Blended Learning Approach Research Articles

Harmonizing Pedagogy and Technology: Insights into Teaching Approaches That Foster Sustainable Motivation and Efficiency in Blended Learning

This study aims to investigate the impact of blended learning strategies on various student outcomes in Vocational Education and Training (VET) contexts, addressing gaps in the existing literature and informing the refinement of blended learning approaches to enhance educational experiences. The main goal of the study was to explore the impact of teaching approaches used on student attitudes, satisfaction, motivation, and the workload of VET students. Data were collected from 106 students across seven VET programs through an online survey. The findings reveal that collaborative learning significantly enhances student engagement and satisfaction, while the integration of technology in blended learning environments improves educational experiences. However, challenges such as perceived overload are acknowledged. The study also highlights the critical role of assessment and feedback in fostering student satisfaction and competence. Based on these results, the study recommends enhancing collaborative learning through strategic support for diversity and technology integration and optimizing assessment and feedback mechanisms to improve engagement and reduce stress. These recommendations aim to refine blended learning strategies in VET, contributing to better educational outcomes and addressing the identified gaps in the literature.

A study of factors affecting pass rates of level 5 written assessments for undergraduate adult nursing students.

A retrospective cohort study was conducted, on second-year adult nursing students who submitted written assignments, to analyse recurring patterns that could explain the failure rate. Data were analysed from 265 university students to identify patterns of association in demographics, module results and student engagement indicators. A positive correlation was found between age and assignment results, with older students achieving higher grades. Clustering identified three patterns of student engagement. Students demonstrating engagement with all aspects of the course (30.2%) performed significantly better than those in other clusters (P<0.001). Students with disabled student support recommendations performed notably worse than those without. All sizeable differences were resolved following the return to campus and the implementation of additional writing support. Age, cross-medium engagement and preparation were all shown to have an impact on marks. These findings can influence how higher education institutions drive and monitor engagement, as this study suggests that all parts of a blended learning approach are equally important.

Innovative Sunday School Strategy Shaping the Character of Generation Alpha

This research explores innovative strategies to shape the character of Generation Alpha within Sunday School settings, addressing the challenges posed by technological advancements and generational shifts. Employing a qualitative approach and thematic analysis, the study reviews literature on Sunday School innovations, technology integration, character formation, and project-based learning. It identifies key themes: the historical origins of Sunday Schools, the integration of technology in Sunday School learning, character education through storytelling, and project-based learning. Findings underscore the significance of Sunday Schools in shaping moral character and adapting to contemporary needs. Examples of effective technology-based learning media are discussed, emphasizing the importance of aligning content with Christian values. Project-based learning is highlighted as a means to internalize Christian values and promote empathy and responsibility. Blended learning approaches are suggested to enhance motivation and engagement. This research contributes insights and recommendations for educators and church leaders to effectively mold the character of Generation Alpha within Sunday School contexts.

The Performance of the Junior High School Students in Online Learning and Blended Learning Approach

The study identifies and examines the performance of the junior high school students in the Blended and Online learning approach. The purpose of the study is to compare the academic performance of the Junior High School students between the two modes of learning: Online learning and blended learning. The 2019 Pandemic has forced students to take online classes, increasing their stress levels and negatively impacting their academic performance. This issue urges the development of a mechanism to make online learning more effective in this nerve-racking time. By the year 2022, Arellano University implemented blended learning as other schools do so. Students attend in-person or face to face classes and online classes. The respondents in this study are the Junior High School Students of Arellano University Plaridel Campus. This will be a quantitative research, specifically the Ex-Post-Facto Research Design. The respondents are not assigned or not randomly selected. The mean of the grades of the students in blended and in online learning in three subjects will be determined and compared using the t - test. Based on the data gathered, it has no significant relationship between the performances of the three subjects. This implies that the learners’ performance is not affected by the learning approaches used in teaching. This indicates that all throughout the school year online or blended learning doesn’t affect the grades of students. Strategies/Methods in teaching that can attract the students’ interest were recommended. Teaching lessons in the simplest way may help the students to understand the lessons easily.

