19 pandemic.
APA, Harvard, Vancouver, ISO, and other styles
6

Purnama, Herwulan Irine, Insih Wilujeng, and Cepi Safruddin Abdul Jabar. "Blended learning in elementary school science learning: A systematic literature review." International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (2023): 1408–18. https://doi.org/10.11591/ijere.v12i3.25052.

Full text
Abstract:
This article presents a systematic literature review (SLR) on blended learning in elementary school science learning. The method used is SLR and PRISMA protocol with the stages of identification, screening, eligibility, inclusion, abstraction, and data analysis assisted by Publish or Perish 7, Mendeley, VOSviewer, and NVIVO 12 Plus applications. The findings in Scopus found 906 articles, and then filtered them according to compatible themes into 54 pieces. The topic findings were blended learning, science learning, elementary school, the concept of blended learning, type of blended learning, the impact of blended learning, flipped learning, flip classroom, distance learning, distance education, active learning, online learning, blended and face-to-face learning, STEM, which were directly and indirectly connected. The 54 articles were analyzed according to the defined topics through NVIVO 12 Plus, and the results were described according to the research questions. The research findings explain that blended learning in elementary school science learning is a mixed learning model with the integration of synchronous-asynchronous technology, information, and communication technology (ICT), technological pedagogical content knowledge (TPACK), multimedia, and Android from planning to evaluation. The most studied type of blended learning is the flipped classroom, with as many as 11 studies. The implementation of blended learning has more positive impacts on students and teachers. Future research needs to explore blended learning in elementary school science learning and what students, teachers, and technological developments need.
APA, Harvard, Vancouver, ISO, and other styles
7

Risdianto, Eko, Rosane Medriati, Parwito Parwito, and Iwan Setiawan. "Requirements Analysis of the Development of Project Based Learning (PJBL)-based Blended Learning Model Assisted by MOOC." AL-ISHLAH: Jurnal Pendidikan 15, no. 2 (2023): 1529–37. http://dx.doi.org/10.35445/alishlah.v15i2.2839.

Full text
Abstract:
The research aims to determine the needs of students for the PJBL-based blended learning model assisted by MOOC at universities. This type of research is survey research. The research was conducted at a university using a purposive sampling technique with a total of 46 student respondents who were representatives of semester 2, 4, 6, and 8 students. The data collection technique used a questionnaire developed from three aspects: the need for the blended learning model, the need for learning using the MOOC system, and the need for project-based learning. The results of this study indicate that students need a PJBL-based blended learning model using the MOOC system in universities. The results of this research can be used as a basis for development related to the MOOC-assisted project-based blended learning model in further research.
APA, Harvard, Vancouver, ISO, and other styles
8

Razali, Fazilah, Tajularipin Sulaiman, Ahmad Fauzi Mohd Ayub, and Noraziela Abdul Majid. "The impact of active learning and learning style on blended learning: Insights from higher education students." International Journal of Evaluation and Research in Education (IJERE) 12, no. 4 (2023): 2149–56. https://doi.org/10.11591/ijere.v12i4.24858.

Full text
Abstract:
Blended learning is a progressive teaching technique combining online and face-to-face instruction to encourage active learning and improve academic achievement. However, various problems, such as different attitudes and learning styles between educators and students, influenced the implementation of blended learning effectively. Therefore, there is a need to identify the factors that impact blended learning to improve students&rsquo; performances and enhance blended learning. In this study, the proposed framework examines the mediation effect of active learning on the relationship between learning styles and accessibility of learning through blended learning. The study sample consisted of undergraduate students from Universiti Putra Malaysia. In addition, this study also utilized a random sampling method. In total, 224 responses were collected and analyzed using a partial least square structural equation modeling (PLS-SEM). The findings revealed that active learning fully mediated the relationship between learning style and blended learning. Active learning also mediated the relationship between accessibility and blended learning with complementary mediation. Moreover, this study offers several practical suggestions for essential parties, including the government and the education sector, to optimize blended learning approaches in Malaysia.
APA, Harvard, Vancouver, ISO, and other styles
9

Gaftandzhieva, Silvia, Rositsa Doneva, Sadiq Hussain, Ashis Talukder, Gunadeep Chetia, and Nisha Gohain. "QUALITY OF BLENDED LEARNING COURSES: STUDENTS’ PERSPECTIVE." Mathematics and Informatics 66, no. 6 (2023): 607–23. http://dx.doi.org/10.53656/math2023-6-4-qua.

