Blended Learning Approach Research Articles

The GIBACHT fellowship: a multilateral initiative for strengthening capacity in biosafety and biosecurity towards pandemic preparedness.

The German Biosecurity Programme was launched in 2013 with the aim to support partner countries overcome biological threats including natural outbreaks or the intentional misuse of highly pathogenic agents. As part of this programme, this paper describes the development and implementation of a multilateral biosafety and biosecurity training initiative, called 'Global Partnership Initiated Biosecurity Academia for Controlling Health Threats' (GIBACHT). To achieve its objectives, GIBACHT implemented a blended-learning approach with self-directed, distance-based learning phases and three training-of-trainer workshops. The programme follows Kirkpatrick's model of learning to guarantee sustainable effects of improved knowledge and skills. One hundred nine fellows from 26 countries have been trained in seven cohorts. Many GIBACHT alumni have established additional biosafety/biosecurity trainings in their home countries. The knowledge exchange is strengthened by the implementation of a Moodle-based alumni network. GIBACHT has the potential to contribute to strengthening the capacities of partner countries in Africa, the Middle East, and South and Central Asia to respond and build resilience to biological threats.

The Evolution of ELT Methods: A Comparative Analysis of Pre and Post-COVID-19 Pedagogical Practices in Pakistan

The present research was designed to investigate the effect of the pandemic on the teaching methods of the English language that are used in Pakistan and also to analyze the adaptations and innovations that occurred in English Language Teaching after COVID-19. A literature review of 5 research studies was conducted to acquire deeper knowledge about the evolution of the ELT methods in Pakistan. Interviews and questionnaires assisted in quantitative and qualitative data collection from teachers. During the research, the researchers discovered that the pandemic has accelerated the changes in pedagogical practices so quickly that online and remote teaching modalities have become compulsory. Teachers were focused on the dynamic characteristics of flexibility, creativity, and continuous professional Development for maneuvering the complexities of distance education and learning. This study concludes that the ELT method is very active, and it involves a lot of digital tools, online platforms, and blended learning approaches, which means that the teaching and learning methodologies could be more stable, but they are adaptable and diversified. Therefore, educators and policymakers should prioritize integrating digital tools and online resources into that curriculum to improve accessibility and engagement.

Blending Synchronous and Asynchronous Based on Visualization Strategy in Music Lesson to Promote Music Students’ Performance Skill

During the COVID-19 pandemic, music lessons greatly impact teachers and students, especially the constraints of applying proper tools in online music lessons including delivering lessons, classroom interactions, and conducting assessments to ensure students’ learning goals attain a desired end. This research study aimed to examine the effect of blending synchronous and asynchronous music lessons based on visualization strategy towards students’ music performance skill. This research applies a quasi-experimental design where obtaining validation from teachers and experts on the learning activities through blended learning based on visualization strategy, Wilcoxon Signed Rank Test and Spearman Correlation for measuring the effectiveness of learning activities for music lesson based on blended learning approach towards student’s musical performance skill and achievement, and a quantitative design supported with quantitative data where descriptive statistics are used to examine the perception of student’s on learning activities based on blended learning using synchronous and asynchronous towards their performance skill. This study was conducted based on an experiment whereby students participated during their music lesson via synchronous and asynchronous with the support of visual media. Digital platform with learning activities was used to conduct the synchronous and asynchronous lessons, and student’s performance skill were measured in relation to learning effectiveness. Six weeks of planning evaluation variables were tested involved rubric scores according to students’ pre-activity and post-activity in addition to test the interrelationship of students’ achievement grading system during pre-test and post-test conducted. A questionnaire with items of 30 student’s perception on the learning activities based on blended learning using synchronous and asynchronous with visualization strategy towards music performance skill were brought forward after the completion of 5 weeks program. Using visualization strategy positively impacts students’ understanding and enhances their skill in music performance and music theory achievement. Nevertheless, there was no correlation between students’ music performance skill and music theory achievement in promoting students’ music performance skill. Based on the students’ perception, they were able to improve in music performance skill substantially developed from viewing visualized materials, understanding the concept of music performance skill, and implementing on their musical instruments. Teachers’ perceptions should be considered to provide expectations towards students’ motivation and accomplishment.

