Blended Learners Research Articles

Comparing Blended and Online Learners’ Self-Efficacy, Self-Regulation, and Actual Learning in the context of Educational Technology

In this quantitative comparative study, we explored the differences in technology integration self-efficacy, use of self-regulated learning strategies, and actual learning between preservice teachers enrolled in blended sections (n = 275) and online sections (n = 50) of the same introductory educational technology course. The results revealed that preservice teachers enrolled in the online format of the course reported a significantly higher level of using time management strategies, but a significantly lower level of employing help-seeking strategies compared to preservice teachers enrolled in the blended format of the course. However, no significant differences in technology integration self-efficacy and actual learning existed. Results offer insight for designing educational technology courses that align with the needs of both online and blended learners and preparing preservice teachers that likely will be responsible for facilitating blended and online learning with their own students.

Factors influencing online learning fatigue among blended learners in higher education

This cross-sectional study aims to investigate the factors influencing the levels of online learning fatigue among blended learners in higher education amid the post-pandemic era. In this context, a total of 347 college students voluntarily completed an online questionnaire, including the Online Learning Fatigue (OLF) Scale, to determine the fatigue levels and to examine the three-level construct of the OLF. The gender preference in the seven OLF subscales supported the literature that women are more prone to be fatigued. Additionally, the findings supported the structural relationships between the seven factors of the three-level construct of the OLF and produced results that support the theoretical framework for the model to scrutinize online learning fatigue levels in higher education. The regression analysis results supported that information equivocality was a significant predictor of information overload, and that the system complexity and system pace of change were significant predictors of system feature overload. Finally, it supported the three-level construct of the OLF, supporting the notion that system feature overload, communication overload, and information overload are significant predictors of LMSs fatigue. Considering the limitations, the factors that should be addressed to form well-structured online learning settings are scrutinized, and theoretical and practical implications are discussed.

The Impact of Online Learning In The Internal Medicine Rotation Among Medical Clerks During The Covid 19 Pandemic and Lockdown

Background: The impact of online learning during internal medicine rotation among graduating medical students was evaluated during COVID 19 pandemic. Objectives: The study aimed to gauge acceptability of a self-directed learning, recognize frustrations, identify coping mechanisms, assess rate of learning, evaluate study habits and appraise level of readiness in handling actual patients later in practice among graduating medical clerks. Methodology: An ambispective cohort design study involving both retrospective and prospective follow-up of respondents. The retrospective component involved blended learners with clinical experience (Group 1). The prospective component included online learner with clinical experience (Group 2) and online learner without clinical experience. Results: Group 1 showed that they favor pure traditional learning over pure online learning in contrast to the other 2 groups which rated acceptability of online learning high. All groups had high levels of frustration with their inability to experience actual patient exposure, had moderate to high level of coping mechanisms, and rated high the traditional learning and blended learning methodologies. In contrary, all groups rated low to moderate contributions of online learning to their learning. Group 3 had a significantly higher mean overall readiness score compared to the two other groups. Conclusion: The study showed the different levels of impact of online learning to the different population of medical clerks in terms of its acceptability as an alternative way of learning. Actual patient exposure is of main concern while different coping mechanisms maximize knowledge acquisition. Key words: Online learning, self directed, COVID 19 pandemic, Medical clerks

ONLINE COMPONENT CHALLENGES OF A BLENDED LEARNING EXPERIENCE: A COMPREHENSIVE APPROACH

This study aims to investigate: (1) the construct validity of the “Blended Learners’ Online Component Challenges” BLOCC scale. (2) the internal reliability of the scale, and (3) the differences between blended learners’ online component challenges according to different socio-demographic variables for Sport Science students. The sample of the study consisted of 263 students enrolled in blended learning classes at the School of Sport Sciences/ University of Jordan. The BLOCC scale was used to collect the required data. The scale measures the four different online component challenges; (1) Self-Management Challenges (SMC), (2) Technology Competency and Literacy Challenges (TCLC), (3) Student Isolation Challenges (SIC), and (4) Technological Sufficiency and Complexity Challenges (TSCC). BLOCC scale proved to be valid and reliable (four items were omitted); The overall fit statistics for the hypothesized four factor model (χ2 (df = 2.69) = 603.47, p < 0.001, (RMSEA) = .08 indicated a moderate and acceptable fit to the data representing the latent factor structure. Discriminant validity ranged between .53 and .70., Item-to-total correlation (.55 and .72), Cronbach Alpha (.72 and .86), and composite reliability (.74 -.95). Results of the study revealed that male students, students who have no internet accessibility, and those who have no previous experience in blended learning classes, all encountered significant higher levels of all BLOCC subscales. Older students (26-30 years old), and those with the lowest total income/ month (< 500 JD) encountered significant levels of TLCC and TSCC. Students with lower literacy in computer skills level encountered significant differences in SMC, TLCC and TSCC. We encourage future studies to propose and implement curative approaches to face such online component challenges.

