Blended Learning Mode Research Articles

English teachers blended learning teaching competencies in Angono national high school: Basis for school learning action cell

Blended learning became increasingly popular particularly with the introduction of COVID-19 which posed a significant issue in the field of education. Because schools in the Philippines were closed, instructors' pedagogies evolved into remote learning modalities in various forms and platforms and blended learning was introduced. Confronted with such scenario, the purpose of this study was to look at the English teachers' blended learning teaching skills at Angono National High School which served as the foundation for the School Learning Action Cell, or SLAC. Particularly, it aimed to investigate the English teachers’ level of blended learning teaching competencies with respect to online integration, data practices, and personalization by applying the descriptive type of research. Participants of this study were ten (10) Senior High School teachers of Angono National High School who were teaching English for the School Year 2021-2022. Findings of the study connotes that demographic profile of the respondents are not significant thus this failed to reject the hypothesis. Based on the findings, the paper concludes that planning and preparation are the keys in providing effective blended learning teaching. Moreover, in expectations for blended learning, student involvement should be clearly communicated and structured to complement the blended learning mode. Still, as a work in progress, this study suggests future investigation in a different location and the use of other factors in teaching competences in blended learning.

Would the Professional Training Sector Take the Advantage of the Virtual Environment that Was Presented Forcefully by COVID-19?

This applied research looks into the effectiveness of the virtual learning environment in the delivery of corporate and professional courses since the training provider was forced to shift to this mode of delivery since March 2020 due to the COVID-19 circumstances. 
 In literature, the effectiveness of virtual delivery in the basic schooling and higher education sectors is well researched and heavily debated amongst scholars and practitioners, especially during this pandemic. This is not the case, however, in the professional and corporate training field as this sector is often regarded as a voluntary provision that warrants the least priority to invest in during a global crisis; the like of COVID-19. The purpose of the research is to measure the effectiveness of virtual training provision, and how this mode of learning can help in developing skills and supporting learning to achieving their learning objectives. The effectiveness evaluation in this research was measured from the perspective of the end-user (the learner). 
 The research involved a quantitative questionnaire that was answered by 367 respondents amongst trainees who were enrolled in various professional training courses, post COVID-19, in virtual mode. The questionnaire items were purposely designed to gauge the learners’ satisfaction as a measure of effectiveness and quality of the virtual training environment. The questionnaire was distributed and administered electronically via a mass emailing campaign. Upon collecting the responses, the data was quantitatively analysed using descriptive quantitative analysis. 
 The analysis of the data indicates indeed high satisfaction rates amongst learners (more than 72% were satisfied, or higher). The effectiveness of virtual learning in helping trainees achieve their learning objectives and make good progress, however, was lower than the overall satisfaction rate. After months of riding the learning curve of the virtual learning experience, the learners showed mixed picture of reflection on their preferred mode of delivery in the future. Almost a third of the learners opted for blended learning mode, whereas nearly another third preferred virtual, and the remaining liked to go back to physical classes. 
 This research indicates that virtual learning is apparently lending itself to be a feasible mode of delivery of professional training courses. Its effectiveness, as perceived by the beneficiaries, is proven to continue improve as it matures over time. The prospect of this virtual learning methodology looks positive indeed despite the newness of its application on a massive scale post the COVID-19 pandemic.

Shift to Technology-Assisted Learning through Blended Mode: University Teachers’ Experience

This article explores the experiences of university teachers regarding the shift they have encountered in academia while using blended mode of learning. The study applies a qualitative interpretive design with semi-structured interviews to collect data. During the time of COVID-19 pandemic, almost all the universities in Nepal shifted their teaching mode from traditional face-to-face to online virtual teaching assisted by various information and communication technology (ICT) tools. Blended mode of learning is the amalgamation of traditional face-to-face learning and virtual learning supported by technology. The use of technology has become an integral part in higher studies to address the needs and challenges of various students. By the integration of virtual learning environment with the elements of face-to-face learning, flexibility can be made to include many students. Blended learning fills the gap by proving itself as an alternative mode in this rapidly changing and globalized world where almost everything has been digitalized. It also promotes self-regulated learning and improved student engagement. In the context when fully online mode is not possible, blended mode enables both teachers and students to cope up with the challenges. Problems concerning the speed of the internet, irregular power supply, lack of necessary devices and so on affect both online and blended modes. For the effective implementation, there is a lack of infrastructure development in both university classrooms and homes. Students can increase communication with teachers using blended mode so that learning can be enhanced which combines positive aspects of online and physical learning environment. The popularity of blended learning is increasing due to its inclusive nature and being an alternative method. The findings of the study indicate that blended learning, if systematically managed by making the provision of infrastructure development, can be applied as the best alternative for students’ learning enhancement.

