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Journal articles on the topic 'Need of blended learning'

Author: Grafiati

Published: 5 June 2025

Last updated: 16 July 2025

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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.

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<strong><em>Abstract</em></strong> <strong><em>            </em></strong><em>Blended Learning is the term which is necessary in each level of education i.e., primary, secondary or higher. It means to increase the knowledge about technology advancement which comes in the students with help of different teaching-learning experiences. Blended learning is refers to the educational practice of combining digital learning tools with other traditional classroom face-to-face teaching. In a flipped classroom program, students will be encouraged to access

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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.

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Blended learning is the mixture of traditional face-to-face learning and technology based distance learning.  This approach is being used in most of the fields like industry, business.  The field of education is not an exception for it.  Blended learning has become a buzz word in this field and this approach has occupied the educational system in recent years.  The years of pandemic of corona can be underlined for this.  This research article throws light on the significance of blended learning.  It talks about how blended learning helps the learners to learn.&nbs

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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.

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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

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

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

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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.

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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 condition

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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.

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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, t

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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.

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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

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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.

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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’ performances and enhance blended learning. In this study, the proposed framework examines the mediation effect of active learning on the relationship between lea

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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.

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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

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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.

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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 menc

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Dimitrov, Kalin, and Eugenia Kovatcheva. "Best E-Learning Platforms for Blended Learning in Higher Education." Mathematics and Informatics LXV, no. 6 (2022): 533–45. http://dx.doi.org/10.53656/math2022-6-2-bes.

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Over the past ten years or so both companies and academic institutions have made significant steps towards either adopting an e-learning infrastructure or upgrading the systems already being used. During the past few years, we witnessed an incredible proliferation of Learning Management Systems (LMS’s) and the number of features they offered and a strong push towards a blended-based learning approach to training and education. This paper deals with the comparison and presentation of the most popular LMS’s currently available on the market. In our research, we strove to not only summarize the m

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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. http://dx.doi.org/10.11591/ijere.v12i3.25052.

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<span lang="EN-US">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, ty

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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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Zhang, Zuyang Jerry, and Yuxin Xu. "Strengths and Drawbacks of Blended Learning for Second Language Learning." Journal of Contemporary Educational Research 6, no. 10 (2022): 32–40. http://dx.doi.org/10.26689/jcer.v6i10.4422.

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This paper discusses the strengths and drawbacks of blended language learning. There exists a great debate about what constitutes blended learning. By considering its advantages and disadvantages, we contend that there is a need for higher education to embrace blended learning in order to increase educational opportunities and improve learning outcomes. In order to support this argument, this paper addresses the transformative potential of blended learning based on recommendations for class redesign from previous studies. This paper then concludes by providing an agenda for further research.

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Dr., Dileep J. Ghongade. "BLENDED LEARNING: FUTURE LEARNING METHOD." International Journal of Advance and Applied Research 2, no. 20 (2022): 7–10. https://doi.org/10.5281/zenodo.7049210.

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<strong><em>Abstract: </em></strong> <em>Online education system is the need of the hour. It is really important that education can reach every student at very low cost, and that everyone can take it according to their interests and abilities. However, due to some important limitations of online education, it may not be a complete alternative to traditional school education and schools. Blended Learning will be an important method of education in the future. Online teaching and learning of subjects that can be learned online. For those subjects which have to be learned by coming together, both

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Suprapto, Irawan, and Dewi Sri Kuning. "PENGEMBANGAN BAHAN PEMBELAJARAN BLENDED LEARNING DALAM MATA KULIAH." Eksponen 11, no. 2 (2021): 6–24. http://dx.doi.org/10.47637/eksponen.v11i2.468.

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Learning needs to be designed based on a need assessment and the need to develop learning materials that can answer learning problems in higher education. The development of Blended Learning materials is carried out to provide learning that can accommodate the breadth of required discussion and to elaborate on students' understanding, practice, and attitudes as competencies that are expected to be achieved in course learning. This paper aims to provide information about designing and producing blended learning materials that can solve learning problems. Dick and Carey's system approach model a

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Siddiqui, Ruhina, Ashwini Sonawane, and Sayali Shinde. "Blended Learning Models: Combining Online and Offline Education for Optimal Outcomes." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 12 (2024): 1–7. https://doi.org/10.55041/ijsrem39682.