A Blended Learning Approach to Improve Student’s Performance in Higher Education

A Blended Learning Approach to Improve Student’s Performance in Higher Education

Students’ learning preferences for forms and activities – suggestions for academic teachers

Aims: The aim of the study was to identify the most preferred classroom forms and activities among students. Methodology: The study was conducted using a survey questionnaire that was completed by 167 students from five different classes. The questionnaire included questions about the students' preferences for lecture, exercise, project, laboratory, and seminar form. Results: The results of the study showed that students preferred a blended learning approach, combining both direct contact and remote learning, and that the level of IT skills had a significant impact on their preferences. Limitations: The limitations of the study include a small sample size and a limited scope, as it only focused on the form and activities in classroom instruction and did not address the challenges and limitations of the learning process. Conclusions: Overall, this study contributes to the understanding of student preferences in classroom and can be useful for designing effective teaching strategies in higher education.

Dialog Komunitas: Menggabungkan Teknologi dan Metodologi Mengajar Inovatif di Sekolah

Integrating technology into the education process is an important step towards the digital age, especially in Jakarta's school environment. "Community Dialogue: Combining Technology and Innovative Teaching Methodologies in Schools" started as a discussion forum aimed at addressing issues and opportunities related to the application of technology in education. The event brought together various stakeholders, including teachers, technology experts and policy makers, to share knowledge and best practices with a focus on implementing innovative teaching methodologies. Participants were invited to work together and help build strategies for using technology in the classroom through group discussions and Q&A sessions. Adaptive curriculum development, the use of digital tools in teaching, and blended learning approaches were some of the topics discussed. The results of the discussion showed that teachers should be trained in educational technology and the curriculum should be adapted to support digital learning. As an effort to improve the quality of education in Jakarta, this discussion emphasized the importance of the involvement of all parties in the effective implementation of educational technology. This dedication is very important, especially in providing direction and guidance for schools in Jakarta to use educational technology that is sophisticated and relevant to the needs of students in the modern era.

Social Interaction in Basic Training for Prospective Civil Servants Using the Blended Learning Method

The movement in the style of Basic Training for Civil Servant Candidates (CPNS) from traditional or face-to-face methods to blended learning has been prompted by advancements in information technology and the COVID-19 pandemic outbreak. Changes in training patterns result in alterations to the social interaction processes conducted among organizers, teachers, and participants. In the classical method, direct social contact is abundant, whereas in blended learning, digital-based communication media predominantly facilitate the engagement process. This study employs a literature review methodology to offer a comprehensive picture of social interactions during the CPNS Basic Training process, utilizing the blended learning approach.

Online teaching and learning of a pharmacy curriculum designed for active learning and professional skills development – A report of students' perceptions and learning experience in two international campuses

Background and purposePharmacy students' perception of the effectiveness of remote online learning experienced during the pandemic, and their learning expectations post-pandemic were unknown. The main purpose of this study was to examine students' perceived effectiveness of online teaching and learning activities developed for active learning and pharmacy professional skills development, and the feasibility of online assessments. Educational activity and settingA cross-sectional online survey involving second-year pharmacy students of Monash Malaysia (MA) and Monash Australia (PA) campuses was conducted. The survey consisted of 15 Likert-scale multiple-choice questions and an open-ended question. Data were analysed statistically. FindingsStudents at both MA and PA campuses were satisfied with the remote online learning experienced during the pandemic but indicated a preference for a blended learning approach. Students at the MA campus felt that on-campus face-to-face classes were more engaging and advantageous for their learning and skills development (P < .05), and on-campus assessments allowed them to engage and perform better (P < .05) compared with students at the PA campus who felt neutral or disagreed. Both student cohorts were happy with some of the lectures being conducted online synchronously or asynchronously. SummaryDifferences in cultures, and learning behaviour and preference may influence learners' perceptions and expectations of online learning. This study suggests that blended learning involving both online and face-to-face interactive activities may promote engagement, satisfaction, and outcomes of culturally diverse learner populations post-pandemic.

