Application Of Blended Learning Research Articles

Face-To-Face Versus Online Learning: First-Year Students’ Experiences of Academic Writing

Encountering challenges in academic writing is inevitable for first-year students who are yet to become familiar with the writing patterns and structure. Students often struggle with the change; online learning and its advantages have not fully materialised due to the disruptions, familiarity, resistance, and problems associated with technology. The purpose of the study was to examine first-year students’ experience with the face-to-face learning model and blended learning model at TVET College in Western Cape South Africa.The study employed a mixed-method approach to collect data from the research participants. The online questionnaire was adopted as the instrument of data collection for the quantitative data and 185 participants completed the questionnaire. An interview schedule guide was the instrument of data collection for the qualitative data and twelve (12) students voluntarily participated in the semi-structured interviews. Findings from both the quantitative data and qualitative data revealed that mere technology is not as effective since integrating it into teaching approaches and providing students with interactive activities and collaboration can enhance their academic performance. Face-to-face contact remains a vital part of teaching and learning, and this conclusion emphasises that blended learning is a novel and valuable way to reach students, underscoring the combination of both face-to-face and online learning. This article makes an important contribution to higher education (HE) and learning models by examining the first-year students’ experience of learning models at a South African Technical and Vocational Education and Technology (TVET) college in the Western Cape. Keywords: Blended Learning Applications, Distance Education, English Second Language, Face-to-face, First-year Students, Writing, Online learning.

Developing Blended Learning Frameworks for High Schools: A Case Study in Nam Dinh Province, Vietnam

This study utilized a combination of reality surveying and pedagogical experimentation to explore the application of blended learning (BL) in the educational sector of Nam Dinh province, Vietnam. The objective was to develop a BL framework tailored for the tenth-grade curriculum in Literature, Chemistry, and Mathematics. This framework was then operationalized through experimental lesson plans, which were implemented in five high schools across Nam Dinh. Results from this study confirm the effectiveness of the BL framework, suggesting its potential for wider adoption within the province. The findings contribute significantly to the enhancement of research and teaching methodologies in high schools, aligning with the 2018 national curriculum for high school students in Nam Dinh. Furthermore, this research provides valuable insights into the broader educational context of Vietnam.

Digital Transformation in Science Education: Teachers' Self-Efficacy of Distance Learning and Blended Learning Experiences

Blended learning emerges as an indispensable tool for pioneering science education practices in the 21st century. Studies underscore the efficacy of blended learning applications in science education, particularly in enhancing learners' computer proficiency, fostering positive attitudes and motivation towards science courses, and surmounting learning hurdles. This study aims to assess the levels of self-efficacy among science teachers for blended education within the context of the digital transformation process. It also seeks to investigate the predictive capacity of various factors and analyze teachers' experiences with blended learning. The research adopts a mixed-method approach, integrating both qualitative and quantitative research methodologies. Quantitatively, the study utilizes the "Self‐Efficacy Perception of Distance Education Scale" to gauge science teachers' self-efficacy perceptions about distance education. The quantitative segment encompasses a sample of 175 science teachers. On the other hand, for the qualitative aspect, 26 teachers' experiences were examined through an “Open-Ended Question Form” to gain nuanced insights. The results of the quantitative analysis demonstrated that science educators displayed a heightened level of perceived self-efficacy in the domain of distance education. The influencing factors identified included gender, seniority, school type, class size, and usage of laboratory facilities. The qualitative findings indicated that science teachers' engagement with blended learning was characterized by both positive and negative sentiments. These experiences were further categorized into subgroups of positive and negative encounters.

