Blended Learning Intervention Research Articles

Expanding Access to Mental Health: Evaluating the Potential of a Serious Mental Health Game for Adolescents.

Digital technologies are important for expanding access to mental health support in low-resource settings. The current study tests the feasibility of a blended learning mental health intervention that was implemented for adolescents in Lebanon (N = 1,234), most of whom were Syrian refugees. The intervention features a digital game called The Helping Hand, which teaches adolescents how to respond to psychosocial challenges healthily and develop effective coping strategies. The blended learning intervention was tested using a single-arm, non-blinded, mixed-methods approach, through the analysis of pre-post questionnaires and key informant interviews. Results showed that the intervention was well accepted and popular among participating adolescents and the team that implemented it. After completing the intervention, adolescents showed a significant decrease in anxiety and depression symptoms and a significant increase in overall well-being. The feasibility and potential impact observed in this study demonstrate the benefits of continuing to refine and expand digital interventions that improve access to mental health support for vulnerable populations.

Blended learning intervention on the students’ reading comprehension achievement with different personality traits

Reading is one of fundamental receptive skills that students should master in language acquisition. In fact, many students struggle in reading even they have mastered language acquisition. Non linguistics factor, for instance personality traits affects the student’s reading comprehension process. The research objectives are (1) to identify the effectiveness of blended learning and conventional learning instruction in improving EFL students’ reading comprehension with different personality traits and (2) to explore the differences in students’ impressions regarding integrating blended learning instruction in the EFL class. This research employs a mixed-methods approach. Sixty-six participants of SMA N 1 Pulau Morotai participated in this study as a sample. Research instruments utilize the Eysenck Personality Test (EPI) to determine students' personality types. The TOEFL prediction test is used in the reading comprehension test, and a semi-structural interview is used for the qualitative instrument. In addition, analyzing the data uses Independent T-test and N-Gain Interpretation Test. The descriptive method is utilized to analyze the qualitative data. The finding shows that the average learning outcomes of mix introverted-extroverted students who use blended learning were higher compared to those of mix introverted-extroverted students who use traditional learning models. Unfortunately, even though both had different learning outcomes, these learning models were generally regarded as ineffective due to the N-gain score being less than 40%. As seen from the interview result, blended learning models were regarded as multi-way instructional models that accommodated students' needs despite an inadequate internet connection, enhanced reading comprehension, fostered students' technological proficiency, and provided efficiency and adaptability.

Predictors of improvement in community adolescents with chronic neck pain: A secondary analysis using different improvement criteria.

Interventions based on pain neuroscience education and exercise have emerged as effective in the management of chronic neck pain in adolescents. No studies have explored factors that might be associated with recovery in adolescents with neck pain. To explore predictors of improvement after an intervention based on exercise and pain neuroscience education. Secondary analysis of a randomized trial. Community. 127 community adolescents with neck pain. Blended-learning intervention based on exercise and pain neuroscience education. A set of variables including sociodemographic data, pain characteristics, physical activity, disability, sleep, catastrophizing, fear of movement, self-efficacy, symptoms of central sensitization, knowledge of pain neuroscience, pressure pain thresholds, and neck muscles endurance were used to predict a clinical response at 1 week after intervention and at 6-month follow-up. Different predictors of improvement and non-improvement to intervention were found, but common predictors were not found for all the improvement criteria explored and time points. These findings suggest that using different criteria to characterize adolescents with neck pain as improved and non-improved after pain neuroscience education and exercise have an effect on the variables associated with a response to the intervention.

Digital Workplace Skills: Designing the Integrated Learning of Accounting and Microsoft Excel

The ubiquitous use of Microsoft Excel among accountants has resulted in calls for students to become capable in its use to enhance their success when entering the accountancy profession. The objective of this paper is to investigate if, and how, an integrated learning approach can be designed to develop accounting students’ Microsoft Excel skills as part of their learning experience within first-year financial accounting modules. The study deployed a design-based research (DBR) methodology, an emerging approach in accounting education. The study involved 68 first-year accounting undergraduates in the participatory design of a blended learning intervention across three design iterations, including integrated learning of financial accounting and Microsoft Excel. The results demonstrate that perceived Microsoft Excel skill levels among participants improved as a result of the intervention, coupled with an expression of high confidence levels in use of the software. The students valued the authentic learning experience obtained and felt it would benefit them in future employment. The research findings provide guidance to accounting educators wishing to augment their students’ understanding with digital workplace skills and competency.