PENDIGITALAN KANDUNGAN STEM UNTUK PELAKSANAAN MODEL TERADUN: PANDANGAN GURU TERHADAP KEBERKESANAN BENGKEL LATIHAN

This study aims to implement a blended STEM learning approach to the topic of Climate Change. Teacher training on blended STEM learning approaches is conducted online. This study involves five Science option teachers who teach Biology from Kedah secondary schools. Data were collected through semi-structured interviews and analyzed using thematic analysis methods. Based on the findings, teachers are ready to implement blended STEM learning in terms of practice, concern and content pedagogy technology knowledge. Upon completing this teacher training, teachers can address environment structuring, goal setting, time management, help-seeking, task strategies, and self-evaluation in their teaching practices. Teachers who master the concept of blended STEM learning can explain the characteristics of diverse technology applications and can choose how to implement blended STEM learning related to the topic of climate change. This teacher training has produced teachers who can make decisions, are confident and able to monitor their actions to apply blended STEM learning in various topics, activities and use of online technology. Teachers can diversify activities and be more creative by adding different digital applications to use on other topics that can be modified according to student's needs and abilities. Therefore, teacher training to implement this blended STEM learning approach helps teachers to implement effective blended teaching and learning for the topic of Climate Change.

Blended Learning in EFL Programs in Yemen:

Blended learning (BL) has gained popularity in English instruction due to its ability to improve students’ learning outcomes and motivation. This study investigated Yemeni EFL students’ perceptions of learning English and the impact of using BL on their attitudes toward English learning. The sample comprised 51 Yemeni EFL students who received instructions at Resalty Academy, and data was collected from them using a questionnaire. Findings highlighted the effectiveness of BL in improving English language learning. The outcome of the study support EFL teachers in Yemen in developing tailored programs to meet the specific needs of their students. Based on the findings, it is safe to argue that implementing BL strategy in English language instruction enhances EFL students' perceptions of BL usefulness and ease of use, potentially leading to increased engagement and motivation in learning. Teachers and institutions are encouraged to prioritize integrating the BL approach into English language curricula to improve the overall learning experience for EFL students.

What are the experiences of student nurses with online learning? Do they have the necessary digital and technological competencies?

Background and objective: Student Nurses have been conventionally and predominantly taught face to face for several decades. A recent surge in teaching student nurses online in the last decade has been expedited by the onset of the covid-19 pandemic. A significant number of research on online learning, focuses on its effectiveness from an educator’s perspective. Exploring student nurses’ experiences with online learning in relation to their digital and technology skills readiness is pertinent to informing a student-led pedagogy. The research aims to explore the experiences of student nurses with online learning and if they are digital and technology skills ready for online learning or not.Methods: The study is a descriptive qualitative research, which utilises Interpretative phenomenological analysis and hermeneutic Interpretative phenomenology. Four pre-registration student nurses in a university in the South-East of England were recruited for the study. Individual face-to-face tape recorded semi-structured interviews were conducted with verbal and written consent from participants. Data collected was concurrently transcribed and analysed. Preliminary codes were given to the collected data to describe the contents. Interviews were then searched for patterns in the given codes from the transcripts. The themes that emerged were reviewed and refined with written up verbatim quotations from participants to support interpretations. A reflexive diary was kept by the researcher throughout the research, to reduce the likelihood of biases. Results: The themes that emerged from the collected and analysed data indicated that student nurses were digital and technology skills competent to engage in online learning. Online learning was deemed beneficial by all students although a preference for face-to-face learning was reported. Factors that inhibited students from fully engaging with online learning included internet hitches and the inability of nurse educators to use technology. A lack of effective communication between lecturers and students during online learning also marred the experiences of students. Environmental distractions at home and a lack of support from peers and lecturers during online learning were further cited as inhibitors for online learning.Conclusions: The Nursing and Midwifery Council (NMC) requires qualified nurses to have sound technology skills for care delivery. Considerations for online learning must include a prior technology skills competence assessment. The approach will ensure a level playing field for all students who engage in online learning. The appropriate support and interventions can be put in place for students who may not have the prerequisite level of technology skills to engage in online learning. Findings supports a blended learning approach with a student led digital and technology skills baseline assessment, prior to online learning. The approach will ensure a successful co-creation with an amalgamation with pedagogy.

