Blended Learning Approach Research Articles

Evaluating the effectiveness of blended learning in learning business courses in low-income economies

PurposeThis paper evaluated the effectiveness of blended learning of business courses in higher learning institutions (HEIs) in developing economies.Design/methodology/approachA survey, involving 215 learners, was used to collect data. A stratified sampling technique was used in this study. The data were analyzed using the PROCESS macro in SPSS.FindingsIn the blended learning approach, student attitudes, social presence, IT infrastructure and flexible learning are all favorable predictors of learner satisfaction. The impact of blended learning on learner satisfaction is further mediated by IT infrastructure, social presence and learner attitude.Practical implicationsHEIs need to invest in planning and resource mobilization in order to realize several benefits derived from the use of blended learning. For optimal learning outcomes, this should be combined with training on IT infrastructure usage for both facilitators and learners. In order to assist learners in developing competencies through consistent use, institutions should also invest in tailored blended learning technologies. In addition, emphasis should be placed on training all actors in order to better manage change.Originality/valueThis paper presents and ranks several dimensions for blended learning success in low-budget universities. In addition, the study contributes to the understanding of intervening variables necessary for enhancing the potential of pedagogy in maximizing learner satisfaction.

Educating future leaders to engage the challenges of a changing world: A blended-learning approach to character and leadership education at the University of Hong Kong.

How can a new generation of students be equipped to take up positions of responsibility in a dynamic global environment, serving as leaders and citizens who will further the good of societies around the world? As the institutions responsible for educating the next generation of citizens and leaders at a formative time in their intellectual and personal development, universities have an important role to play in shaping those who will shape society. While many universities emphasize their desire to raise up future leaders for our challenging times, programmes that actively seek to help students develop qualities of character required for responsible leadership are rare. This article discusses the importance of character in leadership education and draws on a case study programme at the University of Hong Kong, which made use of a creative combination of in-person and online learning to help students grow in their intellectual understanding of leadership as well as in the self-knowledge and virtues of character required to enact responsible leadership in their own lives. The article describes the pedagogical methodology that was employed and presents the results of an exploratory, quasi-experimental longitudinal study of the programme's impact, which was designed to establish proof of concept. The analysis of qualitative data supports the potential of such programmes to make a positive contribution to students' intellectual understanding of leadership as well as their leadership identity and ethical formation1.

Comparative Study of Online and Face to Face Instructions

The study highlights several key findings regarding the differences in students' perceptions between face-to-face (F2F) and online learning methods, using course experience questionnaires (CEQ) and online course experience questionnaires (OCEQ). Here's a breakdown of the findings and implications: The study found significant differences in several factors between F2F and online learning methods. These include the total score of the questionnaire, the factor of good teaching (GT), the factor of clear goals (CG), and the factor of appropriate assessment (AA). These differences indicate that students perceive distinct qualities and effectiveness in these aspects depending on the learning method. The lack of social interaction in online learning compared to F2F settings is suggested as a potential reason for these differences. According to constructionist theory, social interaction plays a crucial role in learning, potentially explaining why students rate factors like good teaching, clear goals, and appropriate assessment differently in online contexts. Interestingly, the study found that the factor of emphasis on independence did not show significant differences between F2F and online learning methods. This contrasts with previous research findings, which might be due to the increasing flexibility and adaptability of blended learning approaches where both F2F and online components are integrated. In summary, while online learning has become a prominent alternative due to the pandemic, this study underscores the importance of understanding and addressing the differences in students' perceptions and experiences between online and face-to-face learning environments.