The Effectiveness of Inquiry-Group Based Blended Learning Management System on High School Physics of High School Students of North Sumatera-Indonesia

The merging of these systems is based on the effectiveness and efficiency of the learning and teaching processes. Offline teaching which is combined with online makes the teaching and learning processes more effective in the way the students have more effective discussions and enable students to collaborate to present the few topics being discussed. This type of learning and teaching will provide flexibility for schools to adapt to government policies to prevent students from being too crowded by dividing students into offline and online groups. Blended learning will also make learning more effective and efficient where students can study more independently as well as have access to learning material resources. This system can deepen the mastery of material through more exercise by exposing to learning resources that are available on the internet which are unlimited. Misunderstood blended learning and teaching models and they think of blended learning as a model of learning. Several studies use blended learning with conventional teaching methods. Some works have also combined blended learning with various models of teaching. A choice of a suitable model of learning on a specific topic is also required. It depends on the learning outcomes. Different models of learning have different direct and nurturant effects. This work tries to look at A compact blended learning mode that was used in this work the Flip model with 50% Face to Face and 50% online alternating. This is required to split the students into two groups by reducing the number of students present at school at the same time. The target of this research is to see the effectiveness of an inquiry-group based blended learning management system (IGBLMS). Analysis of the results of the study was carried out using N-gain analysis and non-parametric statistics. Non-parametric statistics are used to analyze in detail the specific effects of processes and outcomes. This analysis will show in detail the direct impact of the research design. The conclusion that can be reached is that the effectiveness of blended learning carried out in supporting learning activities is effective learning even with moderate criteria. This makes a breakthrough in learning to be able to support learning activities without reducing the existence of learning with pre-existing systems.

The pilot study of a blended learning module using porcine tongue for surgical simulation of double-opposing Z-plasty.

Simulation course serves as an efficient supplement to the experiential learning inside the operation room in surgical residency programs. Furlow double-opposing Z-plasty (DOZ) remains an important and challenging surgical technique in cleft palate repair, but the simulation is currently limited. This study aims to develop a blended learning module with low-cost and easy-to-promote DOZ simulation. Comparison among the common rodent experimental animals and the readily available porcine tongue was made to select the ideal animal for surgical simulation, with which a DOZ learning module was developed. Oral surgery residents were enrolled to attend the blended learning module. An after-session questionnaire and a quiz were distributed to the participants to collect their feedback of the course perceptions and to assess their learning outcomes. The porcine tongue had more advantages in simulating the human soft palate over the common experimental animals. The surgical procedure of DOZ could be well designed and simulated on the porcine tongue. The vast majority of the participant liked the learning module regarded it as beneficial for the comprehension if DOZ principles and procedures. With the help of the porcine tongue simulator, the blended learning module helped the participants grasp the designing principles of DOZ procedure and promote their associative learning. The blended learning module incorporating the porcine tongue simulator can help oral surgery residents master the principles and procedures of DOZ palatoplasty.

Students’ Level of Science Process Skills Acquisition and Academic Achievement during the Pandemic

In the middle of the pandemic, most schools adopted the blended learning modality. As a result, dealing with the "New Normal" presented difficulties for private schools. This study aims to analyze the level of acquisition in science process skills of private junior high school students and its relationship to students' academic achievement in the subject. The researchers used a convenience sampling technique and a descriptive-correlational research design for 105 students. The researchers created and content-validated an instrument for students' acquisition and academic achievement to gather the data. With the help of SPSS 23, the study used descriptive and inferential statistics. The study showed that communicating skills got the highest and measuring skills got the lowest score. In addition, the study observed significant differences in the communication skills and academic achievements of students when grouped according to gender. Furthermore, there was also a significant difference in the students' responses in measuring skills and classifying skills when grouped according to monthly household income. Finally, there was a moderately positive relationship between science process skills acquisition and academic achievement. The researchers suggested recommendations for teachers, school heads, and the institution to help improve the students' science process skills.

