Blended Learning Course Research Articles

Seeking the optimal SPOC-based blended learning approach to enhance deep learning from the community of inquiry perspective

To equip students with 21<sup>st</sup> century skills to be competent global citizens and succeed academically and professionally, information and communication technology tools are being utilized to facilitate deep learning in higher education. This study integrated a small private online course (SPOC) with face-to-face (F2F) classroom learning to design and implement a blended English as a foreign language (EFL) course for deep learning. A mixed-method design was employed to investigate the learning experiences and perceptions of EFL students in the SPOC-based blended learning (BL) environment. The primary objective was to examine whether and how the teaching, social and cognitive presences were established from the perspective of the community of inquiry (CoI) model. Participants were 60 students enrolled in an eight-week English communicative course in a Chinese college. Quantitative data was obtained from the CoI and BL surveys, while qualitative data was gathered through individual interviews with 10 students. The results showed that a CoI was established, and deep learning happened in both SPOC and F2F learning areas with a more salient teaching presence in the SPOC area, a stronger social presence and a higher frequency of resolution phase reached in the F2F area. Furthermore, learners expressed satisfaction with the BL course, perceiving it as effective for English language acquisition. Pedagogical implications were offered to assist educators and institutions in optimizing the use of SPOC-based BL to enhance deep learning.

A Blended Learning Course to Support Innovative Online Teaching in Higher Education

ABSTRACTThis paper addresses the challenge of improving the effectiveness and innovativeness of online teaching in higher education. It presents a blended learning course designed for faculty development and discusses the findings of surveying the opinions of participants. The course integrates synchronous sessions with digital learning tools and platforms to equip educators with essential skills for online teaching. A mixed‐methods design has been applied for evaluating the educational activity, incorporating both qualitative and quantitative data collection. The course had a completion rate of 91.13%. The opinions of 72 higher education members have been surveyed, and the findings revealed that the blended learning course enhanced instructors' ability to design and deliver online content that is both pedagogically sound and engaging. The necessity for such learning activities is strongly emphasised. The paper concludes by discussing the implications for future course design and faculty development programs in higher education.

Learners’ attitudes towards blended learning at Nguyen Tat Thanh University

In many educational settings accross the world, including Vietnam, blended learning has grown quickly due to evidence of its benefits over traditional classroom or online instruction alone. The study examined the attitudes of students at Nguyen Tat Thanh University toward the existing English blended learning course with the overall goal of enhancing the quality of language teaching and learning. A total of 367 students non-majoring in English language participated in the survey conducted at Nguyen Tat Thanh University in Ho Chi Minh City, Vietnam. The 44-item survey was used to collect the data, and SPSS version 20.0 was used for statistical analysis. The results demonstrated that most students had very positive sentiments towards four factors: the course's overall quality, the quality of the instructors, the course material, and the supportive services. However, a few students expressed dissatisfaction with the technology system, as they frequently encounter technical issues when engaging in online learning outside of the classroom.

Exploring Moroccan EFL Undergraduates’ Readiness for a Newly-Implemented Blended Learning Course in English Language Proficiency

Over the last two decades, online learning has gained global attention from education stakeholders worldwide. Given the ubiquitous feature of today’s technology-driven world, the switch from face-to-face delivery to technology-delivered instruction has become a necessity. However, the implementation of innovative e-learning models such as blended learning cannot be a success without learners’ readiness and adaptability. Therefore, it is a top priority to be aware of students’ e-learning readiness to make the teaching-learning process effective and rewarding. This study seeks to gain insights into Moroccan EFL students’ readiness for a newly implemented blended language proficiency course. Data were collected using three research questions and a 29-item questionnaire adopted from Shakeel et al. (2023). The findings reveal that Moroccan university EFL students display a moderately positive attitude towards blended learning and this is a prerequisite for a smooth implementation of blended learning.