Stakeholders’ Perceptions on Adoption of Blended Learning Approach in Tanzanian Secondary Schools

Integrating information communication technologies in education goes with many digital learning applications. Blended learning Approach (BLA) has been an important strategy that facilitates students’ learning. This study investigated stakeholders’ perceptions on the adoption of a blended learning approach (BLA) in Tanzanian secondary schools. Specifically, the study identifies stakeholders’ perception on the adoption of BLA in secondary schools, examines the learning environments that support the adoption of BLA in Tanzanian secondary schools and assesses the extent to which the BLA is used in secondary schools. Data were collected via self-administered questionnaire and interviews; the response of 620 participants were analysed. The results showed that participants adequately had confident perception towards the adoption of BLA on students’ learning; further, in the studied schools, learning environments were perceived to be supportive in the adoptions of BLA based on available devices and services; this will, later, positively facilitate the adoption and influence the increase of level of BLA usage among teachers and students. However, poor infrastructure, lack of institutional support and insufficient hardware and software facilities impinged the use of BLA. In conclusion, BLA is well perceived; thus, the resolution to the challenges would promote its application in the classroom.

Enhancing trauma care through innovative trauma and disaster team response training: A blended learning approach in Tanzania.

In Tanzania, inadequate infrastructures and shortages of trauma-response training exacerbate trauma-related fatalities. McGill University's Centre for Global Surgery introduced the Trauma and Disaster Team Response course (TDTR) to address these challenges. This study assesses the impact of simulation-based TDTR training on care providers' knowledge/skills and healthcare processes to enhance patient outcomes. The study used a pre-post-interventional design. TDTR, led by Tanzanian instructors at Muhimbili Orthopedic Institute from August 16-18, 2023, involved 22 participants in blended online and in-person approaches with simulated skills sessions. Validated tools assessed participants' knowledge/skills and teamwork pre/post-interventions, alongside feedback surveys. Outcome measures included evaluating 24-h emergency department patient arrival-to-care time pre-/post-TDTR interventions, analyzed using parametric and non-parametric tests based on data distributions. Participants' self-assessment skills significantly improved (median increase from 34 to 58, p<0.001), along with teamwork (median increase from 44.5 to 87.5, p<0.003). While 99% of participants expressed satisfaction with TDTR meeting their expectations, 97% were interested in teaching future sessions. The six-month post-intervention arrival-to-care time significantly decreased from 29 to 13min, indicating a 55.17% improvement (p<0.004). The intervention led to fewer ward admissions (35.26% from 51.67%) and more directed to operating theaters (29.83% from 16.85%), suggesting improved patient management (p<0.018). The study confirmed surgical skills training effectiveness in Tanzanian settings, highlighting TDTR's role in improving teamwork and healthcare processes that enhanced patient outcomes. To sustain progress and empower independent trauma educators, ongoing refresher sessions and expanding TDTR across low- and middle-income countries are recommended to align with global surgery goals.

Academic English course for the health sciences: evolution towards a flipped classroom

The transition from university face-to-face teaching to blended learning can be challenging. This educational design research study investigated the optimal design for a blended and flipped learning approach to a scientific English course and the impact on student motivation and learning of incorporating pedagogical principles from adult and work-based learning. Using student feedback and teacher reflections, we evaluated three iterative cycles of development from trialling of e-modules in a face-to-face course, to a fully online course, to a blended learning approach with a flipped classroom. We found that student participants were increasingly satisfied over time and conclude that the final course design is the optimal approach for our context. Integrating principles of direct interest from adult learning and involvement of current work supported participant motivation, while self-paced e-modules allowed direct application of new knowledge. Coherence between pre-class, in-class, and post-class activities in the flipped classroom helped ensure relevant learning activities.

A Community of Inquiry approach to learning design in a community-engaged learning program

The Medicine in Context (MiC) program is the flagship community-engaged learning and teaching program at the Western Sydney University School of Medicine. MiC students attend placements at community organisations, General Practice clinics and face-to-face tutorials and lectures for two fiveweek blocks. Responding to students’ lack of engagement and preference for more flexible delivery modes, a blended learning approach using the Community of Inquiry framework to guide the design has been gradually introduced since 2014. The MiC webpage was revised to simplify access to key information and resources. Five lectures were transformed into online modules and one workshop was converted into a flipped classroom. Multi-media open educational resources were added to replace some reading materials. Online “Weekly Study Guide” scaffolds, paces and aligns students’ self-directed learning with MiC learning outcomes. Moving program evaluation and some assessments to an online platform enables more timely feedback. These developments have resulted in novel, engaging learning activities. Preliminary evaluation indicates students’ greater engagement with the MiC program and deeper levels of learning indicated by increased levels of reflection and the demonstration of MiC learning outcomes being satisfied.