Effectiveness of a blended learning intervention in cardiac physiotherapy. A randomized controlled trial.

Blended learning (BL) combines both face-to-face learning (FL) and online learning. This study aims to compare the effectiveness of a BL intervention vs. a FL intervention in relation to the knowledge, competencies, satisfaction, perceptions, usability, and BL acceptance of physiotherapy students. An assessor-blinded randomized trial was performed. A total of 100 students were randomly allocated to either the BL group (BLG, n = 48) or FL group (FLG, n = 52). The BLG received face-to-face classes plus access to online resources (online syllabus, Moodle, scientific-based videos and websites, activities, glossary, and apps). The FLG received face-to-face classes and hardcopy resources (hardcopy syllabus, scientific-based information, activities, and a glossary). Knowledge, ethical and gender competencies, satisfaction, perceptions, usability, and BL acceptance were assessed. The BLG showed higher scores than the FLG for knowledge (p = 0.011), three ethical/gender competencies (p < 0.05), increased motivation to prepare themselves before class (p = 0.005), increased motivation and ability of thinking (p = 0.005), improved understanding of important topics (p = 0.015), course organization (p = 0.017), educational material (p = 0.001), easiness of understanding (p = 0.007), comprehensive coverage of the subject (p = 0.001), and clarity of instructions (p = 0.004), while usability was acceptable. The BL intervention can be used for improving the knowledge, competencies, perceptions, and satisfaction of the students. In addition, BL acceptance was positive, and usability was found to be acceptable. This study supports the use of BL as a pedagogical approach to foster innovative learning.

Implementation effect of integrating cooperative inquiry into blended learning: analysis of students’ goal setting, task value, and well-being

ABSTRACT This research integrated cooperative inquiry strategies to implement blended learning and analyzes the learning effects based on the perspectives of goal setting theory and well-being theory. Blended learning combines the advantages of classroom teaching and online learning and enables students to review material to further their understanding. Cooperative inquiry, a key skill in modern life, involves collaboratively identifying feasible solutions to a problem. It enhances learning motivation and effectiveness through mutual assistance and support. In this study, a blended learning intervention (of cooperative inquiry learning and online learning) and a tradition lecture curriculum were implemented for an educational statistics course at a college of education to investigate the relationships between students’ goal setting, task value, and well-being. In total, 30 and 22 postgraduates were assigned to the quasi-experimental and control groups, respectively. Data were evaluated using Hotelling’s T2, analysis of covariance, and multiple regression. After the blended learning intervention, the students demonstrated significant improvements in some dimensions of the three variables. Furthermore, goal setting and task value contributed critically to student well-being.

The Impact of Blended Learning and Direct Video Feedback on Primary School Students’ Three-Step Ball Throwing Technique

Abstract The purpose of this study was to evaluate three distinct methods of teaching the three-step ball throw simulating the javelin throw technique to primary school students. The sample consisted of 131 primary school students of 5th and 6th grade (Mage = 11.4, SD = 0.47 years) randomly divided into three groups. The control group (CON) received typical instruction, the first experimental group (EXP) followed a blended learning intervention which included an interactive learning activity software and the second experimental group (EXPVF) followed the same blended learning method with an additional direct video feedback system. A pre/post-test design was implemented to evaluate students’ technique, using as criteria five selected technique elements of the three-step ball throw. Wilcoxon signed-rank test analysis showed that all three groups performed significantly better after the intervention in all five criteria. However, Kruskal-Wallis H test analysis with post-hoc test revealed that the results for EXPVF group were significantly better than the other two groups in all elements, while the EXP group showed significantly better results in three of the five elements compared with the CON group. In conclusion, students appeared to benefit more in their three-step ball throw technique through blended learning and direct video feedback.

