Bibliografias temáticas / Blended Learning Policies

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Literatura científica selecionada sobre o tema "Blended Learning Policies"

Autor: Grafiati

Publicado: 7 de junho de 2025

Última modificação: 2 de agosto de 2025

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Artigos de revistas sobre o assunto "Blended Learning Policies"

Bello, Muhinat Bolanle, and Alabelapo Kadir Akogun. "Overcoming Technological and Institutional Barriers to Blended Learning Adoption in Teacher Training: A Case Study of Kwara State College of Education Oro." Pengabdian: Jurnal Abdimas 2, no. 4 (2025): 207–19. https://doi.org/10.70177/abdimas.v2i4.1873.

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Background. The successful adoption of blended learning in educational institutions is often hindered by technological and institutional barriers. These include constraints related to ICT infrastructure, digital literacy, and institutional policies, which collectively impede the implementation of blended learning methodologies. Purpose. This study aimed to investigate the institutional and technological barriers to blended learning adoption at Kwara State College of Education Oro. Specifically, it focused on assessing technological constraints, institutional policies, and digital literacy leve

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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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Kokare, Maija, and Karlis Strautins. "SETTING UP BLENDED LEARNING AT SCHOOL: LEADERSHIP PERSPECTIVE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 240–53. http://dx.doi.org/10.17770/sie2018vol1.3161.

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Effective, meaningful and balanced use of information communication technologies (ICT) for teaching and learning is essential for meeting challenges of 21st century; however, practices of blended learning (a combination of face-to-face and online instruction) in Latvia are rather developed by particular teachers than organized as evidence-based policies of ICT integration in teaching and learning at schools. The research is aimed to explore the issues related to setting up blended learning as school policy from leadership perspective, and is designed as the case study by combining: 1) piloting

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Rahmawati, Nur Indah, Endang Fauziati, and Sri Marmanto. "Investigating the Institutional Blended Learning Adoption Framework in Higher Education." Indonesian Journal of EFL and Linguistics 6, no. 1 (2021): 101. http://dx.doi.org/10.21462/ijefl.v6i1.345.

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There are limited studies that concern the institutional policies and issues of blended learning adoption. By using a case study, this study explores blended learning implementation and three main issues of adoption. The issues are “institutional strategy, structure, and support that portrayed the stages of the blended learning adoption. The data indicated that the blended learning implementation of learning increases the involvement use of technology by the learner. But there is still no proportionality in the enforcement between F2F and online learning goals and activities. The data were obt

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Firpo, Elena. "Blended learning and bilingual education." Research on Education and Media 8, no. 1 (2016): 79–92. http://dx.doi.org/10.1515/rem-2016-0010.

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Abstract The purpose of the applied research presented herein is to devise and promote language teaching paradigms that are intended to develop bilingual abilities in second-generation Latin Americans (aged 11-12 years) in the Italian middle school, thereby recovering their original linguistic background, while amplifying their knowledge of Italian, thus redefining a carefully balanced, pluralistic linguistic framework. Moreover, the study aims to establish a bilingual teaching model that may also be applied to different language pairings. The LI.LO (acronym for Italian Language/Native Languag

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Ankita, Vishal &. Prof. C.R.K. Murthy. "BLENDED LEARNING AS A MEAN TO ENHANCE EDUCATIONAL QUALITY." Scholarly Research Journal for Interdisciplinary studies 13, no. 84 (2024): 268–74. https://doi.org/10.5281/zenodo.13995554.

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<em>The integration of technology into education through models like blended learning is rapidly altering traditional teaching methods. Blended learning combines online instruction with face-to-face classroom experiences. As policies are developed to support this new approach, it's crucial to understand the theoretical underpinnings of blended learning, explore effective implementation strategies, and recognize its growing importance in a dynamic educational landscape. This research paper reviews existing studies to examine the theoretical basis and adoption of blended learning as a means of e

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Alsaied, Mohamad Abdullah. "The impact of blended learning on academic achievement quality from the perspective of students at Mohamed Bin Zayed University for Humanities in light of university policies and aspirations." International Journal of Innovative Research and Scientific Studies 8, no. 1 (2025): 2660–70. https://doi.org/10.53894/ijirss.v8i1.5039.