“It would be nice to have more than basic support”: A learning needs assessment survey of midwifery faculty in low- and middle-income countries of the Asia Pacific region

BackgroundThe provision of high-quality midwifery education relies on well-prepared educators. Faculty members need professional development and support to deliver quality midwifery education. AimTo identify development needs of midwifery faculty in low- and middle-income countries of the Asia Pacific region, to inform program content and the development of guidelines for faculty development programs. MethodsAn online learning needs assessment survey was conducted with midwifery faculty from low- and middle-income countries in the Asia Pacific Region. Quantitative survey data were analysed using descriptive statistics. Textual data were condensed using a general inductive approach to summarise responses and establish links between research aim and findings. FindingsOne hundred and thirty-one faculty completed the survey and a high need for development in all aspects of faculty practice was identified. Development in research and publication was the top priority for faculty. Followed closely by leadership and management development, and then more traditional activities of teaching and curriculum development. Preferred mode of program delivery was a blended learning approach. DiscussionHistorically, programs of faculty development have primarily focussed on learning and teaching methods and educational development. Yet contemporary faculty members are expected to function in roles including scholarly activities of research and publication, institutional leadership and management, and program design and implementation. Unfortunately, programs of development are rarely based on identified need and fail to consider the expanded role expectation of contemporary faculty practice. ConclusionFuture midwifery faculty development programs should address the identified need for development in all expected faculty roles.

Teaching pre-clinical medical students remotely in Nigeria post Covid-19 pandemic: can past experiences shape future directions?

PurposeOnline teaching has gained popularity in recent years, but changes have been slower to implement in Lower or Medium Income Countries (LMIC). The aim of this research was to build upon educators’ experiences of remote teaching during Covid-19 to inform the development of a blended learning approach for teaching pre-clinical subjects at the Faculty of Biomedical Sciences at Obafemi Awolowo University, Ile-Ife, Nigeria (OAU).MethodsThe Critical Incident Technique (CIT) was used in this exploratory study. Participants were invited to either complete an online qualitative questionnaire or take part in an online structured interview, which were hosted on Microsoft platforms. Data were obtained from eighteen educators and were analyzed using thematic analysis.ResultsFindings suggest that most educators (72%) continued to engage with remote teaching post-pandemic. All lab-based practical topics returned to being in-person, and teachers’ experiences highlighted that a new blended learning approach should focus on asynchronized online teaching of didactic subjects. Five main themes captured educators’ experiences and lessons learned regarding online teaching including: skills and training, teachers’ motivation and attitudes, internet and connectivity, learners’ behaviors, and socio-economic constraints.ConclusionFindings provided additional evidence on the way in which educators in LMIC would like to build upon the positive aspects of online teaching and move towards a blended learning model. However, the implementation of such an approach should consider students’ and faculty’s needs and socio-economic constraints.

