Blended Environment Research Articles

Predicting student burnout in blended environments: a complementary PLS-SEM and machine learning approach

ABSTRACT Despite student burnout has attracted the attention of researchers and practitioners in education and psychology, little is known about the factors that contribute to it in blended contexts. This research aims to formulate and verify a predictive model elucidating how social support and self-regulated learning predict student burnout within blended learning contexts. Utilizing data collected from a sample of 303 students, a complementary method that combines partial least squares structural equation modeling (PLS-SEM) with machine learning (ML) algorithms was implemented. The favorable impact of perceived social support and self-regulated learning in mitigating burnout was demonstrated by the PLS results. Additionally, it was discovered that self-regulated learning fully mediates the correlation between offline social support students received and learning burnout. Furthermore, the employed ML algorithms achieved a prediction accuracy rate exceeding 70% in the majority of cases. Employing a complementary analytical method is believed to offer a substantial contribution to the current body of research on learning burnout generally and blended learning in particular.

A Review of Studies on Virtual and Blended Environments in English Language Education

Integrating technology into the classroom has become more and more popular recently, while at the same time blended learning has also engaged researchers’ attention. This paper investigates the differences among virtual environments in an EFL classroom by making reference to various studies conducted for this reason and the author’s opinion based on the conclusions. Specifically, the focus is on the diverse ways in which the language skills are acquired in the particular educational settings. There is also a reference to the combination of these two learning environments and a comparison of them altogether. The results indicate the positive and negative characteristics of virtual, traditional and blended EFL learning environments. The data demonstrate that virtual environments are stress-free, so they can improve students’ skills as long as they are familiar with technology and they do not face poor internet connectivity as well as the fact that blended learning leads to better acquisition since students have the chance to practice more broadly on what they have learnt. Some of the characteristics that contribute to these results are the flexible and convenient environment they offer, the chance to experience long-term learning, as well as the huge source of information that students have the chance to encounter.

Web-based Inquiry Physics Problems (WIPPer) for Enhancing Physics Learning in Blended Environments

Abstract Incorporating digital technologies is essential in blended learning contexts to enhance conventional instructional approaches. This study aims to develop a Web-based Inquiry Physics Problem (WIPPer) as an interactive learning medium in a blended environment for the physics learning process. This study employs research and development approaches, applying the ADDIE approach to the development stage. The initial research step analyzes the physics learning demands of the web using literature and field investigations. The last phase of the development process involves producing a WIPPer product prepared for evaluation by materials, media, and instructional design experts, together with two high school physics teachers who will act as practitioners. Expert and practitioner assessments employ tools that evaluate material, media, and learning design. Expert and practitioner evaluation data were analyzed using the Aiken V algorithm. WIPPer had an Aiken V score of 0.867 from material and learning design experts and 0.805 from experts in media, indicating that experts deemed it highly valid. The results emphasize the potential of WIPPer as a beneficial tool for instructors who want to enhance physics training in blended learning contexts. It promotes more profound knowledge and active engagement among students.

Assessing the Effectiveness of Blended Learning in ESL Education

Blended learning, a hybrid educational approach combining face-to-face instruction with online resources, has become increasingly influential in English as a Second Language (ESL) education. This article assesses the effectiveness of blended learning in ESL by examining its impact on student engagement, personalized learning, and flexibility. By integrating digital tools and traditional methods, blended learning caters to diverse learner needs, promoting autonomy and improving digital literacy. However, challenges such as technological barriers, teacher preparedness, and student motivation must be addressed to optimize outcomes. This study highlights key benefits and explores strategies for overcoming obstacles, offering insights into the future of ESL education in a blended environment.