Bridging academia and industry in the era of Industry 4.0 by means of the triple helix: The PLANET4 initiative

Practical Learning of Artificial Intelligence on the Edge of Industry 4.0 (PLANET4) is a cross-disciplinary initiative funded by the European Commission under the Erasmus+ program that embodies the triple helix model of collaboration between academia, industry, and administration. It aims to bridge the gap between academic teaching and practical applications in the context of Industry 4.0. PLANET4 focuses on developing hard skills in artificial intelligence, industrial Internet of things, and cloud and edge computing, along with the soft competencies required to manage changes in the industrial ecosystem. It involves three phases: (1) training needs analysis, taxonomy development, and workshop design; (2) collection of best practices and training material design; and (3) implementation of the PLANET4 learning course. This paper presents the materialization of these phases into a blended learning course, highlighting the integration of the triple helix model and the European Commission’s support for academia-industry collaboration with the aim of improving education quality and promoting Industry 4.0 innovation in Europe.

Design and Implementation of Audiovisual Resources to Support the Differential Equations Blended Learning Course

Design and Implementation of Audiovisual Resources to Support the Differential Equations Blended Learning Course

Integration of ChatGPT Into a Course for Medical Students: Explorative Study on Teaching Scenarios, Students' Perception, and Applications.

Text-generating artificial intelligence (AI) such as ChatGPT offers many opportunities and challenges in medical education. Acquiring practical skills necessary for using AI in a clinical context is crucial, especially for medical education. This explorative study aimed to investigate the feasibility of integrating ChatGPT into teaching units and to evaluate the course and the importance of AI-related competencies for medical students. Since a possible application of ChatGPT in the medical field could be the generation of information for patients, we further investigated how such information is perceived by students in terms of persuasiveness and quality. ChatGPT was integrated into 3 different teaching units of a blended learning course for medical students. Using a mixed methods approach, quantitative and qualitative data were collected. As baseline data, we assessed students' characteristics, including their openness to digital innovation. The students evaluated the integration of ChatGPT into the course and shared their thoughts regarding the future of text-generating AI in medical education. The course was evaluated based on the Kirkpatrick Model, with satisfaction, learning progress, and applicable knowledge considered as key assessment levels. In ChatGPT-integrating teaching units, students evaluated videos featuring information for patients regarding their persuasiveness on treatment expectations in a self-experience experiment and critically reviewed information for patients written using ChatGPT 3.5 based on different prompts. A total of 52 medical students participated in the study. The comprehensive evaluation of the course revealed elevated levels of satisfaction, learning progress, and applicability specifically in relation to the ChatGPT-integrating teaching units. Furthermore, all evaluation levels demonstrated an association with each other. Higher openness to digital innovation was associated with higher satisfaction and, to a lesser extent, with higher applicability. AI-related competencies in other courses of the medical curriculum were perceived as highly important by medical students. Qualitative analysis highlighted potential use cases of ChatGPT in teaching and learning. In ChatGPT-integrating teaching units, students rated information for patients generated using a basic ChatGPT prompt as "moderate" in terms of comprehensibility, patient safety, and the correct application of communication rules taught during the course. The students' ratings were considerably improved using an extended prompt. The same text, however, showed the smallest increase in treatment expectations when compared with information provided by humans (patient, clinician, and expert) via videos. This study offers valuable insights into integrating the development of AI competencies into a blended learning course. Integration of ChatGPT enhanced learning experiences for medical students.

