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Статті в журналах з теми "Blended courses"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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1

Gao, Yu. "Blended Teaching Strategies for Art Design Major Courses in Colleges." International Journal of Emerging Technologies in Learning (iJET) 15, no. 24 (2020): 145. http://dx.doi.org/10.3991/ijet.v15i24.19033.

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The blended teaching has not been well implemented in art design major courses of colleges. Neither has the performance of this teaching mode in course teaching been correctly evaluated. To solve the problem, this paper attempts to design suitable blended teaching strategies for art design major courses in colleges. To this end, a theoretical analysis was carried out on how blended teaching promotes the effects of modern art design education and course teaching. On this basis, several strategies were presented to implement blended teaching in art design major courses of colleges. From the pers

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2

M Smith, Christina. "Implementing and Evaluating a Blended Learning Format in the Communication Internship Course." Journal of Information Technology Education: Innovations in Practice 14 (2015): 217–35. http://dx.doi.org/10.28945/2299.

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The use of blended learning is well suited for classes that involve a high level of experiential inquiry such as internship courses. These courses allow students to combine applied, face-to-face fieldwork activities with a reflective academic component delivered online. Therefore, the purpose of this article is to describe the pedagogical design and implementation of a pilot blended learning format internship course. After implementation, the pilot class was assessed. Results of the survey and focus group revealed high levels of student satisfaction in the areas of course structure, faculty-st

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3

Koo, Alex. "Logic as a Blended Course." Teaching Philosophy 43, no. 2 (2020): 139–56. http://dx.doi.org/10.5840/teachphil2020511121.

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I present Modern Symbolic Logic, an introductory philosophy course in first-order logic, as a blended course. A blended course integrates online video learning with in-class activities, out of class supports, and deliverables into a cohesive and mutually supporting package. Blended courses are an enhancement on hybrid courses, which focus on online video learning but not on the additional supports needed for an effective learning experience. This paper has two central aims. The first is to present a blended course in action in order to address a need in the literature for detailed reports of b

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4

Chen, Jian, Junhai Zhou, Yong Wang, et al. "Blended learning in basic medical laboratory courses improves medical students’ abilities in self-learning, understanding, and problem solving." Advances in Physiology Education 44, no. 1 (2020): 9–14. http://dx.doi.org/10.1152/advan.00076.2019.

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Blended learning, is a teaching approach that integrates online self-learning and classroom teaching. When designed well, blended learning courses in medicine can facilitate students to improve themselves in self-learning, understanding, and problem solving, ultimately enhancing their learning efficiency. However, blended teaching methods are usually used in only a single course, so it is unclear whether these methods can work well in a variety of basic medical courses. The goal of this study is to explore students’ perceptions of whether blended laboratory courses are helpful for them in over

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5

McGee, Patricia. "Blended Course Design." International Journal of Mobile and Blended Learning 6, no. 1 (2014): 33–55. http://dx.doi.org/10.4018/ijmbl.2014010103.

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Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that have proven to improve learning for students. This study investigates pedagogical strategies or designs that have reported success in higher education coursework as published in articles that address blen

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6

LAM, CHING MAN, and ZIXIN PAN. "BLENDED LEARNING IN SOCIAL WORK PRACTICE COURSES: A REFLECTIVE LEARNING MODEL." Hong Kong Journal of Social Work 55, no. 01n02 (2021): 53–68. http://dx.doi.org/10.1142/s0219246221000061.

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The rapid development of information technology and the recent global pandemic have accelerated the use of online courses in spheres of higher education. However, the use of technology in social work education remains controversial, particularly regarding practice-related courses. This paper reports experiences of using the reflective-based blended approach in courses for teaching social work practice. Positive evaluation and feedback were obtained from students that indicates the success of blended teaching. Based on the practice experience, the paper discusses success factors and difficultie

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7

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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8

Ketsman, Olha. "Perspectives of Pre-Service Teachers About Blended Learning in Technology Integration Courses." International Journal of Mobile and Blended Learning 11, no. 4 (2019): 15–31. http://dx.doi.org/10.4018/ijmbl.2019100102.

