Blended Learning In Universities Research Articles

Педагогические условия организации смешанного обучения в вузе с применением систем управления обучением

In higher education, blended learning technology combining e-learning and classroom activities has become widespread. Blended learning contributes to the introduction of variable forms and ways of interaction between students and teachers, interaction of study process participants with content, and the expansion of the teacher’s toolkit when working with students. In order to identify and justify the pedagogical conditions of effective organization of blended learning in universities, the authors have described the essence and main components of blended learning technology, and the options of its implementation using learning management systems (LMS). LMS can be classified as to types of licensing, a set of functionality, the module-based criterion, the “customer requirement” criterion, and physical location. The articled presents and identifies features and capabilities of one of the most common learning management systems - LMS MOODLE. The authors reveal pedagogical conditions for the successful implementation of blended learning technology at a university: development of a syllabus and training curricula, correlation of the possibilities of their implementation with the use of blended learning technology; competent course design and implementation, as well as active updating of the content of LMS courses to ensure their quality and relevance; providing timely teacher support for communication and feedback with students; development and application of special methods for monitoring and assessing educational results to carry out reliable and valid diagnostics of learning outcomes and provide prompt feedback; development of high-quality methodological support for teachers on the organization and implementation of the educational process in new conditions and produce methodological materials for students; ensuring a high degree of readiness of students and teachers to implement training in a new format, organize their training and support end contribute to the development of digital competences.

Two years into the COVID-19 pandemic: An analysis of learning outcomes and student engagement at an economics university

The COVID-19 pandemic generated a switch from in-person to online learning. Using data from four academic years and two related disciplines (Management accounting and Performance measurement and control), we analyzed the impact of medium-term and exclusive online learning on student engagement, learning outcomes, and student perception of online learning. The sample consisted of four groups of undergraduate accounting students (a total sample of 415 students) from the most important university of economics in Romania. We applied paired t-tests and independent t-tests, correlation measures, and principal component analysis. The results showed a decline in learning outcomes from one discipline to another (seminar scores, exam results), and a decline for one discipline (Performance measurement and control) over a three-year period. Also, a weaker student engagement during the second year of the pandemic indicated that the passage of time highlighted the disconnect between students and the academic environment. Surprisingly, student engagement and learning outcomes were not correlated with two measures of student satisfaction (cognitive stimulation and convenience). It appears that student satisfaction with online learning remained at a high level despite an increased risk of academic failure. Unsurprisingly, there was a rebound in academic performance when classes switched to in-person education in the spring of 2022. Our results have implications for the future design of online and blended learning in universities.

Factors contributing to learning satisfaction with blended learning teaching mode among higher education students in China.

Blended learning has increasingly grown in importance as a method of classroom instruction in Chinese higher education classrooms in the context of fast-evolving network information technology, higher standards of educational informatization, and growing attention to the reform of teaching modes in higher education. The efficiency of blended learning can be increased by better understanding the students' learning satisfaction and its key influencing factors. Based on the theories of constructivism and phenomenology, the study constructs an index system of student satisfaction with blended learning in higher education, and conducts a questionnaire survey on 650 students with blended learning experience in 6 universities in Sichuan Province, China, obtaining 598 valid questionnaires after reviewing the collected questionnaires for missing values. This study uses descriptive statistical analysis (DSA), one-way ANOVA, Pearson correlation analysis, and multiple linear regression (MLR) to analyze the effects of each factor in the index system on satisfaction. Results indicate that the overall level of student satisfaction with blended learning in universities is moderately high, with students' self-satisfaction being the lowest, and that substantial disparities exist in the evaluation of satisfaction with blended learning on various online resources, online teaching forms, and offline teaching methods. This study applies multiple linear regression (MLR) to conclude that students' learning attitudes, curriculum design, and teachers' teaching methods are the most important factors influencing satisfaction with blended learning in universities. Results indicate that a blended learning system be built from the three dimensions of students, teachers, and curriculum, offering a theoretical foundation and point of reference for the ongoing reform of blended learning in higher education. The study is of great significance in optimizing teaching quality and deepening the reform of blended learning.

Research on the Teaching Quality Evaluation System and Improvement Path of Ideological and Political for Online and Offline Blended Learning in Universities

Research on the Teaching Quality Evaluation System and Improvement Path of Ideological and Political for Online and Offline Blended Learning in Universities

Adoption of national education policy 2020 and blended learning in Universities of Haryana: Benefits and challenges for students

Adoption of national education policy 2020 and blended learning in Universities of Haryana: Benefits and challenges for students

Constraints of Blended Learning Implementation in Higher Education

Blended learning is a combination of synchronous and asynchronous learning. Implementing blended learning in mathematics learning has some problems, one of which is proving mathematics. This study aims to describe the obstacles to implementing blended learning in universities. The research was carried out at two universities in Indonesia located on the islands of Sumatra and Java. The subject of this research is the lecturer of the Mathematics Education Study Program at the two universities. The data collection technique used is an open questionnaire. The data were analyzed qualitatively and descriptively quantitatively. The study's results stated that lecturers faced many obstacles in implementing blended learning, mainly Internet, Time, Competence, and Student Personality.