Nurturing creative confidence and learner empathy

As a contemporary and boundary spanning approach, design thinking is gaining traction in higher education, but it has not yet been established in academic staff development. The aim of this study is to reflect on a recent staff development intervention on blended learning course design, aimed at promoting a ‘design thinking mindset’ among university lecturers. By analysing empirical data gathered through participant interactions, we discuss the implications and potential of design thinking for academic staff development. Data analysis shows an increased awareness of the complex and diverse student body, a recognition for interdisciplinary collaboration, mentoring and reflective thinking. Additionally, it is highlighted that adopting design thinking is not without challenges, which include the need for continued practice, securing departmental buy-in and upscaling initiatives. The findings emphasise the importance of creating a ‘safe’ space to experiment, modelling a designing-on-the-go approach, focusing on the iterative processes of (re)design, providing scaffolding for learning, making design thinking processes explicit, building a community of practice, regular feedback and maintaining the balance between playfulness and reflection. Success of such an intervention will rely on balancing the development of design thinking skills, a design thinking mindset and creative confidence.

Assessment of Blended Learning Courses Based on Unified Theory of Acceptance and Use of Technology in Higher Education

Assessment of Blended Learning Courses Based on Unified Theory of Acceptance and Use of Technology in Higher Education

Teacher support and its impact on ESL student engagement in blended learning: The mediating effects of L2 grit and intended effort

BackgroundIn the shifting paradigm of English as a Foreign Language (EFL) instruction, blended learning has become increasingly prevalent, necessitating understanding factors that drive student engagement. The research delves into the intricate interaction between teacher support and student engagement, postulating that L2 grit and intended effort function as mediators within this dynamic. MethodsWe employed a cross-sectional design involving a sample of 712 EFL students engaged in blended learning courses. Through quantitative analysis, we measured the constructs of teacher support, L2 grit, intended effort, and student engagement with validated scales. Structural Equation Modeling (SEM) was applied to investigate the relationships between these variables and to test the hypothesized mediation effects. ResultsThe results demonstrated that teacher support correlated with higher levels of student engagement. L2 grit and intended effort were identified as significant mediators in this relationship. L2 grit acted as a bridge between teacher support and student engagement, reflecting the essential role of perseverance and passion for long-term language learning objectives. Intended effort further mediated this relationship, indicating that supportive teacher behaviors foster greater student effort, enhancing overall engagement. The study also revealed a chain mediation effect, suggesting that teacher support sequentially enhances L2 grit, which in turn increases intended effort, cumulatively leading to improved student engagement. ConclusionThe findings offer evidence of the central role of teacher support in bolstering student engagement through the development of L2 grit and the enhancement of intended effort. This paper underlines the necessity of a supportive learning environment in blended EFL settings and presents a novel sequential mediation framework that can guide educators, curriculum designers, and policymakers in creating more effective learning experiences.

The socio-demographic profile of family physician graduates of blended-learning courses in India.

India's lean cadre of 250,000 general practitioners and 30,000 government doctors has limited options to update themselves. Since 2006, Christian Medical College (CMC) Vellore has run blended-learning programs in family medicine, namely, postgraduate diploma in family medicine (PGDFM) and master in medicine in family medicine (M.MED FM) training more than 3000 doctors. A graduate follow-up study was undertaken in 2022. The aim of the study was to describe the socio-demographic characteristics of family physicians (FPs) in India who graduated between 2008 and 2018 from the FM blended-learning programs run by the CMC, Vellore. Informed by an empirical-analytic paradigm, this descriptive study used a cross-sectional survey design to uncover graduate FPs' profiles, practices and experiences. Using a purposively designed, piloted and validated electronic questionnaire, data were collected between March and July 2022, deidentified and analysed using Statistical Package for Social Sciences (SPSS)TM and Epi InfoTM. Among the 438 FP respondents (36%), there was an almost even split in gender (49.3% male, 50.7% female). Moreover, 25.8% were below the age of 40 years, 37.4% were in the 40-49 age group, and 33.8% were 50 years of age or older; 86% lived and worked in urban areas. The PGDFM or M.MED FM was the highest educational qualification of 64.4% of the doctors. Male FPs pursued postgraduate studies at a significantly younger age and earned significantly more than their female counterparts. The blended learning model creates an important pathway for doctors, especially women, to pursue higher education with flexibility. Preferential selection criteria can target rural-based physicians. Strong policy-level advocacy is needed to establish FM as a specialty with equitable pay scales. Socio-demographic profiling can be used as an effective advocacy tool.