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This mixed-methods study explores pre-service teachers' perspectives towards using blended learning in technology integration courses. Data were collected through surveys and interviews with pre-service teachers enrolled in technology integration courses in a large Midwestern university. Findings from the study showed that pre-service teachers had favorable perspectives towards using a blended learning approach to teach technology integration courses. The majority of pre-service teachers preferred that the technology-integration course adopt a blended format instead of a traditional face-to-fa

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9

Gates, Trevor G., and Jason A. Dauenhauer. "Student perceptions of social work practice skills: A comparison of blended and traditional learning." Journal of Practice Teaching and Learning 14, no. 3 (2017): 27–45. http://dx.doi.org/10.1921/jpts.v14i3.1013.

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Blended learning is a growing trend in social work education. Students are increasingly enrolling in blended or online classes as a part of traditional undergraduate degree programs, and several programs are developing programs that rely heavily on online delivery. However, there are questions about whether students are adequately receiving the training needed, particularly in practice courses, to effectively intervene with individuals, families, and communities. The purpose of the present descriptive study was to compare students’ (N = 45) perceptions of social work practice skills gained in

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10

Cui, Yiran, Meng Li, and Yangyang Luo. "Strategies for Conducting Blended Learning in VET: A Comparison of Award-Winning Courses and Daily Courses." Behavioral Sciences 15, no. 6 (2025): 787. https://doi.org/10.3390/bs15060787.

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Blended learning has emerged as a popular trend in education; however, as students from higher vocational colleges who are often in the lower 50% of national standardized entrance exam achievers, their teachers face unique challenges in implementing blended learning. This study summarized effective blended learning strategies in higher vocational education and training (VET) classrooms by comparing 53 award-winning and 40 daily course videos in China. Firstly, video analysis and Lag sequential analysis were employed to identify effective strategies for implementing blended learning in diverse

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11

Georgakopoulos, Ioannis, Miltiadis Chalikias, Vassilis Zakopoulos, and Evangelia Kossieri. "Identifying Factors of Students’ Failure in Blended Courses by Analyzing Students’ Engagement Data." Education Sciences 10, no. 9 (2020): 242. http://dx.doi.org/10.3390/educsci10090242.

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Анотація:

Our modern era has brought about radical changes in the way courses are delivered and various teaching methods are being introduced to answer the purpose of meeting the modern learning challenges. On that account, the conventional way of teaching is giving place to a teaching method which combines conventional instructional strategies with contemporary learning trends. Thereby, a new course type has emerged, the blended course in the context of which online teaching and conventional instruction are efficiently mixed. This paper demonstrates a way to identify factors affecting students’ critica

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12

Gronseth, Susie. "Inclusive Design for Online and Blended Courses." Educational Renaissance 7, no. 1 (2018): 14–22. http://dx.doi.org/10.33499/edren.v7i1.114.

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Course accessibility is a priority in higher education, particularly in the design and delivery of digital learning experiences. Proactively addressing accessibility as part of online and blended course design meets the needs of all learners, including those in the margins. Inclusive design for online and blended courses connects the Web Content Accessibility Guidelines (WCAG) and Universal Design for Learning (UDL) framework in order to address learner variability as an intentional part of course design. Inclusive design fosters expanded options in the ways that learners access learning mater

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13

Chen, Jinxin, Decheng Zhang, and Jian Dong. "Blended Teaching in Computer Programming: A Golden Courses Framework." Journal of Education, Society and Behavioural Science 37, no. 6 (2024): 390–402. https://doi.org/10.9734/jesbs/2024/v37i61353.

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The blended teaching approach in the context of smart education environments fully embodies the teaching philosophy of student-centered and teacher-guided learning, which is an important way to enhance the quality of teaching. As one of the five types of "gold courses," the blended online-offline golden courses has a significant impact on improving students' learning abilities. This paper investigates the current issues in blended teaching of computer programming practice courses, such as insufficient integration of ideological and political education, weak operability of practical course obje

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14

Xie, Rui, and Houjun Liang. "Research on the Optimization Path of Blended Teaching Mode in Cost Accounting Course." Frontiers in Humanities and Social Sciences 4, no. 5 (2024): 145–50. http://dx.doi.org/10.54691/p0n51b37.

