Blended Learning Design Research Articles

Achievement and Satisfaction in Blended Learning versus Traditional General Health Course Designs

Blended learning is a hybrid of classroom and on-line learning that includes some of the conveniences of on-line courses without the complete loss of face-to-face tact. Purpose: The purpose of this study was to evaluate student achievement and satisfaction with blended learning course delivery compared to a traditional face-to-face class format in a general health course. Method: Surveys were distributed to randomly selected classes during the fall 2007 semester: three blended and one traditional sections participated (n=251). Results: Total satisfaction scores between blended (54.986) and traditional (49.788) classes were significantly different (p< 0.01). Achievement by students of blended and traditional sections brought mixed findings, yet blended students’ overall grades were significantly higher (p=0.048). Conclusion: Results indicated that a blended course delivery is preferred over a traditional lecture format, and promising data emerged to challenge teachers’ traditional approach to teaching general health courses at the university level.

A learner-centred model for blended learning design

This paper presents a model for blended learning design. The model explains how to balance activities between face-to-face and online learning. It further explains the elements of learning responsible for the success of blended learning. A factual case study with an analysis of students' comments regarding an undergraduate IS/IT senior capstone blended course is presented to further illustrate the application of the proposed model. Recommendations for further research are made.

Child Protection Teaching: Students' Experiences of a Blended Learning Design

This paper explores lessons learnt whilst designing a three‐day blended learning approach in child protection processes for second‐year postgraduate social work students. This article describes the rationale and processes behind the development of a teaching and learning design that utilised web‐based activities with face‐to‐face teaching and role‐play sessions. The purpose underlying the design is to prepare students with the appropriate knowledge of legislation and policies as well as providing learning opportunities to gain the skills required to operate as critically reflective practitioners in the complex world of child protection. A social constructivist theoretical perspective governing the teaching design is outlined with the student evaluation of their learning experiences. This paper concludes that e‐learning is something that can complement traditional modes of learning rather than replace them.

Development and Evaluation of the ‘Doctor and Leadership’ Curriculum

Purpose: Recently, researchers at medical schools have shown increasing interest in developing a curriculum for medical humanities and improving ‘humanity’ in existing curriculums. This study introduces the process of developing the ‘doctor & leadership’curriculum at K University from 2002. The results of the three-year implementation were analyzed. The effectivenessof the curriculum development is discussed. Methods: The curriculum development followed the ADDIE model. A sixteen-week curriculum with three subjects was developed. The main methods of instruction were self-regulation learning and collaboration learning. The instruction method was a blended learning approach composed of both on-line and off-line instructions. Students were assessed through a portfolio assessment. ‘Leadership self-assessment’ and ‘satisfaction index of the overall curriculum were measured. Results: The results on pre- and post- leadership self-assessment shows that leadership increased significantly after the learning process. Of the 4 sub-factors of the satisfaction index, the satisfaction indices on the blended learning, professor-student interaction, and instruction design had the greatest influence on the total satisfaction index (p<.001) Conclusion: Our outcome indicates that the ‘doctor & leadership curriculum is significantly effective. And generally, to increase the satisfaction index of courses, collaboration learning based on team projects and blended learning, as well as, professor-student interaction are helpful in encouraging the application of skills.

Blended Learning Revisited: A New Approach to Foreign Language Education

The focus of this study was to review prior studies with regard to the concept of blended learning in foreign language education. It addressed its educational potential of blended learning from the combined aspects of face-to-face instruction and online learning with a mix of different technologies and instructional strategies. Four essential pedagogical components of blended foreign language education were summarized along with a list of technologies: in-class learning, self-paced learning, collaborative learning, and learning support. Further, two major modes of blended learning design(in-class focused blended learning and online learning-focused blended learning) for effective foreign language education were reviewed in the study.

Got tools? The blended learning analysis and design expediter

Got tools? The blended learning analysis and design expediter

Multiple perspectives on blended learning design

Learning in the corporate setting not only relates to individual competence development but also to a demonstration of business impact and a contribution to the strategic ambitions of the company. An approach to learning design that blends generic principles of learning and instruction with strategic goals important to the particular context, anchored in a commitment to authentic and engaging learning activities is needed. We describe how a particular action-research partnership has developed such an approach to learning design, give examples of learning events that illustrate the design, and then synthesize results of 12 of these events from three perspectivesthe designer/researcher, the instructor, and the participant--in order to reflect on the lessons learned and apply them in an on-going way to a dynamic learning evolution. Although the experiences reported are from one global corporate setting, the research-based reference model used to steer this approach to learning design is by its very nature adaptable to other organizational contexts.