Optimizing Components Selection in Blended Learning: Toward Sustainable Students Engagement and Success

Selecting the most appropriate components for a blended learning course is a multifaceted challenge influenced by various criteria. The impact of these influential criteria on the design process is not always obvious. The aim of this study is to assist academics in designing sustainable and engaging blended courses by investigating the impact of these criteria on the selection of blended learning components. By selecting the right mix of components, academics can foster a sustainable and meaningful involvement of students in their learning process over time, ensuring that students’ engagement is both enduring and beneficial in achieving academic success. A modified Delphi survey was utilized in this study, involving the participation of eighteen experts experienced in instructional design and online teaching. The analysis primarily relied on quantitative methods, utilizing the mean (to indicate central tendency) and standard deviation (to measure dispersion) for presenting the experts’ responses. Additionally, qualitative analysis of experts’ comments provided deeper insights into their quantitative ratings. Findings indicate that face-to-face collaborative activities should be the preferred method of delivery for academics aiming to enhance students’ engagement and foster their higher-order thinking skills, which students often find challenging. However, this approach is most effective when the group size is manageable. For larger student groups, online collaborative work can be a suitable alternative, provided there is ample online resource support. The results also indicate that online self-paced learning can be advantageous for lower-order thinking learning outcomes, particularly in situations where teaching staff is limited.

Towards teaching strategies addressing online learning in blended learning courses for adult-learners

Blended learning offers a learner-centred approach that employs both in-class learning and digital technology to facilitate online learning. Such an approach is especially advantageous to adult-learners in higher education as it meets their educational needs. However, adult-learners’ participation in blended learning programmes remains challenging due to a general lack of online interaction, and no clear teaching strategies that address this concern. Literature relating to adult-learners’ educational needs and online interaction was consulted in order to design teaching strategies that foster adult-learners’ online interaction. The aim of this study is to further validate these teaching strategies, hence a multiple case study was carried out using a mixed method approach. As such, eight teachers and sixteen students from four courses across three universities in Belgium and the Netherlands were interviewed. Additionally, a questionnaire testing a pre-defined set of variables was distributed to 84 students. The results lead to a set of validated teaching strategies that help teachers to further develop their professional skills and expertise. The teaching strategies can be grouped into three categories, namely 1) the teacher's online presence, 2) collaborative learning activities and preparatory learning activities, and 3) the distribution of learning content and learning activities across online and in-class learning. An elaborate set of validated teaching strategies is included. This study aids towards teacher professional development and adds evidence-based knowledge to teaching strategies and instructional frameworks for adult-learners in higher education.Teaching/learning strategies, adult-learning, cooperative/collaborative learning, teacher professional development, online learning.

Assessing the Initial Outcomes of a Blended Learning Course for Teachers Facilitating Astronomy Activities for Young Children

Globally, astronomy education is being promoted through curricula. Research indicates that educators need support to fundamentally comprehend and gain knowledge of astronomy as well as pedagogical expertise to organize and facilitate astronomy-related activities in the classroom. In response to this notable demand, we have designed a coherent training program that addresses both the foundational and pedagogical content knowledge necessary to instruct astronomy subjects at the pre-primary and early school levels. This program is constructed in a blended learning format, which combines online and in-person training with practical implementations in the classroom. We trained both professional and student kindergarten teachers, and we used questionnaires and interviews to evaluate and improve our training program. In this article, we present the results of our initial evaluation. We found that the student teachers showed a more significant improvement in their content knowledge, pedagogical content knowledge, and instruction preferences compared to the professional teachers. However, we identified several areas for improvement, which will be addressed in future cycles of the program for further evaluation.

