Blended Learning Teaching Research Articles

Online Open Course Blended Learning Instructional Design Research.

In view of the existing teaching design problems such as inaccurate analysis of learning situation, insufficient flexibility of teaching presupposition, insufficient adaptability of situation design, insufficient interaction of activity design, and unreasonable evaluation design, this study is based on the blended learning teaching structure and process. A staged and hierarchical online and offline hybrid teaching design framework is constructed. The teaching design framework mainly includes four aspects: pre-class pre-set and learning situation diagnosis analysis design, in-class situation creation and interactive implementation teaching design, after-class expansion and migration teaching design, and diversified teaching evaluation design with equal emphasis on process and results. To "recognize the material", accurately design teaching, "teaching" efficiently, and evaluate objectively and comprehensively.

Technological and Methodological Support of Blended Learning in Higher Education in The Covid-19 Pandemic

The article deals with the peculiarities of technological and methodological support of blended learning in higher education in the COVID-19 pandemic. The main methodological and technological objectives and strategies of blended learning mode from a scientific and practical point of view are pointed out. The basic description of the blended learning at different historical periods is emphasized. The task of the blended learning education in the contemporary COVID-19 circumstances and its role in the implementation of the education challenges which face both teachers and students is presented. The problems of the methodological and technological support in higher educational institutions, the need for new approaches to teaching with limited number of classes is shown. The coordination of the content of educational programs, ensuring constant monitoring of the quality of education, demonstration of individual courses to potential entrants, possible commercialization of educational content ate described. The technological tools implemented by higher educational establishments to provide blended learning in the educational institutions are highlighted. The dependence of the successful implementation of the discipline in a mixed format on the willingness of the teacher to adapt their approach to the presentation of material, teaching methods and understanding of the roles of teachers and students in the educational process is underlined. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is defined. Online-learning environments, namely synchronous and asynchronous ones, essential to provide blended learning, are mentioned. Different ways of interaction involved in blended learning mode are distinguished. The basic peculiarities of blended learning and high-tech instruction are pointed out. The results of the case study of the effectiveness of blended environments towards better English language learning are provided. The analysis of the strategy used in blended learning is assessed. The leading technological and methodological tools for blended environment are presented. The description of the e-learning platforms used in blended learning is provided. The basic instructions for the introduction of blended learning methods and technologies in the educational establishment, which provide and promote the development of the process of education in terms of distance learning, are provided. The creation of the technical conditions for learning, communication and interaction of students during the educational process, unification of means of interaction of subjects of study, their identification in the single virtual learning environment (VLE) are formulated. Future opportunities of the institution in the implementation of blended learning, the necessary resources to support the platform, opportunities for development and improvement are determined.

The Effects of Blended Learning Instruction on Vocabulary Knowledge of Thai Primary School Students

The present study aimed to investigate the effects of blended learning instruction on vocabulary knowledge of Thai primary school students and students' perceptions toward learning vocabulary through blended learning instruction. A mixed-methods approach was used. Quantitatively, a single group pretest-posttest design was used to measure students' vocabulary knowledge after ten weeks of vocabulary lessons via blended learning instruction. The qualitative method focused on students' perceptions toward blended learning instruction. There were a total of eight student participants at a small school in Kosumphisai, Maha Sarakham province. Three students were in fifth grade and five students in sixth grade. Two research instruments were used in this study: a pre-and-post-test and an in-depth interview. The quantitative results revealed that the post-test score was higher than the pretest score. The blended learning instruction can improve the students' vocabulary knowledge. The qualitative results showed that students had positive attitudes toward blended learning instruction on vocabulary teaching.

Integrating MOOCs in an Undergraduate English Course: Students’ and Teachers’ Perceptions of Blended Learning

As blended learning pedagogy gains an increasing popularity in higher education, there is a need to continually report both students’ and instructors’ perceptions regarding blended learning in order to generate better learning outcomes. This paper examines how students and instructors perceived the incorporation of MOOCs in students’ blended learning experience and the challenges they encountered. A total of 122 second-year undergraduates enrolling in an English course were surveyed, and five students and three lecturers were interviewed. The finding shows that students had favorable attitudes toward this blended course, expressing a higher level of interaction, flexibility, a better understanding of the learning content, and a richer learning experience. The instructors confirmed the positive impacts of blended learning but also admitted blended teaching increased their time commitment to their jobs. The impediments met by students and instructors in the blended learning environment must be taken into consideration.

