Collaborative Blended Learning Research Articles

Construction of a model of factors influencing student learning experiences in a blended collaborative learning model: A quantitative evaluation

Construction of a model of factors influencing student learning experiences in a blended collaborative learning model: A quantitative evaluation

Enhancing Algorithm and ProgrammingEducation through Collaborative BlendedLearning: A Problem-Based Approach for FirstYear Students

Enhancing Algorithm and ProgrammingEducation through Collaborative BlendedLearning: A Problem-Based Approach for FirstYear Students

EFL Students’ Voices of Blended Collaborative Learning in Completing Digital End-of-semester Projects

Advances in technology have made it possible to conduct collaborative learning online via the Internet. Blended collaborative learning combines online knowledge with on-site meetings to allow students to complete tasks and projects together in a group. This research aimed to elaborate voices of freshmen EFL students toward blended collaborative learning including perceived benefits, challenges, and how the students overcame the challenges, especially in completing digital comic projects. This phenomenological study was conducted at a private university in Indonesia. A total of 18 students participated in this study. They were interviewed face-to-face to obtain the data. The data were analyzed by qualitative data analysis by preparing the data, coding, and generating themes. The findings indicate the perceived benefits which included academic improvement, social and psychological benefits, and digital technology mastery. Additionally, challenges were found in terms of having different perceptions and ideas, lack of motivation and low responsibility to participate, and digital technology barriers. To tackle the problems, some efforts were made including building effective communication via collaborative tools, distributing various and equal roles, and learning from various sources.

The Influence Of Collaborative Blended Learning Through Written Small Group Discussion Model On High School Students’ English Writing Skills

This research explored the effectiveness of the Collaborative Blended Learning model through Written Small Group Discussions (CBL through WiSGuD) on enhancing students' exposition text writing skills. The study utilized a quantitative approach, employing a MANOVA analysis to assess changes in students' abilities to articulate ideas, structure texts, and use language effectively within a collaborative learning setup. Data were gathered from students' writing assignments, which were analyzed based on content, text organization, vocabulary, language use, and writing mechanics. Results indicated significant improvements in all assessed areas, demonstrating that the CBL through WiSGuD model substantially enhances students' writing skills. These findings support the hypothesis that collaborative learning environments contribute positively to students' ability to construct coherent and persuasive texts, particularly in exposition writing, which demands high analytical and organizational skills. The study underscores the importance of incorporating collaborative and blended learning strategies in educational curricula to improve specific academic skills and foster essential 21st-century skills such as teamwork and effective communication. The implications of these findings are critical for educators aiming to enhance students' writing competencies and prepare them for collaborative and communicative demands of the professional world. Future research might consider longitudinal studies to evaluate the long-term impacts of such educational interventions across various learning contexts and disciplines.

A proposal for blended language learning project focuses on ESL learners

The evolving societal landscape and technological advancements have redefined educational demands, leading to notable improvements in teaching methodologies driven by continuous technological evolution. Blended learning, a widely embraced approach, transcends traditional educational boundaries, emphasizing the paramount role of student communication and interaction in an era of extended education beyond physical classrooms. Collaborative learning groups are increasingly integrated into blended teaching, with group formation as a pivotal element. This study draws upon cognitivism, collaborative learning, and social interdependence principles to address issues within group cooperative activities in blended teaching. It leverages the strengths of blended teaching and collaborative learning, designing instructional activities and conducting action research in practical teaching settings. The research methodology unfolds in phases: a literature review explores the current landscape of blended collaborative learning, providing insights into challenges; a theoretical exploration, grounded in educational theory, delves into the design of teaching activities within blended environments; the technical investigation combines collaborative grouping with machine learning to propose innovative grouping strategies; and the action research phase validates findings through specific instructional courses and research subjects.

IoT Technology and Digital Upskilling Framework for Farmers in the Northern Rural Area of Thailand

