Blended Teaching Research Articles

A blended teaching and learning model for family-medicine registrar training at a South African university

A blended teaching and learning model for family-medicine registrar training at a South African university

The Application of Multiple Regression Model in Blended Teaching of Higher Mathematics

The Application of Multiple Regression Model in Blended Teaching of Higher Mathematics

The Practical Reform in Basic Courses under the Educational Philosophy of CDIO-the Course of “Digital Circuits and Logic Design” as an Example

In order to promote the curriculum reform of our university and further expand the digital informatization in higher education, this paper targets several teaching reforming issues in the electronic information discipline of our university. Guided by the CDIO-OBE teaching philosophy, multifaceted teaching strategies are proposed for the major, such as overall planning of talent cultivation, teaching methods of teachers, and advanced evaluations of core basic courses. Starting from the compulsory course of 'Digital Circuits and Logic Design', the top-down implementation of practical reforms and the effects of updating teaching team, and continuously improvement on setting experiments are analyzed. Based on the feedback from students’ survey, it is confirmed as well that only through the effective integrations of digital technology and the higher-level blended teaching methods, and continuously optimized experiment reforms together can fundamentally promote the discipline construction and talent cultivation in the major of electronic information. Furthermore, through the closed-loop feedback of quantitative data from students’ questionnaires, the practical reforms facilitate the digitization transformation of basic courses in our university.

The Application of Blended Online and Offline Teaching Methods in College English Public Courses

In the multimedia age, college English is gradually adopting a hybrid teaching method between online and offline. The hybrid teaching method has the advantages of face-to-face teaching and network teaching. Internet technology provides technical support for the combination of traditional classroom and virtual learning environments, provides personalized learning experiences for students, improves the teaching quality of teachers and optimizes the learning effect of students [1]. The online-to-offline hybrid teaching method ADAPTS to the development trend of education and conforms to the basic national conditions of China. Because of this, this paper will analyze the challenges, value and significance of blended teaching method in college English public courses, and on this basis, focus on analyzing the innovative path of adopting blended teaching method in college English public courses to provide some inspiration and suggestions for college teachers to carry out blended English teaching.

Reform and Practice of Blended Teaching for “Preventive Medicine” Course Based on the “SPOC+BOPPPS” Model under the OBE Concept

Objective: To evaluate the effectiveness of blended teaching for the “preventive medicine” course based on the “SPOC+BOPPPS” model under the OBE concept. Methods: A questionnaire survey was used to evaluate students' satisfaction with blended teaching, scores of various examinations and comprehensive ability. The two-sample independent rank sum test was used to evaluate whether there were differences in scores of various tasks and various abilities among students of different majors. Results: More than 90% of students are satisfied with this teaching reform, with a median overall rating of 10 points for the course. Students have high scores in formative and summative assessments, with median scores exceeding 80 points. Students' comprehensive abilities are generally excellent, with a median score of 4 for all abilities. Conclusion: Under the concept of OBE, the student's satisfaction with the “SPOC+BOPPPS” model applied to the blended teaching of preventive medicine is higher, and the overall teaching effect is good.

The effects of blended teaching approach on university students’ English learning outcomes: A three-level meta-analytic review

The effects of blended teaching approach on university students’ English learning outcomes: A three-level meta-analytic review

Exploring the effects of an online learning platform in stage III cardiac rehabilitation for individuals with coronary heart disease: Randomized controlled study.

The objective of this study is to assess the influence of blended education methodologies, utilizing an online education platform, among stage III cardiac rehabilitation (CR) patients diagnosed with coronary heart disease (CHD). Between June and August 2021, a cohort of 90 patients diagnosed with CHD, previously discharged from a second-class hospital 1 year earlier, were randomly allocated into 2 groups: the experimental and control groups, with each comprising 45 patients. Patients in the control group received out-of-hospital CR education via WeChat, while those in the experimental group received blended CR education utilizing an online education platform. Following a 24-week period, the self-management behavior and negative emotions of both groups were compared before and after the intervention. The final count of patients in the control and experimental groups was 39 and 37, respectively. Post the intervention, in terms of self-management behavior, the control group achieved an average score of 90.69 ± 7.13, while the experimental group scored 96.11 ± 5.42 (P < .05). Concerning negative emotions, the anxiety scores for the control and experimental groups were 3.03 ± 2.63 and 1.86 ± 1.80, respectively, and the depression scores were 3.00 (3.00) and 2.00 (3.00), respectively (P < .05). The differences in the outcomes mentioned above were statistically significant. The implementation of a blended educational approach utilizing an online platform has resulted in notable improvements in self-management skills and the reduction of negative emotions among patients with CHD. As a result, this educational strategy has demonstrated effectiveness in providing post-discharge CR education for patients with CHD.