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.

Combining and Balancing Project-Based and Blended Learning in Education

This paper discusses evaluation findings from project-based and blended learning courses in the higher education sector and beyond. The multi-method studies focus on learners’ attitudes, practices and preferences towards project-based and blended learning. The evaluated courses were developed and taught in the context of teacher training programs at Ludwigsburg University of Education (LUE). They aim at the planning, execution and critical reflection of individual projects carried out by the participating students in blended learning contexts. This paper presents a discussion of the structure, the blended methodology and the outcomes of the courses, combining the methods of quantitative evaluation research and qualitative interviews. By doing so, the study assesses current practice and analyses the above-mentioned courses closely and in detail. Thus, this paper discusses how students deal with a project-based and blended learning environment and how these results can be constructively implemented to improve future project-based and blended learning scenarios.

Impact of Blended Learning on Engineering Students in Indian Context

The advancement of information technology results in the phenomenal changes in the wide area of education system. Blended learning is the potential upshot of advanced technology based learning scheme. The use of latest e-learning channels and technologies has started facilitating the teaching learning process. Computers and mobiles are the most widely used e- learning materials in the blended learning education system. The charm of blended learning approach lies in the method of adapting technology aided learning methods apart from the existing conventional learning methods. The negative aspects of traditional learning approach are covered by enhancing the overall learning as well as teaching experience with the use of modern technology. This study focuses on the impact of blended learning on the engineering students in our country. There are certain challenges in blended learning in India but in the current scenario of pandemic outbreak, it has a huge significance in our education system. The challenges which the society of our country is likely to face are due to the students from dissimilar backgrounds and their inflexibility, time unavailability and unawareness of using technology. Blended learning is a varied educational paradigm that offers addressing these challenges. The study proves the impact of blended learning in the engineering students of India that it leads to the improvement in the knowledge of their subject topics as well as the improvement in their overall achievement.

CHALLENGES AND OPPORTUNITIES OF ONLINE LIBRARY SERVICES IN THE NEW NORMAL: THE WESTERN MINDANAO STATE UNIVERSITY EXPERIENCE

As higher education institutions strictly follow health protocols due to the COVID-19 pandemic, moving of classes including the closing of libraries is a way of helping the government to mitigate the spread of Coronavirus. To that effect, libraries have also responded to the challenging needs in the educational system. In the Western Mindanao State University library where online services are offered, where the purpose of this study attempted to look into the challenges and opportunities faced by its stakeholders and the extent of satisfaction. The quantitative-qualitative research design employing a descriptive survey method was used. In the selection of respondents, systematic random sampling was also employed, and the five (5) point Likert-type questionnaire checklist was utilized. While a purposive sampling was also employed to library personnel. A total of 384 respondents coming from the students, faculty administrative personnel/staff, and library personnel were utilized. Based on the findings, OLC or the Online Library Cart facilitated by a social media platform was a big help to educators and learners in the academic community. The challenges and opportunities have also brought in the delivery of online services’ operation. The low internet connectivity and lack of personnel competency in the online delivery, among others were considered as challenges. In attaining quality library service, increase in the acquisition of e-resources, upgrading of personnel’s skills as well as strengthening the culture of partnership and collaboration are major factors to create an avenue to improve library services, the online delivery, in particular. The overall mean of 4.74 revealed a high level of satisfaction result from the three groups of respondents, implying that WMSU library online services are very much effective and functioning excellently. It is, therefore, concluded that online services offered by the WMSU Library should be sustained not only to respond to the COVID-19 pandemic but also to support the challenging needs of blended learning education in Western Mindanao.