Use of live chat in higher education to support self-regulated help seeking behaviours: a comparison of online and blended learner perspectives

Help-seeking is an essential self-regulatory and metacognitive skill. In the online learning environment, much of the learning is self-directed and there are generally less opportunities to receive help in real time. The uses of email and discussion boards are the most common method of seeking help in these environments. The current study explored students’ perceptions of the use of live chat technology for online academic help-seeking within higher education, with a focus on comparing online and blended learners’ perspectives. Participants were 246 students who were studying psychology online (n = 91) or in blended learning (n = 155) environments. The live chat technology was well received by both groups, especially for its ability to provide instant, real-time, and convenient help. Live chat was particularly well received by online learners, who were more satisfied, felt more cared about by the teaching team, and would be more likely to recommend it to others than blended learners. Further, online learners reported that live chat gave them better access to staff, and felt that this feature was a good approximation for more traditional face-to-face conversations. As an online, synchronous, private help-seeking tool between student and teacher, these findings provide a strong endorsement for the use of live chat in higher education, particularly for online learners.

How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners

The literature regarding formative assessment and Self-Regulated Learning (SRL) has focused on the ways in which formative assessment improves SRL. This study, on the other hand, evaluated whether SRL characteristics impact successful engagement with formative assessment, and subsequent summative performance in both online and blended learning contexts. Ninety-six blended and 85 online learners completed a formative assessment task, received feedback, and then resubmit the assessment for a summative grade. Overall, while there were differences between learning contexts, SRL, and performance, many variables were not significant predictors of performance. Online learners who were confident, managed their time well and regulated their efforts saw the greatest benefits, though these effects were small when viewed individually. Blended learners, to a lesser extent, also benefited from confidence and effort regulation. To the authors' knowledge, this is the first study to test SRL characteristics as drivers of performance during a formative task across two learning contexts.

Video Recorded Presentations (VRP) and their impact on students’ learning: A mixed method research on blended mode programs at MNU

Accommodating technology and flexibility in distance education have been part of higher education in the last decade at several higher education institutions of the Maldives. Blending technology in teaching and learning has increased higher education opportunities across the Maldives. This study was conducted to explore the impact of Video Recorded Presentations (VRP) on students’ learning when used as an assessment tool for blended learning students of the Maldives National University(MNU). Adopting a mixed method approach, the study was conducted among students involved in blended learning, who had submitted assessments using VRP. Lecturers from MNU who assessed the VRP contributed to the study by adding their observation on students’ learning from the videos. The students were chosen among learners who submitted assessments using VRP from July 2017 to the end of 2018. Both groups, students and lecturers, expressed that the use of VRP as an assessment tool increased student’s confidence in their presentation skills and provided the opportunity to self-evaluate and submit the best performances. Although there were challenges in VRP recording and submission, students and lecturers found it as a convenient alternative method for in-class presentations that allow useful learning opportunities for blended learners.

Leveraging Mobile Communication App to Enable off Classroom Learning-Anatomy

Introduction:The study of Medicine is one of the primarily taxing and tedious disciplines of study. Aassimilation of intense knowledge and acuminating various skills in a short tenure is one of the challenges faced by students making learning more by rote, short-term and exam oriented. This study intended to explore an alternative innovative method for ensuring off classroom teaching-learning process. Aim and objectives: To study response of students towards learning with the aid of mobile communication app. To analyse both the impact of this teaching mode on self-directed learning and academic performance. To compare the academic performance of Blended Learning group with Traditional Learners.Subjects and Methods:Single observer interventional study was carried out among First year MBBS students. Group I students received traditional teaching (TL group n=80) while Group II students included Blended learners (BL group n=120) who received Traditional teaching and Mobile teaching. Both the groups were evaluated at periodic intervals by same assessment methods, mean of their academic scores were compared using t- test. In addition BL group was also administered an online questionnaire using five-point Likert scale to assess their perception with regards to the mobile teaching-learning process.Results:BL group students agreed that this mode of teaching-learning was beneficial encouraged them to read more than their regular also helped in developing their analytic skills. The academic results of the BL group though higher than TL group did not show statistical significant difference.Conclusion:This innovative method can be adapted in teaching other subjects at different levels of medicine curriculum.