Value of a blended learning supervision course at the advanced level: Supervisors’ experiences

Aim: To explore what experiences specialist nurses and midwives have with a blended learning course (digital course component one and physical course component two) to develop their supervisory competence. Methods: A qualitative descriptive design with two focus group interviews (n=9) and written reflections from participants (n=70) from five courses conducted in 2021 and 2022. Findings: Thematic analysis revealed two main themes: 1) The value of blended learning in a clinical supervision course and 2) Areas for improvement. Participants experienced a profound learning outcome through the acquisition of theoretical knowledge digitally during part one of the course, followed by in-person engagement in simulation-based learning activities in part two. Specifically, the participants gained a heightened awareness of the complexity of supervision and increased confidence in using communication tools through simulation. The challenges faced in the digital part of the course highlighted the need for technical improvements, emphasizing the importance of improving flexibility and development of an application for easy access to learning resources. Conclusion: The findings indicate that the blended learning approach enhanced supervision competence. The online component facilitated a more profound learning experience in the in-person simulation-based course. Recommendations for improvement centered on simplifying content and introducing greater flexibility and accessibility in the digital part of the course.

Dental students in an orthodontic course flipped classroom: A semi-experimental study on knowledge, practice, attitude, and satisfaction.

The purpose of this study was to determine the students' attitudes before and after the flipped classroom, and the effectiveness of this method to promote the students' lateral cephalograms tracing abilities, students' satisfaction and their final exam scores. This is a single-group quasi-experimental research conducted on dental students of Shiraz University of Medical Sciences (SUMS), Iran in 2019. The intervention was carried out in a blended learning approach with the flipped classroom model. Thirty-five fourth-year dental students participated in a flipped classroom held during a semester for the lateral cephalograms tracing course. The students were provided with the educational materials before the class time through multimedia learning tools and the class time was devoted to discussions. The students were asked to fill out four questionnaires (pretest/posttest attitudes, pretest/posttest self-assessments of theoretical knowledge and practical skills in cephalograms, posttest of satisfaction from quality of the course, and posttest of students' views about effectiveness of blended learning tools) and final exam scores of students. Students' attitudes toward e-Learning were improved after the flipped classroom and the quality of this method was acceptable to the students (p < .001). Their self-assessment of theoretical knowledge and practical skills were promoted (p < .001). While all blended learning tools averaged more than the cut-off-point, short lecture (5.11 ± 0.98) and live feedback (4.98 ± 1.07) were considered to be the most efficient interactive tools. It seems that the flipped classroom has a positive effect on increasing students' knowledge, attitude, and satisfaction. In general, this method of learning seems to be favored by dental students. The findings showed that blended learning had a positive effect on increasing knowledge, performance, and satisfaction among dental students. Therefore, blended learning as a reliable method might be used in training dental students.

A Comparative Study on The Perception of Parents and Teachers on Blended Learning Approach in The Division of Taguig City and Pateros

As technology advances and educators recognize the benefits of integrating digital tools with traditional teaching practices, blended learning has grown in popularity in a variety of educational settings. It provides a flexible approach that can be tailored to various subjects, grade levels, and student populations, paving the way for more dynamic and effective learning experiences. Technology is essential in blended learning. Teachers supplement the learning process with a variety of digital tools, multimedia, and interactive resources. This incorporation of technology enhances student engagement and fosters creativity in the learning experience. Students benefit from the flexibility of blended learning in terms of time and location. They can study at their own pace and on their own schedule by accessing learning materials, resources, and assignments online. This adaptability is especially useful for students with diverse learning styles and demanding schedules. The study determined the level of agreement on blended learning among Teachers having a student with special needs and parent having a child with special needs inside the classroom in the Division of Taguig during the school year 2022-2023. The study used a quantitative approach, specifically a comparative analysis, to investigate regular teachers' perceptions and parents of the use of blended learning.

Measuring Students’ Use of Mobile Applications in English Speaking Learning Based on the Technology Acceptance Model

This research employs the Technology Acceptance Model (TAM) to explore how Chinese college students respond to using a mobile app (Duolingo) for learning English. The aim is to analyze the connections between TAM factors and the utilization of the mobile app (Duolingo) in English learning. The research involved 98 second-year students majoring in non-English subjects who adopted a blended learning approach for English. The findings reveal a strong positive link between the practical use of the mobile app (Duolingo) and students’ attitudes and intentions. Additionally, computer self-efficacy is positively correlated with variables like perceived usefulness (PU), actual use, perceived ease of use (PEU), attitudes, and intentions. Notably, there is no observed link between gender, experience, and the model variables.