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With the development of information technology and the change of education concept, blended teaching has become the main mode of teaching. In the cost accounting course, blended teaching mode is also widely used, but it has not reached the ideal state. The purpose of this paper is to discuss the problems and optimization path of blended teaching mode in cost accounting courses. It is of great significance to improve the teaching quality of cost accounting courses and the quality of training accounting talents.

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15

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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16

Afacan, Yasemin. "Student Experiences of Blended Learning in Interior Architecture." Journal of Information Technology Education: Research 17 (2018): 399–422. http://dx.doi.org/10.28945/4122.

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Aim/Purpose: This study investigates, through structural equation modeling, the direct and indirect effects of blended learning on overall course satisfaction and student performance in interior architecture. Background: For critical education contexts, it is important to analyze student satisfaction with blended learning as well as its effects on student performance. In the context of teaching design, there is a need for in-depth research to understand what factors determine satisfaction with blended learning and how these factors affect performance in design courses both directly and indirec

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17

Goeman, Katie, and Wiebe Dijkstra. "Creating Mature Blended Courses: The European Maturity Model Guidelines." EDEN Conference Proceedings, no. 1 (September 21, 2021): 80–96. http://dx.doi.org/10.38069/edenconf-2021-ac0008.

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Анотація:

The pandemic has urged European universities and other institutions of higher education to switch in a very limited time from on-campus to remote teaching or to teaching modes that combine online and face-to-face activities. Instructors, as well as other course designers and support service staff are in search of evidence-based frameworks that show how to incorporate proven blended scenarios, adapted to their context. Between 2017 and 2020 seven European project partners collaborated in order to establish a conceptual and operational framework for blended education and teaching, labelled as th

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18

Kotkova, Vira V. "РЕАЛІЗАЦІЯ КУРСУ ЗМІШАНОГО НАВЧАННЯ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ". Information Technologies and Learning Tools 60, № 4 (2017): 312. http://dx.doi.org/10.33407/itlt.v60i4.1711.

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Ukrainian and foreign scientists’ views on the essence of blended learning are analyzed in the article. The author's definition of a blended learning course is presented. The process of such course designing is described according to target, motivational, substantive, operational and diagnostic components. Both the structure of the blended learning course implementation as well as students’ educational-cognitive activity distribution between classroom learning and distance course are shown. The problems for students, teachers, and educational institutions of blended courses effective implement

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19

Le, Ada, Cho Kin Cheng, and Steve Joordens. "Student Personality Characteristics Differ in MOOCs Versus Blended-Learning University Courses." International Journal of Online Pedagogy and Course Design 8, no. 2 (2018): 16–28. http://dx.doi.org/10.4018/ijopcd.2018040102.

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This article conveys how online technology in education has become increasingly popular, especially blended-learning and Massive Open Online Courses (MOOCs). Although, research to date on blended-learning and MOOCs have revealed various factors that contribute to student success; however, systematic research on the personality characteristics of the learner, and how this could affect course performance remains sparse. This article is based off of the authors survey of students in a MOOC and a blended-learning course in Introductory Psychology about various personality characteristics that they

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20

Nguyen, Viet Anh. "The Impact of Online Learning Activities on Student Learning Outcome in Blended Learning Course." Journal of Information & Knowledge Management 16, no. 04 (2017): 1750040. http://dx.doi.org/10.1142/s021964921750040x.

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The aim of the study is to determine the impact of online learning activities on learning outcomes of students who participated in the blended learning course, focusing specifically on skill-based courses. The learning outcomes or results of a learner are usually measured by scores, knowledge or skills gained in the course. In blended learning courses, the learning outcomes can be assessed according to many criteria. In this study, interactive activities such as teacher–student interaction, student–student interaction, student–content interaction and student–technology interaction are consider

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21

Kadirbayeva, Roza, and Kuralay Atirbek. "The use of the stepik platform for organizing blended learning for future mathematics teachers." ILIM 43, no. 1 (2025): 35–57. https://doi.org/10.47751/skpu.1937.v43i1.3.