Research and Practice of Blended Teaching Mode Based on Network Teaching Platform—Taking Engine Principles as an Example

Research and Practice of Blended Teaching Mode Based on Network Teaching Platform—Taking Engine Principles as an Example

Inclusive education: Bridging the gap between online and face-to-face teaching modalities

In the post-COVID-19 era, higher education institutions worldwide are increasingly adopting a blend of online and face-to-face teaching. The pandemic-induced shift to remote learning has prompted concerns about the inclusivity of online education compared to traditional classroom settings. This study aimed to evaluate the principles of inclusive education across both modalities, drawing on the experiences of (85) students from Birzeit University during the second semester of the 2022-2023 academic year. Three courses were examined: Scientific Research Methodology, Applied Action Research in Inclusive Education and Special Education, and Advanced English Language. Following a qualitative approach and descriptive analysis, the study collected data through students' reflective journals, in which they described their experiences with both teaching modes. The analysis was guided by UNESCO's 2017 inclusive education framework categorized into four domains: diversity and alignment in teaching methods, active participation and interaction, accessibility of educational materials and equity and justice. Findings indicated that although students generally perceived face-to-face teaching as more inclusive, there are potential benefits of a blended approach were also acknowledged, suggesting that combining online and face-to-face methods could enhance inclusivity. The study recommended a blended teaching approach to improve accessibility and flexibility, providing options that accommodate students' diverse needs, preferences and impairments. Additionally, it emphasized the importance of equitable access to technology and the internet to overcome barriers in hybrid learning, ensuring that no student is left behind.

AI Empowerment of Teachers' Blended Teaching Ability: An Empirical Analysis of the MATE Evaluation System

This study aims to explore the role of the MATE Multi-Assessment Teaching Evaluation System in empowering teachers' blended teaching abilities through AI. By analyzing questionnaire data from 20 teachers participating in the MATE teaching ability experiment using SPSS, the study evaluated the performance of the MATE system in teaching effectiveness, student engagement, and teacher improvement. The results showed that the MATE system positively impacted teachers' teaching abilities and students' learning experiences across multiple dimensions. This research provides data support for further optimization of the MATE system and empirical evidence for the application of AI technology in education.

Exploration and Attempt of Blended Teaching in the Contexts of "Internet +"

On the basis of sorting out the relevant literature on blended teaching, this article combines and analyzes research on blended teaching whether domestic or foreign. From the past research studies, it was evident that blended teaching does not only effectively improve the teaching activities, but also seen as the direction of future education and teaching. Through the blended teaching mode, most scholars mainly focused on the analysis and research on the memory, understanding and mastery of learners' knowledge and the improvement of academic performance while ignoring the improvement of students' ability to analyze, evaluate and create. Moreover, how to promote the improvement of these student abilities still needs to be further studied in-depth.

Exploring the Influence of Family Cultural Capital, School Environment, and Peer Relationships on the Scientific Literacy of Primary School Students: A Conceptual Analysis in Chengdu City, China

This paper explores the impact of blended education on the quality of college student learning in Southwest China during the post-epidemic era. The study highlights the potential of blended learning to enhance student engagement, adaptability, and learning outcomes through the integration of digital tools with traditional teaching methods. It identifies critical factors such as institutional support, technological infrastructure, and faculty training as essential for maximizing the benefits of blended education. Additionally, the paper examines the unique socio-cultural context of Southwest China, emphasizing the need to address regional disparities in digital access to ensure educational equity. The findings suggest that blended education can serve as a transformative model for higher education in the region, fostering essential 21st-century skills and reducing educational inequalities. The paper concludes with recommendations for policymakers and educators to support the sustainable implementation of blended education, contributing to a more resilient and inclusive higher education system.

Web-assisted instruction for teaching and learning EFL phonetics to Spanish learners: Effectiveness, perceptions and challenges

Research has established that phonetic training is particularly challenging for learners in EFL contexts. Computer-Assisted Pronunciation Training (CAPT) resources have proved to enhance learners’ perceptual and productive phonetic capacities. No prior study, however, has evaluated the effectiveness of EPSSML (English Pronunciation for Speakers of Spanish Multimedia Lab) (https://www.usc.gal/multimlab/), a CAPT tool for web-assisted, blended instruction (WABI), while simultaneously examining the students’ and instructors’ perceptions in order to identify the emerging and existing needs. Statistical significance tests applied to course results from 504 Spanish university students supported the effectiveness of EPSSML, which was reported to increase students’ academic achievements and learning motivation, fostering course participation and empowering learners with the necessary capabilities and attitudes to decide not to drop the class. Additionally, questionnaires administered to 127 Post-WABI students showed that they enjoyed and were very interested in EPSSML and WABI. In the case of EFL university instructors, 128 responses revealed that most of them also rated the tool very highly, featuring specialized open web-sites with free downloadable materials and gamified learning pathways as the “ideal CAPT resources”.