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Blended learning is an educational approach that integrates traditional face-to-face learning with online instruction, aiming to provide a comprehensive and flexible learning experience for students. The rapid expansion of digital technology and the need for adaptable educational methods have accelerated the adoption of blended learning models across various educational settings. This paper explores the effectiveness of blended learning models in promoting optimal learning outcomes, comparing different approaches and discussing the factors that contribute to their success. It further examines

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Nasrulloh, Iman, Nurdin Ibrahim, and Etin Solihatin. "THE NEEDS ANALYSIS OF BLENDED LEARNING IPA TERPADU." Proceedings of the 1st International Conference on Social Science (ICSS) 1, no. 1 (2022): 373–78. http://dx.doi.org/10.59188/icss.v1i1.48.

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The impact of technological advances in education has offered forms of ICT-based learning approaches that require teachers to continue to innovate to improve the quality of education. Learning innovations should continue to be carried out by teachers as educators to answer the need to overcome learning problems. This study aims to analyze the factors needed for blended learning and provide recommendations regarding the factors in the design and development of Integrated Science blended learning. Characteristics of students and teacher experience become input in designing blended learning. Reco

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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. http://dx.doi.org/10.11591/ijere.v12i4.24858.

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<span lang="EN-US">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’ performances and enhance blended learning. In this study, the proposed framework examines the mediation effect of active learning on the relat

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Basori, Basori. "Learning Foreign Languages Through Blended Learning." Scope : Journal of English Language Teaching 2, no. 02 (2018): 123. http://dx.doi.org/10.30998/scope.v2i02.2313.

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<p align="center"><strong>ABSTRACT</strong>. Blended learning is gaining popularity as an effective method to deliver courses. Foreign language instruction is adopting opportunities to apply blended learning. This paper looks at the essence of blended learning and foreign language instruction by defining those two terms. The literature has clearly unveiled the principles of each learning method that constitutes foreign language delivered via blended learning. It leads to major elements that need to be considered when designing blended foreign language instruction. Sufficient

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Liang, Hong. "Exploring the Role of DingTalk for Teaching and Learning English Listening Skills in Blended Learning Environments." Journal of Education and Educational Research 10, no. 3 (2024): 336–43. http://dx.doi.org/10.54097/5v19qj50.

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This study explores how digital platforms such as DingTalk can be used to teach and learn English listening skills as one of the tools for blended learning instructions. These platforms offer synchronous and asynchronous learning methods and provide students with a flexible and interactive platform that promotes real-time communication, peer feedback, and self-paced learning. Although this platform has shown potential benefits for improving listening comprehension using constructivist and social learning theories, drawbacks include technological limitations, insufficient platform features for

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Abdullah, Walib. "Model Blended Learning dalam Meningkatkan Efektifitas Pembelajaran." FIKROTUNA 7, no. 1 (2018): 855–66. http://dx.doi.org/10.32806/jf.v7i1.3169.

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In the 21st century learning is already entered to the digital era , which is many educational practitioners have developed and designing a digital-based learning such as online learning. However Online learning still needs the other learning namely face-to-face learning. That is why Educational experts combine these two lessons mode into a new learning theory called by Blended Learning. Blended learning is a combination of online learning, offline learning, and face-to-face learning, because there are many researchs prove that blended learning has more influential rather than online learning

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Faye, Ibrahima, and Mansour Gueye. "Blended Learning in Senegal." Saudi Journal of Humanities and Social Sciences 7, no. 1 (2022): 1–5. http://dx.doi.org/10.36348/sjhss.2022.v07i01.001.