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The article examines the use of the Stepikonline platform for organizing blended learning in mathematical disciplines at pedagogical universities. Blended learning, combining traditional and modern methods, simplifies the learning process and becomes an effective way to reorganize the educationalsystem. The relevance of the research topic is driven by the lack of online courses in professional disciplines for future mathematics teachers, as well as issues related to the selection and use of online platforms for organizing blended learning. The aim of the article is to explore the potential of

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22

Alsuwaida, Nouf. "Designing and Evaluating the Impact of Using a Blended Art Course and Web 2.0 Tools in Saudi Arabia." Journal of Information Technology Education: Research 21 (2022): 025–52. http://dx.doi.org/10.28945/4923.

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Aim/Purpose: This study designed and evaluated the impact of using a blended course and Web 2.0 tools into the “Design Fundamentals and Elements” course of a fine arts bachelor’s program at a Saudi Arabian university. The study also examined how students used Web 2.0 tools to improve their learning in the design of a blended (hybrid) course following the Quality Matters TM Higher Education Rubric (QMHER). Background: Web 2.0 tools such as Voki, YouTube, Pinterest, and Instagram feature educational technology that offers resources, helps instructors submit their lesson plans, create presentatio

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23

Chen, Jia, and Xiaxia Jiang. "The Practice Case of Online and Offline Blended Teaching in Universities." Frontiers in Humanities and Social Sciences 2, no. 9 (2022): 88–91. http://dx.doi.org/10.54691/fhss.v2i9.2109.

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This study took the course with the mental health education courses in primary and secondary schools as the object, and used the online and offline blended teaching mode to explore the online and offline blended teaching strategies for the field of mental health education in primary and secondary schools in colleges and universities, in order to provide effective practical reference for teaching reform of such courses.

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24

Ding, Xuelian. "Exploration and Practice of English Grammar Blended Teaching under the Background of Course Ideology and Politics." Journal of Higher Education Research 5, no. 5 (2024): 306. https://doi.org/10.32629/jher.v5i5.2956.

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In the context of the new era, ideological and political education in courses has become an important component of higher education, aiming to integrate ideological and political education into professional courses, cultivate students' correct values and sense of social responsibility. English grammar, as a fundamental course for English majors, requires the use of a blended learning model to achieve the ideological and political goals of the course. Based on the background of ideological and political education in the curriculum, this article explores and practices blended teaching of English

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25

Alammary, Ali Saleh. "How to Decide the Proportion of Online to Face-to-Face Components of a Blended Course? A Delphi Study." SAGE Open 12, no. 4 (2022): 215824402211384. http://dx.doi.org/10.1177/21582440221138448.

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Deciding the proportion of online to face-to-face components of a blended learning course is a complex problem that entails many decisions. These decisions are affected by different criteria related to the nature of the course, the educational institution, the teacher, and the students. The impact of these influential criteria on the design process is not always obvious. The aim of this study is to assist academics to design successful blended courses by investigating the impact of criteria that need consideration when deciding the proportion of online components of a blended course. A modifie

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Dandashly, Nadine Adnan, Aziz Barbar, and Munther Antoun. "The effects of using blogs and webquests in teaching education postgraduate courses." Global Journal of Information Technology: Emerging Technologies 9, no. 1 (2019): 12–19. http://dx.doi.org/10.18844/gjit.v9i1.4018.

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In this study, the effects of two blended learning strategies on the academic achievement of pre-service teachers were examined in two Education courses. The control group composed of 25 teaching diploma students, who received face-to-face learning instructions, in two courses: teaching methods and essentials of education. The experimental group consisted of 22 students who received blended learning instructions in the same courses. Four achievement tests were administered to measure the students’ achievement. The difference between the results of both groups was analysed using the analysis of

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27

Guang-Hua Li, Guang-Hua Li, and Tian-Hua Lu Guang-Hua Li. "Research on Strategies for Improving the Quality of English Blended Teaching in Vocational Colleges through Network Informatization Resources." 電腦學刊 35, no. 1 (2024): 235–42. http://dx.doi.org/10.53106/199115992024023501019.