A blended professional learning intervention for early childhood educators to target the promotion of physical activity and healthy eating: the HOPPEL cluster randomized stepped-wedge trial

BackgroundChildcare centres are important environments for promoting physical activity and healthy eating. Blended approaches to professional learning may help overcome existing challenges for educators in promoting these behaviours. This study aimed to test the effect of a blended professional learning program on healthy eating and physical activity in childcare.MethodsCluster randomized stepped-wedge trial in 15 childcare centres in Tasmania, Australia. Children aged 2-5y who attended at least two days per week were eligible to participate. Random assignment occurred at the centre level. Centre names were drawn out of a hat and then subsequently allocated to one of the three steps. The intervention comprised a 12-week blended professional learning program for educators. The main outcome was centre-level physical activity and healthy eating, assessed using the Environment and Policy Assessment Observation System (EPAO). All data collectors were blinded to step allocation. Analyses were according to intention to treat. The trial was registered with the Australian New Zealand Clinical Trial Registry (ACTRN12618000346279, date registered: 07/03/2018).ResultsCentres were recruited between January 2016 and February 2016. All centres were retained for the duration of the study. A total of 313 children were recruited with 291 analysed at the completion of the study (93%). The difference between groups for the EPAO total score was significant at the end of the maintenance period (adjusted difference = 14.63, 95% CI [1.33, 27.92], p = 0.03). Significant differences were found for the percentage of time children spent in light-intensity physical activity at the end of the intervention (adjusted difference = 0.01, 95% CI [0.00,0.01], p = 0.02) and maintenance periods (adjusted difference = 0.01, 95% CI [0.00,0.02], p = 0.04). To the best of the authors knowledge, there were no adverse events.ConclusionThis intervention achieved a sustained improvement in physical activity and healthy eating in childcare centres. Further, it can be easily integrated into existing service provision, especially among centres with limited access to professional learning.Trial registrationThe study was registered with the Australian and New Zealand Clinical Trials Registry (ACTRN12618000346279, date registered: 07/03/2018).

PACE-IT: designing blended learning for accounting education in the challenging context of a global pandemic

ABSTRACT This paper describes the design of a blended learning intervention to enhance the student learning experience, incorporating innovative technologies and pedagogies within introductory accounting. The design-based research (DBR) methodology involved 68 learners in the participatory design of the intervention across three design iterations. Emerging from the design process, a framework informed by the key themes of Pedagogy, Autonomy, Collaboration, Engagement, Interaction and Technology (PACE-IT) was conceptualised, tested and developed. This study presents the PACE-IT model which offers guidelines to practitioners who seek to design blended learning to provide students with a rich and meaningful learning experience. The emergence of COVID-19 underscores the relevance of these findings. PACE-IT provides direction to accounting educators working within an unfamiliar educational context, today and in the future, where there is an imperative to develop new approaches to accounting education that combine face-to-face with online interaction and learning.

Program renewal: Re-evaluating teaching pedagogy in auditing

Accounting graduates are entering an uncertain, rapidly changing world that calls for the enhancement of the pedagogy to prepare them for their future world of work. Technical competence needs to be scaffolded with enabling (professional) competencies more than ever before and deep learning is required for students to apply principles in any context. With this in mind, the lecturers at a South African university disrupted (i.e., significantly changed) how a keystone topic in third-year auditing is taught; specifically by creating blended learning interventions for reflection, collaboration, communication, and ethical considerations not previously used in auditing education. This research presents the student perceptions about the appropriateness of these interventions.