Mode of Instructional Delivery and Students’ Academic Performance in Mathematics and Non-mathematics Courses

This paper seeks to establish whether there is a statistically significant difference in students’ academic performance in mathematics and non-mathematics courses using face-to-face, online, and blended instruction. The study is quantitative research and employs a case study approach covering 603 students at the Catholic University of Ghana. The paired sampled t-test is adopted to analyze the data set. The study found that at a 5 percent significant level, there is no statistically significant difference in students’ academic performance in mathematics and non-mathematics courses using face-to-face instruction. Conversely, a statistically significant difference exists in students’ academic performance in mathematics and non-mathematics courses using online and blended instructions. The study concludes that non-mathematics courses can be best taught using online instruction whereas mathematics-related courses can best be taught using blended instruction. However, face-to-face instruction leads to no difference in students’ academic performance.

Lecturers’ perceptions of the influence of AI on a blended learning approach in a South African higher education institution

In this study, the researchers explore lecturers’ perspectives on the impact artificial intelligence (AI) has on blended learning within the context of South African higher education. AI is transforming traditional teaching and learning by enabling academic institutions to offer computerised, effective, and objective educational processes. The research was conducted to address the growing need to understand lecturers’ viewpoints on how AI can enhance educational practices and overcome existing challenges in blended learning environments. To investigate this phenomenon, the researchers applied the Substitution, Augmentation, Modification, and Redefinition (SAMR) model as theoretical framework for the study. Their qualitative research undertaking employed a singular case study design focusing on 15 lecturers from the College of Education at a selected academic institution, to arrive at an in-depth understanding of lecturers’ experiences and perceptions of how AI is integrated in blended learning. The researchers examined both the benefits and challenges associated with a blended teaching and learning mode, in the context of AI integration. The data collection process involved semi-structured focus group interviews that allowed for in-depth discussions to be conducted. This was complemented by detailed document analysis to analyse the course materials and teaching methods used by the lecturers. Homogeneous, purposeful sampling was applied to select participating lecturers who shared specific characteristics relevant to the study. Data analysis involved coding through the induction method, which helped to reveal relevant codes that were subsequently categorised. The study also included a comprehensive literature review of recent research findings, which were correlated with the collected data. The findings underscored the critical need for supportive measures, such as management backing, enhanced training opportunities, professional development initiatives, reliable technological infrastructure, improved internet connectivity, and additional time allocation, for the successful implementation of blended learning which integrates AI. This study contributes valuable insights into, and discussions on, the implications of adopting AI in a hybrid learning environment.

Research ON ICVE-based Blended Learning in Vocational College Business Teaching

Background and Aims: In the context of the digital era, the traditional single teaching method can no longer meet the needs of modern teaching. Therefore, this paper adopts the SPOC teaching mode to study the impact of the mode on students' academic performance and to understand students' perception of its use by carrying out the ICVE blended teaching research. It helps improve the teaching strategies and methods of this mode and the quality of talent cultivation. Research Methodology: A quasi-experimental design was used to compare students' problem-solving abilities, specific knowledge, and specific skills to assess the impact on students' academic performance, and an open-ended questionnaire was used to investigate students' perceptions and experiences. Results: Conducting ICVE blended instruction resulted in a significant improvement in students' academic performance. At the same time, the model produced better learning experiences and positive impacts. Conclusion: Carrying out ICVE blended teaching effectively improves the learning effect. In the actual teaching, based on the characteristics of business teaching in vocational colleges, the improvement and optimization of teaching methods are carried out, which provides a strong basis and reference for colleges and universities to implement this teaching mode better.