Full text
Abstract:
This research paper focuses on studying students' perspectives on the quality of online course developed to support traditional face-to-face learning, specifically exploring their satisfaction levels. The study aims to identify the factors influencing student satisfaction and their impact on academic performance. A questionnaire was developed, consisting of four evaluated areas: course content and design, organization and preparation of training, communication and support in the learning process, and evaluation. The questionnaire was administered to 51 students who completed an Object-Oriented Programming course. The collected data was analysed using statistical techniques, including skewness and kurtosis indexes, Cronbach's alpha coefficients, average variance extracted (AVE), composite reliability (CR), and principal component analysis (PCA). The findings revealed a generally positive perception of course content, organization, communication, and evaluation with specific areas identified for improvement. The findings emphasize the importance of addressing students' satisfaction to enhance the overall quality of blended learning courses. The study contributes to the existing literature on student satisfaction with learning courses for blended learning. It highlights the need for institutions to prioritize course quality to meet students' expectations and needs.
APA, Harvard, Vancouver, ISO, and other styles
10

Chaeruman, Uwes Anis. "MERANCANG MODEL BLENDED LEARNING DESIGNING BLENDED LEARNING MODEL." Jurnal Teknodik 17, no. 4 (2019): 053. http://dx.doi.org/10.32550/teknodik.v17i4.577.

Full text
Abstract:
Dalam era komunikasi instan dewasa ini, cara belajar dan proses pembelajaran telah berubah. Kondisi ini membawa pembelajaran ke era e-learning di mana upaya belajar dan membelajarkan dapat difasilitasi dengan teknologi informasi dan komunikasi. Mengkombinasikan teknologi informasi dan komunikasi yang tepat (blended learning) merupakan salah satu isu penting dalam merancang e-learning yang baik. Oleh karena itu diperlukan semacam panduan (framework) yang dapat menjadikan acuan dalam memilih dan menentukan blended learning yang tepat sesuai kondisi dan tujuan yang ingin dicapai. Artikel ini mencoba memberikan framework untuk menjawab permasalahan tersebut. Framework yang coba ditawarkan dalam artikel ini mengacu pada konsep e-learning, empat kuadran seting belajara menurut Noord, dua kontinum strategi pembelajaran menurut Smaldino dkk., dan empat standar proses pembelajaran yang penulis adaptasi dari Horton. Framewrok tersebut adalah bahwa dam merancang blneded learning perlu mempertimbangkan beberapa unsur sebagai berikut: 1) upaya memfasilitasi pengalaman belajar sebagai esensi dari e-learning; 2) optimalisasi empat standar proses pembelajaran dalam konteks e-learning; 3) pemilihan dan penentuan strategi pembelajaran yang tepat; dan 4) pemilihan dan penentuan teknologi dan tool TIK yang tepat dalam empat kuadran seting belajar. In the era of instant communication, today, learning and instructional process has changed. This condition has led learning into a new era called e-learning, where learning process can be facilitated with proper use of information and communication technology. Combining information and communication technology appropriately to facilitate learning has become an impportant issue in e-learning design context. Therefore, we need such a kind of framework as a guidance in selecting and determining the appropritae blended learning strategy to address the learning objectives to be achieved. The framework offered in this article refered to the essential concept of e-learning itself, four quadrants of learning seting offered by Noord, two continuum of instructional strategy offerd by Smaldino et. al., and four standard of e-learning process adapted by author from the work of Norton. The framework offered are that in designing blended learning, we should consider the following aspects: 1) efforts to facilitate learning experiences as the essence of e-learning; 2) optimalization of the four learning process standard in the context of e-learning; 3) selection and determination of appropriate learning strategies; and 4) selection and determination of apropriate learning seting and ICTs used in four quadrants of learning seting.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Need of blended learning"

1

Lucey, Daniel Joseph. "Blended learning : meeting the needs of distance education students." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/78068/1/Daniel_Lucey_Thesis.pdf.

Full text
Abstract:
This thesis involved research into the barriers and enablers that existed for a cohort of mature-aged education support students engaging with blended learning through distance education. The findings that emerged from this research indicated that a flexible model of blended learning is possible in this context. The findings shed light on the experiences of novice technology users' participation in blended learning. The study highlighted the significance of factors such as isolation, technology, communication, connectivity, prior learning, and the growth of self-efficacy that influenced learner engagement.
APA, Harvard, Vancouver, ISO, and other styles
2

Al-Sarrani, Nauaf. "Concerns and professional development needs of science faculty at Taibah university in adopting blended learning." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3887.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Makhafola, Lesego. "The use of a Virtual Learning Environment (VLE) to embed library information services in a Blended Learning Environment (BLE) : a University of Pretoria Engineering study." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/69124.