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<p>The blended teaching mode of &ldquo;online+offline&rdquo; has gradually become a widely used teaching mode due to its flexible teaching form and rich and vivid course resources. In the blended teaching mode, this article mainly focuses on how to improve the teaching quality of vocational English courses. Firstly, an analysis was conducted on the learning situation of English courses among vocational college students, including their source structure, learning characteristics, and current development status of English courses. In order to facilitate a structured analysis of stu

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28

Nguyen, Hoang Hanh An. "AN INVESTIGATION INTO EFL STUDENTS’ PERCEPTION OF BLENDED LEARNING AT UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY." TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA 4, no. 1 (2020): 1–12. https://doi.org/10.63506/jilc.0401.168.

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A survey was conducted with 102 students from Hue University of Foreign Languages (HUFL) English Department who had opportunity to take part in blended courses. In addition, a focus group discussion was also administered with 10 voluntary students. The findings from this study revealed the general perception of blended learning of EFL students and expressed their positive attitudes towards blended learning. The study also indicated that the strengths of blended learning outweighed its weaknesses. Some advantages can be listed as flexibility, usefulness, and increased interaction. In addition,

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Rohlíková, Lucie, and Jana Vejvodová. "Blended Learning in Education of Faculty Members." International Journal of Knowledge Society Research 5, no. 3 (2014): 25–34. http://dx.doi.org/10.4018/ijksr.2014070103.

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Анотація:

One of the paths that lead to excellence in teaching in higher education involves training of faculty members in higher education pedagogy. This study gives a summary of individual surveys and hands-on experience acquired through implementation of methodology courses for faculty members. At the University of West Bohemia in Pilsen and at other higher education institutions throughout the Czech Republic, these courses have been taking place since 2004. The paper describes organizational models of faculty training programmes, which were inspired by international trends and proven by application

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Carollina, Donna. "Penerapan Blended Learning Dalam Mereduksi Penggunaan Kertas (Studi Kasus Mata Kuliah Bahasa Rupa Di STSRD VISI)." AKSA: JURNAL DESAIN KOMUNIKASI VISUAL 2, no. 2 (2020): 270–79. http://dx.doi.org/10.37505/aksa.v2i2.23.

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Анотація:

Paper waste is the most produced waste in the field of education. No exception with the visual language courses held at STSRD VISI. In one semester, the visual language course requires a lot of paper use, where the paper is only used once. From these problems, visual language courses then apply the blended learning model whose method combines face-to-face and online methods using Google Classroom to deliver material and assignments. The results of implementing this blended learning model significantly reduce the number of paper used in visual language courses.

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Pal, Sudeshna, Patsy Moskal, and Anchalee Ngampornchai. "Analyzing Student Success in a Blended Engineering Course Using Video Learning Analytics." International Journal on E-Learning 23, no. 4 (2024): 489–504. https://doi.org/10.70725/117499fkveaa.

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Анотація:

This study investigated the effectiveness of blended instruction in enhancing student success in an advanced undergraduate engineering course. The research used learning analytics captured from pre-recorded lecture videos, course grade data, and student surveys. Results revealed positive correlations between lecture video viewership and course grades, with students demonstrating high satisfaction and improved success rates in the blended format. The findings suggest that video analytics can serve as an effective predictor of student performance in blended engineering courses.

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Jacobsen, Ramune, Anna Birna Almarsdóttir, Lourdes Cantarero-Arevalo, et al. "Online and Blended Learning Courses for Healthcare Professionals and Policymakers on Patients’ Perspectives on Medicine: A Project Report." Pharmacy 10, no. 2 (2022): 39. http://dx.doi.org/10.3390/pharmacy10020039.

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Анотація:

In order for healthcare professionals to better engage with patients, they need to understand and integrate the perspectives of patients into their daily work. In this project, we developed two courses for healthcare professionals on patients’ perspectives on medicine. One course was an online course that introduced the patients’ perspectives on medicine and explained its importance for healthcare and health policy. The second course was a blended learning course, consisting of online modules and face-to-face webinars, which specified how to explore patients’ perspectives in qualitative interv

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Namjildorj, Oyuntsetseg, Munkhtuya Buyandelger, and Azzaya Tserendorj. "Students’ Perceptions of a Blended Course and its Effectiveness at a Mongolian University." ELT Worldwide: Journal of English Language Teaching 10, no. 1 (2023): 90. http://dx.doi.org/10.26858/eltww.v10i1.44506.