A Meta-Analysis of Self-Regulated Learning Interventions Studies on Learning Outcomes in Online and Blended Environments

Self-regulated learning intervention studies influence students’ learning outcomes in online and blended environments. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant effects on learning outcomes in online and blended environments. The aim of this study is to calculate the common effect size of empirical studies conducted out between 2017-2022 that investigated the effect of self-regulated learning strategies on learning outcomes in online and blended environments, and to determine whether the common effect size shows a significant difference in terms of course type, self-regulated learning strategy type, school level, and learning context. A meta-analytical review method was employed to combine the outcome of independent empirical studies. The studies included in this review were collected from Scopus, IEEE Explore, and ERIC databases. A total of 15 studies included in this study. Cohen’s d coefficient was calculated for the effect size in this study. As the heterogeneity among the effect sizes of the studies was high (Q > χ2, p < .05), the common effect size was calculated in accordance with the random effects model. As a result of the meta-analysis, it was determined that self-regulated learning strategies had a “moderate” effect (Q= 0.65) on learning outcomes in online and blended environments. Moreover, the calculated common effect size showed no significant difference according to the type of self-regulated learning strategy, course type, school level, and learning context.

Enhancing K-12 Students' STEM Learning Through the Integration of the Metaverse Into Online and Blended Environments: A Meta-Analysis

Enhancing K-12 Students' STEM Learning Through the Integration of the Metaverse Into Online and Blended Environments: A Meta-Analysis

Google Classroom as a Pedagogical Tool for Research Supervision: A Case Study of Undergraduate Students’ Perceptions and Experiences

This study explores the perceptions and experiences of students in a blended research supervision context facilitated through Google Classroom. The Constructive Learning Theory is incorporated as a theoretical lens in this study. This empirical study takes the subjective stance often amalgamated into qualitative inquiry. Data collection was done through a structured questionnaire which includes open-ended questions urging to write descriptive answers. Those written responses were collected from seventeen respondents. Thematic analysis was incorporated as the method of data analysis. The study exposes that Google Classroom and face-to-face sessions for research supervision support the research students’ active learning role. While the student is at the heart of the learning process, the research supervisor supports constructivism by acting as a facilitator and advisor. Further, collaborative and cooperative learning is improved in a blended environment, which is acknowledged as a crucial component of constructive learning. In the end, the students see Google Classroom as a practical, helpful, and efficient way to learn. Consequently, blended supervision is identified as a constructive mode of research supervision. Overall, this study will highlight how crucial it is to use e-platforms to create a constructive blended learning environment to improve student satisfaction and quality of learning.

Simulation-based mathematical learning for higher education students from heterogeneous backgrounds

ABSTRACT This paper explores the use of simulation-based training for mathematical learning in undergraduate and graduate mathematics, science, and engineering courses. Simulation-based training offers the advantages of active learning and inquiry-based learning techniques. Furthermore, it provides extensive flexibility, ranging from user-level usage of simulations to the modification or creation of new possibilities by the student, thus engaging different cognitive levels to achieve the learning objectives. This is particularly interesting in groups consisting of students from diverse backgrounds and levels, due to factors such as their international origin or varying prior education, especially in interdisciplinary Master’s degree programmes. Additionally, in online or blended environments (which have become widespread during the last years), simulation-based learning has the advantage of granting students a certain degree of autonomy, which can, to some extent, compensate for the absence of the instructor’s physical presence.

Australian music education training and teaching practice: investigating the latitude of ICT resourcing and application

Covid-19 disrupted the way in which music teachers taught across education settings. It challenged and opened up new possibilities to think about pedagogy, content, assessment, and delivery. This paper forms part of a national study Reimaging the future: music teaching and learning, and ICT in blended environments in Australia. The authors are tertiary music educators working in initial teacher education (ITE) programs. In this paper, they discuss two questions: what can be learnt from teachers across education settings as they embraced pedagogical challenges? What are the implications for future focused classrooms? A mixed methodology were employed drawing on quantitative and qualitative data through an anonymous Qualtrics survey. The data reported were collected in Phase One March-April 2021 (N=105) and Phase Two December 2022-February 2023 (N=108) using thematic analysis to identify and analyse patterns of meaning. Three emergent themes: changes across teacher practice, collaborating and connecting practice through ICT, shifts in teacher confidence and competence are discussed. The study highlights the changes and reform required for ITE programs as students prepare for future focussed classrooms that meet the demands of the 21st Century. The findings may resonate with other countries, and generalisations to other learning areas cannot be made. Recommendations are offered that highlight the need for ITE programs and in-service for teachers to rethink, reframe and reimagine the latitude of ICT resourcing and application in music teaching.