Application of Moodle-based Blended Learning to Improve Students' Critical Thinking Skills in Straight Motion Materials

The learning applied to the revised 2013 edition of the curriculum requires students to master critical thinking skills. One of the efforts to improve critical thinking skills is by applying blended learning. This study aimed to determine the improvement of critical thinking skills using Moodle-based blended learning. This type of research is a quasi-experiment with a nonequivalent research design. Sampling was done using purposive sampling technique, in order to obtain class X MIPA 4 as the experimental class and X MIPA 5 as the control class at Cisolok, which consists of 60 people, 37 are female and 23 are male. This research instrument uses essay questions to test critical thinking skills in straight-motion material with as many as 10 questions. The results showed an increase in critical thinking skills of experimental class students who obtained an N-gain of 0.60, while an increase in critical thinking skills of control class students obtained an N-gain of 0.56. The results of the hypothetical analysis of t-test using blended learning obtained t count pretest of 1.07 and posttest of 1.53, while t table of -2.048 so that t count > t table and H0 is rejected while Ha is accepted. Thus, it can be concluded that there is an increase in students’ critical thinking skills by applying Moodle-based blended learning on straight motion.
 Keywords: moodle-based blended learning, critical thinking skills, straight motion materials

The influence of blended learning using the science technology society approach on learning independence

Independent learning facilitates students in improving their competencies according to the challenges of the current era. However, learning in schools often does not empower students to become independent learners. This research aims to find out whether the application of blended learning with the Science Technology Society (STS) approach can increase student independence in learning or not. This research is quantitative. The sample for this research was students from the informatics engineering and communication science study program at Dr Soetomo University. The instrument used in this research was a questionnaire. Questionnaires are used to find out information about independence. Data analysis involved conducting normality and homogeneity tests, followed by an independent sample test. The results of the analysis suggest an influence of blended learning with an STS approach on learning independence in higher education (t = 21.246, p < 0.001), implying the potential effectiveness of integrating STS principles into educational practices to foster greater autonomy among students.

The Effect Size of Blended Learning in Mathematics Learning

This study aims to determine the effect of blended learning in mathematics learning. This type of research is quantitative research with a meta-analysis approach. The inclusion criteria are research published in 2020-2023, research must be experimental methods or quasi-experiments, research related to the influence of blended learning in mathematics learning, research comes from SINTA indexed journals, Research data is obtained through google scholar, DOAJ, Mendeley and Sinta and research has complete data to calculate the value of effect size. The results of 23 studies concluded that there was a significant influence of blended learning in mathematics learning with an average effect size value of 0.83 with a large effect category. These findings provide more accurate information about the application of blended learning in mathematics learning.

Blended Learning in an Effort to Overcome Learning Materials in Elementary Schools

Blended learning is an innovative learning model that integrates relevant technology with learning. This study aims to describe the application of blended learning and its effect on students at the elementary school level as an effort to overcome the risk of falling behind in subject matter after the Covid-19 pandemic. This research uses a case study approach, including qualitative methods. Data collection techniques with interviews, observation and documentation. The analysis technique uses Cresswell analysis. The research results show that the application of blended learning in Sukarno Hatta elementary school is included in several learning models. These models are station rotation models, blog models, online learning, and independent learning. Blended learning can be a valuable alternative for managing student learning at the elementary school level. By utilizing technology and combining various models of approaches, we can overcome the backwardness of learning materials from the effects of changes in the world's education cycle, especially after Covid-19.

Implementasi Blended Learning Kebijakan MBKM pada Pembelajaran Bahan Ajar Berbasis TIK Program Pascasarjana IAIN Madura

This research aims to analyze the application of blended learning, namely combining face-to-face or offline learning (outside the network) and online learning (in the network) so that it is hoped that learning activities can take place effectively and efficiently. The type of research used was descriptive qualitative with the subjects of this research being 18 class B postgraduate students at IAIN Madura. Data collected in research through observation, interviews and documentation. Data collection techniques by reducing data, presenting data and providing conclusions. The results of the study show that the application of blended learning in the ICT Teaching Materials course at Postgraduate IAIN Madura besides having many advantages turns out that online learning is a less good alternative because it seems as if the learning targets are not met due to certain things, limitations in the duration of using zoom meetings, then differences in facilities owned by students, then the negligence of students in participating in learning and finally understanding of the material by students is relatively slow.