Redefining Student Learning Identities

This paper presents a focused examination of a practitioner research case study, honing in on twelve college students in a class of thirty-seven, enrolled in a chemistry course within a blended learning framework. Over the course of two years, the research aimed to delve deeply into the impact of networked learning experiences on the learning identities of these students. Through meticulous exploration using in-depth interviews, significant positive transformations in the learning identities of these twelve students were unearthed. The research question guiding this work was to understand how the blended learning approach, which included an online networked learning component supplementing face-to-face learning, brought about a change in student learning. The study investigated the impact of online participation on the learning identities of the students and how, in turn, the class was generally affected by the transformation of student identities. By examining the interplay between online and face-to-face learning modalities, this research sheds light on the complex dynamics shaping the learning experiences and identities of college students in blended learning environments. Distinctly, the investigation identified two main components of the student learning identity. These are the academic and positional sub-identities. The academic identity transformation was particularly noteworthy, revealing an emergent sense of control, agency, empowerment, and competence as a result of the students embracing online collaborative learning. Simultaneously, the research brought to light changes in the positional identity, encompassing persona-related, acted, and relational identities. The interplay of these identities within the class fostered a profound sense of belonging, of being valued, and connectedness among the students, extending its influence into the face-to-face learning contexts.The findings emphasize that networked learning collaborative skills not only enhance traditional educational practices but also play a key role in effecting positive changes in students' learning identities. The integration of online collaborative learning within traditional educational settings emerged as a catalyst for fundamental transformations in how students perceive and engage with their learning processes. The research contributes to knowledge on the impact of digital pedagogies on learning identities and suggests that educators can use online collaborative learning experiences to cultivate a more profound impact on students' learning identities and engagement, thereby enriching both theory and practice in education. It offers valuable insights on fostering dynamic and empowered learning environments to educators.

Factors affecting students’ concept retention in learning science online using instructional videos

Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.

CHARACTERISTIC FEATURES OF THE INTRODUCTION OF DIGITAL TECHNOLOGIES IN ENGLISH LESSONS FOR PROFESSIONAL COMMUNICATION

The article is devoted to the problem of using digital technologies, describes their positive aspects and presents some modern pedagogical tools in the process of learning English for professional purposes.The author explores the potential of using widespread software such as editorial and publishing applications such as blogging platforms: WordPress and Blogger, podcasting services such as Podomatic; platforms that serve as repositories and sharing environments for videos, slides and images, such as Flickr, YouTube, Vimeo and Slideshare; tools for collaborative accumulation of information and publications such as wikis; learning management systems such as Moodle; social networking tools such as Twitter and Facebook or the alternative for educational use Edmodo.Online games, wikis and blogs are explored, where games have always been used in language classes, but recently the concept of gamification has been applied to justify its introduction into the educational process. The role of the Internet as an authentic environment where English teachers conduct the educational process, enhance their professional development, and search for new materials and ideas for their classes is clarified.The global Internet helps students to implement autonomous learning and search for material for personal growth according to their own needs.A blended learning approach combines classroom learning with online learning, as well as synchronous (e.g. Skype, video conferencing rooms) and asynchronous (discussion groups, blogs, learning management systems, etc.) communication tools, which helps to increase learning efficiency.Modern information and communication technologies ensure active, creative learning of new material by students and allow them to present material at a new and higher level.

Impact of Online Teaching and Learning on Perception, Satisfaction and Learning Outcome During COVID-19

The study was conducted to find the Impact of Online Teaching and Learning (OTAL) during COVID-19. Moreover, the perception, satisfaction and outcome were the major factors of the study. Study consisted of four objectives and four hypotheses. The population of the study comprised of the undergraduate students of the University of the Karachi. The sample consisted of 100 respondents who were randomly selected from the different departments of the University of Karachi. A questionnaire, consisted of 30 items, was developed and used for collecting data with five points likert scale. The questionnaire was filled using interview method. Responses were recorded by the researcher and tabulated for interpretation. The collected data were tabulated, calculated, analyzed, and interpreted in the light of objectives of the study. The findings reveal that though online learning was introduced due to Covid, but it had a positive impact on teaching /learning approaches at universities academia as well as students’ academic growth and development. The study will benefit all concerned stakeholders to improve teaching and develop students’ motivation for online engagement at the higher education level. The implications, limitations, discussion, and recommendations for future research will be incorporated. New themes were discussed, such as the use of artificial intelligence (AI) and blended learning approaches to improve the OTAL. Moreover, recording and uploading the lectures would also be beneficial for further use.