The Acquisition of Sports Massage Knowledge Using a Blended Learning Approach for Sports Science Students in Higher Education

This study aimed to assess the efficacy, benefits, and prospective impact of sports massage education delivered through a blended learning framework for college students. This study involved 52 male students enrolled in a sports massage course. Using qualitative methodology, this study employed systematic content analysis augmented with numerical data, visually representing user responses to sports massage education combined with blended learning. Analysis of the findings shows that 84.29% of participants showed a positive perception of the overall media aspects, contribution, benefits and potential related to learning sports massage through the blended learning model. In conclusion, this study argues that the integration of blended learning models increases the contribution, benefits, and potential of sports massage education, thereby enriching students' learning experiences

A Flipped Classroom Pilot in Neonatal Mechanical Ventilation.

Pediatric residents frequently manage critically ill neonates but have limited systematic training in mechanical ventilation (MV). Competing demands, varying learner levels, and topic complexity contribute to inconsistent education. A blended learning approach may be ideally suited to achieve meaningful learning but has not been described for this topic and learner. To design, implement, and evaluate a flipped classroom for pediatric residents in neonatal MV. We used Kern's six-step framework for curricular development to create a flipped classroom curriculum in neonatal MV. Individual prework included interaction with six prerecorded animated whiteboard videos, while in-person learning occurred in small groups at the bedside of a ventilated infant. A mixed-methods evaluation included surveys, quantitative knowledge test scores (before, immediately after, and six months after course completion), and qualitative analysis of participant focus groups. Twenty-six learners participated in the curriculum. Mean knowledge test scores rose and were sustained after course completion (51% baseline, 82% immediate posttest, 90% retention; P < 0.001). Learners identified various design elements, technology affordances, and instructor factors as meaningful, and they identified unexpected impacts of the curriculum beyond knowledge acquisition, including effects on professional identities, interdisciplinary communication skills, and contribution to the culture of safety. This curriculum aligned with resident roles, was meaningful to learners, and led to long-term increases in knowledge scores and access to quality education; flipped classroom design using meaningful learning theory and leveraging animated whiteboard technology may be a useful strategy for other highly complex topics in graduate medical education.

From screen to bench: unpacking the shifts in chemistry learning experiences during the COVID-19 transition

Abstract This research comprehensively analyzes students’ Chemistry Learning Experience (CLE) during the COVID-19 pandemic, comparing online learning experiences with traditional face-to-face instruction in the post-pandemic phase. Employing a quantitative approach and leveraging the Rasch model, the study focuses on capturing the nuances of individual student perceptions, an aspect often overlooked in group-centric statistical analyses. One hundred students (49 males and 51 females) participated in both study phases. Segmented into behavioral tendencies, content perceptions, and specific learning needs, the evaluation tools provided insights into the students’ CLE across the two instructional modalities. Results from the stacking analysis revealed a positive shift in CLE post-pandemic, with students demonstrating a better grasp of and attitude toward chemistry in face-to-face settings. Racking analysis further underscored the changing difficulty perceptions of specific content items across the two learning environments. Gender-based patterns in CLE were also evident, with male students expressing a more favorable view of online learning during the pandemic than their female counterparts. The research findings advocate for a blended learning approach, harnessing the strengths of both online and traditional instructional methods. Furthermore, insights into gender-specific learning experiences emphasize the need for inclusive and adaptive teaching strategies, ensuring optimal learning experiences for all students. The study underscores educators’ and students’ resilience and adaptability in navigating the challenges of the pandemic. It offers valuable insights for future educational strategies in chemistry education.

Blended Learning to Enhance Writing Skills of Young ESL Learners

This study investigated the impact of Blended Learning on sentence writing skills among young ESL learners in the classroom. Bridging a gap in existing literature, the research enlisted thirty primary school students and adopted a mixed-method research design. For data collection, a quasi-experimental research design featuring a one-group pre-test and post-test, a questionnaire survey, and a focus group interview was implemented. Paired sample T-test analyzed the pre-test and post-test data, while frequency and percentage were employed for questionnaire data, both accompanied by descriptive statistical analysis. Thematic analysis was used to analysis the interview data. The outcomes revealed a significant enhancement in young learners' writing skills post the BL Approach implementation, signifying its effectiveness. The study also shed light on BL's role in augmenting writing motivation among young learners by transforming their negative perceptions about writing. The findings provide valuable insights into the benefits of using Blended Learning (BL) for teaching sentence writing in elementary school students. Policymakers and educators can gain a deeper understanding of teachers' perspectives on imparting writing skills to young learners, allowing language students to concentrate on building strong sentence-writing capabilities through BL.