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.

Self-Regulated Learning In Blended Learning Environment

Background: 
 As technology advances and online learning becomes increasingly prevalent, consideration of students' metacognitive skills grows in importance. This study aims to provide insight into the influence of Self-Regulated Learning (SRL) on the academic outcomes of English students while examining the dominant component within SRL and assessing whether there is a relationship between the use of SRL and gender.
 Methodology: 
 The research involved 123 students from the English Department of Universitas Negeri Manado (Unima), located in North Sulawesi, Indonesia. An adjusted questionnaire was utilized in a web-based survey to explore the use of SRL amid blended learning settings.
 Findings: 
 The statistical analysis revealed a positive relationship between SRL and the learning outcomes of the students in the blended learning environment. In particular, students predominantly used achievement orientation as their SRL component in the blended learning environment, while gender differences in the use of SRL strategies were found to be statistically insignificant.
 Conclusion: 
 As a result, this study highlights the importance of self-regulated learning in the improvement of student outcomes in a blended learning environment. The prominence of performance orientation is a noteworthy aspect of SRL application. Additionally, the lack of notable gender-based disparities in the utilization of SRL implies a level of equality in the educational setting.
 Originality: 
 This study aims to fill an important gap in current understanding by exploring the complex relationship between SRLs, gender and blended environments among English language learners. By investigating the dynamics of effective learning strategies in the current digital age, this study aims to contribute to a comprehensive understanding of the factors that influence academic success and pave the way for targeted educational interventions.

Differences in Learning Effectiveness Across Management Learning Environments: A Cognitive Load Theory Perspective

The extant literature indicates that blended learning leads to better outcomes compared to traditional lectures in management education. However, the working memory, which processes all incoming information, can be assumed to already work at capacity in traditional lectures. As blended environments cannot extend this capacity, they can only improve learning effectiveness if they can influence the mechanics underlying the working memory. Drawing on cognitive load theory from educational psychology, we posit that blended learning, by using technology as a differentiator, provides instructional designers with additional options and tools. When utilized effectively, these choices can reduce learners’ cognitive load related to the design and increase cognitive load related to learning. Our assumptions are based on a case study with two different learning formats, including a blended environment that actively integrates technologies into the curriculum. Empirical evidence supports our hypotheses. We contribute to educational technology research in management education by explicitly considering the mechanics of the cognitive system and the effects of instructional design, curriculum choice, and related technology use. Our results suggest that blended environments can improve learning effectiveness if technologies are well integrated into curricula. Educational technologies, thus, provide entirely new opportunities for management educators but also require faculty development.

Exploring ESL Students' Qualitative Insights on Learner-to-Learner Interaction in Blended Environment

Sustainable Development Goal 4 aims to achieve good quality education and in order to achieve SDG 4, it is very crucial for English as Second Language tertiary learners to have strong English language competency. Verbal communication ability is highly related to English language competency. Learners must possess effective verbal communication skills in order to acquire good employment and carry out their job duties effectively at workplaces (Sathiyaperba et al., 2021). However, lack of verbal communication particularly less interaction between the learners has become a grave concern (Fariza Puteh et al., 2019; Janitha, 2021; Ting et al., 2017). Several scholars have sought to solve the verbal communication problems among ESL tertiary learners through face-to-face approaches and online approaches. Face to face approaches have been criticized by previous scholars due to learners have less responsibility for their learning (Alsaaty et al., 2016; Mongwaketse, 2018). ESL learners' verbal communication problem also has been extensively researched using online strategies like gamification and mobile integrated approaches. Nevertheless, face to face or online approach alone could not help to enhance ESL learners' verbal communication problem particularly learner-learner interaction. The 9th shift of Malaysian Education Blueprint emphasizes on technology integration in teaching and learning (Ministry of Education Malaysia, 2015). Thus, blended learning approach has been widely applied in tertiary institutions including in ESL classrooms. However, learners complain about the challenges they face during verbal communication learning in blended environment. Hence, the aim of this study is to explore ESL students' qualitative insights on learner-to-learner interaction in a blended environment. Keywords: Blended Learning, English as a Second Language, Learner-To-Learner Interaction, Qualitative