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Анотація:

Blended learning has been considered one of the modern delivery modes of teaching and learning since the COVID-19 pandemic outreach. Although e-learning has been developing in most countries, its importance and needs were highly acknowledged by all educational organizations worldwide during COVID-19. All educational institutions worldwide run online or blended courses at some stage of their training. Regarding temporary demands such as the pandemic, learners had to study through online learning, and now it has become one of their regular learning modes. Meanwhile, educational institutions and

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Alsayer, Ahmed. "The relationships between online program formatting, technology satisfaction, and course quality." International Journal of Education and Practice 13, no. 1 (2024): 69–80. http://dx.doi.org/10.18488/61.v13i1.3944.

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This study aims to explore students’ perceived quality of graduate courses in relation to their satisfaction with the technological tools used in online master’s level courses. Invariance testing and structural equation modelling were used to demonstrate the validity of technology usage scales and effectively test links between course type, technology satisfaction, and course quality. The study participants included 364 graduate students enrolled at a large university in the Midwest who were taking blended and fully online courses. The participants responded to a scale regarding their experien

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Gounopoulos, Elias, Sotirios Kontogiannis, Stavros Valsamidis, and Ioannis Kazanidis. "Blended Learning Evaluation In Higher Education Courses." KnE Social Sciences 1, no. 2 (2017): 385. http://dx.doi.org/10.18502/kss.v1i2.674.

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<p class="AbstractText">Although traditional learning was a necessity for centuries and distance learning is sometimes the only way for learning for many learners, the last two decades a supplementary mode to the other modes of learning emerged, the e-learning. However, the last few years, blended learning has dominated as the only mode which combines perfectly the advantages of the other modes of learning.</p><p class="AbstractText">The role of educational content in blended learning is crucial. The key factor to success is high quality educational content, appropriate for l

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McKenna, Kelly, Kalpana Gupta, Leann Kaiser, Tobin Lopes, and Jill Zarestky. "Blended Learning: Balancing the Best of Both Worlds for Adult Learners." Adult Learning 31, no. 4 (2019): 139–49. http://dx.doi.org/10.1177/1045159519891997.

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Blended, or hybrid, courses have often been touted as the ideal way to facilitate learning as they allow learners to interact in both face-to-face and online settings, thereby experiencing the “best of both worlds.” In practice, that ideal learning setting is more difficult to achieve. While blended courses have the potential to integrate the most beneficial aspects of each modality, such course design requires diligence to successfully navigate a balance and ensure the optimal delivery mode is considered for each learning scenario. In this article, the authors share the most current research

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Demaidi, Mona Nabil, Manar Qamhieh, and Asmaa Afeefi. "Applying Blended Learning in Programming Courses." IEEE Access 7 (2019): 156824–33. http://dx.doi.org/10.1109/access.2019.2949927.

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Anma Saleem, Fatima Ali, and Iqra Ashraf. "An Innovative Approach in The Field of Higher Education: Blended Learning and Massive Open Online Courses." International Journal of Linguistics and Culture 4, no. 1 (2023): 201–20. http://dx.doi.org/10.52700/ijlc.v4i1.187.

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E-learning is currently growing daily, and Blended Learning and massive open online courses are vital tools for implementing this notion. This paper sheds light on the Blended Learning and massive open online courses concepts. Blended Learning is an innovative concept that in the classroom clinches the advantages of both teaching modes, traditional and online teaching methods. MOOCs take place online by default and they are free, which is evident in this research with multiple meanings. The current paper aims to address blended learning and massive open online courses, their main characteristi

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Alammary, Ali Saleh. "Blended Learning Delivery Methods for a Sustainable Learning Environment: A Delphi Study." Sustainability 16, no. 8 (2024): 3269. http://dx.doi.org/10.3390/su16083269.