Blended Learning for Aviation School

Blended learning has been identified as a highly promising instructional approach within vocational education institutions. The objective of this study is to examine the disparities in speaking skills learning strategies between traditional (face-to-face) instruction and blended learning. Additionally, the study seeks to ascertain the impact of these learning strategies on students' speaking abilities in both traditional and blended learning environments. The present study employs a quantitative research approach, utilizing an experimental design. The sample for this study comprised 120 cadets, with 24 cadets representing the Medan Aviation Polytechnic and 96 cadets representing the Surabaya Aviation Polytechnic. The results of this study suggest that the mere adoption of technology and the removal of the traditional classroom setting do not suffice in establishing an optimal learning environment for individuals learning a second or foreign language. Nevertheless, there exists a considerable opportunity to amalgamate conventional educational settings with contemporary technological advancements in order to enhance students' academic achievements across various abilities and sub-skills, with a particular emphasis on oral communication proficiency. Based on the results obtained from the study, it is possible to draw the following conclusions: 1) A statistically significant disparity exists in the proficiency of English speaking skills when employing the blended learning approach. 2) A statistically significant discrepancy is observed in the proficiency of English speaking skills for the experimental group, thereby corroborating the efficacy of post-implementation learning strategies.

Assessing the clinical reasoning skills of 4th year medical students in Batna

Aim. With the aim of examining the performance, commitment and perception of 4th year medical students in Batna - Algeria with regard to an interactive preparatory tool used in a flipped neuromeningeal infection course and to compare results with other types of teaching including blended as well as distance learning during COVID19. Methods. we conducted a prospective, evaluative, experimental before-and-after study with comparison maneuvers. Through this study, the success rate of external students 2022-2023 receiving "Reverse Classroom" teaching applied on group A was compared to the success rate of external students of the same year receiving "mixed teaching" applied on group B and to the success rate of external students of the year 2020-2021 (During COVID 19), receiving only "online teaching in downloadable papers" applied on group C consisting of 2 subgroups . All students in group A and B have access to a traditional downloadable paper document coupled with an enhanced e-learning tool including a video. We briefly evaluated this interactive tool during a 01:30-hour lecture in the form of a clinical case, with the same amount of dedicated class time for both subgroups. Results: Overall, our evaluation showed that the use of the flipped classroom approach is appreciated by students and helps them to learn, understand and retain the essential notions of the course, objectively demonstrated by their response to question 2, 3 and 4, and whose acquisition of the course reached 60% (33.3, 37.1) and 80% (56.0, 49.4) respectively for the A1 and A2 group. The majority asked to adopt it in nearly 67% of cases, which has been reported in studies other. Similarly, our results show the importance of having direct contact with a teacher and feedback during a lecture, and of not exclusively carrying out distance learning without direct contact interaction and feedback. Conclusion: The flipped classroom defines a blended learning approach in which core content is transferred to students to engage them in active learning exercises during class time.

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Continuing medical education for attending physicians in anesthesia: Feasibility of an innovative blended learning approach.

Continuing medical education plays a pivotal role in fostering and upholding the standard of excellence in medicine. Both SPOC (small private online course) and BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) methodologies are rooted in the same educational and learning theories, emphasizing active student engagement, interaction, and feedback. Using ultrasound-guided spinal anesthesia as an exemplar, we aimed to investigate the feasibility of blended teaching (combination of BOPPPS and SPOC) for anesthesiology clinicians and explore trainees' and trainers' perspectives towards the innovative method. Twenty-seven attending anesthesiologists were randomly divided into experimental group (n = 14, blended teaching method) and control group (n = 13, traditional teaching method). The questionnaire was administered before and a week post-training. Their operative skills (measured by operation time) were assessed. The students' cognitive evaluation of the blended teaching mode was conducted in the experimental group. The experimental group demonstrated notably higher theoretical scores compared to the control group [(46.42 ± 5.345) vs (41.92 ± 5.219), t = 2.213, P < .05]. The operation time in the experimental group was significantly shorter than that in the control group [(84.79 ± 28.450) seconds vs (114.23 ± 35.607) seconds, t = -2.383, P < .05]. Most participants preferred blended learning as it was more effective than traditional learning. Suggestions for enhancement included enhanced online interactivity with trainers and the inclusion of case analysis. Integration of blended teaching incorporating BOPPPS and SPOC methodologies holds promise for enhancing the efficiency of skill training among anesthesiologists. Blended learning may become a viable and well-received option among anesthesia clinicians in China.

