Blended Learning Classroom Research Articles

The use of pattern blocks in developing students' higher-order thinking skills

PurposeThis study aimed to explore students’ higher-order thinking skills development when they engaged in pattern blocks learning activities using Blended Learning Classroom teaching approaches through the Thailand Lesson Study Incorporated Open Approach model.Design/methodology/approachThe researchers utilized a multiple case research design for 47 higher education students from the Non-degree Higher-order Thinking in Mathematics Program using a purposive sampling technique. The researchers used the On-Demand teaching approach for two days and three hours of a combination of Virtual Live and Face-to-Face teaching approaches, making up a total of 70 and 30 percent of student learning time respectively.FindingsThe quantitative results from the online survey questionnaire indicated that the majority of the participants perceived positively the phenomena of the Blended Learning Classroom teaching approach ranging from a mean score of 4.44–4.65. The qualitative results revealed that participants used different interpretations, and utilized their creative, imaginative thinking to connect various concepts while they were solving the problem situations using pattern blocks.Research limitations/implicationsThe discussions were limited to a study representative of 47 Non-degree Higher-order Thinking in Mathematics Program students.Practical implicationsThe use of the pattern blocks in developing students’ higher-order thinking skills was found to strengthen the effectiveness of Blended Learning Classroom teaching approaches.Originality/valueThis study adds new insight to the literature on Higher-order Thinking Skills development.

EFEKTIVITAS BLENDED LEARNING TIPE FLIPPED CLASSROOM TERHADAP KEMAMPUAN PEMAHAMAN MATEMATIS SISWA SMP

This study aims to measure the effectiveness of the flipped classroom blended learning model on the mathematical understanding abilities of junior high school students. The research adopts a quantitative approach with a quasi-experimental design involving two classes at SMPN 3 Karawang Barat. Class VIII-B, serving as the experimental group, received instruction using the flipped classroom model, while class VIII-A, serving as the control group, was taught using conventional teaching methods. Data were collected through pretests and posttests that measured the students' mathematical understanding abilities. The results indicated a significant improvement in the mathematical understanding abilities of the students in the flipped classroom model compared to those in the conventional teaching methods. This conclusion was derived from data analysis using the t-test, which showed a significant difference between the students who were taught using the flipped classroom model and those who were taught using conventional methods in terms of their improvement in mathematical understanding abilities. Further analysis using N-gain and effect size tests was conducted, This study concludes that the flipped classroom blended learning model can be an effective alternative to enhance the mathematical understanding abilities of junior high school students.

Teaching–Learning-Based Optimization Algorithm with Stochastic Crossover Self-Learning and Blended Learning Model and Its Application

This paper presents a novel variant of the teaching–learning-based optimization algorithm, termed BLTLBO, which draws inspiration from the blended learning model, specifically designed to tackle high-dimensional multimodal complex optimization problems. Firstly, the perturbation conditions in the “teaching” and “learning” stages of the original TLBO algorithm are interpreted geometrically, based on which the search capability of the TLBO is enhanced by adjusting the range of values of random numbers. Second, a strategic restructuring has been ingeniously implemented, dividing the algorithm into three distinct phases: pre-course self-study, classroom blended learning, and post-course consolidation; this structural reorganization and the random crossover strategy in the self-learning phase effectively enhance the global optimization capability of TLBO. To evaluate its performance, the BLTLBO algorithm was tested alongside seven distinguished variants of the TLBO algorithm on thirteen multimodal functions from the CEC2014 suite. Furthermore, two excellent high-dimensional optimization algorithms were added to the comparison algorithm and tested in high-dimensional mode on five scalable multimodal functions from the CEC2008 suite. The empirical results illustrate the BLTLBO algorithm’s superior efficacy in handling high-dimensional multimodal challenges. Finally, a high-dimensional portfolio optimization problem was successfully addressed using the BLTLBO algorithm, thereby validating the practicality and effectiveness of the proposed method.

Exploration of Flipped Classroom-Based Blended Learning Teaching Reform

This paper aims to explore the practice and outcomes of teaching reform based on flipped classroom blended learning. By detailing the design and implementation process of flipped classroom and blended learning, as well as analyzing and evaluating the implementation effects, this study reveals the impact of this teaching method on student learning and teaching quality. The combination of flipped classroom with online learning resources and face-to-face teaching facilitates students' active learning participation and personalized guidance from teachers. Feedback from students and teachers indicates that flipped classroom and blended learning contribute to improving learning efficiency, fostering independent learning abilities, and promoting interaction and collaboration between teachers and students. Finally, this paper summarizes the insights from teaching reform and proposes directions for future research to promote continuous innovation and development of educational teaching models.