The Role of Enhanced “Follow-Up” and Simplified Video Tutorial in Blended Learning during the Pandemic

Nearly everyone involved in the education system is new to blended learning. While teachers have to navigate around the new environment, they have to ensure that their learners are not left behind. Teachers’ awareness of students’ experiences during the pandemic, be it school-related or personal helps them adjust their approaches to the teaching-learning process. This study employed the qualitative research, specifically the multiple case study design. Informal interview transcripts, school documents, call transcripts, and validation statements were the main source of data for the study. The result of the study revealed three themes in the pursuit to answer the research questions presented in this research. These themes were student experiences in the new normal modality of education, factors that affect student participation rate in blended learning, and school and teacher interventions that learners seek. In this research, the videos were simplified by the teacher through explaining the lesson in a simpler language without compromising the substantial content. Students’ consistent response that simplified lesson videos helped them learn in their own pace must encourage teachers to include such support in planning for their synchronous and asynchronous classes. Another vital support that teachers and the school can provide during these challenging times is to look after the well-being of their students. Constant and enhanced follow-up of learners done in a subtle and encouraging manner will increase learner motivation to continue their studies despite the challenges and struggles they encounter in their life and in their studies.

Effectiveness of a Blended-Learning Intervention in Teachers’ Vocal Health

To verify the effectiveness of a blended-learning voice assistance program for elementary school teachers. Nonrandomized and comparative interventional clinical trial. A total of 59 teachers participated; 33 of the 59 teachers participated in face-to-face learning (control group-CG), and 26 of the 59 teachers participated in blended learning (experimental group-EG). The Voice Assistance Program included the following for both groups: preintervention assessment, four voice workshops and postintervention assessment. The instruments used were the Vocal Production Condition - Teacher (VPC-T) questionnaire, the Screening Index for Voice Disorder (SIVD), the Vocal Health and Hygiene Questionnaire (VHHQ) and the Voice-Related Quality of Life (V-RQOL) measure. Additionally, voice samples were collected for auditory-perceptual analysis of voice quality. The workshops included theoretical and practical content for both groups. All the workshops for the CG were conducted face-to-face, while the workshops for the EG consisted of two online workshops and two face-to-face workshops. A descriptive analysis of the data was performed, and paired Wilcoxon and Mann-Whitney tests were performed using R software, with a significance level of 0.05. Both groups showed improved acquisition of knowledge regarding vocal health and improved voice quality, but the improvement was greater for the EG. There was a significant decrease in the risk of voice disorder in the EG. Only the CG showed significant improvement in voice-related quality of life. The voice assistance program with blended learning is effective for increasing knowledge about vocal health, reducing the risk of voice disorder and improving the voice quality of teachers.

Barriers to shared decision-making with women of reproductive age affected by a chronic inflammatory disease: a mixed-methods needs assessment of dermatologists and rheumatologists

ObjectivesThe main study objective was to identify challenges and barriers experienced by dermatologists and rheumatologists when engaging women of reproductive age in shared decision-making (SDM) related to treatment and management...

Evidence from a blended remote learning intervention in Greek small rural primary schools

The present research evaluates the impact of a blended remote learning intervention on the English as a Foreign Language (EFL) attainment of 8-12-year-old children living in rural parts of Greece who, contrary to their urban counterparts, have no access to English language instruction in their schools. Rooted in a sociocultural understanding of development and the idea that subject matter and academic learning cannot be separated from activities such as social identification, co-construction of understanding and identity development, the present intervention was fundamentally centred around three key concepts: collaborative enquiry, authenticity, and self-paced mastery. Drawing on findings from the quantitative strand of an embedded mixed methods intervention design, the study reveals positive benefits from participation in the blended distance learning intervention with respect to children’s vocabulary and grammar knowledge as well as their aural comprehension skills. Moreover, findings indicate that, in the case of small multigrade schools in Greece, a blended distance learning approach is likely to be effective at raising EFL attainment at a comparable cost level to that of face-to-face programmes. The study thereby contributes to an emerging body of international research on pedagogically and financially viable implementations of blended distance learning involving primary learners in resource-poor settings.