대학 내 블랜디드 러닝 이용자의 자기결정성 요인이 학습흥미와 즐거움을 통해 만족도에 미치는 영향

Objectives The purpose of this study is to investigate the perceived autonomy, competence, and relationship of blended learning users among university students, and then to study their satisfaction through learning interest and pleasure. Through this, I would like to present the impact on learners through blended learning and the development plan of blended learning. Methods The survey was conducted for S-University in Seoul and local K-University with experience in using blended learning, and online and offline questionnaires were distributed and collected. The survey period was conducted for two weeks from February 01, 2022 to February 15, 2022. A total of 229 questionnaires were collected during this period, and 229 questionnaires were used for data analysis. Results First, the perceived autonomy of blended learning was found to have a significant effect on learning interest and enjoyment. Second, the perceived competence of blended learning was found to have a significant effect on learning interest and enjoyment. Third, the perceived relationship of blended learning was found to have a significant effect on learning interest and enjoyment. Fourth, learning interest in blended learning was found to have a significant effect on pleasure and satisfaction. Fifth, the pleasure of blended learning was found to have a significant effect on satisfaction. Conclusions The conclusion of this study is as follows. Due to the coronavirus pandemic that has continued over the past few years, it is expected that professors at universities will develop their ability to cope with classes through blended learning, while also increasing learners' ability to actively cope with changes in the class environment. However, the self-determination of the learner is important when learning proceeds through blended learning in universities. In order to increase the learning satisfaction of blended learning for learners, the instructor should have learners' self-determination.

Blended teaching and learning: Exploring the concept, barriers to implementation and designing of learning resources

With the advent of the coronavirus disease 2019 (COVID-19), several institutions worldwide have adopted the blended mode of teaching and learning. However, literature on this concept in South Africa and on the African continent is scarce. This scoping review explores the concept of blended approach to training and how to design resources for the blended teaching and learning approach. In addition, the review investigates barriers to the implementation of blended learning. The findings of this study demonstrate that the understanding of the concept of blended teaching and learning is not homogenous and is often left to individual academics to decide on the approach. The review identified several hurdles that need to be addressed for successful implementation of blended teaching and learning, however these are not specific to South African institutions. Available literature on studies done elsewhere and in South African, suggest that some of the identified barriers to adoption of blended teaching and learning are real, while others are perceived or imagined. Lastly, the authors observed that there are several approaches to designing learning resources for the blended mode of teaching and learning. The choice of approach is dependent on the intended purpose for which the specific design is adopted. There is a need for studies that specifically investigate blended learning in Universities in South Africa and on the continent to help identify barriers to adopting blended teaching and learning among institutions that are specific to the South African and African context. Institutions adopting the blended teaching and learning mode of delivery, need to be unambiguous in their philosophy of blending teaching and learning and not leave it to the implementing academics. Policymakers can use the information generated in this review to recommend minimum requirements for a blended delivery mode in public institutions of higher learning. Keywords: e-learning, distance education, web-based learning, face-to-face instructional mode

Development of blended learning in universities

The aim of the present study is to discover the optimal conditions, including organizational and legal conditions, for the introduction of blended learning in the higher education system. To achieve the defined objective, the authors analyze the legal regulations that govern the use of various forms of education in the higher education system in general and distance learning in particular and assess the need for the implementation of hybrid education in the Russian Federation at the present time. Based on the research carried out on normative acts, the authors conclude that distance education presents an educational technology and can, therefore, be used as a means of organizing the educational process in the realization of an educational program through any type of learning including the full form of time in accordance with the local regulations of the educational organization in question. It is demonstrated that the implementation of individual principles and approaches in international practice can contribute to the solution of the specific problems of implementation and use of blended learning.