One-third of Thailand’s workers are in agriculture, but the country’s agricultural GDP is still less than 10% of its total GDP. Most Thai farmers are smallholders with limited land and low incomes. To improve the agricultural GDP and the economic situation of smallholder farmers, the Thai Government has been trying for decades to encourage and support smallholder farmers to adopt modern farming methods and smart farming equipment, including digital technologies. However, the improvement is still sluggish due to a lack of an effective approach to delivering essential digital knowledge and skills, as well as investment support for smart farming equipment. These have hindered smallholder farmers’ digital farming skill progress. To address this issue, the Broadcasting and Telecommunications Research and Development Fund for Public Interest has funded a project to develop the Digital Farmer Development Framework. This framework provides essential digital knowledge, training, coaching, and fundamental resources to upgrade smallholder digital-farming literacy to become digital farmers using problem- or project-based learning approaches and collaborative blended learning theories. Bloom’s taxonomy is used as a guideline for evaluating the framework’s effectiveness. Implementation of the Digital Farmer Development Framework has shown that farmers can significantly improve their digital farming literacy and are capable of using digital technology to improve farm management and productivity. Based on Bloom classification guidelines, 100% of the farms in the project can apply digital skills and utilize fundamental smart farming equipment as well as able to evaluate and analyze data from IoT devices. Moreover, 66% can create their own smart-system solution from fundamental smart farming tools for their farm. The project has also created a digital farmer community that shares knowledge and resources with others.

The Impact of Blended Collaborative Learning on the English Reading Comprehension

The aim of this research was to examine the impact of blended collaborative learning on Iranian learners’ understanding concept of English texts. Among the statistical population of eighth grade male students in Birjand in the academic year, 2021 which numbered 637 people, 30 students were purposefully separated into two experimental and control groups using the available sampling method. After taking the Oxford Placement Test and the purposeful appointment of learners in experimental and control groups, a pre-test was taken. Students in both groups were trained in English text comprehension techniques and skills for 4 weeks. Analysis of test results showed that students who were taught by the blended collaborative method, compared to students who were taught by the individual blended method, in understanding the concept of English texts, correct understanding and recognition of words and proper vocabulary in order to complete incomplete texts in the post-test and delayed the post-test stages have been performed much better. In understanding the reading of English texts, there was a meaningful difference between the performance of the experimental and control groups in the post-test, but no meaningful difference was obtained in function of the control and experimental groups in the delayed post-test.

Exploring the interaction of cognition and emotion in small group collaborative discourse by Heuristic Mining Algorithm (HMA) and Inductive Miner Algorithm (IMA).

This study explored the interaction between cognition and emotion in blended collaborative learning. The participants (n = 30) of this study were undergraduate students enrolled in a 16-week course on information technology teaching. These students were divided into six groups of five people each. The behavior modes of the participants were analyzed using a heuristic mining algorithm and inductive miner algorithm. Compared with the groups with low task scores, the high-scoring groups exhibited more reflection phases and cycles in the interaction process and thus more frequent self-evaluation and regulation behavior for forethought and performance. Moreover, the frequency of emotion events unrelated with cognition was higher for the high-scoring groups than for the low-scoring groups. On the basis of the research results, this paper presents suggestions for developing online and offline blended courses.

Guided-blended collaborative learning in speaking class: Voices of non-native English teachers and students from eastern Indonesia

The purpose of this qualitative study is to explore and address two important questions from ten qualified non-native English teachers and five students who have been actively involved as research participants: (1) how non-native English teachers help students improve their English speaking performance through guided-blended collaborative learning, and (2) how non-native English teachers and students view guided-blended collaborative learning as a way of improving students’ English speaking performance. Based on an in-depth interview with five students and an analysis of documents, it is clear that when teachers gave their students both synchronous and asynchronous feedback, the students' speaking skills improved. The data that has been analyzed thematically showed that collaborative learning is successful and should be utilized to teach speaking English as a foreign language, they found, teachers should use the following strategies when teaching GBCL: 1) Mixing synchronous and asynchronous learning; 2) Being guided or controlled by the teachers; 3) Forming groups based on roles; 4) Peer tutoring and evaluation; and 5) Collaborative integrated tasks with technology. In addition, we would like future studies to use real experimental and control class designs to conduct guided blended collaborative learning.

Blended matters: Nurturing critical thinking

The Organization for Economic Cooperation and Development (OECD) Learning Framework-2030 presents critical thinking as one of the transformative competencies for incorporation into the curriculum. Critical thinking refers to one’s ability to distinguish relevant information from irrelevant information, relate ideas, infer and justify whether a particular assumption is acceptable or unacceptable. This article argues that blended learning provides a concrete and meaningful context for enhancing learners’ critical thinking. Through collaboration, blended learning makes it possible to control, observe interactions, regulate tasks, and mediate in the acquisition of new knowledge. This form of collaboration creates a student-centered learning environment. Such a shift prompts to examine three objectives: (1) comprehend the creation of a blended learning environment. (2) discuss the characteristics of collaborative blended learning. (3) examine the role of collaboration in developing critical thinking among learners. To achieve the purpose of implementing a blended learning strategy in the classroom, the classroom teacher must create collaborative and participative learning experiences. Blended learning brings collaborative experience to develop higher-order thinking skills such as critical thinking.