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This article addresses the issue of English Language Teaching (ELT) especially blended learning whereby English is taught as a foreign language in Senegal, a francophone country. The validity of blended learning method is twofold. On the one hand, it is explainable by the advent of new technologies in the last decades of the twenty first century and the English language (EL) to satisfy a communicative need in all domains across the world. On the other hand, it is justified by the challenges of the traditional learning and teaching methods in the midst of the covid-19 pandemic that fully induce

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Indah, Rohmani Nur, Deny Efita Nur Rakhmawati, and Habiba Al Umami. "Does Blended Learning Reshape Students’ Critical Thinking Skills? An Evaluative Study of Indonesian Learners." World Journal of English Language 14, no. 5 (2024): 444. http://dx.doi.org/10.5430/wjel.v14n5p444.

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As a consequence of the post-pandemic situation, blended learning has been a new challenge for students as they need to adjust to the new learning model. Such a challenge stems from the requirement to improve students’ critical thinking skills since, in blended learning, they need to adapt to self-directed learning. This present study explores whether blended learning correlates with the critical thinking of Indonesian students majoring in English Literature. The students’ critical thinking skills and the portrayal of the learning engagement in the blended learning system were identified throu

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Taylor, Maurice, Shehzad Ghani, Sait Atas, and Michael Fairbrother. "A Pathway Towards Implementation of Blended Learning in a Medium Sized Canadian University." International Journal of Online Pedagogy and Course Design 8, no. 1 (2018): 60–76. http://dx.doi.org/10.4018/ijopcd.2018010105.

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As blended learning increases in higher education, there still remains a dearth of empirical evidence that focuses on how institutions actually adopt such initiatives. The purpose of this instrumental case study was to explore the key factors that led to the adoption and implementation of a blended learning initiative in one medium sized Canadian university. Three research questions guided the study that was nested in the Community of Inquiry framework. Data sources included a total of 83 semi-structured interviews with students, professors, and administrators; 32 student and instructor artefa

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Mona, Saud AlThuwaini. "The Significance of Blended Learning in Training." International Journal of Social Science and Humanities Research 11, no. 1 (2023): 197–207. https://doi.org/10.5281/zenodo.7711781.

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<strong>Abstract:</strong> In blended learning, educators combine the conventional learning process with online learning to improve the learning process for learners. The concept was integrated into the traditional learning process after it became apparent that technological advancement is essential. The bottom line is that blended learning integrates face-to-face with technology-based platforms such as online and offline platforms. Society has become more digitalized than it was in the last century, and this has meant that in the workplace, more demands need to be met through training .Thus,

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Gong, Zhile. "Blended Learning Modality and its Challenge Towards Enhanced Teaching -Learning Policy." Journal of Education and Educational Research 8, no. 3 (2024): 420–32. http://dx.doi.org/10.54097/3vapa496.

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The study investigates that the deployment and challenges of blended learning modalities across five universities in China, focusing on the perceptions and experiences of both students and faculty members. Utilizing a descriptive comparative research design, the study incorporates quantitative methods to provide a multifaceted analysis of the implementation of blended learning. Central to the research are the demographic characteristics and academic backgrounds of the participants, which play a significant role in their engagement with blended learning environments. The analysis explores the v

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Svitlana, Shulha. "BLENDED LEARNING IN EDUCATIONAL INSTITUTIONS: THE CHALLENGES OF THE PRESENT TIME." ISSN 2353-8406 Knowledge, Education, Law, Management 2020 № 2 (30) (June 1, 2020): 330–46. https://doi.org/10.5281/zenodo.4318876.

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The article analyzes the blended (hybrid) form of education as the newest means of providing educational services in educational institutions of the "digital" society. The need to form an educational environment of the latest techniques in accordance with competencies qualities of a specialist is stated. Blended (hybrid) learning as a new method has not received a well-established definition by methodological scientists and needs in-depth study. The generalized definition of the blended form of studying as a symbiosis of online and offline training in various configurations and propo

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Muhammad Nazeef, Nagina, Saira Hamid, and Samea Ahmed. "Investigating Factors Influencing Learning Satisfaction in Blended Learning Environments: A PLS-SEM Approach." Journal of Asian Development Studies 13, no. 2 (2024): 726–38. http://dx.doi.org/10.62345/jads.2024.13.2.58.