Negotiating teacher educators' beliefs about blended learning: Using stimulated recall to explore design choices

Teachers’ beliefs about education influence practice and vice versa. Teacher educators should be particularly attuned to the association between educational beliefs and practice. Teachers’ beliefs about education have been widely studied, but investigating how a team of teacher educators put a shared vision on blended learning into practice is less researched. Blended learning practices are subject to the four design aspects of incorporating flexibility, stimulating interaction, facilitating the learning process, and creating an affective learning climate. This qualitative study investigates a team of experienced blended learning teacher educators from two perspectives: their beliefs about blended learning, and how these beliefs are realised in practice. Seventeen screencast stimulated recall interviews revealed: (1) teacher educators express evaluative beliefs about deep and meaningful blended learning and descriptive beliefs about online flexibility and face-to-face interaction, and (2) how these beliefs are realised in practice by flexible online facilitation of learning processes, profound face-to-face interaction, and providing authentic learning experiences. Furthermore, as a result of the association between beliefs about blended learning and practice, the areas of refining student feedback, improving online structure and increasing interaction in online learning materials emerged for professional growth. Finally, recommendations are made for blended learning practitioners and teacher educators. Implications for practice or policy: Teacher educators hold evaluative beliefs about deep and meaningful blended learning and descriptive beliefs about online flexibility and face-to-face interaction. Deep and meaningful blended learning is promoted by flexible online facilitation of learning processes, profound face-to-face interaction, and providing authentic learning experiences. Areas for professional growth are refining student feedback, improving online structure and increasing interaction in online learning materials.

LinkedIn in sport management education: Developing the students’ professional profile boosting the teaching-learning process

Social media have burst into people's lives, transforming their personal and professional spheres. The sports industry has not been indifferent to these changes. Indeed, the management of these digital tools has become prized in workplace settings. Among all social media, LinkedIn has the strongest link to the professional world. Nevertheless, there is a gap in the literature so far regarding the incorporation of LinkedIn into sport management courses. Thus, this work aims to share the results of an educational innovation that uses LinkedIn as its main pedagogical element through blended-learning teaching method based on the learning by doing methodology. A total of 105 undergraduate sport management students from two Spanish universities participated in this study. A pre-test and a post-test were carried out to perform diverse statistical analyses to assess the educational experience's impact. The results show significant outcomes in students' professional profile development and interaction with the sport industry; class engagement and interaction between students and professors; and LinkedIn's suitability to develop the content of the relevant course. These results highlight the educational potential of LinkedIn and encourage sports management faculty to incorporate LinkedIn into their classes as a pedagogical resource.

Relationship of Technological Skills and Blended Learning Competency among Teachers of Local City College

Teachers’ technological skills and blended learning competency play a very integral role in students’ understanding, in offering assistance, and in taking the necessary steps to ensure students achieve learning objectives. The main objective of the study is to determine the teacher’s level of technological skills in terms of Basic Computer Skills and Internet and Navigation Skills; determine the teacher’s level of blended learning competency and the significant relationship between teacher’s technological skills and teacher’s blended learning competencies. The study employed a descriptive-quantitative research design using a modified survey questionnaire based on the National ICT Competency Standard of the Commission on Information and Communications Technology and Computer Literacy Questionnaire and NGLC Professional Learning Blended Learning Teacher Competency Framework to determine the teacher’s level of technological skills and blended learning competencies among 18 teachers of the Local City College of Zamboanga City. It was concluded that the teacher-respondents are technologically skilled in terms of Basic Computer Skills and Internet and Navigation Skills. They were knowledgeable and equipped with the necessary skills on the basic components of a personal computer, the management of files and print documents, the uses of the internet and electronic mail for educational and personal purposes, and the tools for slides presentation. The teacher-respondents were competent in teaching in the blended learning modality. There was a moderate correlation between the teacher’s level of technological skills and level of blended learning competency when analyzed. Teacher-respondents who were skilled in the use of technology were also competent in teaching in the blended learning modality.