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This study evaluates the effectiveness of implementing various forms and features of blended learning at Mohamed Bin Zayed University for the Humanities from the perspective of its students. The research focuses on five key areas: the availability of blended learning mechanisms, their impact on achieving educational objectives, the influence of blended learning on students’ academic performance, the obstacles to using blended learning at the university, and the views and perspectives of the study sample towards this type of education. A survey was conducted, and the sample consisted of 100 stu

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Primasari, Clara Hetty, Saverius Rischo Setyo Kurniawan, Pamungkas Setyo Wibowo, and Yohanes Priadi Wibisono. "Recommendations for blended learning implementation COVID-19 pandemic atmosphere at Indonesian University." International Journal of Health Science and Technology 4, no. 2 (2022): 144–55. http://dx.doi.org/10.31101/ijhst.v4i2.2788.

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Kampus Merdeka, launched by the Ministry of Education and Culture, calls for increased use of technology in the learning process at the university, followed up by the policies of several universities in Indonesia to implement the Blended Learning method. Several universities in Indonesia started to implement the strategy, but in reality, the implementation was inseparable from the unpreparedness faced by the academic community in its application. The outbreak of COVID-19 further exacerbates this unpreparedness. Thus, this research aims to measure the level of readiness for Blended Learning imp

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Hua, Tian Yanjun Song. "Blended Learning And Its Effect On Diversified Students Achievement Under The Background of Higher Vocational Enrollment Expansion." Multicultural Education 9, no. 5 (2023): 30. https://doi.org/10.5281/zenodo.7950585.

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<em>The successive higher education expansion policies in 2019 and 2020 have prompted adult social students to enter higher education institutions that were originally mainly full-time off-the-job. Given that the diversified student population after the expansion also assumes social roles, higher vocational education as academic education has both the implication of adult education. In view of the learning characteristics required by adult roles and the application of new digital technologies in education, blended learning becomes an important and necessary form of teaching and learning for th

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Irwanto, Irwanto, Zainal Arifin, Dicky Artanto, Titi Wahyuni, and Wardatul Jannah. "Manajemen Blended Learning Pasca Pandemi Covid-19: Studi Kasus Sekolah di Indonesia." Jurnal Pendidikan Madrasah 9, no. 1 (2024): 133–40. http://dx.doi.org/10.14421/jpm.2024.133-140.

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This study aims to find out the main factors that contribute to blended learning management in Indonesia. The research is focused on identifying the management process which includes, planning, organizing, implementing, and evaluating the blended learning management program at SMAN 2 Jember, SMKN 1 Wanayasa Banjarnegara and SMP 1 Prambanan Yogyakarta. This research is qualitative descriptive research with a naturalistic approach. The results show that the four functions of the management process have a very large influence on the results of the blended learning management program. First, the p

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Mais fontes

Livros sobre o assunto "Blended Learning Policies"

Cigno, Alessandro, and Furio C. Rosati. The Economics of Child Labour. 2nd ed. Oxford University PressOxford, 2024. https://doi.org/10.1093/oso/9780198903000.001.0001.

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Abstract Children throughout the world are engaged in activities that can be classified as work. Some of these are harmless like helping parents in the home, or have a valuable learning-by-doing component like helping in the family farm or family business. Others are dangerous or morally degrading. All, however, compete with formal education. The book provides a blend of theory, empirical analysis and policy discussion of child labour and related variables such as education, fertility and infant mortality. It is primarily intended for advanced and research students. This second edition present

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Capítulos de livros sobre o assunto "Blended Learning Policies"

Mishra, Sanjaya. "Developing Institutional Blended Learning Policies and Plans." In Case Studies on Blended Learning in Higher Education. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-9388-4_3.

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Viswanathan, Ganthi. "Promoting Blended Learning Adoption Through Institutional Policies and Practices in Singapore." In Case Studies on Blended Learning in Higher Education. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-9388-4_6.

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Yang, Danlin, and Cher Ping Lim. "National and International Policies and Guidelines on Blended Learning in Higher Education." In Case Studies on Blended Learning in Higher Education. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-9388-4_1.

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Brill-Carlat, Matthew, and Maria Höhn. "Rebuilding After War and Genocide: Learning with and from Refugees in the Transnational Digital Classroom." In Migration, Displacement, and Higher Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12350-4_22.

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AbstractThe Covid-19 emergency spurred a flurry of teaching innovations as higher education institutions turned to online or blended learning models, and as international collaborations have moved nearly entirely online. These circumstances inspired us to revisit the digital transatlantic seminar, “Germany 1945: History and Memory in Germany after WWII,” taught by Höhn in Spring 2018 to a group of seven Vassar students (Brill-Carlat among them) and six advanced high-school students—between the ages of 17 and 22—who had come to Berlin as asylum seekers from Syria, Iraq, and Afghanistan. The cou

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Salter, Abigail, Amanda Smith, and Stephen Moss. "An Exploration of the Use of Reflective Assessment by Policing Apprentices Whilst in an Operational Setting." In Creativity and Critique in Digital Learning and Teaching. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-68086-1_12.