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Blended learning has gained significant attention in the field of education, particularly within Bachelor of Education (B.Ed.) programs, due to its potential to enhance learning outcomes and engage students flexibly and interactively. Educators and course developers need to understand the factors influencing students' satisfaction with blended learning in order to optimize the learning experience. Educators and course developers need to understand the factors influencing students' satisfaction with blended learning in order to optimize the learning experience. This study aims to explore these

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Harahap, Olivia Feby. "KEBUTUHAN DAN HAMBATAN MAHASISWA DALAM MENJALANI PEMBELAJARAN BLENDED LEARNING DI UNIVERSITAS AUFA ROYHAN." Jurnal Pengabdian Masyarakat Aufa (JPMA) 4, no. 2 (2022): 53. http://dx.doi.org/10.51933/jpma.v4i2.832.

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ABSTRACT Blended learning model or combination of online and offline learning modelsbetween lecturers and students.Blended learningnew in learningat Aufa Royhan University in Padangsidimpuan,the reason behindwhy choose this learning modelbecause none otherdue to the spread of the Covid-19 virus.Blended learning systemapplied by students cause some problemsincluding poor internet connection, expensive internet quotaand material that is difficult to understand,so thatlead to ineffective learningand efficient to implement.The purpose of this research to explore needsand student barriersin u

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Miksan Ansori. "Desain dan Evaluasi Pembelajaran Blended Learning Berbasis Whatsapp Group (WAG)." Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam 1, no. 1 (2018): 120–34. http://dx.doi.org/10.29062/dirasah.v1i1.56.

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Blended learning as one of the 21st century learning always interesting to be discused more deeply. The extend of blended learning scope so the study never dries. Many sides need more critical dan detailed discussion in order to give a stronger perspective, to enrich the science of blended learning and become the reference of education practicioners in practicing it.This article discusses the design and evaluation of blended learning using WhatsApp Group (WAG) application in the context of learning in college. Design will contain learning activities and media used. While the evaluation is inte

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Huda, Miftakhul. "Blended Learning: Improvisasi dalam Pembelajaran Menulis Pengalaman (Blended Learning: Improvisation in Experience Writing Learning)." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 8, no. 2 (2020): 117. http://dx.doi.org/10.26714/lensa.8.2.2018.117-130.

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Pembelajaran menulis dengan menggunakan blended learning secara umum meningkatkan partisipasi mahasiswa. Blended learning membuat mahasiswa memiliki kesempatan berlatih menulis lebih banyak karena mahasiswa bisa menulis tanpa dibatasi oleh ruang kelas. Selain itu, interaksi antarmahasiswa dan dosen dapat maksimal, serta transparansi penilaian terpenuhi. 75% mahasiswa pernah membaca novel sejumlah 3-4 judul. Kriteria dibaca adalah novel tersebut harus dibaca tuntas.Genre karya sastra yang dibaca oleh mahasiswa rata-rata adalah roman percintaan. Sangat sedikit yang membaca karya sastra bergenre

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Krasnoperova, Yulia. "Implementation of blended learning in foreign language teaching in Russian secondary school (based on the questionnaire data)." Man and Education, no. 4 (69) (2021): 116. http://dx.doi.org/10.54884/s181570410018638-6.

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Due to the current epidemiological situation, Russian teachers turned to blended learning, which has been quite successfully practiced in the foreign education system for several decades. Setting ourselves the task of developing a step-by-step algorithm for the introduction of blended learning in foreign language lessons, it is necessary to study the current experience of using blended learning by foreign language teachers in educational institutions of Russia. The article presents the results of a questioning of foreign language teachers from 14 subjects of Russian Federation. 881 respondents

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Zulkifli, Zulkifli, and Andi Putra. "THE EFFECT OF BLENDED LEARNING ON STUDENT LEARNING OUTCOMES IN MULTIMEDIA LEARNING IN HIGHER EDUCATION." Indonesian Journal of Multidisciplinary Science 1, no. 7 (2022): 684–90. http://dx.doi.org/10.55324/ijoms.v1i7.127.