Blended learning teacher competencies: exploring the integration of adaptive and technical skills among college teachers in Pakistan

Blended learning is a teaching-learning strategy that combines ICT and other digital learning platforms with traditional classroom settings. Blended learning teacher competencies are required for 21st-century teaching. This study aimed to explore the integration of adaptive and technical skills among college teachers in Pakistan. The International Association for K-12 Online Learning (iNACOL) has listed these skills in the Blended Learning Teacher Competency Framework. Social constructivism and connectivism served as the theoretical framework for this study, demonstrating how learning facilitated by digital networks connects specialised information sets to empower students to take an active role in their education. A descriptive survey research design was employed to gather information from 206 college-level teachers who were chosen randomly. Domains of adaptive and technical skills from the blended teaching competencies framework were used as an adapted questionnaire with 26 statements on a 5-point Likert scale. The results indicate a low number of teachers are using adaptive and technical skills in a blended learning classroom. It is recommended that specialised training by experts in the field be conducted for college teachers to boost personalised teaching skills and technical know-how for adopting blended learning as the 21st-century teaching strategy.

Bloom’s Taxonomy Student Persona Responses to Blended Learning Methods Employing the Metaverse and Flipped Classroom Tools

The paper aims to identify and analyze the correlation between student personality types and the use of metaverse and flipped classroom blended learning methods (BLMs) and tools by formulating a series of research hypotheses. Using Bloom’s Taxonomy, the most influential and standard theory of learning in the education cognitive field and toward this objective, the authors extracted the personality types of students and employed a mixed-methods research methodology JASP software (v.0.17.1) involving both qualitative and quantitative tools. The qualitative component involved direct observation of synchronous classroom teaching to students, while the quantitative aspect utilized structured questionnaires administered to 634 students of the International Hellenic University enrolled to attend the “Human Resource Management” course. The acquired qualitative data were processed using (a) network analysis JASP software (v.0.17.1) software in order to address the student personas through nodes, connections, and centralities and (b) structural equation software in order to identify the correlations between types of students and the variables of the metaverse and flipped classroom methods. The findings reveal that the four types of students identified have a direct and strong correlation with the use of flipped classroom and metaverse teaching methods.

Analysis of Undergraduate Students’ Metacognitive Ability in Mathematical Problem-solving using Cloud Classroom Blended Learning

Analysis of Undergraduate Students’ Metacognitive Ability in Mathematical Problem-solving using Cloud Classroom Blended Learning

Knowledge Mapping of Blended Learning Classroom Environment Studies (1996-2023)

The classroom environment has undergone a fundamental shift since the era of information and communication technologies, with blended learning (BL) gaining increasing attention in recent years. In light of the limited number of studies that have reviewed the integration of BL and classroom environments in scientific publications, the present study analyzed a total of 283 publications from the WOS database. This analysis provides a comprehensive bibliometric analysis, which reveals the following key findings: Firstly, research in this area has shown progressive development, indicating its maturation over time. Secondly, Garrison emerged as the author with the highest number of citations in 67 records, while Kim stood out as the most prominent author citing Garrison. Thirdly, the top three countries and journals that have made the most significant contributions to these studies are the United States, China, and Spain, along with the journals Computers & Education, Internet and Higher Education, and the British Journal of Educational Technology. Fourthly, the most cited articles are Boelens et al. (2017), O’Flaherty et al. (2015), Abeysekera et al. (2015), Bernard et al. (2014), Thai et al. (2017), and Rasheed et al. (2020). Finally, it was not until 2008 that more keywords such as “computer-mediated communication” (related to the technological environment), “cooperative or collaborative learning” (related to the social environment), “engagement,” and “selfefficacy” (related to the cognitive environment) began to receive more scholarly attention. The research on engagement is considered to be an emerging trend.