Utilization of Instructional Materials Developed by the Mathematics Teachers in the Province of Sorsogon, Philippines

Development and utilization of teacher-made instructional materials in local public schools in the Philippines has taken an increase of demand especially during the implementation of the distance education- blended learning modalities in response to the Pandemic. However, in rural provinces, this remains a big challenge. This study investigates the utilization of instructional materials developed by mathematics teachers in public secondary schools in the province of Sorsogon, Philippines. About fifteen teacher-authors and IM developers from different districts and municipalities across the province are the respondents of this study. The researcher made use of mixed method in the analysis and treatment of data. Findings reveal that mathematics teachers developed and utilized instructional materials that are very limited for classroom consumptions in the Division of Sorsogon. It further concludes that teachers encountered difficulty in utilizing instructional materials.

“I want to learn English after retirement”: The blended learning experiences of senior citizens

Life-long learning is one of the educational topics in countries and regions in the East Asia region. Currently, many senior citizens decide to gain their English language proficiencies and skills after their retirement in Hong Kong SAR. Although Chinese and English are the official languages in Hong Kong SAR, many senior citizens cannot handle both languages due to their previous education and background. The purpose of this study is to understand the learning motivations and experiences of a group of senior citizens in Hong Kong, particularly with regard to using the blended learning mode as the means for instruction during the COVID-19 pandemic. With the coordination of adult learning centre, 40 participants who were taking a blended English-as-an-Additional Language course were joined the study. The online-based semi-structured interview and focus group activities were employed. In line with the social cognitive career and motivation theory and self-efficacy theory, the results indicated that: (1) achieve my personal goals, (2) I want to speak English as my additional language, and (3) life-long learning as my development, were the main themes. The results of this study provided some suggestions to programme managers, course leaders, school heads, and human resources planners for the directions in life-long learning and foreign language or additional language learning to senior citizens in the metropolitan regions.

Research on Blended Learning Evaluation Method of Overseas Chinese Education in the Post-epidemic Era

The spread of COVID-19 in the world has changed the way of life, economy, society, learning, and work around the world. Under the background of normalization of epidemic prevention and control, how to carry out overseas Chinese education and how to affect overseas Chinese education is an important issue with scholars in China and abroad and overseas Chinese. How to effectively deal with the international situation after the outbreak of the epidemic and how to determine the future developmental direction of overseas Chinese education is an important goal and direction that researchers need to study in depth. Based on the perspective of teaching effect evaluation of blended learning mode under the background of artificial intelligence, this article takes ASEAN Phuket Thai Chinese Schools as an example, collects relevant research data through a grounded survey method, adopts a quantitative analysis method, comprehensively judges the impact of overseas Chinese education after the outbreak of the epidemic, and puts forward systematic, comprehensive, and scientific suggestions. It is hoped that the decision-making mechanism and method innovation of overseas Chinese education in response to COVID-19 will be effectively promoted, and the effective development of overseas Chinese education will be actively promoted.

Time Management And Self-Directed Learning As Predictors Of Academic Performance Of Students In Mathematics

Abstract: Purpose: This study determined the influence of time management and self-directed learning on the academic performance of students in Mathematics. Methodology: A quantitative research design utilizing descriptive and correlational approaches was employed. 152 Grade 9 respondents were chosen from private schools in Davao City. Results: The findings indicated that time management is manifested most of the time and self-directed learning is much observed. Moreover, the academic performance in Mathematics is not proficient. Further, time management and self-directed learning were found to have no significant relationship with academic performance in Mathematics. Thus, time management and self-directed learning do not significantly predict academic performance in Mathematics. Limitations: This study only highlighted 152 students and 4 private schools that were offering blended learning modality. Contribution: The results and findings of this study can be used as a basis for creating interventions and programs to address problems in academic performance in Mathematics. Novelty: Most previous studies were conducted in a face-to-face learning modality; however, this study is contextualized in the blending learning modality. Keywords: 1. time management 2. self-directed learning 3. academic performance 4. Mathematics

Peripheral Intravenous Catheter Insertion Competence and Confidence in Medical/Surgical Nurses.

The objective of this study was to implement an evidence-based practice project to improve peripheral intravenous catheter (PIVC) insertion confidence and competence and to improve first-attempt success. The researcher used a blended online learning module and live simulation to increase PIVC insertion confidence and competence. Internal application of a blended curriculum model improved the first-attempt PIVC insertion success of nurses. A validated confidence assessment was completed by participants (n = 38) preintervention, immediately postintervention, and 30 days postintervention. A Mann-Whitney U test determined that nurses' confidence was significantly higher immediately following the intervention compared with preintervention (P = .003), and the increase was sustained 30 days after the intervention (P < .001). While placing a PIVC in simulation, the observer measured competence using a validated tool verifying 28 steps required, with a 76% success rate for all 28 steps. Nurses' self-reported first-attempt PIVC success increased significantly from the preintervention survey to the 30-day postintervention survey (P = .00004).