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The outbreak of COVID-19 necessitated social distancing. Universities around the world were left with two options: a total suspension or a major reduction in students’ attendance. While the nature of many courses made it very difficult to teach them online, blended learning was the most suitable approach to teach these types of courses. Academics and educational institutions have realized the significance of blended learning not only as a response to immediate disruptions but also as a pivotal element in fostering a sustainable learning environment. However, designing successful blended learni

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Vella, Elizabeth J., Elizabeth F. Turesky, and Jenni Hebert. "Predictors of academic success in web-based courses: age, GPA, and instruction mode." Quality Assurance in Education 24, no. 4 (2016): 586–600. http://dx.doi.org/10.1108/qae-08-2015-0035.

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Purpose The purpose of this paper is to use a heutagogical approach to determine whether students enrolled in blended courses achieve higher grades relative to those enrolled in completely online courses, in addition to identifying demographic predictors of academic success in college courses involving Web-based modes of instruction. Design/methodology/approach Mixed models regression evaluated predictors of grade in terms of age, gender, instruction mode, graduate vs undergraduate status and full-time vs part-time load across 2,174 students (M = 27.6, SD = 9.54 years) enrolled in Web-based co

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Bokau, Joe Ronald, and Alberto Rima. "THE EFFECTIVENESS OF BLENDED LEARNING IN MARINE SKILLS COURSES." Jurnal Maritim Malahayati 4, no. 1 (2023): 29–36. https://doi.org/10.70799/jumma.v4i1.48.

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Since COVID-19 hit the world, Marine Colleges and schools in the world have experienced severe disruption. The challenge that arises is how to maintain the quality of education and training while still upholding the Knowledge, Understanding and Proficiency as required in the Standards of Training, Certification and Watchkeeping for Seafarers (STCW). To solve this problem, the IMO through a Circular in 2020 requires each member state to develop specific tips on dealing with the problem. Blended Learning is one of the special tips or solutions to solve it. The purpose of this study is to explore

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Sanecka, Elżbieta. "Procrastination in Blended Learning The Role of General Self-efficacy, and Active and Passive Procrastination." International Journal of Research in E-learning 5, no. 2 (2019): 49–65. http://dx.doi.org/10.31261/ijrel.2019.5.2.04.

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Despite the growing empirical interest in academic procrastination in the distance learning, there are only limited studies on the determinants of this phenomenon in the blended learning programmes. The present study investigates the relationships between general self-efficacy, two types of procrastination (active and passive procrastination), and the behavioural tendency to postpone learning activities in a blended learning university course using Moodle platform. Results indicate that passive procrastination is strongly positively associated with procrastination in blended learning, while pe

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Ikhlas, Moh'D Abu Khairan, Moh'D Arman Ibrahim, and Abu Tair Awni. "The reality of blended learning implementation among upper elementary school teachers in UNRWA schools in Bethlehem and Hebron Governorates." Global Journal of Engineering and Technology Advances 16, no. 1 (2023): 030–41. https://doi.org/10.5281/zenodo.8285435.

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This study aimed to explore the reality of Blended learning implementation among upper elementary school teachers in the governorates of Bethlehem and Hebron. The descriptive approach was adopted, and a tool was developed to measure the reality of Blended learning implementation. The tool was applied to a stratified sample consisting of 23 male and 73 female teachers during the first semester of the academic year 2021/2022, representing 32% of the study population.  The study results showed that the reality of Blended learning implementation among upper elementary school teachers in Bethl

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Sun, Naixue, and Ke Wang. ""Internet+" Perspective on the Application of Blended Learning Model in Ideological and Political Education in Private Universities: A Study." Journal of Education and Educational Research 7, no. 1 (2024): 294–98. http://dx.doi.org/10.54097/kmqp0n86.