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Learning is a basic need for everyone in meeting educational needs in the educational hierarchy. However, in the learning process itself, there are often various kinds of obstacles in the learning process. In learning multimedia courses at STT Payakumbuh, the problem is that the achievement of student learning outcomes is still low, to overcome these problems, a blended learning model is used so that the achievement of multimedia learning can increase. and to determine effect of applying blended learning in multimedia learning, a quasi-experimental study was conducted with purposive nonequival

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Kharolinasari, Rachma, Sri Mulyani, Elfi Susanti VH, and Nurma Yunita Indriyanti. "Teachers and Students Needs Analysis for the Development of Subject Specific Pedagogy (SSP) Blended Learning Based on Multiple Representations." Jurnal Penelitian Pendidikan IPA 9, no. 7 (2023): 5322–28. http://dx.doi.org/10.29303/jppipa.v9i7.3600.

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This article discusses the needs analysis of the teachers and students towards the development of a multiple-representation-based blended learning Subject Specific Pedagogy (SSP) used in chemistry learning. The subjects of this study consisted of 15 chemistry teachers in Central Java and 34 high school students in class XII IPA. Primary data were obtained by providing teacher questionnaires consisting of the characteristics of reaction rates material, the use of learning media that are usually used, and students' critical thinking skills and learning using SSP blended learning based on multipl

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Stahl, Gerry. "Redesigning Mathematical Curriculum for Blended Learning." Education Sciences 11, no. 4 (2021): 165. http://dx.doi.org/10.3390/educsci11040165.

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The Coronavirus pandemic has thrown public schooling into crisis, trying to juggle shifting instructional modes: classrooms, online, home-schooling, student pods, hybrid and blends of these. This poses an urgent need to redesign curriculum using available technology to implement approaches that incorporate the findings of the learning sciences, including the emphasis on collaborative learning, computer mediation, student discourse and embodied feedback. This paper proposes a model of such learning, illustrated using existing dynamic-geometry technology to translate Euclidean geometry study int

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Turner, Janet, Wanda F. Young-Lowe, and Jodi Newton. "Teachers’ Perceptions of the Use of Blended Learning for Instructional Delivery and Student Production in K-12 Classrooms." International Journal of Learning and Development 8, no. 2 (2018): 18. http://dx.doi.org/10.5296/ijld.v8i2.12863.

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This study seeks to determine teachers’ perceptions of the benefits of blended learning by grade span groupings: elementary, middle, and high school teachers and to examine teachers’ perceptions of their use of blended learning for instructional delivery and student production. The rapid growth of blending learning has created need for investigations into teachers’ perceptions of the benefit of blended learning. Data were gathered using quantitative research techniques with the use of a Likert scale on a three-part survey that analyzed a total of 460 public school teachers’ perceptions regardi

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Abu Bakar, Efa Elfrieda, Noor Dayana Abd Halim, and Mohd Fadzil Abdul Hanid. "IMPLEMENTATION OF BLENDED LEARNING FOR TEACHING AND LEARNING IN SCHOOL: A SYSTEMATIC REVIEW." International Journal of Modern Education 6, no. 22 (2024): 502–18. https://doi.org/10.35631/ijmoe.622034.

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The implementation of blended learning in school settings presents a compelling avenue for enhancing educational practices, yet understanding its effective integration remains a challenge. This systematic literature review addresses this gap by investigating the implementation of blended learning in schools. The problem statement emphasizes the need to explore how blended learning can be optimally implemented to improve teaching and learning outcomes while considering various contextual factors. Through a systematic exploration of existing literature, this review contributes valuable insights

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Ferdiansyah, Handy, Zulkifli N, Rahman Yakub, and Agussalim H. "Penggunaan Model Blended Learning terhadap Hasil Belajar di masa Pandemi Covid-19." Edumaspul: Jurnal Pendidikan 5, no. 2 (2021): 329–34. http://dx.doi.org/10.33487/edumaspul.v5i2.2075.