Preparing Health Professions Educators for Online and Blended Learning Environments: A Mixed Methods Study

Online and blended teaching and learning (OBTL) are integral to the future and success of higher education, including health professions education. Institutions with a goal of developing high-quality online and blended programs must prioritize time and resources dedicated to professional development and training. This research study utilized an online professional development course as an intervention to gain deeper insights into the scope of faculty development to effectively teach in online and blended learning environments. The study, utilizing a convergent mixed methods approach, gathered data through a pre- and post- intervention survey measuring health professions faculty readiness to teach online, a knowledge-based test, and post-intervention focus group discussions. Statistically significant differences in survey and test scores were observed between pre- and post-intervention and advantages of the intervention were highlighted in the focus group discussions. These key findings suggest the efficacy and influence of the educational intervention. Additionally, barriers and recommendations for enhancement were identified, including a notable gap between perceived importance and perceived capability among faculty members. This information pinpoints areas where professional development and support may be beneficial. Outcomes of the study provide valuable insights into health professions faculty members' knowledge, readiness, and perceptions related to teaching in online or blended educational environments.

The Role of Instructional Designers in the Integration of Generative Artificial Intelligence in Online and Blended Learning in Higher Education

The purpose of this exploratory research study was to examine the roles instructional designers (IDs) in higher education play in the integration of generative Artificial Intelligence (GenAI) into their organizations, and how they use GenAI technologies in their own professional practices. Data were collected from 15 participants in the southeastern United States (U.S.) in an ID role or with similar job titles (e.g., educational technologist). Using a general qualitative approach, semi-structured interviews were conducted in Zoom about IDs’ use and integration of GenAI. Our findings resulted in three primary themes related to IDs’ integration of GenAI in online and blended education: (a) use of GenAI for instructional design; (b) collaborative guidance for faculty integration of GenAI; (c) training, resources, and guidelines on the integration of GenAI. A common thread through all the themes and interviews was IDs’ conscientious and cautious approach and ethical concerns about GenAI integration. We unpack these themes while discussing the implications of IDs in higher education integrating GenAI to meet organizational, faculty, and student needs. We provide limitations and a rich discussion about the advancement of GenAI by IDs working in institutions of higher education.

Perceived Influence of Blended Teaching on Postgraduate Educational Management Students Learning in Rivers State Universities

The study investigated perceived influence of blended teaching on postgraduate educational management students learning in Rivers State Universities. The study adopted the descriptive survey research design. Two research questions and two hypotheses guided the study. The population of the study is 58. It consists of all lecturers in the Department of Educational Management in Rivers State owned universities. The sample size of the study was 58. Census sampling technique was used to sample the entire population of the study. A structured questionnaire titled perceived influence of blended teaching of postgraduate students learning questionnaire was used as instrument for data collection. Three experts validated the instructed and Cronbach Alpha Method was used to obtain an average reliability coefficient of 0.83. 58 copies of the questionnaire were administered, retrieved, and used for the study. The items were rated on a four (4) point rating scale; mean and standard deviation was used to analyze the research questions while z-test was used in testing the formulated hypotheses. The findings reviewed that, Educational Management postgraduate students learning was influenced by face-to-face and hybrid teaching to a high extent. The researcher recommended that lecturers should ensure that students or learners became active and not passive participants as this will help or make postgraduate Educational Management students to develop knowledge on their own and confident without the interference of the instructor or lecturer and measures should be adopted by lecturers on how online learning instruction could be used to achieve Educational Management courses having psychomotor objectives in Rivers State owned universities.

A Bibliometric Analysis of The Production-Oriented Approach in College English in China from 2015 to 2024

This paper studies the temporal distribution, author collaboration, research hotspots, theme clustering, and research changes and trends based on 516 CNKI literature in the field of Production-Oriented Approach (POA) for college English in China from 2015 to 2024. It reveals that research on the Production-Oriented Approach for College English in China from 2015 to 2024 can be divided into the Initial Fast Exploration Stage (2015–2017), Fast Development Stage (2018–2021), and Sustainable Development Stage (2022–2024). High-frequency keywords such as college English teaching, college English writing, blended teaching, teaching assessment, etc. are hotspots for current scholars' attention. The themes of research on the POA of college English in China mainly include teaching practice and application of the Production-Oriented Approach, exploration of the Production-Oriented Approach teaching model and design, and teaching assessment of the POA. “Teaching Reform,” “Blended Teaching," and “Teacher-Student Collaborative Assessment” are the current research frontier issues in the development of a Production-Oriented Approach for college English in China. Overall, the POA represents a significant advancement in China's college English teaching field. Its emphasis on integrating language learning with practical application and whole-person education addresses many of the shortcomings of traditional college English language teaching. To improve teaching development in the reform of POA for college English and to better prepare Chinese students for international communication, future research should prioritize themes such as investigating how digital tools and online platforms in education can enhance the implementation of POA and innovative approaches to teacher education that align with POA principles.