The effect of tutor-specific and other motivational factors on student retention on Icelandic Online

This article presents an analysis of tracking and survey data collected over eight years on 400 users of one of seven Icelandic Online (IOL) courses: IOL 2; an open online program in Icelandic as a second language. The course is offered in three delivery modes; blended, distance, and open self-directed mode. This article introduces the second phase of a three-tiered mixed-method study and follows up previous findings on IOL that drew on tracking data from 43,000 learners, which revealed overall low completion rates and that the blended mode is more effective in retaining learners than other modes (Friðriksdóttir, 2018). The main goal of the current study is to identify factors which may affect student retention on IOL, and which may explain why the blended mode is more effective. This study attempts to assess whether (a) the initial goal to complete a course and (b) certain tutor-specific factors influence retention, and also to investigate (c) self-reported motives that drive learners towards completing. The findings reveal that the intent to complete is a significant predictor of course completion and that the majority of blended learners had the initial goal of completing. Furthermore, the study illuminates that most of the learners in the tutorial modes report that tutor-specific factors were important in motivating them. Finally, course completers report diverse reasons for completion; the majority of the blended learners are driven in their goal to complete by the credits offered.

Who can benefit more from massive open online courses? A prospective cohort study

BackgroundMassive open online courses (MOOCs) are innovative courses that have aroused great interest in the field of nursing education. However, most studies have focused only on the benefits of MOOCs rather than the issues and how to ameliorate them. ObjectivesTo compare the differences between the “blended learners” (who studied at a university and via a MOOC) and “social learners” (MOOC-only learners) in course completion, participation, performance, and online interactions. DesignA prospective cohort study. Settings and participantsThe participants were social and blended learners registered on a 16-week Health Assessment MOOC on a Chinese MOOC platform. MethodsThe data were collected from the MOOC learning records. The participants were categorized based on their participation: Committed learners (participated in all topic tests and the final exam), Early dropout learners (initially participated but did not finish the course), and Other learners (the remainder). The differences in course completion, participation, performance, and online interactions (in three case discussions and free discussions) between the blended and social learners, and among the three participation types, were assessed. ResultsAt total of 4106 participants registered, comprising 57 blended and 4049 social learners. The completion rates for blended and social learners were 100% and 7.14%, respectively. The blended learners showed stable participation rates over the course (χ2 = 0.190, P = 0.663) while the social learners showed a trend of high to low participation (χ2 = 179.602, P < 0.001). The blended learners had better performance than the social learners (all P < 0.05) except among the committed learners. The blended learners also had more online interactions than the social learners (χ2 = 25.107, P < 0.001). The Early dropout and Other learners among the social learners participated more in the free discussions than the case discussions (P < 0.001). ConclusionBlended learners benefit more from MOOCs than social learners, and online-to-offline blended approaches are recommended for future nursing education.

Ubiquitous interaction for ESP distance and blended learners

Purpose The purpose of this paper is to analyse some effective e-tools and interactive tasks to enhance language acquisition and competence building in today’s English for specific purposes (ESP) students in higher education programmes. Design/methodology/approach There are countless learning methods, often supported by the access of ubiquitous learning materials, which improve students’ engagement, group interaction and independent learning skills in foreign language learners. More frequently, students become successful, independent and cooperative creative learners by means of participating in multimodal virtual learning platforms that would help them to improve a variety of competences. This study is based on English applied to social work, a compulsory subject offered either in a blended (b-learning) or a distance (d-learning) learning environment as part of the degree in social work. It combines its correspondent course book with digital content and multimedia tasks. Findings Results suggest that a ubiquitous practice for ESP b/d learners can be innovative and successfully competence-addressed when implementing interactive learning tasks that can combine individual and group work inside and outside the classroom hours. Originality/value The challenge of this research is to integrate a ubiquitous learning approach so that students would interact more and, consequently, enhance their communicative language skills, both in b-learning and d-learning environments.