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Abstract This chapter explores the concept of using reflective practice as a tool to assess learning throughout a work-based learning module in the Police Constable Degree Apprenticeship (PCDA) at The Open University. The research uses a constructivist approach involving the collection of qualitative data. Whilst reflection has emerged as a ‘universally accepted ingredient of professional development’ (Amhag in International Journal of Mobile and Blended Learning 12:1–16, 2020, p. 2) there appears to be ‘little or no agreement’ on what reflective practice is (Hargreaves in Assessing reflective

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Odit-Dookhan, Kiran. "Students' Engagement in Blended Learning." In Implementing Blended Learning Policies and Programs for Crisis Preparedness. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8402-2.ch009.

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During the COVID-19 pandemic, the adoption of Blended Learning posed a major challenge for the instructors as well as the learners. Blended Learning offered the learners numerous opportunities for enhancing and motivating their future learning and regarded as an alternative learning method. With this shift in educational context, it is critical to understand whether students; basic psychological needs are being better met and fulfilled. Student engagement, as explained by self-determination theory (SDT), is a prerequisite for learning. Blended Learning enhances learners; educational attainment

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Kant, Shashi, Metasebia Adula, and Zerihun Kinde Alemu. "Navigating the Blended Learning Landscape." In Implementing Blended Learning Policies and Programs for Crisis Preparedness. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8402-2.ch006.

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With more blended learning policies being adopted in an effort to improve accessibility and quality of education, Ethiopia's education system is undergoing major changes. This study examines how these policies affect educational leadership, with a particular emphasis on how crisis preparedness initiatives function as a mediator. A survey was conducted with 400 participants, comprising educators, administrators, and policymakers in the field of education. Confirmatory factor analysis (CFA) and exploratory factor analysis (EFA) were used in the study to determine the underlying dimensions of the

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Evangeline, S. Ida. "Educational Leadership in Implementing Blended Learning for Crisis Preparedness." In Implementing Blended Learning Policies and Programs for Crisis Preparedness. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8402-2.ch003.

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The increasing frequency of global crises—ranging from pandemics and climate events to political instability—has highlighted the urgent need for educational systems that are both resilient and adaptive. Blended learning, which integrates digital and in-person modalities, has emerged as a critical strategy for ensuring educational continuity during such disruptions. However, the success of these initiatives depends not only on infrastructure and pedagogy, but on the quality and responsiveness of educational leadership. This chapter examines the evolving role of educational leaders in implementi

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Odit-Dookhan, Kiran, Hemant Chittoo, Havisha Vaghjee, and Toshima Makoondlall-Chadee. "The Implications of a Blended Learning Environment on Students' Engagement." In Implementing Blended Learning Policies and Programs for Crisis Preparedness. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8402-2.ch010.

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The COVID-19 pandemic resulted in most universities switching face to face courses to blended formats. The study attempts to provide an insight on promising practices to better engage students at the University of Technology, Mauritius. The purpose of this research is to show that online learning is not only about ICT following a holistic approach to learning which embeds systemic approach and learning loops but also about students and academics' actions in an ICT-enabled learning environment. Using an exploratory mixed method design, combining both the qualitative data was collected using a f

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Rismawati, Rismawati, Rusdiana Junaid, I. Nyoman Darmayasa, Salju Salju, Supriadi Supriadi, and Javaid Ahmad Wagay. "Crisis-Responsive Education." In Implementing Blended Learning Policies and Programs for Crisis Preparedness. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8402-2.ch002.

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This chapter examines the incorporation of agile management principles into blended learning frameworks as a strategic reaction to educational disruptions in crisis situations. Utilizing case studies from the Global South, including Mauritius, Indonesia, Kenya, and the Caribbean, it underscores how adaptable, inclusive, and feedback-oriented strategies can improve educational resilience. The chapters analyze theoretical foundations, policy innovations, and exemplary practices to illustrate how governments, educators, and development partners may together design systems that adapt and prosper i

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Trabalhos de conferências sobre o assunto "Blended Learning Policies"

Narayan, Vickel, Thomas Cochrane, Stephen Aiello, et al. "Mobile learning and socially constructed blended learning through the lens of Activity Theory." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0123.