Full text
Abstract:
The main objective of libraries in higher education institutions is to enable access to information that will meet the teaching, learning and research needs of the institutions’ communities (Department of Arts and Culture, 2015:18). Technology makes it easier to accomplish this by allowing librarians to embed products and services directly into the teaching, learning and research environments used by the communities. Course Management Systems such as Blackboard, are used by higher learning institutions to provide blended learning experiences. Many face-to-face lectures rely on an online module, and students appear to be more comfortable using the various online tools than ever before. For librarians, the online component of such a hybrid learning model is an opportunity to extend the traditional face-to-face library training and information literacy sessions into the Virtual Learning Environment (VLE). Virtually embedded librarians enable students’ access to library information online (Hoffman & Ramin, 2010:298) and libraries that have shifted towards embedding in online courses reach users at their point of need (Paganelli and Paganelli, 2017:55). If these statements are true, the question remains whether the end user is satisfied with the services rendered online or not. Many surveys have been conducted to assess users’ satisfaction with library resources and the quality of library services (Zhang, 2015:273). Some studies investigated library use patterns of different user groups but few studies focus on the needs of Engineering students (Zhang, 2015:273) and if these needs are being addressed by embedded library services and products. The objective of this research was to establish the role that Engineering students expect an Information Specialist to play in a VLE, to identify the products and services the Engineering students expect the Information Specialist to provide, and to what extent. This was done using a case study research design. As was expected, this research confirmed that the Engineering students recognise the importance of librarians embedding in their online modules. It is anticipated that librarians who embed online will be able to meet the needs of the students and build strong relationships with the students. If that does become the case, it is feasible to expect that the students’ use of library resources will increase. The next phase would be to build and launch a pilot project. Recommendations made for embedding in a VLE were (1) to consult with the faculty, library staff, and the instructional designer before the librarian attempts to launch embedded activities; (2) to identify the top in-demand products and services that can be embedded for each course as a matter of urgency; (3) to pilot the program with a few students and library staff and obtain feedback before the initiative is made publicly available to all students; and (4) to align the expectations or activities of the program with those of the course.<br>Mini Dissertation (MIT)--University of Pretoria, 2018.<br>Information Science<br>MIT<br>Unrestricted
APA, Harvard, Vancouver, ISO, and other styles
4

Mazer, Cherie. "An Evaluation of the Iowa State University Ecosystem." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6319.

Full text
Abstract:
Purpose – This dissertation in practice is an evaluation study conducted at Iowa State University, entitled, Learning Ecosystem Assessment Review of Needs (LEARN). The evaluation posed these questions: (a) What educational technologies are currently used and what technologies will be needed in the future? (b) What are the attitudes and practices of faculty and students toward online and blended learning? (c) What academic technology support services are used? What are the perceptions of the support provided for the application of academic technologies? Methodology/design – The study was a mixed-methods design employing interviews with deans and focus groups and surveys of faculty and students. Findings – Iowa State University faculty and students use a wide array of academic technologies both in physical and virtual classrooms. The prevailing sentiment regarding the need for future academic technologies is not for new offerings and new features but for easier to use, more reliable technologies, and more timely support. Although Iowa State University has formally adopted online learning by offering numerous programs and courses, the university is in the early stages of adopting blended learning. Implications – The results and implications of the study inform the university on next steps to ready the institution for leveraging technology and preparing for the transformation toward strategic adoption of online and blended learning. The author outlines an organizational learning approach to manage change and promote adoption of blended learning.<br>Ed.D.<br>Doctorate<br>Education and Human Performance<br>Education
APA, Harvard, Vancouver, ISO, and other styles
5

Bauerová, Andrea. "Blended Learning." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-199517.

Full text
Abstract:
This thesis is focused on a new approach of education called blended learning. The history and developement of Blended Learning is described in the first part. Then the methods and tools of Blended Learning are evaluated and compared to the traditional methods of education. At the final part an efficient developement of the educational programs is emphasized.
APA, Harvard, Vancouver, ISO, and other styles
6

Cella, Carmen Rejane. "Blended Learning." Florianópolis, SC, 2006. http://repositorio.ufsc.br/xmlui/handle/123456789/88396.

Full text
Abstract:
Tese (doutorado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.<br>Made available in DSpace on 2012-10-22T08:33:24Z (GMT). No. of bitstreams: 0<br>Esta tese utiliza ambiente colaborativo de ensino-aprendizagem, tendo como objetivo principal a aplicação de um modelo de capacitação com o uso de B-Learning, desenvolvido com os profissionais da educação pública catarinense, na preparação dos futuros multiplicadores onde serão instalados os NTEs - Núcleos de Tecnologias Educacionais, realizados nos anos de 2003 e 2004. O curso teve como cenário o ambiente colaborativo e gratuito do yahoogroups ministrado nas modalidades presencial e a distância, enfocando a gestão de tecnologias de informação e comunicação, em ambiente digital on-line. Neste cenário, as transformações alavancadas pelos avanços científicos, tecnológicos e telemáticos, estudiosos da área, colocam que uma nova revolução está mostrando as tendências desse novo contexto de descobertas e inovações, ampliadas pelas redes - Redes de Conhecimentos - propiciados pelo enfoque histórico, notadamente na educação tecnológica. Na sociedade contemporânea, a relevância da tecnologia transcende aos domínios emergentes, sejam nos campos políticos, econômicos, pedagógicos e sociais. Para tanto, sistematizam-se a seguir, as relações, as repercussões e reflexões acerca da tecnologia, bem como a relação que se estabelece no modelo pedagógico, no campo da educação e avaliam as implicações na relação educando e educador, objeto desse estudo de caso.
APA, Harvard, Vancouver, ISO, and other styles
7

McHone, Cheryl. "Blended Learning Integration: Student Motivation and Autonomy in a Blended Learning Environment." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3750.