Unpacking the Role of Higher Education Institutions in Accelerating Women’s Progressive Education in Kenya

Due to unprecedented global challenges, labour market dynamics, and uncertainties, higher education institutions have no options but to adopt new approaches to enhance adaptability. In Kenya, despite many efforts made to accelerate women's empowerment, only 29 percent of women between the ages of 15 and 49 are empowered. The universities have a unique capacity and potential to develop skills, foster knowledge, and mobilize educational resources. Hence, accelerating an inclusive socio-economic recovery starts with a solid foundation of human capital which entails: health, education, skills, jobs, and growth to boost progressive education. The significance of the study is to: expand access to progressive quality education for girls and women; inform policies; enhance capacity to upscale women’s holistic learning and most importantly promote resilience and innovativeness among higher education institutions to emerge stronger. The main objective of the study was to analyse the role of higher education institutions in accelerating women’s progressive education in Kenya. The study was anchored on John Dewey's theory and women's empowerment framework, which cuts across and support both dependent and independent variable. The study adopted a mixed-method research design and, a pragmatic and constructive research philosophy. The researcher adopted a triangulation approach in sampling techniques where stratified, purposive, and random sampling techniques were applied. The study sample size comprised 129 - degree students and 26 lecturers. Questionnaires were adopted as the data collection tool. Based on the regression results, the study findings reveal that the R-squared is 0.62, the Adjusted R-squared is 0.61, the F-statistic of 31.94, and a p-value of 0.0000. This implies that the model explains 61% of changes in women’s progressive education. The study concludes that the public-private nexus, blended learning, digitalization, and student retention explain a 61% percent change in women’s progressive education. The study recommends: First, strengthening of public-private nexus through institutional industry linkages, upscaling support through adequate funding of women’s education, and considering Students as Partners in their learning. Second, embracing a blended learning approach to reduce the dropout rate of female students and upscale women empowerment through the integration of ICT skills training. Third, institutions should commit adequate resources to promote effective digitalization and improvement in ICT infrastructure that facilitates learning and is user-friendly to lecturers, learners, and administrators. Lastly, promoting students’ retention through mentorship, semester check-ins, workshops, and effective lecturers, to enhance student enrollment and acceleration which increases completion rate and school-to-work transition, and embracing transformative and sustainable leadership.

Applying effective feedback principles to promote the ethics of care and justice during emergency remote teaching and learning in three chemical engineering modules

The COVID-19 pandemic lockdown disrupted higher education practices and forced students and lecturers to rapidly migrate to emergency remote teaching and learning (ERT&amp;L). Initially, ERT&amp;L robustly focused on teaching and assessment to complete syllabi, without fully considering care and justice to students who were no longer consolidated in one location. During the lockdown, students were exposed to socio-economic plights, and mental health challenges, among others. Hence, this article aimed to consider how the pedagogical tool of effective feedback could promote the ethics of care and justice to support students during ERT&amp;L. The feedback practices implemented during the lockdown were maintained after contact lectures resumed, and their effects were quantified to determine the overall impacts on optimizing T&amp;L and ensuring a conducive learning environment- regardless of whether T&amp;L occurs at university or remotely. Effective feedback practices, recommended by the literature, were applied by two lecturers within three undergraduate chemical engineering modules. Lecturer 1 adopted a blended learning approach in modules 1 and 2 before the lockdown, while lecturer 2 functioned as a full contact module. A quantitative research approach was adopted in which module and teaching evaluations were used to quantify the effects of the feedback interventions on T&amp;L in the three modules. The results indicated an overall positive effect, with significant student satisfaction with the feedback interventions adopted from the literature to promote the ethics of care and justice during ERT&amp;L. Based on the methodology and results, an empirical model is proposed to optimize any pedagogical intervention that education practitioners may strive to use to improve their assessment practices.