Research on Strategies for Improving Primary School Chinese Pinyin Ability Based on Blended Learning

The teaching of Pinyin is the basis of Chinese teaching in primary schools. The level of Chinese spelling ability will have a direct impact on students’ future learning and cognition of things. How can we better improve the classroom quality of primary school Chinese and the learning efficiency of students? This is a question that needs to be considered. In the teaching process, blended learning can fully leverage students’ subjectivity and teachers’ leadership, thereby improving students’ overall level. Through conducting educational quasi experiments, selecting the same teaching content for teaching design, selecting research subjects, and setting up experimental and control groups in the experiment, the experimental group adopts a mixed teaching mode, while the control group continues to use traditional teaching mode. Finally, test questions are used for summary evaluation and interviews with parents. The implementation effect is summarized through data analysis. The experimental results show that compared with traditional single classroom teaching, The blended learning classroom is lively and interesting, effectively solving problems such as students’ difficulty in reading tones and overall recognition of syllables. From this, it can be seen that the blended learning mode is one of the effective ways to improve primary school Chinese spelling ability. During the learning process, tasks are assigned online before class, materials are collected, and various teaching methods are used to analyze and expand after class. Students use blended learning mode to preview online, expanding knowledge in offline classrooms, this learning model also provides ideas for teaching other teaching content.

Blended learning classroom model: a new extended teaching approach for new normal

Purpose The purpose of this research is to explore how and to what extent the Blended Learning Classroom (BLC) model enhances students’ learning experience. The creation of the BLC model was to provide different learning approaches to overcome the challenges in the new normal regarding how we could manage the Thailand Lesson Study Incorporated Open Approach (TLSOA) model to maximize students’ independent learning.Design/methodology/approach The researcher employed a participatory observation research design for 178 participants consisting of directors and teachers from 62 schools using a purposive sampling technique. Data were collected using the stimulated recall technique that allowed the participants to reflect and discuss what was happening while they were applying the BLC model.Findings A total of 84.9 percent of participants agreed and strongly agreed with the benefits of implementing the BLC model. The results revealed that Lesson Study (LS) teams created the problem situations substantially by emphasizing across-subject. The qualitative findings revealed that there are three valuable insights in terms of the strengths, challenges and effectiveness of implementing the BLC model.Research limitations/implications These discussions are limited to a study representative of 62 out of 274 project schools.Practical implications The successful implementation of the BLC model requires effective planning, ongoing support for teachers and a suitable infrastructure to ensure access to technology.Originality/value This research adds new insight to the scarce amount of literature on students’ active, interactive and self-regulated learning in a BL environment.

The Effectiveness Of The Flipped Classroom Type Blended Learning Model In Basic Graphic Design Subjects at Vocational High School

<span>This study aims to determine the differences in student learning outcomes in the application of blended learning the flipped classroom model to the direct learning model and also to determine the more effective learning model between blended learning type flipped classroom with direct learning model. This study uses a quantitative approach with a quasi-experimental design and uses a pretest-posttest control. The population of this research is all students of class X majoring in Multimedia. The sample used is 54 students. The sampling technique in this research is using the total sampling method. Data obtained from the results of pre-test and post-test based on indicators of student learning outcomes.The results obtained from this study are as follows. First, there are differences in learning outcomes in Basic Graphic Design subjects in the experimental class by applying the blended learning type flipped classroom and the control class applying the direct learning model. It is proven by the average learning outcomes of the experimental class of 77.-3 and the control class of 73.14. The second is that the blended learning model of the flipped classroom type is more effective than the direct learning model. The results of the effectiveness behavior in the experimental class with the application of the flipped classroom blended learning model are in the medium category, while the control class with the direct learning model is in the low category.</span>

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

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

Development of Blended Learning Radio and Television System Engineering on Audio-Video Engineering Expertise Competence

The explanation of the National Education System Law Number 20 concerning the National Education System (2003) states that vocational education is secondary education that prepares students to work in specific fields. This study aims to compile test the feasibility, validity, and effectiveness of the Blended Learning model in Radio and Television System Implementation (PSRT) in the competence of Audio-Video Engineering expertise at Public Vocational High School 3 Semarang. Research and development use the analysis, design, development, implementation, evaluation (ADDIE) model. This research aims to describe in detail the stages of planning, implementation, and effectiveness of the blended learning model. It shows that learning using the flipped classroom blended learning model can improve student outcomes. In general, learning activities have been carried out correctly and optimally. This can be seen from the results of the average implementation of meeting 1 = 83 (good category), meeting 2 = 85 (good category), meeting 3 = 88 (very good category), and meeting 4 = 90 (very good category). The average is 86.5, with a good category if taken based on the results above. An average of 86.5 shows that the implementation of learning with the blended learning flipped classroom model in the PSRT class XI subject of Audio Video Engineering Competence at Public Vocational High School 3 Semarang has been successfully implemented. The assessment of critical aspects of the blended learning model by learning model experts shows that learning planning with the blended learning model is feasible and can be used to implement PSRT learning activities in class XI of audio-video engineering competence because it has met the criteria for implementing blended learning by covering 5 (five) keys to blended learning, namely live events, self-paced learning, collaboration, assessment, and performance support materials. Learning with the blended learning model is declared to be effective and well implemented, as can be seen from the results of increasing student learning outcomes. Learning with the blended learning model has proven to be effective in terms of learning outcomes of the PSRT that uses the blended learning model >75. There is a significant difference in learning outcomes between the group using the blended learning model and the group not using the blended learning model. The process of increasing student activity and motivation becomes better.