Full text
Abstract:
The purpose of this study was to analyze teacher perceptions on the relationship of technology and student academic behaviors and performance in the blended learning environment across 9th through 12th grade within east Tennessee and to identify the components of blended learning and pedagogical practices that enhance students’ academic behaviors. Specifically, this study is an analysis of how student motivation and student autonomy relate to technology implementation and face-to-face instruction within blended learning environments. The participants of this study were teachers within 2 school districts in East Tennessee. All high school teachers within the participating school districts received an online survey that was distributed from their corresponding principals via email. The online survey used a Likert-type scale that consisted of 40 items focused on teachers’ perceptions of student motivation and student autonomy with the blended learning environment. The analysis of the data was based on the responses of 75 teachers from the 2 participating school districts. Statistical analyses of the data revealed that the amount of teacher technology use, student technology use, learning management system use, and type of professional development did not have a significant relationship with participants’ perspective of student motivation or student autonomy. The research also did not reveal a significant relationship between participants’ age and perception of student motivation. However, this research revealed a significant relationship between participant age and participants’ perception of student autonomy. The study revealed that, as participant age increased, participants’ mean student autonomy scores decreased.
APA, Harvard, Vancouver, ISO, and other styles
8

Launer, Rebecca. "Blended Learning im Fremdsprachenunterricht." Diss., lmu, 2008. http://nbn-resolving.de/urn:nbn:de:bvb:19-89054.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Halverson, Lisa R. "Conceptualizing Blended Learning Engagement." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5981.

Full text
Abstract:
Learner engagement, or the involvement of the student's cognitive and emotional energy to accomplish a learning task, has been called "the holy grail of learning" (Sinatra, Heddy, & Lombardi, 2015, p. 1) because of its correlations to academic achievement, persistence, and satisfaction. In the 21st century, learning will be increasingly "blended," combining face-to-face with computer-mediated instruction. Research is already exploring learner engagement in blended contexts, but no theoretical framework guides inquiry or practice. Developing models and measures of the factors that facilitate learner engagement is important to the advancement of the domain. This multiple-article format dissertation addresses the theoretical gap in research on learner engagement in blended settings. The first article reviews the existing literature on learner engagement, delineates a set of constructs most relevant to the contexts of blended learning, and proposes a theoretical framework for learner engagement in blended settings. The second article operationalizes and tests the proposed model of blended learning engagement using exploratory and confirmatory factor analysis. It creates and evaluates an end-of-course self-report measure of cognitive and emotional engagement. The unique factor structure of online and face-to-face indicators of learner engagement is clearly demonstrated in the results of this study.
APA, Harvard, Vancouver, ISO, and other styles
10

Högsdal, Nils. "Blended learning im Management-Training /." Lohmar [u.a.] : Eul, 2004. http://www.gbv.de/dms/zbw/389241377.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Need of blended learning"

1

Ahuja, Neelu Jyothi, Adarsh Kumar, and Anand Nayyar, eds. Sustainable Blended Learning in STEM Education for Students with Additional Needs. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-3497-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Picciano, Anthony G., Charles D. Dziuban, Charles R. Graham, and Patsy D. Moskal. Blended Learning. Routledge, 2021. http://dx.doi.org/10.4324/9781003037736.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Pilotto, Lisa Maria. Blended Learning. Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-31235-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Rhem, James, and Francine S. Glazer. Blended Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003443285.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hew, Khe Foon, and Wing Sum Cheung. Using Blended Learning. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-089-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Erpenbeck, John, Simon Sauter, and Werner Sauter. E-Learning und Blended Learning. Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-10175-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cheung, Simon K. S., Lam-for Kwok, Kenichi Kubota, Lap-Kei Lee, and Jumpei Tokito, eds. Blended Learning. Enhancing Learning Success. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94505-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Wilson, Diann. The Other Blended Learning. John Wiley & Sons, Ltd., 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Leung, Elvis Wai Chung, Fu Lee Wang, Langfang Miao, Jianmin Zhao, and Jifeng He, eds. Advances in Blended Learning. Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-89962-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bersin, Josh. The Blended Learning Book. John Wiley & Sons, Ltd., 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Need of blended learning"

1

Willison, John. "Blended Learning Needs Blended Evaluation." In Critical Perspectives on Teaching, Learning and Leadership. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6667-7_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Graham, Charles R., and Lisa R. Halverson. "Blended Learning Research and Practice." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_68.

Full text
Abstract:
AbstractThe strategic integration of online and in-person learning modalities (referred to as blended learning) is becoming increasingly popular in primary, secondary, post-secondary, and corporate contexts. Some have even called blended learning (BL) the “new normal” in education. This chapter addresses five important questions for scholars interested in contributing to research in this domain. First, how are scholars defining BL? Second, what are some of the common models of BL being used in higher education and K-12 learning environments? Third, what is happening with BL research and practice in different regions of the world? Fourth, what research frameworks have been developed by BL scholars and what are other common frameworks that scholars have borrowed from other domains? Finally, the chapter overviews some of the current BL research around institutional, faculty, and student issues. The global pandemic from 2019 to 2021 has increased administrator, instructor, and student awareness and familiarity with many online learning options. It is likely that blended practices that combine both online and in-person instruction will become increasingly prevalent. Scholars will need to better understand how different blended models and pedagogical practices within those models work to improve learning outcomes, increase access and flexibility for learners, and impact cost efficiencies.
APA, Harvard, Vancouver, ISO, and other styles
3

Graham, Charles R., and Lisa R. Halverson. "Blended Learning Research and Practice." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_68-1.