A Research on Application of Blended Learning Mode in the Teaching Reform of Theory of Missile Guidance and Control

Considering theory-focused and relatively dull content of Theory of Missile Guidance and Control, and the low learning motivation and weak practical skills of the students, this paper describes the practice and experience of blended teaching reform in the course. A comprehensive analysis was done on real demands of students’ ability, the nature of the course and characteristics of content. The teaching idea of building a solid foundation, emphasizing on the operation of the of equipment, actual combat, and the development of equipment was applied. In order to improve the students’ abilities and their understanding of the subjects, a new blended teaching mode for the theoretical course of equipment was explored, so as to form an evolving cycle of “theoretical study, hands-on practical, and forming new abilities,” spark the students’ interest in learning, and cultivate new thoughts in autonomous learning and innovative practice. This teaching mode has been practiced for a few years and is shown to be effective in improving the ability of students and the quality of training for personnel of military technology. Therefore, it can be used as a reference for curriculum reform of courses involving equipment.

Filipino ESL Learners’ Academic Efficacy, Thoughts and Achievements in the Blended Learning Modality

Filipino ESL Learners’ Academic Efficacy, Thoughts and Achievements in the Blended Learning Modality

Exploration on the Blended Learning Mode Of Physical Education Teaching In Colleges and Universities Under the Background of Internet +

Exploration on the blended learning mode of physical education teaching in colleges and universities under the background of Internet + is studied in this manuscript. We should organize various activities for students to observe classes or focus on teaching and training, so that physical education teachers can raise their awareness, popularize traditional national physical education teaching methods, and truly inherit and spread the cultural treasures of our country. For example, Skinner's procedural approach to the teaching, Skinner found through experiments. Animal behavior can be formed using the method of gradual reinforcement of operant conditioning reflexes. This paper gives the novel ideas regarding the blended learning mode of physical education teaching in colleges and universities under the background of Internet +.

Investigating the efficacy of blended learning in ESL classrooms

The purpose of this research is to check the efficacy of blended mode of learning in ESL (English as a Second Language) classrooms in Pakistan under the theoretical construction of Transactional Distance Theory. For this purpose, the data was collected for pre-test, post-test and self-administered questionnaire from 499 ESL learners of private universities in Pakistan which were offering the blended learning programs. The post-test results indicated significant improvement in student’s English language proficiency. In the same vein, the Partial Least Square (PLS)-Structural Equation Modelling (SEM) techniques results confirmed that most of the factors namely ease of use, computer literacy, need for face-to-face interaction, pre-built learning mechanism and resistance to change have a significant relationship with blended learning except the two factors namely, technical difficulty during the attempt and student assistance in lab.

Navigating Teachers' Labyrinth in Adapting Blended Learning Modality Amidst Pandemic

Navigating Teachers' Labyrinth in Adapting Blended Learning Modality Amidst Pandemic

Sustaining blended and online learning during the normal and new normal conditions in a Saudi higher education institution: health science students' perspectives

BackgroundHigher education institutions (HEIs) shifted from in-person attendance to blended and online learning due to the COVID-19 lockdowns. ObjectiveThis study investigated the students' perception of satisfaction, convenience, engagement, and learning towards blended and online courses conducted before, during, and after the COVID-19 lockdowns. MethodsA longitudinal study design was adopted to examine the students' perception of online and blended learning courses before, during, and after the COVID-19 lockdowns. The subjects consist of Health science students (N = 130) belonging to two different colleges of a public university and the study period includes three academic years (i.e., six semesters) (2018–2021). A survey tool was developed to collect data from students studying the computer fundamentals course through blended and online learning modes from 2018 to 2021. ResultsOver 95% of students have been satisfied with the course offered through various blended learning formats since 2018. The blended 0.50-course format is the most preferred one for the students; however, the Blended 0.75-course format is highly rated by the students regarding their satisfaction and engagement than other learning formats during the COVID-19 lockdowns. Following adaption after COVID-19, the students reported a high perception of learning towards the course when delivered through 100% online learning mode. ConclusionStudents' achievement is significantly associated with the learning modes, exam modes, and various student batches. The blended 0.75-course format group shows a higher achievement than the other three-course format groups. Likewise, those students who appeared in their exams online showed higher achievement than those who appeared physically. Further, the students felt equally convenient with Blended 0.75 and 100% online learning course formats. These findings would also help HEIs choose appropriate learning and examination modes while designing courses.