Collaborative Blended Learning Pedagogy: Creating a Learning Web Community

Collaborative Blended Learning Pedagogy: Creating a Learning Web Community

PENINGKATAN KEMAHIRAN GURU MELALUI KOLABORATIF BLENDED LEARNING MENUJU REVOLUSI INDUSTRI 4.0 DI SMPN 271 JAKARTA

The industrial revolution 4.0 and the Covid-19 endemic have an impact on the world of education, one of which is the collaboration between cyber technology and automation technology. Learning media in the industrial revolution 4.0 era is getting to the highest level, which is currently running in the form of collaborative blended learning. However, the implementation of blended learning still requires compatibility, especially between the government and the school. Teachers and students are required to align their abilities according to the current era. The problem faced by SMPN 271, especially for elderly teachers, is that it is still difficult to make questions according to the semester learning plan by using the googleform, mentimeter software application. The purpose of community service activities at SMPN 271 is to improve the skills of teachers through collaborative blended learning towards the industrial revolution 4.0 at SMPN 271. The results obtained from the activity are that the school is able to understand and think positively about the development of the industrial revolution 4.0 and the school that originally do not understand to be familiar with the blended learning model, so that teachers and students are not bored in the learning process.

A Comparative Review over Online Modes of Learning and Collaborative Blended Learning

It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. Multiple regression analysis results showed that blended learning design features (technology quality, online tools and face-to-face support) and student characteristics predicted student satisfaction as an outcome. The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning. In this paper we discussed the different types of blended learning and we comparatively review with different types of learning i.e. flipped learning, online and hybrid learning.

Blended Learning to Learn Presentation Skills Among English Second Language (ESL) Learners

This study attempts to explore and understand how the collaborative blended learning environment affects students’ presentation performance. It also intends to examine students’ perceptions of this learning environment. 25 ESL students participated in this study. This study lasted for 14-weeks and involved students participating in the conventional class and group discussion delivered both face to face in the classroom and online mode via ifolio to collaboratively develop their presentation skills. Data collected were analysed qualitatively and quantitatively using the thematic and content analysis methods. The study concluded that integrating collaborative blended learning presentation skills activities in an ESL classroom enhanced students’ positive feeling towards presentations, decreased their communication apprehension and improved their presentation performance. The study implied that in order to create an ideal learning environment that helps students improve their presentation skills, collaborative blended learning presentation skills activities need to be integrated into learning and teaching. With the emergence of rapid technology, blended learning has become a useful teaching and learning approach for teachers and ESL learners, especially in learning presentation skills. However, most English courses are still practising teachers centred, thus, neglecting the important element of integrating technology with face-to-face learning activities in learning presentation skills.

A blended collaborative learning model aiming to deep learning

To solve the problem of mechanized blending and low-level cooperation in Blended Cooperative Learning, this paper proposes a Blended Cooperative Learning Model aiming to Deep Learning, which including the definition, key features and its framework. Through the application in the course of Radar Maintenance Engineering and Performance Parameters Measurement, our teaching practice shows that the students’ practical skills and scientific teamwork ability are significantly improved.

The effects of scaffolding types on learners’ creativity in wiki-based blended collaborative learning

The effects of scaffolding types on learners’ creativity in wiki-based blended collaborative learning

“It Is Like a Little Journey”: Deaf International Futsal Players’ and Coaches’ Experiences in Collaborative Blended Learning

The aim of this study was twofold; first, to explore the challenges and successes faced by deaf international futsal players when using a collaborative blended learning approach in preparation for a major competition, and second, to provide a discussion of key coaching lessons learned to inspire coaches to consider how to best develop their coaching knowledge and practices. Data were collected from 12 players via six semistructured focus groups, along with 36 reflective diaries maintained by the two researchers (who held the role of “Joint Head Coach” and “Performance Analyst”), using a critical participatory action research methodological approach. Data collection and analysis were an on-going and cyclical process during the 7-month study. Four key themes were identified: “a little journey: a connected approach to learning”; “ownership, collaboration, and connection”; “communication barriers and fear of misinterpretation”; and “players’ initial ‘buy-in’ to the constructivist approach to learning.” Key coaching lessons highlighted the need for a “flexible” and “connected” approach to learning. In this study, through learning in-action and on-action, the authors often found themselves as “social” managers in trying to explore interrelational complexities and support individuals to build trust, an aspect seen by players as crucial for actively developing collaborative blended learning within the group.