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This study aims to determine the level of need for the use of the Blended learning model on learning outcomes during the Covid 19 pandemic. This type of research is a quantitative study. Data collection techniques used are observation techniques and questionnaires. The results of this study indicate that the use of the Blended learning model on learning outcomes during the Covid 19 pandemic: (i) illustrates the need for the use of Blended learning models on learning outcomes during the Covid 19 pandemic starting from the government's call for the implementation of Work From Home (ii) the use o

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Bosch, Chantelle, and Dorothy J. Laubscher. "Promoting Self-Directed Learning as Learning Presence through Cooperative Blended Learning." International Journal of Learning, Teaching and Educational Research 21, no. 9 (2022): 17–34. http://dx.doi.org/10.26803/ijlter.21.9.2.

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Students often feel isolated when they do blended learning courses and they do not always have the necessary skills to work on their own. Blended learning courses need to be thoughtfully planned to actively involve students in the learning processes. Cooperative learning is an active teaching strategy that can assist students to engage in online and blended courses and is known to promote self-directed learning. The communities of inquiry framework is often used as a framework to design blended learning. In this study, we focused on an additional dimension of the communities of inquiry framewo

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Hsieh, Hsin-Jung. "Blended Learning with Mobile Learning Tools in Financial Curricula: Challenges, Opportunities, and Implications for Student Engagement and Achievement." International Journal of Learning, Teaching and Educational Research 22, no. 12 (2023): 368–88. http://dx.doi.org/10.26803/ijlter.22.12.18.

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This study explores the impact of teaching strategies for blended learning, which combines mobile learning with traditional classes in financial curricula in Taiwan. The aim of this study is to address the challenges and opportunities of using digital technology in education, especially in the context of the COVID-19 pandemic and the popularity of social media apps among young students. The study adopts mixed methodologies, including questionnaires and qualitative analysis, to examine whether integrating LINE@ and Zuvio apps into the blended learning strategy enhances students’ class engagemen

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Novita, Ria Riski, and Jumadi. "Students’ Conceptual Understanding and Self-Directed Learning on Blended Learning." Journal of Education Technology 6, no. 4 (2022): 617–24. http://dx.doi.org/10.23887/jet.v6i4.49229.

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Learning physics requires understanding the concept so that students can analyze the relationship between concepts to explain a natural phenomenon. However, students need clarification and help to understand and analyze physics concepts. So to train to understand, students need self-directed learning. This study aims to analyze students' conceptual understanding, learning independence, and the effect of student learning independence on students' conceptual understanding of straight motion in blended learning. The sample in this study was 22 students of class X. The method in this study was a p

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Hong, Andy Lim Teik, Mahani Stapa, and Kiang Xin Tian. "Malaysian Primary School Teachers’ Self-Assessment of TPACK and their Blended Learning Practice." International Journal of Instruction 18, no. 1 (2025): 695–714. https://doi.org/10.29333/iji.2025.18139a.

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With the advent of salient technologies, the education field cannot remain idle as technological development, and the value of knowledge need to go hand in hand. Therefore, teachers, being at the forefront of the education field, need to equip themselves with the necessary knowledge to ensure a successful teaching and learning process. Despite numerous studies examining teachers’ level of Technological, Pedagogical, and Content Knowledge (TPACK), there is limited research that investigates how teachers translate their TPACK in a blended learning classroom. Hence, this study investigates teache

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Tabassum, Bushra, Muhammad Moin, Qaisar Abbas, Muhammad Ismail Kumbhar, and Muhammad Hamid Nawaz Khan. "The Impact of Blended Learning on Student Performance." Journal of Education and Social Studies 5, no. 2 (2024): 360–71. http://dx.doi.org/10.52223/jess.2024.5217.

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This study investigates the impact of blended learning on student performance, employing a quantitative research design. Blended learning, which integrates online and face-to-face instruction, has gained popularity due to its potential to enhance educational outcomes. The research focuses on a population of university students, drawing a sample size of 319 participants from diverse academic backgrounds. To gather data, a structured questionnaire was used as the primary research instrument, encompassing various aspects of student performance, including academic performance, engagement, and sati

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Zalunin, Arseniy Eugenievich. "Blended learning in teaching English in secondary school." KANT 39, no. 2 (2021): 323–28. http://dx.doi.org/10.24923/2222-243x.2021-39.55.