The Effect of Blended Learning Instruction using Simplified Science Module on Students’ Academic Performance

In the new normal set-up, one of the ideal modes of teaching and learning used in the K-12 curriculum that is engaging and motivating is blended learning instruction. This study focused on the effect of blended learning instruction using simplified science module on the academic performance of Grade 11 students of Tawi-Tawi School of Arts and Trades (TTSAT) and Tawi-Tawi School of Fisheries (TTSF). This study made use of quasi-experimental design and had two sets of research instruments: the simplified science module used in blended learning instruction and the Pre-test and Post-test Questionnaire. The result revealed that there was an increase in the level of academic performance of students in both schools with blended learning instruction using simplified science module. It also revealed that blended learning instruction using simplified science module exhibits large effect in content standards such as Stellar Formation and Origin of Elements, Atomic Concept, and Chemical Reaction while medium effect on Properties of matter and Its Chemical Structure. There is a significant difference on the level of performance from pre-test to post-test of the said students in both schools. There is no significant difference on the extent of effect of blended learning instruction using simplified science module on the academic performance of the concerned students in both schools along the four content standards. Consequently, blended learning instruction using simplified science module is an effective way of engaging and motivating students to learn in both schools. Thus, schools should encourage teachers to engage students in blended learning instruction to achieve effective and meaningful learning.

Analysis of mixed learning mode of distance education based on MOOC

In order to improve the evaluation ability of mixed learning in distance education, a mixed learning mode of distance education based on massive open online course (MOOC) is proposed. By building the distance education based on MOOC mixed study effect evaluation of heterogeneous storage structure of data model, remote education characteristics of distribution of blended learning model, remote education multi-parameter fusion model of blended learning and remote education blended learning process and effect evaluation of multi-parameter fusion model, multidimensional characteristics evaluation method is applied to the remote education blended learning model optimisation. The simulation results show that this method has better process control ability and higher reliability in learning effect evaluation, which effectively improves the mixed learning effect of MOOC-based distance education.

BLENDED LEARNING: THE NEW NORMAL IN UNDERGRADUATE EDUCATION AND ITS IMPACT

The main objective of this research is to explore the impact of the implementation of blended learning on the undergraduate’s academic performance as the new norm in education. In order to achieve said goals, the researcher used the descriptive method and prepared a questionnaire to discover the impact of Blended learning in the education system. The study sample consisted of 40 undergraduates who were selected from a private university, Bangalore, India. The sample was selected specifically because of its relevance to the research. The targeted group were asked to do an online survey and send it back to the researcher via email. The questions and answers were analyzed and interpreted separately; presented in the form of a pie chart for visual representation. With a brief analysis of what each question and answer overall emphasized in terms of the significance of the addition of blended learning. The questions are analyzed and interpreted based on the individuals’ responses. The overall results showed the positive impact of Blended learning in the undergraduate education. The findings also showed that the Blended learning is the new normal in the undergraduates’ education as it provides a new educational approach which is relatively simple yet effective and accessible at all times. The study concluded with the recommendations that educational institutions should adopt Blended learning as a modern teaching approach and identified the financial resources that are available to adopt such approach. As well as the study gave an efficient platform for modern day learners and teachers.

Development of the Teaching-Learning Process Plan for ‘Adolescent Nutrition and Dietary Behavior’ of Middle School Technology and Home Economics through the Use of ‘Blended Learning’ Teaching Method