Bibliometric Analysis: Application of Blended Learning in the Development of Digital Skills in the Era of Digital Education

In the current era characterized by rapid and widespread technological progress, digital skills have become an important factor in shaping individual success and societal progress. Digital skills cover a wide range of proficiencies, including digital literacy, programming, data analysis, online collaboration, and information security. In the world of education, a lot of research has been carried out on digital skills, one of the most research topics is the application of blended learning to improve digital skills. Therefore, researchers conducted a bibliometric analysis of the application of blended learning in developing digital skills in the era of digital education which aims to conduct a comprehensive exploration of existing literature. This research involved a comprehensive approach combining a systematic literature review and bibliometric analysis to explore the development of digital skills through online learning and assess its impact. Additionally, the use of VOSviewer software to visualize bibliometric networks is also discussed. The research results show that six different thematic clusters were found in the literature on digital skills development in the digital education era. Each cluster summarizes a set of recurring keywords that describe existing research trends, providing valuable insight into the landscape of the field. It can be concluded that this research contributes to the growing understanding of digital skills development through online learning and highlights its transformative potential in the world of education.

비대면(혼합) 수업 시행 과정에서 나타나는 문제점 탐색: A 교원양성대학 사례연구

The objective of this study was to understand the challenges experienced during the implementation of blended learning at University A and to explore factors for improving its effectiveness in the future. Data was collected through semi-structured interviews with 12 undergraduates at University A.
 From the university’s viewpoint, findings indicated a lack of procedural validity in decision-making for blended learning implementation and a forced application of blended learning without considering prerequisites for its effectiveness. Students were found to exploit virtual classes to improve hiring exam pass rates, select courses that are easy to earn credits, and engage in behaviors such as not watching recorded lectures.
 On the teaching aspect, there was intensified polarization in class quality compared to face-to-face classes, with methods chosen for the convenience of time utilization rather than learning effectiveness. Based on these findings, we propose practical implications for University A to better leverage the advantages of non-face-to-face (blended) classes in the future.

The application of blended learning with rADI model to improve argumentation skills and concept mastery

Post-pandemic policies encourage teachers and students to carry out learning in offline, where they used to go online before. One learning strategy that can be applied in this condition is blended learning, which combines the advantages of offline and online learning. In improving the quality of learning outcomes and developing students' 21st-century skills, especially argumentation skills, blended learning strategies can be combined with inquiry-based learning models, one of which is the revised Argument-Driven Inquiry (rADI). This study aims to obtain an analysis of data related to the application of blended learning with rADI model in improving students' argumentation skills and concept mastery in Monera materials, especially regarding Bacteria. The research method used in this study was pre-experimental with a one-group pretest-posttest design. This research was conducted on students of class X MIPA at a high school in Bandung which consisted of 26 students. The data were obtained from the pre-test and post-test results of argumentation skills and concept mastery, and questionnaires on students' responses to learning. The results showed an increase in students’ argumentation skills with an N-Gain score of 0.81 and students’ concept mastery with an N-Gain score of 0.78 after applying blended learning with rADI model. The increase in argumentation skills and concept mastery was significant with N-Gain scores included in the high category. In addition, students' response data showed a good response to the application of blended learning with rADI model.