Effectiveness comparison between blended learning of histology practical in flipped physical classrooms and flipped virtual classrooms for MBBS students

BackgroundThe flipped classroom blended learning model has been proven effective in the teaching of undergraduate medical courses as shown by student acceptance and results. Since COVID-19 necessitated the application of online learning in Histology practical for MBBS students, the effectiveness of the blended learning model on teaching quality has required additional attention.MethodsA blended learning of histology practical was flipped in a virtual classroom (FVCR-BL) or in a physical classroom (FPCR-BL) in School of Medicine, Zhejiang University in China. Students were split into FVCR-BL group (n = 146) due to COVID-19 pandemic in 2020 or were randomly allocated into FPCR-BL group (n = 93) in 2021, and retrospectively, students with traditional learning in 2019 were allocated into traditional learning model in a physical classroom (PCR-TL) group (n = 89). Same learning requirements were given for 3 groups; all informative and summative scores of students were collected; a questionnaire of student satisfaction for blended learning activities were surveyed in 2021. Data of scores and scales were analyzed with Kruskal–Wallis test and Kolmogorov–Smirnov test in SPSS Statics software.ResultsThe results clarified that FPCR-BL students obtained higher final exam scores and were more likely to engage in face-to-face interactions with instructors than FVCR-BL students. FPCR-BL and FVCR-BL students had higher classroom quiz scores than the PCR-TL students owing to the contribution of blended learning. The results of the questionnaire showed that participants of FPCR-BL positively rated the online learning and preview test, with a cumulative percentage of 68.31%, were more satisfying than other learning activities of blended learning. There were significant correlations (r = 0.581, P < 0.05) between online learning and the other three blended learning strategies.ConclusionsIn the flipped classroom with a blended learning process of histology practical, enhancing the quality of online learning boosts student satisfaction and improves knowledge learning; peer-to-peer interactions and instructor-to-peer interactions in the physical classroom improved knowledge construction.

A Systematic Review on the Effectiveness of Metacognitive Strategies and Multimodal Tools in Blended Learning English Language Classroom

Blended learning was considered to be an effective approach to language learning in various fields as it significantly increases the learner's autonomy, engagement, curiosity, and effective comprehension. In the past years, various experimental studies have been carried out to examine the positive outcome of blended learning among English language learners. Since 2000, various research studies have been carried out to analyze the strengths and limitations of the blended learning classroom. The purpose of the present study is to systematically review the research papers published on blended learning from the year 2010 to 2021. The study investigates the effectiveness of blended learning specifically in English language classrooms. Blended learning is highly reliant on the English language tools and strategies employed while teaching. Hence, the study analyses the various metacognitive strategies and English language-based multimodal tools used in the blended learning classroom. The study reviews the method, approach, and strategies used in the blended learning classroom. 25 quantitative studies were selected for the systematic review. The study uses “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” and Cochrane guidelines of systematic review to analyze the selected studies. Blended learning seems to be effective among English language learners and it has significantly developed students’ attention, academic achievement, student learning involvement, students engagement, active learning, student interaction, learning process, language proficiency, English language skills, learning motivation, improves concentration and provides a new learning experience. Nevertheless, variables like English language skills, various multimodal tools, and metacognitive strategies can significantly impact the effectiveness of the blended learning approach.