Full text
Abstract:
AbstractThe strategic integration of online and in-person learning modalities (referred to as blended learning) is becoming increasingly popular in primary, secondary, post-secondary, and corporate contexts. Some have even called blended learning (BL) the “new normal” in education. This chapter addresses five important questions for scholars interested in contributing to research in this domain. First, how are scholars defining BL? Second, what are some of the common models of BL being used in higher education and K-12 learning environments? Third, what is happening with BL research and practice in different regions of the world? Fourth, what research frameworks have been developed by BL scholars and what are other common frameworks that scholars have borrowed from other domains? Finally, the chapter overviews some of the current BL research around institutional, faculty, and student issues. The global pandemic from 2019 to 2021 has increased administrator, instructor, and student awareness and familiarity with many online learning options. It is likely that blended practices that combine both online and in-person instruction will become increasingly prevalent. Scholars will need to better understand how different blended models and pedagogical practices within those models work to improve learning outcomes, increase access and flexibility for learners, and impact cost efficiencies.
APA, Harvard, Vancouver, ISO, and other styles
4

Schmidt-Straßburger, Uta. "Blended Learning for Oncologists and Their Colleagues." In Improving Oncology Worldwide. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96053-7_2.

Full text
Abstract:
AbstractOncology is a rapidly developing field with a high societal impact. It comprises more and more complex knowledge, more sophisticated patient management, and truly interdisciplinary collaboration. Addressing the needs of oncologists is important to satisfy the increasing need for updating their knowledge about new medicines and treatment strategies together with managerial aspects of the medical profession and practice while balancing personal needs for well-being. Out of the many options, a blended learning, degree-awarding study program is a possibility combining high flexibility with only few fixed appointments and a profound net-working experience. I will describe in this chapter the ESMO (European Society for Medical Oncology)/ASCO (American Society of Clinical Oncology) recommendations for a global curriculum in oncology, how their educational part was translated into online learning modules, and how soft skill training for presentation, communication, and negotiation together with personal coaching resulted in a network of oncology professionals gearing toward better cancer patient care everywhere in the world.
APA, Harvard, Vancouver, ISO, and other styles
5

Gybas, Vojtech, Katerina Kostolanyova, and Ivana Simonova. "ICT in Special Educational Needs Schools from Teachers’ Perspective: A Survey." In Blended Learning: Educational Innovation for Personalized Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21562-0_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Thomas, Damon, and Sue Kilpatrick. "Why Tasmania Has a Particular Need to Increase Educational Participation." In Adapting to Online and Blended Learning in Higher Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0898-1_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Li, Xiaoyin, Yang Yu, Jiannong Cao, Zhen-Qun Yang, Kaile Wang, and Vincent To Yee Ng. "Investigating Learning Behaviors and Intervention Effectiveness of Students with Special Educational Needs." In Blended Learning. Intelligent Computing in Education. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-4442-8_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Harish, V., Ravindra Sharma, Geeta Rana, Anand Nayyar, and Bhakti Parashar. "Expanding the Scope of Learning Analytics in Blended Learning Environments." In Sustainable Blended Learning in STEM Education for Students with Additional Needs. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-3497-3_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Naaranoja, Marja. "Needs of Learners in Campus Development – Blended Learning." In Communications in Computer and Information Science. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10671-7_17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Dhanasekaran, Balaji, Rhouma Rhouma, and Senthil Kumar. "Collaborative and Sustainable Blended Learning in UTAS Salalah." In Sustainable Blended Learning in STEM Education for Students with Additional Needs. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-3497-3_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Need of blended learning"

1

Prescott, Denise, and Vikki Barnes Brown. "MEETING THE NEED: ASCERTAINING THE VALUE AND EXPERIENCES OF A BLENDED PLACEMENT-BASED LEARNING MODEL INTRODUCED IN RESPONSE TO CLINICAL PLACEMENT SHORTAGES." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0317.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Uukkivi, Anne, Oksana Labanova, Tiia Murulaid, Kati Nõuakas, Britt Petjärv, and Vitali Retšnoi. "Learning in a blended learning environment: needs and influencing factors." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1131.

Full text
Abstract:
In blended learning, students have the opportunity to choose either online or classroom lectures. For higher education institutions, blended learning has many advantages, such as accessibility to students and teachers, cost efficiency, alleviation of the teacher shortage, etc. But what does this mean for the students? The aim of the study is to find out students' further need for blended learning, its reasons and factors influencing it. An online survey was conducted to answer the research questions. The collected data was analyzed by using statistical analysis methods. The results of the survey revealed that the technical prerequisites for students to participate in blended learning were met. The biggest problems are related to the self-regulation skills of students. Problems with blended learning are stronger among first-year students. However, the respondents were rather positive about blended learning. Blended learning is most strongly supported by distance learning students who live far from university and are over 25 years old. The least supportive of blended learning are full-time students living near of the university and who are under the age of 25. This is due to the fact that full-time students experience blended learning problems on average more often than distance students because of the weaker learning skills. The results of the survey help to understand students' views on blended learning, to plan and conduct studies in a student-friendly way, and to plan trainings for teachers to improve the blended learning process.
APA, Harvard, Vancouver, ISO, and other styles
3