Impact of Blended Learning on Students’ Critical and Creative Thinking Skills in Science Learning: A Meta-Analysis

This research is a meta-analysis to see the influence of Blended Learning in science learning on students' critical and creative thinking skills. The method used is meta-analysis with a population and research sample, namely scientific articles that have been published through Google Scholar on a national to international scale in 2016–2022, which discusses the application and influence of Blended Learning in science learning on students' critical and creative thinking skills. In the science subject category, which includes physics, biology, and chemistry. Blended learning influences in the highest category in its application in physics learning to students' critical and creative thinking skills. Whereas in chemistry lessons, has an effect on the medium category. Based on the level of education, blended learning has an influence on the high category when applied to the high school level. Meanwhile, if it is applied to the secondary school and university levels, blended learning only has an effect on the medium category. However, in general, the application of blended learning has a significant influence on students' critical and creative thinking skills. So, blended learning can be used as an innovation in science learning in an effort to improve students' critical and creative thinking skills.

Digital Whiteboards as a Form of Effective Communication in Blended Learning environment

The present study offers a constructivism-informed answer to the question what to do in post-Covid environment when school-goers share an almost universal assumption that studying does not necessarily mean being at school. To pursue this goal, the survey method is used in exploring students’ changed perceptions of learning. These perceptions arguably stem from the past 2 years of lockdowns when blended learning became the only form of reaching both on-ground and online students attending the same classes. The focus is on a technology specifically designed to improve computer-mediated communication and enhance its role in student motivation and the evaluation of both the quality of educational results and the process of their achievement in blended learning environment. The survey, conducted with high school students, gives grounds to optimize electronic courses and encourages a re-conceptualization of the application of blended learning during on-ground classes in the light of students’ perceptions for streamlining the educational process in terms of both time and resources.

Effectiveness and learning experience from undergraduate nursing students in surgical nursing skills course: a quasi- experimental study about blended learning

BackgroundBlended learning is increasingly being adopted, and yet a gap remains in the related literature pertaining to its skill performance, learning engagement and inner experience in undergraduate surgical nursing skills course.ObjectivesTo investigate the changes in skills performance and learning engagement in the application of blended learning, and what it actually brings to nursing students.DesignThe study uses a historical control, two-armed, mixed and quasi-experimental design.MethodsThe blended learning version of the course was offered to the 2019 class of 334 nursing undergraduates. Quantitative and qualitative data were collected after the course to obtain a comprehensive understanding of the course effects compared with the 304 nursing undergraduates of grade 2017 who adapted traditional learning. Quantitative data were analyzed by descriptive and inferential statistics using IBM SPSS 26.0, and qualitative data were encoded using Nvivo11.0.ResultsThere were significant differences in skill performance and learning engagement between the class of 2017 and 2019 (p < 0.001). Combined with further analysis of the interview data, 3 first-level nodes and 8 secondary nodes were determined. Students’ opinions, comments and suggestions on the application of blended learning are refreshing.ConclusionMoving forward with blended learning: opportunities and challenges go hand in hand. Researchers need to continually modify their research designs to respond to variable educational environments.

Blended Learning Through the Google Classroom in the “New Normal” Era of the Covid-19 Pandemic: EFL Teachers’ Perception and Challenges

This study investigates the application of blended learning using the Google Classroom in EFL teaching and learning in the "new normal" era of the COVID-19 pandemic. The research also examines the teachers' perceptions and the obstacles they encountered while applying the Google Classroom for blended learning. The study is a mixed-method survey. As many as thirty-eight English teachers from 25 schools in the town of Wonosobo, Indonesia, participated in the study. They were recruited on a purposive sampling basis. Close-ended questionnaires and interviews were used to collect the data. The finding has revealed that the teachers' perception of using blended learning through the Google Classroom is 83%, falling into the category "Extremely Effective." This result indicated that the Google Classroom is beneficial for teaching-learning activities and effective for student learning outcome. Students could access the teacher-provided learning resources anytime and from any location. However, utilizing the Google Classroom is not obstacles free, with an average of 78% belonging to a "high" difficulty level. Furthermore, the finding has shown that teaching and learning activities using the Google Classroom continue to confront hurdles such as data quota, internet access, and restrictions imposed by the Google Classroom features.