Analysis of Logical Thinking Ability in Natural Science Learning Using Blended Learning Based on Google Classroom

The ability to use technology during the COVID-19 pandemic is needed to empower logical thinking ability as one of the 21st-century competencies. This study aims to analyze the effect of learning natural science assisted by google classroom on improving students' logical thinking abilities during COVID-19. The use of Google Classroom potentially facilitates educators to create creative, innovative, and collaborative blended learning to still build classroom interactions in social distancing period. This quasi-experimental research employed a pre-experimental one-group pretest-posttest design. The research subjects were 39 sixth-grade students. The validity and reliability of the data on the ability to think logically used a logical thinking ability instrument tested. The data analysis utilized the N-gain test with the help of SPSS 21. The results revealed that the N-gain was 82.43 or 82.4%, with a minimum N-gain score of 53.3% and a maximum of 83.5%, included in the high category (g) ≥ 0.7. Thus, it could be concluded that natural science learning assisted by Google Classroom media significantly affected students' logical thinking abilities. Educators can use the analysis results to evaluate natural science learning, especially in elementary schools, to encourage the quality of students' logical thinking abilities.

Basic Medical Training for Refugees via Collaborative Blended Learning: Quasi-Experimental Design.

BackgroundGlobally, there is an excess of 68.5 million people who have been forced to leave their homes and seek sanctuary elsewhere because of poverty, persecution, conflict, violence, and human rights violations. Although international humanitarian responses usually focus on ensuring that the basic needs of these people are being met, there is growing attention on the role that development-oriented interventions can play in the longer term. Higher education in a refugee context is one such intervention that can equip refugees with the knowledge and skills they need to serve their communities and move forward.ObjectiveThis study aims to evaluate the outcomes and effectiveness of the University of Geneva InZone-Raft Basic Medical Training Course in the Kakuma refugee camp in Kenya compared with a previous incarnation of the same course in the Dadaab refugee camp in Kenya.MethodsWe used a quasi-experimental design to compare the posttest scores of both inequivalent student groups: control group (n=18) and intervention group (n=16). Factors that influenced refugee students’ knowledge acquisition, the amount of knowledge they acquired, and their academic outcomes were assessed, and the pedagogical evolution of the project is presented.ResultsWe found that the Kakuma intervention course yielded better outcomes and was more effective in terms of learning than the Dadaab control course. Of the 16 students who took part in the intervention course, 10 (63%) completed the program successfully and received accreditation from the University of Geneva. We observed that they received new knowledge well and scored higher on all learning modalities than those in the control course. Comparison of written and oral examinations between the courses showed statistical significance for the intervention group in written and oral exams (two-tailed: P=.006 and P=.05; one-tailed: P=.003 and P=.03, respectively). The Kakuma course was not effective in addressing electricity and internet access problems, nor in reducing the challenge of tight deadlines in the syllabus. Pedagogical adjustments to the intervention course improved student involvement, with higher participation rates in quizzes (10/11, 91%), and overall satisfaction and learning.ConclusionsThe intervention group—with an improved mode of delivery, better contextualized content, and further interaction—reached a higher level of medical knowledge acquisition and developed more complex questions on medical topics than the control group. The positive outcome of this project shows that given the right resources and support, refugees can contribute to the improvement and development of health care in their communities. Nonetheless, a more focused effort is necessary to meet the educational needs of refugee learners and better understand their living conditions.

Evaluation of Individual Contribution in Blended Collaborative Learning

With the deepening of classroom teaching reform, blended collaborative learning has become a common collaborative learning method, and its significance and value has been verified by many parties. However, there is still a lack of quantitative analysis and detailed insight into the internal interaction dynamics of the group at the individual level. There are limitations in the evaluation dimensions and methods of individual contribution in collaborative learning in previous studies, so it is difficult to obtain a comprehensive evaluation of individual contribution. The purpose of this study is to build an effective evaluation model of individual contribution in blended collaborative learning. Discussion recordings and text data in collaboration were collected in a non-invasive way to validate the model. Based on evaluation model, the characteristics and rules behind the data deeply were explored, the collaborative process of the blended collaborative learning was analyzed and mined, and the characteristics of learners' contribution were summarized to support the development of blended collaborative learning.