Distance Learning in Higher Education: The Experience of the Covid-19 Pandemic and War in Ukraine

Distance learning has become one of the most popular educational trends of the 21st century, and the COVID-19 pandemic and war in Ukraine has only accelerated the process of its integration into the education sector. &#x0D; The purpose of our work is to study the influence of the online learning format on the adaptation and academic success of students, as well as to search for promising analogues. &#x0D; The methodology. In addition to a comprehensive theoretical analysis, which included a comparison of different approaches and research, we used the method of interviewing respondents, which involved 200 first-year students from 6 Ukrainian higher education institutions (H.S. Skovoroda Kharkiv National Pedagogical University, Taras Shevchenko National University of Kyiv, V. N. Karazin Kharkiv National University, National Technical University of Ukraine Kyiv Polytechnic Institute, State Biotechnology University, Kharkiv National University of Radio Electronics). The survey was conducted online using the Google Forms platform in the period from December 19 to 26, 2021, the calculation and visualization of the received data were performed using Microsoft Office tools. Fisher's statistical test (online-tool) was used to establish differences between the indicators of academic success of the respondents of the two groups.&#x0D; Results. We decided to compare the academic success of students who study online with students included in the blended learning system. Thus, only 8% of the respondents who took the course in an online format received a mark of 5 at the end of the academic semester, while almost a quarter (25%) of the students of the second group who took the course in blended learning received the highest score. We also asked respondents to evaluate the process of their own adaptation to new conditions (distance and blended learning). The results of the survey showed that the adaptation process proceeds much easier in the conditions of the blended learning or Flipped Classroom blended learning model, while the adaptation of respondents to the online format had a number of problems. &#x0D; Conclusion. Online learning has a high potential, which is difficult to realize due to the high demands on technical support, communication problems in an unfamiliar space, and the lack of social presence of participants in the educational process. Blended learning, as a combination of full-time and distance learning, can offset the shortcomings of online learning and realize its potential. The next step in our research will be to compare the performance of another learning models.

Research on Hybrid Teaching Model Based on Human-Machine Collaboration

The information technology in education promotes the innovation of blended teaching mode with technical support. This paper constructs an online and offline hybrid teaching model based on the concept of human-computer collaboration. In addition, the experimental research method was used to investigate the effect of the hybrid teaching mode on the teaching effectiveness of the course "University Computer Fundamentals" as an example. The study found that learners who participated in the blended learning classroom performed better than traditional multimedia instruction, and that the different learning behaviors of learners correlated with their final grades. This shows that the online and offline hybrid teaching based on human-computer collaboration can improve the learning effectiveness of learners.

BLENDED LEARNING MEDIATED INSTRUCTION IN ENGLISH CLASS: STUDENT ENGAGEMENT

There have been many discussions on the concepts of student engagement in learning during Blended learning mediated instruction. Student engagement tended to be discussed in academic activities during Pandemic learning. This study explored the students’ engagement in a project-based blended learning classroom. It investigated how the project-based blended learning model motivates student engagement. A case study approach was adopted that involved ten English department students. Questionnaires and interviews were used to collect the data. Deci and Ryan’s theory (1985) opted to analyze the data. The results contribute to higher education pedagogy by providing insights into the use of project-based blended learning models in engaging students.

Evaluation System of English Blended Learning Effect Based on Big Data Technology

In order to improve the effect of English teaching, this paper combines data mining algorithms to construct an intelligent learning system. Moreover, starting from the actual situation, this paper combines the actual needs of English teaching to construct a blended learning system framework. Blended learning provides a new idea for English teaching. As a result, the purpose of this work is to do some empirical research on how to successfully implement blended learning in college English classes. The findings of the study suggest that blended learning may help students improve their English application skills. Furthermore, this article discovered that students’ independent learning capacity, learning passion, and systematic comprehension of maritime equipment were enhanced to some amount using data mining and cloud classroom blended learning resource construction and teaching practise. Finally, this work integrated theoretical and experimental research to demonstrate that the system developed in this paper has a specific impact.

The ongoing convergence of blended learning classroom in new normal: Teachers� and students� perspectives in higher education

Since Covid-19 was declared a pandemic, educational technology has become trended by playing E-learning. Teachers and students are forced to transform from traditional classes into E-classrooms. However, full e-learning did not give students a massive impact yet, and lately, they have become less motivated since it provided no real communication (Mese &amp; Sevilen 2021).�Integrating face-to-face learning (direct interaction) and technology-based learning (digital communication) becomes promising (Garrison &amp;Vaughan, 2008; Rianto, 2020). This study explored the perspectives of 3 pre-service teachers and 27 students towards the blended learning (BL) practices in the EFL context. The setting was the English education department, Universitas Borneo Tarakan. The data were collected using online interviews to gain in-depth information. The findings uncovered that the teachers and students gave positive perspectives to apply this model to the new normal. In addition, BL could reshape the teachers' roles by applying multiple technology use in the teaching and learning process. BL �was also able to broaden students' learning experience and provide them with a technology-based world. This study highlighted some implications, including the need for pre-service teachers' professional development that ultimately will help teachers assist students in succeeding in blended learning.