An Experiment on University English Translation Teaching Model Based on Big Data-Driven Learning

Abstract Exploring the teaching mode of English translation in college to stimulate students’ learning initiative better and improve their English translation ability. In this paper, the basic principles of the plain Bayesian classification algorithm are introduced under big data technology-driven learning, and the conditional independence of plain Bayesian is illustrated. The algorithm and process of probabilistic classification of samples to be judged using great likelihood estimation are introduced, and the advantages and disadvantages of the algorithm are illustrated. Based on the disadvantages of this algorithm, the INB-MI classification algorithm is induced by adjusting the conditional probability after the number of smoothing using mutual information, and the validity is verified for this algorithm. For the university, English translation teaching was analyzed, a task-based English translation teaching model based on a blended environment was proposed, and the model was quantitatively analyzed with the INB-MI classification algorithm for the relevant data. In terms of cognitive types, the overall learning rate of this teaching model was 43.11%, 41.21%, 40.46%, and 38.3% for factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge types, respectively. Regarding instructional evaluation, the percentage of those who agreed was 84.26%. Thus, the task-based English translation teaching model under big data-driven learning can help students integrate their existing knowledge and enhance their learning initiatives.

Institutional Support for Academic Engagement in Online and Blended Learning Environments

In light of the disruptions caused by the COVID-19 pandemic, leaders of higher education institutions around the world have been contemplating ways to help their universities engage in a digital transformation that must have student engagement and learning as the foremost considerations. This study reports on the work conducted at a university in Colombia that created an evaluation instrument based on the Academic Communities of Engagement (ACE) framework (Borup et al., 2020) to examine how well the institution was supporting the affective, behavioral, and cognitive (ABC) dimensions of engagement in its online and blended learning course offerings. This survey, the ACE in Higher Education (ACE-HE), measures indicators of the ABC engagement dimensions as well as indicators of institutional support for those elements. The survey was completed by 1,295 university students representing a broad demographic profile. Structural equation modeling found good fit for both the model of ABC engagement dimensions and the model of institutional support for ABC engagement dimensions. Institutional support for affective engagement showed strong relationships to affective, behavioral, and cognitive indicators of engagement, while institutional support for behavioral and cognitive engagement did not have the same outcome. This research provides access to both English and Spanish versions of the ACE-HE instrument. It also highlights ideas for institutions that want to improve their support for student ABC engagement dimensions in online and blended environments. Finally, several implications for making updates to the ACE framework are shared.

ESL Learners’ Qualitative Perspective on Learner-to-Instructor Interaction in Blended Environment

English language proficiency exceptionally verbal communication is essential in achieving Sustainable Development Goal four, which is a good quality higher education. Nevertheless, past literature reported a lack of verbal communication among the graduates of English as a second language. Due to the emphasis on technology integration in Malaysian Education Blueprint 2015-2025, blended learning has been widely implemented in most tertiary institutions. However, learners complain they face challenges during verbal communication learning, particularly in learner-to-instructor interaction in a blended environment. Therefore, this study explores the learners’ opinions regarding learner-to-instructor interaction for verbal communication learning in a blended environment. The result of this research is substantial to English language instructors, curriculum designers, and English language learners as the input provides the information to understand the phenomenon in-depth and suggestions to improve verbal communication problems in learner-to-instructor interaction in the blended learning environment. The research question this study intends to answer is “What are the informants’ opinions on learner-to-instructor interaction for verbal communication learning in a blended environment?”.This study employed qualitative research inquiry, particularly phenomenological design, and the data was collected through semi-structured interviews, written accounts, and a focus group discussion. The data was then analyzed using thematic analysis. The findings revealed two significant themes related to the phenomenon: the roles of the instructor and the issues in the learner-to-instructor interaction as well as six sub-themes. Future studies might consider including English language instructors to obtain different perspectives.