Empowering Problem-solving in Computer Science: A Need Analysis for a Computational Thinking Mobile Learning Application

The advancement of digital technology has revolutionized education across all levels, giving rise to digital learning as a novel pedagogical environment. Among the subjects at the forefront of this transformation is computer science, introduced in matriculation colleges to supplant traditional information technology courses. However, computer science poses inherent complexity, demanding abstract thinking and diverse problem-solving methodologies. Computational thinking (CT) emerges as a promising approach to address these challenges, recognized as a vital skillset for fostering innovation in digital technology among students. The ubiquity of smartphones and mobile internet facilitates the adoption of mobile learning, offering students the flexibility to access educational content anytime, anywhere. Consequently, this need analysis study aims to assess current teaching practices in computer science and identify the need for mobile learning applications that integrate CT as a problem-solving technique among matriculation college students. Interviews with three computer science lecturers revealed a reliance on conventional pedagogy with limited blended learning approaches through college portals. Notably, specific techniques for imparting programming problem-solving skills were lacking. Nonetheless, it is noteworthy that all instructors recognized the considerable potential of mobile learning applications in effectively engaging students and facilitating the development of problem-solving proficiency.

Strengths intervention imparted through a blended learning approach to advance personal growth initiative among Pakistan’s university students during COVID-19

To enhance the teaching-learning process and protect all concerned during COVID-19, a blended learning approach—comprising online learning as well as offline personal and collaborative learning—was used to impart a strengths intervention to foster personal growth initiative (PGI) among Pakistan’s university students. The sample comprised 176 students randomly allocated to a treatment (n = 88) and a wait-list control (n = 88) group. Growth curve modeling analyzed the developmental changes in participants’ PGI scores over time. PGI increased to a greater extent in the treatment group than in the control group immediately after the intervention as well as four and eight months later. There were also significant changes in students’ initial status (intercepts) and rates of changes over time (slopes). Moreover, students with high initial PGI scores had a slower linear increase, whereas those with low initial PGI scores had a faster increase in linear growth over time.

Fostering academic English writing through blended approach: A study of Bengali learners of English

This study aims to discover the impact of blended learning approaches on developing academic English writing. English is the most dominant language all over the world. In Bangladesh, it is used as a medium of instruction in many educational institutions. It is important to have good proficiency in English to build a good academic career. The purpose of the study is to reveal the effective ways of using blended learning method to develop academic English writing. It has chosen content analysis as the method and progresses it through developing codes, categories, and themes to reach the goal. Basically, blended learning is gaining more acceptance in the education sectors, but still a conventional approach is dominant. But Lack of technological support, ICT-based knowledge and training, devices and motivations are the main reasons behind this. But integrating blended learning has increased the chances of a successful teaching-learning environment. Though it has limitations, it makes academic activities easier by using technology. And government has also taken steps to integrate blended learning method with the conventional approach to develop the pedagogy (“Policy on Blended Learning for Bangladesh’’, 2021). To integrate blended learning method of writing pedagogy, the first and foremost thing is to ensure ICT-based training and developed infrastructure. Then choose the blended models that can influence writing skill. The present study focuses on finding out the strategies that can make effective integration of blended learning models with writing pedagogy.

Assessment and evaluation of online education and virtual simulation technology in dental education: a cross-sectional survey.

The global outbreak of coronavirus disease (COVID-19) has led medical universities in China to conduct online teaching. This study aimed to assess the effectiveness of a blended learning approach that combines online teaching and virtual reality technology in dental education and to evaluate the acceptance of the blended learning approach among dental teachers and students. The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist was followed in this study. A total of 157 students' perspectives on online and virtual reality technology education and 54 teachers' opinions on online teaching were collected via questionnaires. Additionally, 101 students in the 2015-year group received the traditional teaching method (TT group), while 97 students in the 2017-year group received blended learning combining online teaching and virtual reality technology (BL group). The graduation examination results of students in the two groups were compared. The questionnaire results showed that most students were satisfied with the online course and the virtual simulation platform teaching, while teachers held conservative and neutral attitudes toward online teaching. Although the theoretical score of the BL group on the final exam was greater than that of the TT group, there was no significant difference between the two groups (P = 0.805). The skill operation score of the BL group on the final exam was significantly lower than that of the TT group (P = 0.004). The overall score of the BL group was lower than that of the TT group (P = 0.018), but the difference was not statistically significant (P = 0.112). The blended learning approach combining online teaching and virtual reality technology plays a positive role in students' learning and is useful and effective in dental education.