#86: A Quality Improvement Study Using Blended Learning as Part of Antimicrobial Stewardship Program (ASP) to Improve Ampicillin Sulbactam Prescription in Pediatric Hospital in Bogotá, Colombia

Abstract Background Antimicrobial agents are the second most common prescribed drugs in hospital settings. Antibiotic resistance is a major public health problem. Some studies have found that 20–50% of antibiotics prescriptions are inadequate or not necessary. Ampicillin-sulbactam is the second most common prescribed antibiotic in inpatients children in our hospital. We designed a quality improvement study to improve ampicillin–sulbactam prescription in a third-level children hospital in Bogotá, Colombia. Methods A before and after study was designed. We obtained days of treatment (DOT) for ampicillin–sulbactam in last 3 years (2017, 2018, and 2019). In October of 2019, we included ampicillin–sulbactam as a targeted antibiotic in our ASP. We focus the efforts in 2 principals’ strategies: Educative strategy and audit and feedback strategy. Educative strategy included a blended learning intervention and audit and feedback strategy included surveillance of prescriptions in real time to evaluate local guidelines adherence with feedback to prescribers. We designed a form to collect and analyze data with Epi Info®. Results In 2 months of surveillance, we reviewed and analyzed 67 prescriptions. Median age of patients was 2 years (0.75–7.5 years). The main diagnosis was pulmonary infection in 70.1% (multilobar pneumonia 13 patients, lobar pneumonia 8 patients and bacterial co-infected bronchiolitis in 5 patients). Three prescriptions were based in etiologic isolation while 64 was an empiric formulation. Only 24 prescriptions (35%) were considered adequate according to local guidelines. The principal’s reasons of inadequate prescription were the possibility to use a narrow-spectrum antibiotic (58.1%) and error about inadequate infectious disease diagnosis (39.5%). In 43 of inadequate prescriptions, ASP changed the antibiotic in 24 patients, stopped all antimicrobial therapy in 14, and changed to oral rout in other 4. In the patient’s follow-up, all have an adequate clinical course, and only 3 required to restart antimicrobial therapy. There were no deaths related to infectious diseases. In the educational strategy we trained 34 staff members (32.9%) with lectures and 72 staff members (69.2%) using virtual strategy. We use a pre- and post-test evaluations, with a score improvement in 33% after the educational strategy. Finally, we compared DOT of ampicillin-sulbactam for the last 3 years and we found a reduction of 65% in prescription between October 2017 and October 2019 (Figure 1). Conclusion This is the first quality improvement study with an ASP targeting a narrow-spectrum antibiotic in children. Many ASP focused their efforts only in broad-spectrum antibiotics, but few studies have been published in narrow-spectrum antibiotics. The implementation of an ASP to improve prescription of ampicillin–sulbactam had a dramatic impact in reduction of prescriptions in our settings. The educational strategy using blended learning strategy is especially valuable in hospital education because virtual learning has a great flexibility and if facilitated by the high availability of mobile devices.

Improving Quantitative Abilities and Attitudes in Clinical Psychology Courses: Longitudinal Assessment of a Blended Learning Intervention

Background: Many students report negative attitudes toward research methods and statistics (RMS), and these attitudes are associated with impaired performance. Student interest in clinical psychology suggests that clinical courses may provide a promising venue for integrating RMS instruction. This approach may be particularly valuable for students from underrepresented groups in psychology. Objective: We evaluated whether integrating core RMS concepts into undergraduate clinical psychology courses using a blended learning intervention improved students’ quantitative knowledge and attitudes. Exploratory analyses assessed whether the intervention had differential efficacy for students from underrepresented groups. Method: Students completed pre- and post-course assessments of content knowledge, perceived RMS competence, implicit theories of quantitative skills, and statistics anxiety. We compared changes in student outcomes before ( n = 101) and after ( n = 91) implementing the blended learning intervention. Results: Overall, the intervention did not result in greater improvements in content knowledge, perceived RMS competence, or statistics anxiety. However, exploratory analyses suggested that the intervention was more effective for first-generation and racial/ethnic minority students. Change in endorsement of a growth-oriented mindset for quantitative skills was marginally stronger among students in courses implementing the blended learning intervention. Conclusion: These findings suggest that integrating RMS content in clinical psychology courses may confer modest benefits for students’ knowledge and attitudes toward quantitative skills, especially among students from underrepresented groups.