Investigating the Communities of Inquiry in Blended Learning Environments

The purpose of this paper is to investigate how the Community of Inquiry supports deep approaches to learning and especially within blended learning contexts. The research was conducted through quantitative methods. For the inquiry a questionnaire was delivered to participants in electronic form. All the participants were students from three universities in Belgium (Flanders and Capital Region) – only the departments that used blended learning within their teaching strategies. The survey was conducted from November 2014 until June 2015. The results of the inquiry agree with international studies that within blended environment, Cognitive Presence is highly related with deep learning (Akyol & Garrison, 2011; Akyol, Garrison, & Ozden, 2009; Garrison & Cleveland- Innes, 2005). Though, further research should be conducted, focusing on linking quantitative comparatives of the development of education and learning approaches.

Framework for Undergraduate Entrepreneurship Education in Australia: Preliminary Exploration

This study investigates engagement activities higher education institutions have been providing to develop a learning culture as well as entrepreneurship skills for undergraduate entrepreneurship education learners in Australia. This research is intended to explore changes and adjustments made in the curriculum of undergraduate entrepreneurship education programmes in selected higher education institutions in Australia due to uncertainties caused by COVID-19. We focused on six Australian universities offering undergraduate entrepreneurship programmes, which were purposefully chosen. Data and information were gathered from the universities’ websites, documents available from the same source, the universities’ structure of engagement activities, and their curriculum. Previous literature was referred to for models already proposed and executed. By considering the COVID-19 crisis as well as similar types of future uncertainties, the study has identified the necessity of implementing open innovation and experiential learning models in a blended environment and having strong IT infrastructure for sustainable industry-university collaboration to facilitate a learning culture and develop entrepreneurship skills in undergraduate entrepreneurship education learners in Australia.

Teachers‘ and Students‘ Attitudes Towards Blended Learning Effectiveness in Selected Colleges in Shandong Province

Blended learning is one of the most important ways of the educational process. Its advantages are due to the fact that it combines traditional and online learning. This study determined the students’ awareness, attitudes, and perspective of course effectiveness factors and the perspective and attitudes of the faculty teaching in the blended environment at the participating school. Generally, the over- all mean is interpreted that teachers integrated technology in their teaching. Overall, there is a significant difference between the attitudes of the teacher and student respondents towards the effectiveness of blended learning classroom environment. The result indicates that teacher and student respondents have different perceptions when it comes to their assessment of effectiveness of blended learning classroom environment. Also, when age is taken as test factor, the data indicates that teacher respondents have different level of assessments in terms of effectiveness of this kind of learning setup when grouped depending on their age. There are three major themes which emerged from the thematic analysis of the interviewees’ responses on the teachers’ observations on the attitudes towards blended learning effectiveness; effectivity of the combination of an online class learning and traditional in-class learning than using one-way delivery of information, blended learning improves learning of new skills and pedagogies, and low-speed internet and connectivity problems causes to reach difficulties with blended learning online resources.

Impact of the COVID-19 Pandemic on Chemistry Student and Staff Perceptions of their Learning/Teaching Experience.

In response to the COVID-19 pandemic, the University of Leicester introduced a blended teaching model to continue delivery of their undergraduate Chemistry courses in 2020/21. The transition from in-person to blended provided a good opportunity to investigate student engagement in the blended environment, along with the attitudes of faculty members adapting to this mode of delivery. Data from 94 undergraduate students and 13 staff members was collected using surveys, focus groups, and interviews and analyzed using the community of inquiry framework. Analysis of the collected data found that, while some students felt unable to always engage and focus with the remote material, they were pleased with the University's response to the pandemic. Staff members commented on the challenges of gauging student engagement and understanding in synchronous contact sessions because students did not make use of cameras or microphones but praised the array of digital tools available that helped to facilitate some degree of student interaction. This study suggests there is scope for continuation and wider implementation of blended learning environments to provide additional contingency for further disruption to on-campus teaching and to provide new teaching opportunities, and it also presents recommendations as to how to reinforce the community of inquiry presences in blended learning.