Course design aspects of blended learning in undergraduate education

Blended learning is a popular teaching mode in today’s higher education system. Course design for blended education presents a challenge for educational specialists. This research aims to identify the essential aspects of course design in undergraduate blended learning. Course content, course structure and delivery, collaborative engagement, learner facilitation, and assessment and evaluation were discovered as aspects of blended learning course design. Based on the identified aspects, a survey questionnaire was designed and pilot tested to check the reliability and validity of the measurement tool. The analysis revealed that the questionnaire was acceptable in terms of psychometric characteristics after removing four items. Therefore, 23 items remained in the final questionnaire, which was considered reliable and valid for the context. The information was gathered using an online questionnaire from academic staff at Sri Lankan state universities attached to the departments conducting degree programs in the computing discipline. There were 97 participants included in the final dataset. The results were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The results revealed that ‘assessment and evaluation’ was highly considered when designing undergraduate blended learning courses, while other aspects which are also imperative, have been paid less attention by the university academicians.

Quality of Blended Learning Implementation in HEIs: Tool for Monitoring the Use of e-Learning Management Systems

Abstract Despite the wide acceptance of blended learning in Higher Education Institutions (HEIs) worldwide, the issue of monitoring its implementation has been little addressed in the literature. The paper presents the results of the first stage of the study for the development and implementation of tools for monitoring the degree of use of blended learning courses within the learning process in HEIs. The tool introduced here extracts data from the database of the e-learning environment and visualizes the results of the data analysis in dashboards that provide valuable insights to decision-making for improving the quality of blended learning implementation. The tool allows governing bodies to track trends in the user registration, development, and updating of blended learning courses, the number of learners, and the usability of the courses by users for a selected period. Based on the results of tool experimental testing, goals for its further development are set.

The Effectiveness of Blended Learning to General Engineering Students of Holy Angel University: Combining Traditional Instruction with Online Resources

This study investigates the effectiveness of blended learning for general engineering students at Holy Angel University. Blended learning combines traditional face-to-face classroom instruction with online resources. The research aims to determine if this approach improves academic achievement, fosters a deeper understanding of engineering concepts, and enhances student engagement compared to traditional instruction alone. The study will involve general engineering students exposed to blended learning courses. This curriculum will integrate online resources such as simulations, tutorials, and interactive exercises alongside traditional lectures, discussions, and hands-on activities. Surveys to assess student perceptions of blended learning, including its impact on understanding, engagement, and self-directed learning skills. The findings of this research will contribute to the growing body of knowledge on blended learning in engineering education. The results will be particularly relevant to Holy Angel University, informing decisions about the potential benefits of implementing blended learning programs for general engineering students. By analyzing the effectiveness of blended learning on academic achievement, understanding, and engagement, the study will provide valuable insights for educators seeking to improve the learning experience for future generations of engineers.

An e-Learning Course to Train General Practitioners in Planetary Health: Pilot Intervention Study.

According to the World Health Organization, climate and ecological emergencies are already major threats to human health. Unabated climate change will cause 3.4 million deaths per year by the end of the century, and health-related deaths in the population aged ≥65 years will increase by 1540%. Planetary health (PH) is based on the understanding that human health and human civilization depend on flourishing natural systems and the wise stewardship of those natural systems. Health care systems collectively produce global emissions equivalent to those of the fifth largest country on earth, and they should take steps to reduce their environmental impact. Primary care in France accounts for 23% of greenhouse gas emissions in the health care sector. General practitioners (GPs) have an important role in PH. The course offers first-year GP residents of the Montpellier-Nîmes Faculty of Medicine a blended-learning course on environmental health. An e-learning module on PH, lasting 30 to 45 minutes, has been introduced in this course. The objective of this study was to assess the impact of the e-learning module on participants' knowledge and behavior change. This was a before-and-after study. The module consisted of 3 parts: introduction, degradation of ecosystems and health (based on the Intergovernmental Panel on Climate Change report and planetary limits), and ecoresponsibility (based on the Shift Project report on the impact of the health care system on the environment). The questionnaire used Likert scales to self-assess 10 points of knowledge and 5 points of PH-related behavior. A total of 95 participants completed the pre- and posttest questionnaires (response rate 55%). The mean scores for participants' pretest knowledge and behaviors were 3.88/5 (SD 0.362) and 3.45/5 (SD 0.705), respectively. There was no statistically significant variation in the results according to age or gender. The pretest mean score of participants who had already taken PH training was statistically better than those who had not taken the PH training before this course (mean 4.05, SD 0.16 vs mean 3.71, SD 0.374; P<.001). The PH module of the Primary Care Environment and Health course significantly improved self-assessment knowledge scores and positively modified PH behaviors among GP residents. Further work is needed to study whether these self-declared behaviors are translated into practice.