본 연구는 청소년의 바람직한 식생활 형성을 위해 온⋅오프라인을 연계할 수 있는 ‘블렌디드 러닝’의 수업 방식을 활용하여중학교 기술⋅가정 ‘청소년기 영양과 식행동’ 단원으로 교수⋅학습과정안을 개발하는데 목적이 있다. 본 연구에서 개발된교수⋅학습과정안은 한국교육과정평가원의 ‘분석-설계-개발-평가 및 수정’모형을 적용하였다. 블렌디드 러닝에 적합한 교과서내용을 분석하고, 차시별 주제, 교수전략, 매체 및 평가도구를 선정하여 교수⋅학습과정안을 설계하였으며 이를 활용하여 교수⋅ 학습과정안, 활동지, 평가도구를 개발하였다. 또한, 개발된 교수⋅학습과정안은 전문가 검증을 받아 수정⋅보완하였다. 본 연구의결과를 살펴보면, 블렌디드 러닝을 적용한 ‘청소년기 영양과 식행동’ 단원의 교수⋅학습과정안은 현시점에 부합성이 있는 것으로나타났으며 블렌디드 러닝을 적용한 온라인 수업에서는 학생들이 모둠 및 발표 활동을 제시하여 학습자들의 참여도 및 흥미가저하되지 않도록 구성되었다. 그리고 개발된 교수⋅학습과정안은 수업 의도에 맞게 패들렛, 띵커벨과 같은 원격수업 도구를사용하여 온라인 환경에서도 원활하게 수업이 진행되도록 개발되었음을 확인하였다. 본 연구에서 개발된 블렌디드 러닝을 활용한교수⋅학습과정안이 온라인 수업에서 청소년기인 학생들의 올바른 식생활을 실천할 수 있는 수업으로 활용될 수 있고, 더불어다양한 수업환경을 띠는 블렌디드 러닝 수업에서도 효과적으로 활용될 수 있기를 기대한다.This study aimed to develop a teaching-learning process plan for the ‘adolescent nutrition and dietary behavior’ unit of middle school technology and home economics through blended learning teaching method. “Analysis-Design-Development-Evaluation and Revision” model developed by Korea Institute of Curriculum and Evaluation(KICE) was applied to developing the teaching-learning process plan. The authors analyzed subject contents suitable for blended learning, and then designed a teaching-learning process plan by selecting the topics, developing the teaching strategies, and deciding on the media and evaluation tools for each class. Based on the plan for each week, the final version of the teaching-learning process plan, handouts for activities, and evaluation tools were developed. The teaching-learning process plan was revised and supplemented based on the expert verification results. The developed teaching-learning process plan which applied blended learning method was considered suitable for the current curriculum, and the group presentation activities implimented in the online classes were found to encourage learners participation and interest. Also, the developed teaching-learning process plan could be used in the online only environment without any issues depending on the intention of the classes, by the appropriate use of distance learning tools such as Paddles or Thinkerbells. The developed teaching-learning course plan is expected to be effectively used in either online or blended learning environment, as a means of helping adolescent students improve their dietary life.

Blended Learning - An Innovative Process

Blended learning is an innovative concept that embraces the benefits of both traditional teaching methods and ICT supported learning including both offline learning and online learning. A blend of classroom and web-based teaching and learning offers access to the widest range of learning methods and modes that can develop student skills and expertise (Means, Toyama, Murphy, Bakia, & Jones, 2009). This paper addresses the use of blended learning in education and its effectiveness.

Teaching alcohol and smoking counselling in times of COVID-19 to 6th-semester medical students: experiences with a digital-only and a blended learning teaching approach using role-play and feedback.

Objectives: Digital teaching formats have seen increased use, and not just since the beginning of the pandemic. They can also be used to teach cognitive, practical and communicative learning objectives effectively. We describe the implementation of an online-only course on alcohol/smoking counselling in the COVID-19 summer semester (SS) 2020 and an inverted classroom (IC) concept in the winter semester (WS) 2020/21 at the University Hospital of Würzburg. Methodology: The interdisciplinary subject of “prevention” teaches students about high-risk alcohol consumption/smoking and how to conduct a brief verbal intervention. All 143 (SS) and 131 (WS) 6th-semester medical students completed a 90-minute course: module 1 included a Prezi® presentation on alcohol/smoking basics. Module 2 introduced a counselling concept (alcohol or smoking) online or classroom-based (WS only), depending on the participants’ choice. In the online practical component, each student created a counselling video and reflections at home, and later received written feedback from lecturers/tutors. Supervised role-playing was used in the classroom-based format in the WS. There were 2 exam questions on module 1 at the end of each semester.Results: The students surveyed (11%) were satisfied with module 1. Practical exercises and feedback received praise in the evaluation of the classroom-based format (response: 97%). It was not possible for all students to perform counselling due to time constraints. A majority of participants filmed live role-playing in the online practical component. The exam questions were answered correctly by 31% (SS) and 36% (WS) respectively.Conclusions: Counselling can also be taught digitally: creating one’s own videos with delayed written feedback is an innovative form of teaching. We are now aiming for a mix of both aspects as an IC with 90 minutes of classroom-based practical exercises.