The Impact of Foreign Language Anxiety on EFL Learners’ Attitudes Towards Blended Learning

This study investigates the attitudes of Saudi English as a foreign language (EFL) learners toward blended learning and explores the impact of foreign language anxiety on shaping these attitudes. The study sample selected purposively consisted of 118 participants. A quantitative research approach was employed, utilizing a self-reported questionnaire to assess learners&amp;rsquo; foreign language anxiety and their attitudes toward blended learning. The study yielded the following significant findings: First, the results revealed that EFL learners exhibited positive attitudes toward blended learning. Second, findings indicated that EFL learners involved in blended learning exhibited a moderate level of foreign language anxiety. Third, the study revealed that foreign language anxiety had no significant impact on the following four key constructs of attitudes toward blended learning: flexibility, study management, classroom learning, and online interaction, as well as overall attitudes. However, it was observed that the high-anxiety group exhibited more positive attitudes toward online learning and technology in blended learning compared with the low-anxiety group. These findings have pedagogical implications for educators and practitioners designing and implementing blended learning approaches in EFL classrooms. The study results recommend integrating blended learning in higher education, taking into account high-anxiety learners&amp;rsquo; preferences of two aspects of blended learning: online learning and the integration of technology.

When failure is not an option: a police firearms training concept for improving decision-making in shoot/don't shoot scenarios.

Sometimes, policing requires a quick and correct assessment of potentially hazardous situations. The training of tactical gaze control and visual attention, and its positive impact on efficient shoot/don't shoot decisions in police cadets' use of firearms has recently been demonstrated. On this basis, we designed an individual videobased police firearms training that was grounded on the Four-Component Instructional Design Model (4C/ID). We shifted toward an individual blended learning approach where we applied an intervention training focused on situational awareness, tactical gaze control, and visual attention. In a preregistered lab experiment, N = 45 senior police officers were randomly allocated to the intervention training or an active control training that resembled a traditional police firearms training. Both groups watched a self-produced educational video before proceeding to the practical training in our indoor firing range. In a pre- and post-test, they engaged in realistic shoot/don't shoot video scenarios. Both groups did very well regarding decision-making, the optimal muzzle position, and the tactical conduct to keep both eyes open before shooting. Although both groups performed on a comparable level in the pre-test's shoot scenarios, the intervention group significantly improved their response times and time until the first hit. Overall, we were able to provide an adapted, didactically based police firearms training that supplements current standards. We demonstrated that experts are still susceptible to innovative training concepts and therefore substantiate the recommendation to devote more attention to approaches that emphasize the importance of situational awareness, tactical gaze control, and visual attention in police firearms training.

Effect of blended learning approach on secondary school learners’ mathematics achievement and retention

AbstractThe study investigated how blended learning affected secondary school students’ achievement and retention in mathematics. The study used a non-equivalent control group pre-test-post-test quasi-experimental design. The participants in the study were learners drawn from two secondary schools purposively chosen. Using a simple random sampling technique, the SS 1 classes from each school were then divided into experimental and control groups. Learners in the experimental group utilised the blended learning approach, whereas those in the control group utilized the conventional method. The groups received a pretest in week 1, followed by a 4-week intervention period. A posttest was administered in week 6, and a retention test (post-post-test) occurred 4 weeks after the posttest. The Mathematics Achievement Test (MAT), which has a reliability score of 0.86, was used for data collection. Data were analysed and the study questions were reported using the mean and standard deviation, and the hypotheses were tested using analysis of covariance. Results revealed that learners tutored mathematics utilising blended learning improved their mathematics achievement and retention scores more than learners tutored utilising the conventional means. Results indicated no significant gender disparity in the mean achievement scores of learners tutored mathematics utilising blended learning. Results also showed a significant gender difference in the mean retention scores of learners who learnt mathematics using blended learning, favouring female students. Based on the findings, recommendations were made.