RESEARCH ON THE PERCEPTION OF DIFFERENT TYPES OF EDUCATIONAL INFORMATION BY FUTURE BACHELORS IN CYBERSECURITY

The article presents a study of the perception of different types of educational information by future bachelors in cybersecurity. The results of the study are characterized by the use of such types of information as audio (listen to audio), visual (watch video snippet), audio-visual (see video snippet with audio), presentations and electronic text without video or audio, as well as combinations all of these options. The subject of the research is the questions concerning the state of use of types of educational information in the educational environment in the process of preparation of bachelors in cybersecurity on a specialty, introduction of technology of distance and blended learning in universities. A comparative analysis of the types of information that is more readily perceived by higher education providers and their teaching staff is also made. The purpose of the work is to publish the results of a study that was conducted over three academic semesters in order to study the state of perception of different types of educational information by future bachelors in cybersecurity. Interviewing and interviewing methods are a part of the work done. The field of application of the results is a methodological field for improving the training of cybersecurity bachelors who require the use of electronic content, educational environments and communication systems in the Internet.Keywords: educational information, audio-visual information, textual information, cybersecurity bachelors training.

Planning and Integration of Technologies for Effective Implementation of Blended Learning in Universities in Rivers State, Nigeria

The study investigated planning the integration of technologies in higher institutions as a strategy for effective implementation of blended learning in universities in Rivers State. The design used was descriptive. The population of this study consisted of the 4,377 teaching staff in the three (3) public universities in Rivers State, comprising 2,348 male and 2,029 female teaching staff. The universities are the University of Port Harcourt, Rivers State University and Ignatius Ajuru University of Education. The sample of this study was 590 elements, comprising 327 male and 263 female teaching staff that were drawn from the population using stratified random sampling technique. Instrument of data collection was a questionnaire that yielded a reliability index of 0.84, using test-retest and Pearson Product Moment Correlation techniques. The data generated were analysed using mean to answer research questions. z-test was used to test hypotheses at 0.05 significance level. Findings showed that aligning university's visions with the aspirations of full integration of blended learning into university system, provision of required communication networking infrastructures and modifying curriculum designs to become deliverable through blended learning mode are key ways of integrating blended learning in the university system. Recommendations made included that university managers should consider seriously, the advantages of blended learning in the school system, with a view to using planning to foster the integration of the learning innovation into the traditional face-to-face teaching and learning approach for improving students learning experiences and achievements.

Blended Learning Application in the Accounting Education: Life-based Learning Paradigm

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블렌디드 러닝(Blended Learning)을 위한 대학 교수자의 교수역량 도출

블렌디드 러닝(Blended Learning)을 위한 대학 교수자의 교수역량 도출

DEVELOPING PROFESSIONAL INFORMATION AND COMMUNICATION SKILLS THROUGH E-PROJECTS

Abstract . The objective of the study is to show advantages of the method of e-projects. According to the authors of the publication, e-project based approach is a promising form of blended learning in universities. Methods . The authors pesent the technology of professional competencies formation of future teachers during the teaching process of the discipline «English language» on the basis of the analysis and generalisation of existing sources on blended learning and the free Web application Moodle that allows organising e-training. The Expert Group Appraisal method was used to define levels and components of the competencies. Scientific novelty . Introducing e-project as a part of students’ self-study in English for Special Purposes (ESP) curriculum is especially beneficial if the following objectives are stated: strengthening cross-curriculum knowledge that implies deepening and acquiring new knowledge both in English and in disciplines that are important for future profession; and developing professional information and communication (ICT) competency. Results . This paper presents the experience of executing one of the e-projects in the educational process practice, allowing students not only to acquire professional English competency but also to learn how to create e-courses in Moodle by their own and strengthen their knowledge in modern information and communication space. The article describes the implementation of e-project based approach for teaching English for future teachers (bachelor students) in Kalashnikov Izhevsk Technical University. This paper presents the experience of executing one of the e-projects that was made by one of the students. Practical significance . The research outcomes and recommendations can be used for effective implementation of e-project based approach for teaching English in higher vocational institutions.

Learning Innovation: A Framework for Transformation

Abstract Learning with and through technological enhancements operates in a landscape unrecognisable only a few years ago. Focussing on Higher Education, this article shows how to capture and model complex strategic processes that will move the potential of online and blended learning in universities to new stages of development. It offers the example of a four quadrant model created as a framework for an online and blended learning innovation strategy, and its successful implementation in practice.

Effective Use of E-Learning Technologies to Promote Student Centered Learning Paradigms within Higher Education Institutions

The unveiling of e-learning technologies has led to an increase in the use of e-learning systems also known as educational technologies to support blended learning in Universities by providing a mix of face-to-face classroom teaching, live e-learning, self-paced e-learning and distance learning. Despite the existing benefits of using e-learning, some higher education institutions have not utilized e-learning to its full potential to foster student-centered learning. This approach of learning is profoundly social and therefore emphasizes the influence of social environments that surround a student’s learning and cognitive development. Student-centered learning focuses on fostering communicative and collaborative skills amongst the students as well as with their teachers making the students more engaged rather than passive in their learning process. E-learning technologies have the ability to support social-interactions between students and teachers and amongst students. However, there are limited studies that offer a comprehensive framework for effectively using e-learning systems to support student-centered learning in higher education institutions. It is therefore imperative that learning technologists understand the factors and approaches of influencing effective blended learning. Results of an expert survey conducted show a number of factors established as being important for enhancing student-centered learning by effectively using e-learning technologies. This paper describes a methodological framework consisting of factors necessary for fostering student-centered learning by effectively using e-learning technologies within Universities.