Using a Blended Learning Approach to Encourage Course Interaction in a First-Year Business Communication Module

The aim of the study is to examine the effectiveness of blended learning in encouraging course interaction amongst first-year students studying a business communication module. The COVID-19 pandemic resulted in the increased use of blended learning as a teaching approach to encourage learning regardless of the location. Existing research on blended learning suggests its value in promoting increased student engagement, ultimately contributing to positive educational outcomes. Data was collected through a cross-sectional survey whereby a questionnaire was distributed to the respondents using Google Forms. Data was analysed on the same platform. Cross-tabulation was used to understand the relationships between factors in participants’ responses to the questions. Results indicate that blended learning successfully drives course interaction because the combination of class-based and online engagement positively impacts how likely students are to engage in course content. This paper makes a valuable contribution in the form of underscoring a pressing need for research that is aimed at understanding how blended learning shapes the experiences students have with their modules, as well as how these factors may shape current practices in blended learning. Most students indicated that they would recommend blended learning as it increased participation and engagement with their course content.

Goodbye from the Editor

SUMMARYThe outgoing Editor in Chief of BJPsych Advances considers the 30-year history of the journal, outlining its development from a slim four-paper issue to an authoritative publication offering blended learning approaches for consultant psychiatrists and also for trainees preparing for their examinations.

Blended Language Learning Strategies used among Religious School Leavers in an English Language Course

Although much research has been done on university students' language learning strategies in EFL and ESL settings, little has been written and said about 21st-century university students and the strategies they use to improve their second language skills. The importance of English in today's world is undeniable suggesting a need to conduct study on the learning strategies used by today's learners, particularly university students, to improve their English language skills. Therefore, the goal of this study is to discover the learning strategies that a group of undergraduates used to learn the language through a blended learning approach. One-to-one semi-structured interviews, focus group interviews, students' reflective journals and documentation were used to collect data, which were then analyzed thematically using Nvivo12 software. A total of 12 first-year undergraduate students from a public university participated in this study. Three themes emerged from the data analysis which are the categories of Blended Language Learning Strategies (BLLS) namely, in-class strategies, out-of-class strategies and online strategies. The findings revealed that when using a blended learning approach to learn English, participants employed a combination of strategies in both contexts - inside the classroom and online settings. Implications and suggestions are offered for instructors or language practitioners, specifically in tertiary education settings.

Medical education in Bangladesh from Student and Teacher's Perspective: Impact and challenges of the COVID-19 pandemic.

In low- and middle-income countries like Bangladesh, where medical education faces a range of challenges-such as lack of infrastructure, well-trained educators, and advanced technologies, abrupt changes in methodologies without adequate preparation are more challenging than in higher-income countries. This was worsened during the COVID-19 pandemic and these challenges have resulted in a change in medical education methodology. This study assesses the medical education procedure, impacts and adaptation strategies and challenges of the COVID-19 pandemic in the medical education system of Bangladesh from learners' as well as educators' perspectives. The study collected data from 22 Medical Colleges/Universities across 18 districts of eight divisions using quantitative and qualitative methods. A total of 408 samples were collected consisting of 316 from students and 92 from medical teachers. Descriptive analysis and probit model were performed for obtaining results. The efficacy of online learning was questionable, but results showed that it was more effective for theory classes (92.4%) followed by clinical classes (75.63%) and the efficacy rate was low for practical classes (54.11%). All types of classes (theory, practical and clinical) are currently using mixed methods to some extent in medical education in Bangladesh. Regarding impacts and adaptation strategy, approximately 75.3% of the students surveyed expressed their acceptance of online education. Over 80% of the participants acknowledged the advantages of online learning, highlighting the freedom to learn from home, cost and time savings, and avoiding physical closeness with other students as major benefits. To address future challenges like the COVID-19 pandemic in medical education in Bangladesh, a comprehensive policy approach such as strengthening technological infrastructure, promoting blended learning approaches, enhancing faculty training and support, integrating telemedicine into the curriculum, and continuously evaluating and improving policies and interventions can enhance the resilience of its medical education system, and prepare for future challenges.

Technological literacy and its influence on teachers’ adoption of a blended learning approach

Technological literacy and its influence on teachers’ adoption of a blended learning approach