Развитие интегративных качеств учителей начальных классов в условиях дистанционного обучения

The paper focuses on the need to facilitate the rapid development of integrative qualities of primary school teachers who work remotely. The authors examine the mechanism of methodological support for the development of integrative qualities of primary school teachers in the context of distance and blended learning. The review of scientific literature, detailed information on integrative qualities of the teacher, and the formation process design created the opportunity for successful development of integrative characteristics of teachers using a well-tired mechanism to support their professional training in the distance and blended learning modes. The development of integrative qualities, ensuring the successful implementation of modern educational principles, becomes an essential task of education and a key component of pedagogical skills. Professional activities of teachers require them to react quickly to situations and implement their actions in a timely manner. Every day, teachers are involved in a variety of activities determined by their integrative qualities. Teaching is governed by the uncertainty and dynamics of the learning process, which cannot be fixed. The educational process, as a living organism, can be constantly transformed. Thereby, it maintains its viability. The study aims to identify and theoretically justify the mechanism of methodological support for the development of integrative qualities of primary school teachers working in the distance and blended learning modes. To address the research questions, we opted to apply questionnaires, semi-structured interviews, comparative analysis, and pedagogical modeling. The paper presents the results of surveys and interviews with primary school teachers of rural settlements, urban-type villages and cities in the Republic of Tatarstan. Based on the analysis of obtained data, the authors identified the following components of the studied mechanism: organizational (structural); content-related; information and educational; analytical (reflexive). The researchers outlined the functions of the proposed mechanism and its requirements for success. The study also revealed some interesting facts and observations from the experience of primary school teachers involved in the distance learning environment.

CHALLENGES, OPPORTUNITIES, ATTITUDE, AND IMPLEMENTATION OF BLENDED LEARNINGIN BASIC EDUCATION IN THE NEW NORMAL

This study was conducted in Baungon Districts 1 and 2 and Talakag District 1. The study utilized correlational and causal research designs. A total of 295 teachers selected at random served as participants. The statistical tools used in the data analyses were frequency and percentage for the demographic profile, the mean and standard deviation to determine the challenges, opportunities, attitudes, and level of implementation of the blended learning modality. Pearson correlation coefficient was utilized to find out the relationship between the independent and dependent variables. Multiple Regression Analysis was used to establish which of the independent variable/s singly or in combination influenced the level of implementation. The teaching profession is dominated by female teachers. Technological, instructional, collaboration and assessment and evaluation are significant challenges. Pedagogical principles, flexibility, creativity, time management, and collaboration are substantial opportunities. A high positive attitude of teachers and highly implemented blended learning are in place. The blended learning modality is influenced by sex, teaching experience, technical, collaboration, assessment and evaluation, pedagogical principles, creativity, and attitude.

Development of Chatbot Supplementary Tool in Science and the Self-Regulated Learning Skills among the Grade 10 Students

This study focused on determining the effectiveness of a developed interactive chatbot as a supplementary tool in studying Science and observing the manifestation of self-regulated learning skills among the Grade 10 students in Mabato National High School. It used a descriptive developmental research design participated by 35 students. Using the Mean and Standard Deviation, results revealed that the features of the evaluated chatbot are highly effective. This implies that the developed interactive Science Chatbot can be used as supplementary material in studying Science in a blended learning modality. Most respondents manifested the description of Self-regulated Learning Skills in terms of goal setting, self-monitoring, self-instruction, and self-reinforcement. This means that the skills were present and visible during the material delivery. The respondents’ Level of Satisfaction with the Use of Interactive Chatbot in terms of usage and content, language used, perception, and difficulties and limitations, most of them agreed that they were satisfied when using the developed interactive chatbot. For treating the difference in the pre-and post-test scores of the respondents in the science competencies test, a t-test was used. The results show a significant difference between the pre-test and post-test. It indicated that the chatbot features affect their test performance because they used it as a reviewer and can return to the topic that appears unclear to them. The result also implies that the chatbot was effective in assisting students in improving their performance on the science competencies test. Keywords: Self-Regulated Learning Skills, Chatbot, Science Competencies, Supplementary Tool