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The pandemic has drastically changed the education landscape. The pedagogical practices, policies and procedures ingrained and refined over many years were suddenly rendered less effective. Overnight, new practices, policies and procedures had to be drafted to support teaching and learning. More than a year on, educators have found a new home, new pedagogies and practices have been refined and continue to be, policies and procedures are agile to support a volatile environment academia dwells in during the pandemic era. Building upon the work the Mobile Learning Special Interest Group (MLSIG) p

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Ng, Eugenia. "Engaging Student Teachers in Peer Learning via a Blended Learning Environment." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3233.

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T eacher education, which encompasses teaching, teaching effectiveness, the factors that determine teachers' thought processes and performances, and the social policies that affect teachers in all aspects and stages of their careers, is the fundamental groundwork and primary foundation, for attemptingto undertake various innovative and model learning and teaching approaches. However, a number of studies have indicated that teacher education does not adequately prepare teachers to teach with technology. In light ofthis paradoxical situation, the author attempted to integrate content, pedagogy a

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Tomescu, Silviaadriana. "BLENDED LEARNING METHODOLOGY FOR LIBRARY PROFESSIONALS "CAROL I" CENTRAL UNIVERSITY LIBRARY." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-276.

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The present paper aims to analyze the current mission of "Carol I" Central University Library for library professionals' training and development. We started our methodology from the services and scientific products that these institutions offer to higher education researchers, teachers and students, the extent of the technological developments and (co)relation with the assimilated skills. Taking into account the new tendencies in heritage preservation and cultural sharing through the new tech, dedicated portals and communication channels, library professionals must be specialized in digital t

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Bogdan, Razvan, Huseyin Bicen, and Carmen Holotescu. "TRENDS IN BLENDING UNIVERSITY COURSES WITH MOOCS." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-120.

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Since 2008, the Massive Open Online Courses (MOOCs) have brought innovation, research, new policies and paradigms, but also challenges to Academia worldwide. Usually developed and delivered as independent online courses, MOOCs are used for blended learning in many universities. This study analyses a corpus of 52 selected articles related to using MOOCs in higher education courses. The aim of the research is to find answers to the following questions: Which models of MOOC integration exist? Which are the research topics and trends identified in the state-of-the-art literature presenting the int

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SOM, Ratana, Raksmey CHAN, and Dănuț Dumitru DUMITRAȘCU. "MANAGING CHANGES IN DEVELOPING WORLD: CASE STUDIES OF BLENDED LEARNING ADOPTION (CHANGE) IN CAMBODIAN HIGHER EDUCATION INSTITUTIONS." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/03.07.

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A conceptualization of change management framework informed that positive change is managed with considerations of type, elements and process. This framework was confirmed by recent situational analyses made at two Cambodia’s public higher education institutions where adoption of Blended Learning (the change) was found to be promising with increased students’ satisfaction, increased lecturers’ involvement and continued program expansion. Employing case study design, this study aims to reconfirm the constructs, suggesting, where possible, for readjustment to make it really works. To that end, i

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Sikoyo, Namarome, Betty Ezati, Dianah Nampijja, et al. "nlocking Potential for Enhanced Teaching and Learning of Students with Visual Impairment in Uganda’s Public Universities: the Role of Assistive Technologies." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7483.

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Enrolment of students with visual impairment (SVI) in Uganda’s universities is increasing amidst limited awareness and capacity of educators to effectively support their learning despite the existence of policies aimed at improving their learning. Makerere University in partnership with Kyambogo University; the National Council for Higher Education and the Uganda National Association of the Blind is implementing a project to address the staff capacity constraints to support SVI in two public universities. // The goal of the project is to build capacity in public universities to provide an incl

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Udroiu, Adriana meda. "NEW PERSPECTIVES ON DISTANCE LEARNING IN INTELLIGENCE EDUCATION." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-058.

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,,Mihai Viteazul" National Intelligence Academy (ANIMV) is an institution of higher education which develops educational policies in the intelligence field. ANIMV combines academic education, military discipline and training in the university training programs which use traditional tools (face-to-face learning) or modern/innovative tools of Knowledge society such as eLearning or distance learning. Implementation of e-learning platforms in Academy contributes directly to the attainment arising from its mission by streamlining and increased adressability educational offer. Numerous advantages of

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Popoola, Oluseun, Smile Dzisi, Consolata Mutisya, Matrida Makuluni, Dorcas Kheseli, and Fatoou Janneh. "Digital Technologies Solutions: Strategies for Improving Female Students’ Enrolment into STEM Programme in Some TVET Institutions in Africa." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9558.