Theoretical foundations of implementation blended learning in the process of training future specialists

The article analyzes the technology of blended learning and its impact on the quality training of specialists. The purpose of the article is to characterize the technology of blended learning, to substantiate its importance for the quality training of specialists, and to find out the main ways of its application in the educational process of higher education institutions. The methodological concept of the article reflects the interaction and interrelationship of categories that are basic in professional thinking and methodological levels in the educational process of higher education institutions. Blended learning has been proven to be more effective than traditional classroom learning in improving student achievement. It has been argued that blended learning is more flexible and accessible to students than traditional classroom learning. The main conditions for the effective application of blended learning, technological solutions of blended learning, methodical approaches of blended learning are highlighted, the forms that can be used to implement blended learning are considered. In summary, blended learning is an effective and promising technology for high-quality training of specialists.

Meta Analisis: Efektifitas Pembelajaran Blended Learning terhadap Intelegensi Pasca Pandemi COVID-19

The aim of the study is to reveal the effectiveness of blended learning on students' intelligence and behavior during the situation of Covid-19 pandemic. The data source for this type of meta-analyst research analysis comes from 25 articles published in indexed journals. Sampling using purposive sampling technique. The collection of these journals is related to the discussion of blended learning and intelligence after the learning process takes place. Data analysis uses quantitative data by considering the effect size. The results revealed that the application of blended learning contributed to increasing students' intelligence. This is supported by the curiosity of students in utilizing information technology in the learning process.

The application of blended learning in mathematics teacher education: Protocol for a systematic review.

In recent decades, especially in higher education, blended learning has become the most commonly used active teaching strategy. Because of the COVID-19 pandemic, blended learning, which combines face-to-face and online components, is believed to overcome the shortcomings of conventional teaching methods, particularly in face-to-face interactions. Based on PRISMA guidelines, this study follows the protocol for a systematic review of blended learning applications in mathematics teacher education. This systematic review study aims to comprehend the potential of blended learning for various mathematical topics, the common blended learning models, and the benefits and challenges this teaching approach presents for educational stakeholders. Searches will be performed in various electronic databases, including Scopus, ScienceDirect, Taylor & Francis Online, Mendeley, Google Scholar, and ERIC. Selected studies that satisfy the inclusion criteria will document the use of various blended learning models in a range of mathematical topics as well as the advantages and disadvantages of this method of instruction. The data extraction process will be carried out independently by various authors, and the results of the data synthesis will be reported per the chosen studies, methodological considerations, and key findings. This review will provide information about the application of blended learning and its benefits and challenges in mathematics teacher education to support educational stakeholders in mathematics teacher education.

Research on Blended Teaching Design of UAV Survey Course

In this paper, a hybrid teaching model for this course has been designed by analyzing the current situation of drone survey course construction, combined with the classification and characteristics analysis of online teaching resources. The application of blended learning can enhance students' initiative in learning, stimulate innovation awareness, and improve the quality of course teaching.

Blended Learning in Mathematics Teacher Education: A Systematic Review

Blended learning is an active teaching approach widely applied in recent decades, especially in higher education. This study systematically reviews blended learning’s applications in mathematics teacher education based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. This study aims to understand the potential of blended learning for various mathematical topics, the common blended learning models, and the benefits and challenges this teaching approach presents for educational stakeholders. Accordingly, 25 studies from the Scopus database are analyzed. The study shows that many studies were conducted between 2019 and 2022, focusing on a few developing countries. In addition, blended learning is extensively used in teaching most mathematics subtopics, especially in courses on teaching methods, with the widespread use of three models: the flipped model, the mixed model, and the online practicing model. Based on this study’s assessment, blended learning has a positive impact on the development of knowledge, skills, and attitudes among preservice teachers. However, it also presents lecturers and prospective teachers with various challenges related to technological infrastructure, teaching materials, digital and professional competence, and students’ knowledge and engagement. The study’s results provide an overview of the application of blended learning in mathematics teacher education and support certain future recommendations for new research directions.