Explaining learning achievement in student experience of blended learning

Drawing on theories of student approaches to learning and sociomaterial perspectives on learning, we investigated how a combination of sociocognitive and sociomaterial variables explain variation in 365 students’ learning achievement in a first year human biology blended learning course in an Australian research intensive university. We used a close-ended questionnaire to measure students’ approaches to learning through inquiry, approaches to using online learning technologies, and their use of on-campus physical learning spaces. We obtained use of online learning tools in terms of frequency and duration through analytics provided by a proprietary learning management system. Students’ learning achievement was evaluated using six assessment tasks in the course. Correlation analyses were conducted to examine the relationship between approaches, use of online learning tools, use of oncampus physical learning spaces, and achievement. Based on the correlation results, we regressed learning achievement on approaches, use of online learning tools and physical learning spaces. The results showed that by introducing sociomaterial variables into the regression model, a significant proportion of learning achievement was explained over and above the explanations offered by sociocognitive factors alone, highlighting the important role of both sociocognitive and sociomaterial factors in blended learning.

Pulmonary artery catheter and veno-arterial ECMO training for cardiology fellows: evaluation of a simulation-based program

Abstract Funding Acknowledgements None. Introduction Proficiency in pulmonary artery catheter (PAC) use and extracorporeal membrane oxygenation (ECMO) therapy is crucial for delivering high-quality critical care and improving patient outcomes in cardiac intensive care units (CICUs). Both procedures are conducive to immersive simulation training. Our study focuses on evaluating the efficacy of a simulation-based training program in these specific domains for cardiology fellows. Methods Cardiology fellows participated in two blended learning courses: one on PAC and one on veno-arterial ECMO. The PAC course consisted of a pre-course test of 12 multiple-choice questions assessing knowledge of indications, contraindications, and interpretation of PAC, a 45-minute didactic lecture, followed by a case-based, hands-on simulation training session for 60 minutes. The ECMO course consisted of a pre-course test of 15 multiple-choice questions assessing indications, contraindications, ECMO physiology, and circuit management, a 30-minute didactic lecture, followed by a case-based, hands-on simulation training session. Fellows completed a multiple-choice post-course test within 72 hours post-simulation training. All test questions were designed by experts in cardiac critical care. Results A total of 18 cardiology fellows completed the PAC simulation and 16 completed the ECMO simulation. For the PAC group the average score on the pre-exam was 60%, while on the post exam, the average score increased significantly to 86%, representing a 26% increase (p=0.04). For the ECMO training, the average score on the pre-exam was 67%, and on the post exam, the average score increased substantially to 90% in the ECMO exam, there was a 23% increase in the average post-exam score compared to the pre exam was recorded (p=0.05). Conclusion Simulation-based training in PAC and ECMO has a highly positive impact on the knowledge acquisition of cardiology fellows, with statistically significant increases in average post-exam scores in both areas. These findings not only validate the value of immersive simulation-based training programs but also underscore the need for further investigation into the implementation of educational initiatives aimed at enhancing care in cardiogenic shock.