Application of Blending Learning Based on the Issue of 13 May 1969 for Teaching and Learning in Malaysia

ABSTRACT: History subjects require the application of methods that can stimulate interest and can motivate students in following the teaching and learning of history without feeling bored, especially in the topic of 13 May 1969’s events in Malaysia, which requires interpretation and rationalization of the causes and consequences of the events. Using the qualitative approach and method as well as literature study, this paper showed that t he use of blended learning in teaching and learning for this topic is seen as an effective method in shaping the ability to think creatively and imagination, while achieving understanding to students. Based on blended learning, the integration of face-to-face and virtual learning elements makes this learning holistically inclusive. Such a learning process can transform traditional methods to the latest learning methods in line with 21 st century learning optimally. The impact of understanding and appreciation of the events studied can be effectively improved. Therefore, to ensure the benefits of online application are fully utilized among history teacher in Malaysia, all parties must play their part in ensuring that aspects of physical infrastructure readiness in schools and home are complete as well as enhancing teachers' skills related to the use of online application through continuous exposure to courses and training. KEY WORDS: Blended Learning; 21 st Century Learning; 13 May 1969’s Event in Malaysia. About the Authors: Asmahani Muhthar is a Ph.D. Student in History Education, Faculty of Education UKM (National University of Malaysia) in Bangi, Selangor Darul Ehsan, Malaysia. Prof. Dato Dr. Abdul Razaq Ahmad and Assoc. Prof. Dr. Mohd Mahzan Awang are the Lecturers at the Faculty of Education UKM in Bangi, Selangor Darul Ehsan, Malaysia. For academic interests, the Authors are able to be contacted via e-mail address at: asmahanimuhthar@gmail.com Suggested Citation: Muhthar, Asmahani, Abdul Razaq Ahmad & Mohd Mahzan Awang. (2021). “Application of Blending Learning Based on the Issue of 13 May 1969 for Teaching and Learning in Malaysia” in TAWARIKH: Journal of Historical Studies , Volume 12(2), April, pp.207-218. Bandung, Indonesia: Minda Masagi Suci and ASPENSI, with ISSN 2085-0980 (print) and ISSN 2685-2284 (online). Article Timeline: Accepted (February 21, 2021); Revised (March 24, 2021); and Published (April 30, 2021).

A gameful blended-learning experience in nursing: A qualitative focus group study

BackgroundThe COVID-19 pandemic has posed significant challenges around the world, affecting over 1.5 billion students in 191 countries. This situation has forced faculties and health-related degrees in particular to be innovative, flexible, and agile when transitioning to online or blended learning. ObjectiveThe aim of this study was to explore nursing students' experiences and perceptions of the use of game elements in two full-nursing subjects using a blended-learning teaching strategy. DesignA qualitative study was conducted through sixteen focus group interviews between November 2020 and January 2021. SettingThis study took place at the Jaume I University with students enrolled in Adult and Elderly Health Programmes and Chronic Processes in their second and third year, respectively. ParticipantsOne hundred forty-nine second- and third-year undergraduate nursing students took part in the focus group interviews. MethodsA blended-learning teaching approach with game elements was developed for two full-undergraduate nursing subjects. Focus groups using a semi-structured interview protocol were conducted after delivering the teaching content. A content analysis was used to analyse the focus group interview data. ResultsThe qualitative analysis revealed four major themes: (i) teaching transition in the COVID-19 pandemic scenario, (ii) game elements to retain student attention and learning, (iii) gameful designs for competency-based team training, and (iv) blended learning vs face-to-face learning including gamification. ConclusionsThis study yields, for the first time, findings about the use of game elements in blended learning. This strategy was shown to be useful for teaching other key clinical or teamwork-related skills such as creativity, innovation, team-based communication, and responsibility, in addition to supporting the use of this innovative teaching strategy to reduce online fatigue and stress and increase student engagement in online classes.

The Fourth Industrial Revolution and COVID-19 Pandemic in South Africa: The Opportunities and Challenges of Introducing Blended Learning in Education

The Fourth Industrial Revolution and COVID-19 Pandemic in South Africa: The Opportunities and Challenges of Introducing Blended Learning in Education