IMPLEMENTATION OF STEM EDUCATION IN GENERAL EDUCATION INSTITUTIONS

The article investigates the fundamental characteristics of contemporary STEM education, encompassing integrated learning, critical thinking, problem-solving skills, as well as active communication and teamwork abilities. It presents a novel and imaginative strategy for project development, which aims to equip students with the necessary skills to engage in lifelong technological innovation by applying scientific and technological knowledge to real-world scenarios. Furthermore, the article sheds light on the core components of STEM education, drawing from the US government's initiatives aimed at integrating STEM approaches into the national education system. In addition, the article underscores the imperative to reassess the underlying philosophy of STEM education and the need for its actualization. This is accomplished through the introduction of a STEM education model that facilitates the seamless integration of STEM subjects with all other academic disciplines. Moreover, the article addresses crucial aspects of the US national policy on arts education. It delves into the development and implementation of the National Core Arts Standards and the National Visual Arts Standards, which play a pivotal role in supporting arts education initiatives. The article delves into an analysis of the theoretical and methodological principles underpinning the development of a STEM education model. This includes an examination of project-based and practice-oriented learning, as well as the utilization of flipped and blended learning approaches, alongside cloud technologies, to facilitate the transformation of traditional education into an innovative learning environment. Furthermore, the article outlines the anticipated steps involved in the implementation of STEM education, with a focus on fostering career autonomy and empowering students to make informed choices about their professions. These steps encompass the promotion and popularization of STEM specialties, the provision of support for gifted students, and the encouragement of youth engagement in creative and research-oriented activities. Expanding on the understanding of how STEM education can be effectively implemented, the article enriches the information field with innovative methods, tools, and organizational forms for the educational process. These include hackathons, marathons, online experiments, e-virtual laboratories, science museums, and platforms designed to facilitate the organization of research activities and international projects. It is noteworthy that the successful implementation of these innovations will not only enhance the quality of foreign literature courses within the New Ukrainian School but also serve as a significant catalyst for the development of competitive and creative graduates.

Problems and Expectations of Students Regarding the Management of Learning in the Subjects of Thai Music Theory and History within the Thai Undergraduate Music Education Curriculum

This research aimed to investigate the problems and expectations of students regarding the management of learning in the subjects of Thai music theory and history within the Thai undergraduate music education curriculum. The exploratory and descriptive research methodology was employed. The data was collected from 103 students who enrolled in the Thai Music Education curriculum at the undergraduate level. Instruments include a documentary analysis form, and an online questionnaire (Google Form). The results showed that: (1) teaching method was lecture-based, resulting in disengaged learning and limited knowledge acquisition; (2) content was the lack of clear delineation between the content of the two subjects; in many cases, instructors mixed Thai music theory with Thai music history which made students confused and mis-concept; (3) instructional media failed to captivate students and did not facilitate comprehensive learning; (4) instructional materials, each university had different approaches to managing its teaching resources, which were both uninteresting and overly academic; and (5) context consists of the diversity of students, assignments, classroom conditions, and instructor’s preparedness. From the results, this research proposes the guideline for the management of learning in Thai music theory and history through Outcome-based education (OBE) and a blended learning approach that can apply to traditional music teaching which is familiar with the Thai culture.

PENGEMBANGAN BUKU DIGITAL CREATIVE WRITING: BLENDED LEARNING BERBASIS PROYEK TERINTEGRASI KECAKAPAN 6C

This development aims to develop and evaluate digital books with a blended learning approach that is integrated with 6C skills in the English creative writing: drama and theater course. This course aims to improve students' ability to write drama and theater scripts in English while developing important skills that are relevant in a language-learning context. This research design is a research and development design that uses a 4D model. The stages of this research are the define stage, design stage, develop stage, and disseminate stage. The results of this research show that digital blended learning books with a project approach and integration of 6C skills have a positive impact on students' ability to write drama and theater scripts in English. Students also demonstrated improvements in developing 6C skills, including the ability to collaborate, communicate effectively, and think critically. This research provides recommendations for further development in the use of digital blended learning books in the English Creative Writing Drama and Theater courses, as well as increasing the integration of 6C skills in language learning contexts. The findings of this research can be an important contribution to the development of more innovative curricula and teaching methods in English education and the development of student skills.

Blended Learning with Video Demonstrations Enhances Dental Students' Achievements in Tooth Carving.