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Poverty amongst women can be reduced significantly as more women embrace the male dominated skilled and high paying Science, Technology, Engineering and Mathematics (STEM) occupations. Only 24% of graduates in engineering, manufacturing and construction were women (OECD, 2018). Bridging the gender gap remains a global challenge to policy makers especially in Africa. The situation is worrisome considering the social implications. Digital technologies have been known to remove the need for face-to-face interactions in learning thus reducing the difficulties women face in male dominated STEM-TVET

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Ionita, Mirela, and Veronica Pastae. "OBSOLESCENCE AND THE E-LEARNING ELEMENT IN THE CONTEXT OF TEACHING AND ACQUIRING FOREIGN LANGUAGES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-081.

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The “lifespan” of a textbooks is dependent on a wide range of factors-of linguistic, social, psychological, technological and even political nature. These factors have implications in the selling process, in the socio-cultural impact, as well as in the erosion of a textbook. The e-learning element is the latest feature added to the process of teaching and acquiring foreign languages. However, it seems to be the subject of high-speed changes and reshaping. These complex phenomena are in connection with the rapid technological progress and evolution of the society itself. Hence some challenging

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Relatórios de organizações sobre o assunto "Blended Learning Policies"

Mays, Tony, Ricky Cheng, Rebecca Ferrie, and Madhu Parhar. National ODL Policy and Practice in the Commonwealth. Commonwealth of Learning (COL), 2021. http://dx.doi.org/10.56059/11599/3887.

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Files PDF(1.94 MB) Date 2021-07 Authors Mays, Tony Cheng, Ricky Ferrie, Rebecca Parhar, Madhu Publisher Commonwealth of Learning (COL) Abstract In the wake of the pandemic, many institutions have been offering education using distance, blended or online methods. Sometimes this occurs in the absence of any national or institutional policy. Where national policies exist, they are not always available in a digital format. Sometimes issues related to ODL provision are embedded in other policy documents, such as ICT policies or Education Sector plans. This publication includes examples of policies

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Ayallo, Irene, Nadia Mary Akbar, Faith Burgess, et al. A Report on Teaching and Modelling Research Skills in a Classroom Setting: Social Work Students Using Their Learning and Experiences to Investigate the Link Between Modes of Learning Delivery and Social Work Core Competencies. Unitec ePress, 2024. http://dx.doi.org/10.34074/rsrp.107.

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In Semester 2 (July–November) 2022, Dr Irene Ayallo collaborated with the students in the Research Methods course in Unitec’s Bachelor of Social Practice to investigate the link between learning delivery modes and students’ ability to demonstrate the Aotearoa New Zealand Social Workers Registration Board (SWRB) core competencies (see Appendix 1). The aim of the project was to teach research skills and, simultaneously, critically analyse whether the shift in learning delivery due to the Covid-19 pandemic could impact the students’ future competencies as social workers in the Aotearoa New Zealan

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Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, et al. Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.j11.

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The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional

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Teacher Training through Open, Distance and Technology-Enabled Learning in Rwanda. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5506.

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This baseline study focuses on analyzing policies and practices related to open and distance learning (ODL) and technology-enabled learning (TEL) in teacher education in Rwanda. The research, adopting a descriptive survey design, examines the status of ODL and TEL for teacher training, identifies challenges in policy practices, and proposes mitigating strategies. The findings underscore the Rwandan government's commitment to enhancing the teaching profession, with a significant increase in teaching staff across all educational levels. However, despite improvements, pupil-to-teacher ratios rema

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Quality Assurance in HECA Colleges During the COVID-19 Pandemic: A Mixed Methods Analysis through the lens of QQI’s Core Criteria. Higher Education College's Assocation (HECA), 2022. http://dx.doi.org/10.22375/hqf.tos22.

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The National Forum’s 2020 Network and Discipline Fund was launched in November 2020 and focuses on Shared Solutions to Common Challenges. Its overarching aim is to support networks and discipline groups to work together to respond proactively to identified challenges in teaching and learning in higher education, including those that have come to light through the sudden move to online/remote teaching and learning. The National Forum’s 2020 Network and Discipline Fund, drawing on the Higher Education Colleges’ Association (HECA) members’ experience, provided the HECA Academic Quality Enhancemen

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