Priambodo, Anung, Agus Hariyanto, Vega Candra Dinata, Kolektus Oky Ristianto, and Bayu Budi Prakoso. "Learning Need Assessment: Formulating Blended-Learning as Academic Services for Student-Athletes." In Proceedings of the International Conference on Research and Academic Community Services (ICRACOS 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/icracos-19.2020.46.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sudarman, Sudarman, and Sugeng Sugeng. "Analysis of Need Development of Blended Learning Model Based Nine Event Instructional." In 2017 International Conference on Education and Technology (2017 ICEduTech). Atlantis Press, 2018. http://dx.doi.org/10.2991/icedutech-17.2018.22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mishra, Sudarshan, Manas Ranjan Panigrahi, and Pranita Gopal. "Enhancing Teacher Capacity for Implementation of Blended Learning in Teacher Education – A Case of Odisha, India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1858.

Full text
Abstract:
The Covid-19 pandemic has caused for closing of all institutions imparting face-to-face teaching globally. In India, the University Grants Commission (UGC) instructed all its institutions running regular courses to opt blended mode of teaching. In this connection, implementation of Blended teaching and assessment was a new challenge for the teacher education institutions. The teacher education institutions offering Elementary and Secondary teacher education courses started working as guided by the UGC. CEMCA, New Delhi and Ravenshaw University, Cuttack collaboratively empowered teacher educators from Odisha to implement Blended Learning in their pre-service teacher education classrooms. The objectives of this paper was to identify blended learning skill sets needed by teacher educators in Odisha and to design, organise and evaluate blended learning training programs for teacher educators of Odisha. Through a baseline study, the training needs of the teacher educators, their perception towards different components of blended learning and the skill level of ICT integrated online teaching was identified. Based on the baseline study, a series of capacity building programs were designed and conducted through online at three phases during September to October 2021. These programs dealt with areas of Integration of ICT Tools in Teaching Learning; OER, Techno-pedagogy and Online Assessment; and Design and Development of Lessons for Blended Learning. 105 teacher educators participated in the workshop. Participants of the capacity building program found the program useful to enhance their technological – pedagogical and content skills – with the workshops / demonstrations and hands-on experience. The teacher educators further reported that the skill set learned during the training was useful to design courses that implemented blended learning. A major theme that emerged from this study was the need for institutional policy on blended learning so as to empower teacher educators to implement blended learning.
APA, Harvard, Vancouver, ISO, and other styles
6

A. Yousif, Suhad, and Ali Safaa Jabbar. "Navigating the Future of Education: Creating a Web-Based E-learning System for Al-Nahrain University’s College of Science." In 5TH INTERNATIONAL CONFERENCE ON COMMUNICATION ENGINEERING AND COMPUTER SCIENCE (CIC-COCOS'24). Cihan University-Erbil, 2024. http://dx.doi.org/10.24086/cocos2024/paper.1570.

Full text
Abstract:
The harsh lockdowns due to the COVID-19 disease have accelerated the move from traditional learning models to online and blended forms. Thus, all conventional face-to-face learning classroom interactions were suspended., however, it is crucial to realize that the need for blended learning is far beyond the consequences of the pandemic; blended learning is an essential component of modern education. Therefore, there is an increased need for the development and use of web or mobile applications capable of satisfying the unique needs of E-learning. In this paper, the platform’s distribution is feature-rich and includes various systems such as video lectures, AI-assisted videos, text reading materials, specialized topic books, and assessment forms, covering all needs and preferences in learning. The system was developed using Scrum Agile and was developed and programmed using HTML, CSS, JavaScript, and bootstrap5 for front development, while PHP and MySQL were used for the back-end administration. The platform is made up of administrators, teachers, and students. It allowed for effective usage management from the perspective of the three parties. The web-based platform design was expected to spread the scope of the models blended and usage posture and effectiveness. accomplished in the continuous operation and utilization of video lectures and online assessment in facilitating continuous flaw lecture and student interaction.
APA, Harvard, Vancouver, ISO, and other styles
7

Terbeek, Luuk, Marjolein Cremer, and C. B. P. J. van Klaveren. "THE POWER OF BLENDED LEARNING: WHAT WE KNOW AND WHAT WE NEED TO KNOW." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0675.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Wong, Lily, and Arthur Tatnall. "The Need to Balance the Blend: Online versus Face-to-Face Teaching in an Introductory Accounting Subject." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3324.