Teaching With Toons: Designing a Novel Blended-Learning Curriculum for Cognition and Dementia in Nursing Education

There is a shortage of learners completing nursing training and pursuing roles in geriatrics and dementia care, possibly caused by ageism, misconceptions, and personal experiences such as with family members, along with uncertainty and discomfort and providing care to this population. Using Kern’s six-steps of curriculum design, we set out to design a novel, blended-learning intervention to improve dementia education at a local nursing school. After reviewing the literature, local needs assessments were carried out in the form of stakeholder discussions and semi-structured interviews with a subset of nursing students. Interview results, themes from the literature, and incorporation of the current learning objectives in the existing curriculum, were integrated to create a new lesson plan, including a “flipped classroom” component using 2D vector animation, as well as animation-assisted, interactive, case-based lecture and discussion format. Media was designed through an iterative process including review of content outline, objectives, storyboards, and concept art by stakeholders and content experts throughout the design process. This novel approach to interdisciplinary, blended-learning curriculum design has the potential to improve nursing student attitudes and foundational knowledge about dementia and cognition.

Effectiveness Blended Learning in Reducing HIV-related Stigma and Discrimination among Nurses: A Queasy Experimental Design

Scale-up of stigma-reduction programs in healthcare settings has been slow in part due to lack of understanding and social norm associated with pre-existing stigma in HIV population. The application of blended learning can bridge the gap between theory and practice and make the learning experience more meaningful so that it can be applied as a way of learning to reduce stigma against PLWHA from healthcare professional. The aimed of this study was to determine the effectiveness of blended learning in reducing the stigma of nurses toward people with HIV/AIDS (PLWHA). This study used a quasi-experimental pre-post-test design with two groups (the intervention group and the control group). The samples in this study were nurses who worked at the public health center in Bandung. HIV-related stigma and discrimination (S&amp;D) questionnaire was used to measure HIV-related stigma among nurses. Mean, standard deviation, frequency was used to explain demographic data and main variables. In the intervention (blended learning) group, there was a significant different of the mean score of HIV-related S&amp;D before and after blended learning intervention with ∆ mean was 4.37 and (p = 0.001). In the control group, there was no significant different of those ∆ mean was 3.39 (p=0.459). A significant difference found in the post test mean score of HIV-related stigma and discrimination between intervention and control group [F=569.018, (p= 0.000)]. This study found that blended learning could reduce the HIV-related stigma and discrimination from nurses. This underscores the utility of this intervention to change the perceived of stigma and discrimination of health workers, as well as potential to generalize or adapt this intervention to other settings in the region and beyond.

Improving the mental health of abandoned children: Experiences from a global online intervention.

In today's world of global migration and urbanization, millions of children are separated from parents. Their mental health and future competences as citizens depend on the quality of care from foster parents and group home staff in nonparental care settings. Caregivers are challenged by poor work conditions, too many children, and a lack of knowledge about care for traumatized children. How can our profession match this challenge by upscaling interventions? Digital designs for applications of psychology are growing, recently accelerated by the COVID-19 crisis. From 2008, the author developed a blended learning intervention. In partnerships with nongovernmental organizations and government agencies, care recommendations from an international network of researchers are transformed into start-up seminars for staff, followed by a 6-month online classroom education. Students learn and practice how to train local caregiver groups in attachment-based care, using training sessions developed in local languages, adjusted to culture. At present, the author's Fairstart Foundation educated 500 staff from partners in 26 countries, who have trained the caregivers of some 40,000 children. The theoretical, logistic and technical steps from research to daily caregiver-child practices are described, to inspire discussions of how online designs and international partnerships may benefit underserved populations. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

A Study of the Effectiveness of Blended Learning Program for Enhancing Entrepreneurial Skills Among Women in Maharashtra

The article emphasizes the effects of blended learning program for enhancing entrepreneurial skills among women in Maharashtra with special reference to Pune district. The present study results in the creation of the entrepreneurial skill matrix that explores the necessary skills for creative entrepreneurs. Performing the entrepreneurial skill assessment is an extremely important and foremost a step of the instructional design. A significant difference was observed in posttest and pretest scores of women students, which seemingly shows that the experimental group has increased the level of entrepreneurial skills reasonably much more in posttest compared with pretest because of blended learning interventions.