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This research focuses on the ideological and political education in Chinese private universities, exploring the application and effectiveness of the blended learning model in the context of the "Internet+" era. The rapid development of the "Internet+" has posed new challenges and opportunities for ideological and political education in higher education institutions. In order to better adapt to the learning needs of modern students and enhance the quality of ideological and political courses, the blended learning model has emerged as a viable solution. In this paper, we first review the impact

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Swoboda, Aaron, and Lauren Feiler. "Measuring the Effect of Blended Learning: Evidence from a Selective Liberal Arts College." American Economic Review 106, no. 5 (2016): 368–72. http://dx.doi.org/10.1257/aer.p20161055.

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We compare introductory microeconomics courses that employ a blended learning approach to more traditional control courses at a selective liberal arts college. The blended learning courses required students to complete online homework and watch video lectures before problem-based class sessions, while the control courses used paper homework and primarily traditional lecturing. We use the Test of Understanding in College Economics to measure improvement and use the Student Opinion Survey to control for students' self-reported effort and amount of importance placed on the test. We find that stud

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Liu, Meng. "Teaching Landscape Architecture Courses Using Hybrid Teaching Approaches." Journal of Cases on Information Technology 27, no. 1 (2025): 1–17. https://doi.org/10.4018/jcit.368001.

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As a teaching method that integrates online and offline teaching resources, the application of blended teaching mode in landscape design professional courses has attracted much attention. With the background of landscape design professional teaching, this paper carries out in-depth research and analysis on the definition, advantages and application of blended teaching mode in landscape design professional teaching. By means of questionnaire survey, this paper evaluates the application effect of the blended teaching mode of Blue Ink Cloud Classroom in landscape design majors in colleges and uni

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Knoblauch, Christoph. "Combining and Balancing Project-Based and Blended Learning in Education." International Journal of Advanced Corporate Learning (iJAC) 15, no. 1 (2022): 35–44. http://dx.doi.org/10.3991/ijac.v15i1.27135.

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This paper discusses evaluation findings from project-based and blended learning courses in the higher education sector and beyond. The multi-method studies focus on learners’ attitudes, practices and preferences towards project-based and blended learning. The evaluated courses were developed and taught in the context of teacher training programs at Ludwigsburg University of Education (LUE). They aim at the planning, execution and critical reflection of individual projects carried out by the participating students in blended learning contexts. This paper presents a discussion of the structure,

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Zhu, Jia, Chengxu Nie, and Hang Xu. "Application of Blended Teaching in the Reform of University Piano Course Teaching in the Network Environment." International Education Forum 3, no. 3 (2025): 39–46. https://doi.org/10.26689/ief.v3i3.9785.

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Blended teaching is a teaching model that integrates online and traditional teaching, leveraging the advantages of both to guide learners into deep learning. In college piano course instruction, blended teaching relies on online teaching platforms to systematically deliver piano knowledge through micro-courses, MOOCs, and other methods, providing students with more convenient and flexible learning opportunities. This approach is particularly suitable for university students with self-discipline and a proactive learning attitude. This paper explores the feasibility of combining the characterist

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Guojing, Chen. "Study on the Blended Teaching Mode in English Pedagogy." SHS Web of Conferences 168 (2023): 01014. http://dx.doi.org/10.1051/shsconf/202316801014.

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“English Curriculum Standards for Compulsory Education (2022 Edition)” puts forward new requirements for English teaching in compulsory education, which makes the training of English major normal students challenging. With the wide application of the online and offline blended teaching mode, its role in the teaching of the course “English Pedagogy” is prominent. In the process of constructing the “2+3+2” model (that is, two major sections of theoretical courses and practical courses + three links of pre-class, afterclass teaching + online and offline methods), the subject teaching team of Kash

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Jung, Jinhong, and Todd A. Gilson. "Online Threaded Discussion: Benefits, Issues, and Strategies." Kinesiology Review 3, no. 4 (2014): 241–46. http://dx.doi.org/10.1123/kr.2014-0062.

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The rapid growth of technology allows tertiary-level education to develop alternative ways of instruction to effectively support student learning. Although a face-to-face class is still powerful, online learning has been advocated as an innovative instructional way to confront constraints such as distance, time, space, and diverse student characteristics. This article introduces a brief overview of online threaded discussion (OTD) in a blended course in physical education teacher education (PETE), and provides insights into how to effectively design, manage, and teach online courses. In partic

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