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The purpose of the study is to reveal the specifics and effectiveness of the blended learning method in teaching English in grades 6. In the course of the study, an anonymous survey was conducted on the basis of the CHOU school "Lexis", focused on innovative technologies in teaching, the purpose of which was to identify attitudes to Blended Language Learning. The scientific novelty lies in the identification of the positive features of the approach and those aspects that need qualitative improvement. As a result, the weaknesses and strengths of Blended Learning are revealed. The strengths incl

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M.Gilbert Rani and R.Premkumar. "The Impact of Blended Learning in Mathematics teaching at Rural Higher Educational Institutions." international journal of engineering technology and management sciences 7, no. 2 (2023): 519–24. http://dx.doi.org/10.46647/ijetms.2023.v07i02.060.

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Blended learning is a new strategy for meeting the current needs of the teaching and learning process. Blended learning meets the need for online learning in cyberspace, particularly during the period of disruption caused by COVID-19 last year. Because blended learning incorporates various learning strategies, learners have a better learning experience and make academic progress. Students can advance at their own pace. This strategy's learning outcomes are assessed using standard assessment tools. Swayam Portal assists the learning community in gaining knowledge in a variety of disciplines. Th

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Osman, Norasyikin, and Mohd Isa Hamzah. "Student Readiness in Learning Arabic Language based on Blended Learning." International Journal of Applied Linguistics and English Literature 6, no. 5 (2017): 83. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.5p.83.

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Learning with technology or e-learning has been taking place in all areas of education including in learning and teaching of Arabic language. Despite the widespread use of e-learning for Arabic language, in line with the current technological advancements, the role of face-to-face classroom interactions must not be neglected. Face-to-face learning and e-learning have their own strengths. Hence, a combination of both elements in teaching and learning as afforded by blended learning may be an excellent choice. This study seeks to identify student readiness in learning Arabic language based on bl

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I Made Tegeh, Ketut Agustini, and Indrayani Ari Sulastri. "Collaborative Project Based Blended Learning on Resilience and Student Learning Outcomes." Journal of Education Technology 7, no. 4 (2023): 698–706. http://dx.doi.org/10.23887/jet.v7i4.60417.

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The COVID-19 pandemic is indirectly causing rapid and dramatic changes in the learning process, one of which is the need to hold lectures online with subsequent implications for student wellbeing. The main problem of conducting this research is the ineffectiveness of the learning process during the Covid-19 pandemic so that to restore their resilience and learning outcomes was an important things to be focused on. The aims of this study were 1) to analyze the significant differences in resilience and the English learning outcomes simultaneously between students who studied collaborative projec

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Tibus, Erlinda Dacara, Jahara Dagangan Napalla, and Sybill Krizzia Gabronino Ledesma. "Risk factors of student failure in a blended learning instruction during COVID-19 pandemic." International Journal of Evaluation and Research in Education (IJERE) 12, no. 4 (2023): 2003–10. https://doi.org/10.11591/ijere.v12i4.24244.

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With the advent of COVID-19, universities abruptly shifted to blended learning instruction to suit the necessity of education despite the pandemic. This emerging course design has led to an increase in the number of blended courses in higher education. It came with advantages, especially in the time of the pandemic. However, this type of instruction has brought risk factors of student failure. In this study, through exploratory factor analysis, it was identified that four factors had affected the students at risk of failure in a blended learning instruction, they were: i) Virtual environment;

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Zhang, Yifang, Wen Fen Beh, and Chao Zhang. "A Systematic Review of Blended Learning Strategies and Outcomes in Music Education." Harmonia: Journal of Arts Research and Education 24, no. 2 (2024): 247–62. https://doi.org/10.15294/harmonia.v24i2.18523.

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Educational technology has altered conceptions of effective learning. The combination of virtual and physical instruction is constantly developing and growing, making blended learning a growing trend. While blended learning has been extensively reviewed in various fields, there is a lack of research on its application in music education. This study aims to understand the current development of blended learning in the field of music education; this paper will collect literature on blended learning from the past ten years. Following the PRISMA guidelines, we have systematically analysed the blen

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