Full text
Abstract:
To remain globally competitive, there is increasing pressure for universities to incorporate a greater use of technology and innovation into their curriculum. In response, many higher education institutions have adopted a blended learning approach, which combines traditional face-to-face delivery with online teaching resources, to deliver course content. This paper documents the implementation of online resources in a first-year accounting unit, outlines subsequent changes and monitors its impact on learning outcomes. Whilst in its early stages, this preliminary work on action research will form the basis of determining an optimal blend of traditional and online learning environments for introductory accounting students. This research will endeavour to improve the structure of the curriculum and to positively impact on student learning outcomes.
APA, Harvard, Vancouver, ISO, and other styles
9

Samarescu, Nicoleta. "THE TEACHER'S ROLE IN BLENDED LEARNING AND TEACHING." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-270.

Full text
Abstract:
Blended learning has produced over time many changes in the education process: regarding the degree of interaction in class, in terms of cost effectiveness, in the process of teaching and the learning experience adding some important informational content to the course, in the ways of interaction with others and also in both student and teacher's roles.The increases in importance of blendedlearning, which became an interferencebetweenlearningspace, technology, and media, is also proven bynumerous scientific papers that demonstrate its significant contribution to the processofteaching-learning-assessment. Complexrolesand responsibilitiesthat teachershavein theblended learning processare presentedfrom anational and internationalperspectiveand also in accordance withthe main principles that must be followed in developing the blended learningsystem.Electronic instruments shouldn't be just a part of the class, but all the parties involved in the teaching and learning process need to transform the computer in a real partner throughout this entire process. Therefore, there were formulated a series of rules that should be applied in blended learning in order to respect some basic didactic principles for building a fast and effectiveness teaching process. This requires a proper incorporation of ICTelements combined with certain key roles of the teacher who must improve the assimilation speed and student's interest, in order to facilitateknowledge transfer, encourage and increasing students' abilities and skills, mediate and monitor their actions. The most important contribution of blended learning is to stimulate students desire to continue learning beyond the physical boundaries of the classroom, school and to assess both individual and collective learningprogress. Keywords: blended learning, ICT, e-learning
APA, Harvard, Vancouver, ISO, and other styles
10

Ridhwan, Rima Meilita Sari, and Sumarmi. "Analysis of Maritime Learning Material Development Needs Using Google Form." In International Conference on Online and Blended Learning 2019 (ICOBL 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200521.019.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Need of blended learning"

1

Waters, Melinda, Clint Smith, Robin Petterd, and Robert Okinda. Research Study: Training for Blended TVET in Pan Commonwealth Countries. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5432.

Full text
Abstract:
Research Study: Training for Blended TVET in Pan Commonwealth Countries provides an overview of research into good practice in blended learning in technical and vocational education and training (TVET) and the competencies teachers need to teach in digital learning environments.
APA, Harvard, Vancouver, ISO, and other styles
2

Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.003.

Full text
Abstract:
Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
APA, Harvard, Vancouver, ISO, and other styles
3

Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.003.

Full text
Abstract:
Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
APA, Harvard, Vancouver, ISO, and other styles
4

Бондаренко, Ольга Володимирівна, Світлана Вікторівна Мантуленко, and Андрій Валерійович Пікільняк. Google Classroom as a Tool of Support of Blended Learning for Geography Students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2655.

Full text
Abstract:
Abstract. The article reveals the experience of organizing blended learning for geography students using Google Classroom, and discloses its potential uses in the study of geography. For the last three years, the authors have tested such in-class and distance courses as “Cartography and Basics of Topography”, “Population Geography”, “Information Systems and Technologies in Tourism Industry”, “Regional Economic and Social World Geography (Europe and the CIS)”, “Regional Economic and Social World Geography (Africa, Latin America, Asia, Anglo-America, Australia and Oceania)”, “Socio-Economic Cartography”. The advantages of using the specified interactive tool during the study of geographical disciplines are highlighted out in the article. As it has been established, the organization of the learning process using Google Classroom ensures the unity of in-class and out-of-class learning; it is designed to realize effective interaction of the subjects learning in real time; to monitor the quality of training and control the students’ learning achievements in class as well as out of it, etc. The article outlines the disadvantages that should be taken into account when organizing blended learning using Google Classroom, including the occasional predominance of students’ external motivation in education and their low level of readiness for work in the classroom; insufficient level of material and technical support in some classrooms; need for out-of-class pedagogical support; lack of guidance on the content aspect of Google Classroom pages, etc. Through the test series conducted during 2016-2017, an increase in the number of geography students with a sufficient level of academic achievements and a decrease of those with a low level of it was revealed.
APA, Harvard, Vancouver, ISO, and other styles
5

Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, et al. Google cloud services as a way to enhance learning and teaching at university. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3854.

Full text
Abstract:
The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.
APA, Harvard, Vancouver, ISO, and other styles
6

Parker, Rachel, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, and Oksana Zabolotna. Learning Through Play at School Ukraine: Final Research Report. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-738-0.