Learning fine motor skill is central to preclinical dental education. Dental students are introduced to anatomical tooth carving to facilitate the development of their fine motor skill and manual dexterity. Various carving technique exists, such as wax build-up, and geometric (block carving technique). Since substantial laboratory Time and instructors' effort are required to teach students the desired techniques, blended learning approach via pre-recorded demonstration may improve the teaching and learning efficiency of anatomical tooth carving. For years, we used the Geometric method to teach preclinical dental students to carve down tooth sculptures after performing live demonstrations for them. Multiple practical laboratory demonstrations are necessary to deepen the student's comprehensive understanding of dental anatomical features and teach them correct instrumentation; this is time-consuming and challenging due to limited laboratory hours and limited view field. Accordingly, in 2016 the teaching staff created videos for tooth drawing, carving, and identification, and uploaded them to the students' university platform. Years later, we decided to perform this retrospective study. To assess the enhancement in students' tooth carving skills after implementing blended learning with video demonstrations. The student's total grades were used for comparative purposes. The students' total grades between 2010 and 2019 were collected and categorized into two groups: Group 1 (n=858), which learned tooth carving by the Geometric method after live demonstrations, and Group 2 (972), which benefited from blended learning with video demonstrations in learning. The two groups' mean, median, mode, Percentile 75, and Percentile 90 were compared. Group 2 showed higher grades than group 1, and the differences between the two groups' mean and median were statistically significant p<0.001. Moreover, the mode, P75 and P90 favored group 2. Results show that blended learning with video demonstrations enhanced the achievements of dental students in tooth carving.

Anatomy education during COVID-19 era: Evaluation of an anatomy blended course for medical students.

The COVID-19 pandemic has prompted a need to change traditional teaching methods. This study was conducted to evaluate the educational quality of a blended anatomy course and measure student satisfaction and knowledge after completing the course. Tyler's model was used to develop a new blended curriculum. The study guide for this curriculum was also developed using Association for Medical Education in Europe guide no. 16. A quasi-experimental study compared educational quality, students' satisfaction, and students' satisfaction using Students' Evaluations of Educational Quality (SEEQ), Borim Nejad's satisfaction survey, and multiple choice questions, respectively. Independent t-tests and Chi-square were used to compare the groups. A total of 122 students participated in this study, 62 and 60 in the intervention and control groups, respectively. The satisfaction score was significantly higher in the intervention group than in the control group (40.6 versus 38.6, P value = 0.03). The score of SEEQ was not significantly different (91.9 versus 91.08, P value = 0.52), but the subscales of learning (17.23 versus 16.32, P = 0.01), group interaction (16.87 versus 18.1, P = 0.01), and breadth (17.73 versus 16.65, P = 0.02) were significant. The knowledge score was also significantly higher in the intervention group than in the control group (18.13 versus 16.68, P value < 0.001). Using blended learning approaches for anatomy courses can increase students' satisfaction, improve the learning and breadth of educational quality subscales, but worsen group interaction. Although this study shows improvement in medical students' knowledge, further studies are needed because of the limitations of this study.

Using ICT Tools and Technological Applications in this Era of the COVID-19 Pandemic to Facilitate Learning

Abstract The globe is shaken by the abrupt emergence of the deadly Coronavirus Disease 2019 (COVID-19) pandemic. The global education system has been put to the test by this circumstance, which compelled educators to quickly adopt Information &amp; Communication Technology (ICT) tools and technologies to support instruction. Although, great attempts are made by scholars to study the implications of Coronavirus Disease 2019 on the higher education curricular, there is dearth of previous studies regarding the impact of Information &amp; Communication Technology tools and technological applications to foster learning amid Coronavirus Disease 2019 outbreak. This exploratory study therefore uses a meta-synthesis approach and visited relevant literatures as lens to primarily examine the need to use Information &amp; Communication Technology tools and technology applications to enhance learning in the Coronavirus Disease 2019 age. The research also shed some insight on the difficulties involved with employing Information &amp; Communication Technology tools and technical applications to aid learning in times of pandemic and catastrophes, and it offers potential answers to educational institutions on how to handle these complications. The study’s findings suggest that Information &amp; Communication Technology tools and technologies are the magic bullet for optimizing learning in times of disaster like the Coronavirus Disease 2019 pandemic. The study also shows that by overcoming some technical and financial obstacles like high cost of technology devices, electricity problems, lack of expertise, etc., the lessons learnt from the abrupt and compulsory adoption of Information &amp; Communication Technology tools and technologies to lessen the negative effects of the disaster on learning amid Coronavirus Disease 2019 global emergency will help create new opportunities for the use of blended learning approaches to meet the needs of the Coronavirus Disease 2019 disruption and future learning deliveries.