Value of blended learning in university and the workplace: some experiences of university students

PurposeThe aim of this paper is to explore student views of blended learning in a university setting based on the use of audio lectures, seminars, discussion boards and wikis.Design/methodology/approachIn total, 14 seminar (focus) groups consisting of approximately 20 students each, over a two year period, provided qualitative views of how students believed blended learning would be useful for their degree and future careers.FindingsStudents found the blended learning approach very flexible and preferable in many cases to traditional face‐to‐face learning. Key themes in terms of emerging benefit themes included: flexibility and support; motivation and sharing ideas; class interaction and explanation of ideas; better than pure eLearning; communicating and teamwork; developing project leadership skills.Research implications/limitationsThis exploratory study of university students is important because they are aware of the value of blended learning and transferable skills for the workplace. The research is limited because it is qualitative, yet it still provides a useful insight into the benefits and value of blended learning from the student perspective.Originality/valueThere is a paucity of qualitative research on the benefits of blended learning and this paper examines the value of the overall approach for university students and the workplace.

Blended learning in Saudi universities: challenges and perspectives

This study is an attempt to investigate the nature of obstacles and challenges encountered at Saudi universities while implementing a blended learning approach. A literature review of blended learning rationale and designs, and the status of web-based education in Saudi higher education are demonstrated. Three main challenges of applying blended learning in Saudi higher education are addressed. One major challenge to be considered in the implementation of blended learning in Saudi universities is the adaptation of this element in the traditional university culture. Finding the right design of blended learning is another challenge that is discussed in detail. Furthermore, the time issue is considered a crucial challenge facing blended learning faculty. Practical recommendations that would facilitate transition to a blended learning university environment are presented. It is hoped that this study will help to provide insight for the faculties and the decision-makers throughout higher education in Saudi Arabia. Although this investigation is specifically related to the implementation of blended learning in the universities of Saudi Arabia, we are confident that the assumptions and recommendations contained herein will be of great value to other populations facing similar challenges. Keywords: blended learning; challenges of blended learning; higher education; Saudi Arabia DOI: 10.1080/09687761003657614

Blended learning in Saudi universities: challenges and perspectives

This study is an attempt to investigate the nature of obstacles and challenges encountered at Saudi universities while implementing a blended learning approach. A literature review of blended learning rationale and designs, and the status of web-based education in Saudi higher education are demonstrated. Three main challenges of applying blended learning in Saudi higher education are addressed. One major challenge to be considered in the implementation of blended learning in Saudi universities is the adaptation of this element in the traditional university culture. Finding the right design of blended learning is another challenge that is discussed in detail. Furthermore, the time issue is considered a crucial challenge facing blended learning faculty. Practical recommendations that would facilitate transition to a blended learning university environment are presented. It is hoped that this study will help to provide insight for the faculties and the decision-makers throughout higher education in Saudi Arabia. Although this investigation is specifically related to the implementation of blended learning in the universities of Saudi Arabia, we are confident that the assumptions and recommendations contained herein will be of great value to other populations facing similar challenges.Keywords: blended learning; challenges of blended learning; higher education; Saudi ArabiaDOI: 10.1080/09687761003657614

Research focus and methodological choices in studies into students' experiences of blended learning in higher education

The paper reviews representative research into blended learning in universities, taking into account the methodology used, the focus of the research and the relationship between the two. In terms of methodology, most research was classifiable as case-studies, survey-based studies or comparative studies. A small number of studies take a comparatively more holistic approach and one of the outcomes from this review is a recommendation for more holistic studies to be undertaken. In the studies reviewed, the focus of the research is often related to the degree of methodological complexity. That is, less methodologically elaborated studies tend to have a more specific focus, while the studies employing a more complex methodology tend to report more varied aspects of the students' learning experience. It is argued that educationally useful research on blended learning needs to focus on the relationships between different modes of learning (for example, face-to-face and on-line) and especially on the nature of their integration. In particular, such research needs to generate usable evidence about the quality of the students' learning experiences and learning outcomes. In turn, this demands appropriately powerful methodologies, rooted in a firm theoretical foundation.