Full text
Abstract:
The Learning Through Play (LTP) at School Research Study Ukraine was a four-year intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The intervention was a two-year professional learning program that blended online, and face-to-face learning called the Teacher Innovative Play Program (TIPP). The TIPP was designed based on documented evidence that reports that teachers need opportunities to experiment and reflect to change practice. The study was guided by three research questions which were revised following the full-scale invasion of Ukraine by Russian armed forces on February 24, 2022. The revised questions were as follows: 1. What are the barriers and enablers that limit and/or support effective implementation of LTP in intervention school classrooms? 2. How do teachers in intervention schools implement LTP and adjust their classroom practices to promote learners’ literacy and social and emotional development? 3. How do children’s literacy and social emotional skills compare between testing time points including prior to and during the invasion of Ukraine by Russian armed forces?
APA, Harvard, Vancouver, ISO, and other styles
7

Ali, S. M. Zulfiqar, Siban Shahana, and Rizwana Islam. Learning at a Distance: Assessing the Effectiveness of Remote Learning in Bangladesh. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/zevi5743.

Full text
Abstract:
COVID-19 has significantly disrupted education globally, including in Bangladesh, where schools were closed for nearly two years. The Bangladeshi government initiated a distance learning program via SANGSAD TV starting April 30, 2020, initially for primary and then secondary students. This shift from traditional classroom teaching to remote learning posed challenges, particularly for young students and those from low-income households, impacting them differently based on various factors like household income, gender, electricity, and internet access. To assess the effectiveness of the Remote Learning System (RLS), a comprehensive survey was conducted involving 1,050 Government Primary Schools (GPS) and 554 Junior and Secondary Schools (JSS) across 70 Upazilas in 63 districts. The survey included 50,871 students from grades 3-10, 4,481 teachers, and 1,598 headteachers. Key findings revealed that remote learning was minimally accessed, with only 9-11 per cent of primary students and 16.2 per cent of secondary students engaging with televised educational programs during school closures. Access to necessary devices varied, with 87 per cent of families owning basic mobile phones, 69 per cent having smartphones, and 58 per cent possessing televisions. Despite the availability of remote learning resources, a significant portion of students did not utilise them, with non-usage rates increasing after schools reopened. Headteachers and teachers largely agreed that remote learning was less effective than in-person education, with most preferring a blended approach for future learning. The study underscored the need for improved communication, better content delivery tailored to diverse contexts, and a dedicated budget for remote learning initiatives. Enhanced access to technology and consistent monitoring are crucial for the success of remote learning systems, which, while beneficial, are not a complete substitute for classroom learning.
APA, Harvard, Vancouver, ISO, and other styles
8

Ahouansou, Wildfrid, Fadhel Medard Salifou-Bio, and Arnaud Dangvenon. Academic success of students and educational trajectories: Characteristics and needs for a digital learning environment at the University of Abomey-Calavi. Mary Lou Fulton Teachers College, 2024. http://dx.doi.org/10.14507/mcf-eli.i15.

Full text
Abstract:
The upsurge of COVID-19 proved the need to improve higher education capabilities to continue training even during class discontinuity. In UAC’s context, adopting e-learning is also a way to mitigate the significant number of students enrolled yearly (approximately 60.000) and provide quality education to all. Therefore, this research on students’ success and needs aims to identify the optimal learning conditions conducive to academic and professional success. Targeting two schools of UAC, we investigated the online learning environment, considering material and virtual environments, as well as pedagogical support provided to students at UAC. We analyzed the choice made at UAC to promote blended learning. We conducted in-person interviews with students, faculty, and staff and held a focus group with selected students. We collected information about what is being done regarding e-learning and users' perceptions and requested their needs for an optimal learning environment. We found that UAC does not have optimal conditions to provide quality e-learning to students. Many do not have access to devices (laptops, smartphones, or tablets) or a quality Internet connection. Faculty members still seek training, even if some have received Instructional Design and Pedagogy training from Arizona State University. Students and faculty members also express a need to receive coaching, tutoring, and pedagogical support from the technical staff, which are in a low number (only 3 in charge of supporting e-learning at the whole university). Based on this, we recommended that UAC: 1) develop a better material learning environment for students, faculty members, and staff through the acquisition of devices and improvement of the Internet connection, 2) provide training to students on how to learn online, and 3) develop staff capabilities to coach, tutor and support students and faculty members on the integration of e-Learning in academic practices.
APA, Harvard, Vancouver, ISO, and other styles
9

Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3866.

Full text
Abstract:
The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.
APA, Harvard, Vancouver, ISO, and other styles
10

Nkwenti, Michael N. Viable Learning Pathways Back into Schooling for Out-of-School Youths in Cameroon. Edited by Tony Mays. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5230.

Full text
Abstract:
The share of youth not in education, employment or training (NEET) is the proportion of young people who are not in education, employment or training among the population of the corresponding age group: youth aged 15–24, people aged 15–29, or both age groups. The data show an increasing proportion of Cameroonian youth NEET. Incomplete schooling is likely to be one of the causes of their status. According to the Census and Economic Information Centre (CEIC) statistics, the share of youth NEET has been steadily increasing among female youth and fluctuating among male youth. There are about three times more female than male youth NEET. This report therefore explores the challenge of out-of-school children and youths in Cameroon. Various attempts have been made in the past to address the challenge but have not had significant impact on improving the situation. This report therefore proposes the establishment of a virtual open school — Cameroon National Open School (CAMNOS) — that can provide a virtual backbone for both online and blended provision, with the latter making use of existing day schools as after-hours support centres.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Need of blended learning' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography