Blended Learning Platform Research Articles

Mock Wards: Incorporating a Theoretical Framework to Create a Blended Virtual and In-Person Clinical Reasoning Education Platform.

Introduction The coronavirus 2019 pandemic highlighted virtual learning (VL) as a promising tool for medical education, yet its effectiveness in teaching clinical reasoning (CR) remains underexplored. Past studies have suggested VL can effectively prepare students for clinical settings. Informed by the Milestones of Observable Behaviours for CR (MOBCR) and whole-case theoretical frameworks, the Mock Wards (MW) program was created using a novel blended in-person learning (IPL) and VL platform. MW consisted of case-based small-group formats for medical students interested in learning approaches and differentials to commonly encountered presenting symptoms and diagnoses in internal medicine. This study sought to use MW's blended design to qualitatively analyze CR development and compare its utility between VL and IPL. Methods Qualitative analysis was conducted using in-depth semi-structured interviews with first-year pre-clerkship medical students (n = 8) who completed the MW program and participated in the study. The interview guide was informed by the MOBCR framework. Interview transcripts were analyzed using a directed qualitative content analysis approach. Translational coding and HyperRESEARCHTM (Researchware, Inc., Randolph, MA) software-generated mind maps guided the theme development. Results Three overarching themes were constructed: (1) tailoring pedagogical frameworks to learning modalities, (2) learning through interactivity, and (3) balancing accessibility with learner engagement. Participants emphasized that teaching CR skills is modality-specific and not fully interchangeable, with IPL being superior in facilitating social cohesion, non-verbal communication, and feedback. In contrast, VL required structured approaches and relied more on verbal communication and pre-made digital materials. IPL also enhanced interactivity, peer relationships, and spontaneous communication, whereas VL faced challenges such as social awkwardness and technological constraints hindering effective collaboration. VL provided superior accessibility to facilitate distributed learning and management of concurrent academic obligations. Conclusion The MW-blended platform highlights the importance of focusing on modality-tailored pedagogies, emphasizing group interactability, and balancing VL accessibility against decreased engagement within the IPL environment when teaching CR skills. Blended education models may benefit from a scaffolding approach, using IPL as a prerequisite to VL to improve CR development and alignment within a learner's zone of proximal development.

Nearpod Integration: What and How Is the Potential for Teaching and Learning?

The demands of education in the era of the industrial revolution 5.0 are getting higher, one of which is the integration of the use of technology in learning activities. Technology has various benefits in learning, for example to help teachers create an online-based learning system through a learning management system. Learning management system allows students to learn more actively and independently. Nearpod is a learning management system that can be used for teaching. Nearpod has various advantages compared to other learning management system, for example, it is interactive. Some of Nearpod's unique features for example: easy access to Nearpod, the availability of various quiz features, and other interesting features make Nearpod a platform for online and blended learning. The purpose of this study is to see the potential of Nearpod integration in learning. Using the scoping review method, 15 selected articles were analyzed to answer research questions. The results of the study show that Nearpod integration has a positive impact on the teaching and learning process, such as: increasing interactive learning, positive student attitudes, and learning outcomes. Furthermore, teachers find it helpful when teaching using Nearpod. Lastly, Nearpod integration can potentially improve teaching efficiency. However, the use of Nearpod tends to be implemented only in science learning, even still rarely in mathematics learning. Based on Nearpod’s advantages and findings in empirical studies, Nearpod can be further explored for learning in areas including mathematics. Future work suggested is the development of Nearpod to improve the quality of learning, especially mathematics learning.

Developing a Community of Inquiry using an educational blog in higher education from the perspective of Bangladesh

Web 2.0 tools such as blogs, wikis, social networking, and podcasting have received attention in educational research over the last decade. Blogs enable students to reflect their learning experiences, disseminate ideas, and participate in analytical thinking. The Community of Inquiry (CoI) framework has been widely used in educational research to understand and enhance online and blended learning platforms. There is insufficient research evidence to demonstrate the impact of educational blogging using the CoI model as a framework. This article explores how blogs can be used to support collaborative learning and how such an interaction upholds CoI through enhancing critical thinking and meaningful learning in the context of higher education (HE). An exploratory sequential mixed-method approach has been followed in this study. A convenience sampling method was employed to choose 75 undergraduate students from Dhaka University for a 24-week blogging project. Every publication on the blog was segmented into meaningful units. Whole texts of posts and comments are extracted from the blog, and the transcripts are analyzed in a qualitative manner considering the CoI framework, more specifically, through the lens of cognitive, social, and teaching presence. In addition, the semi-structured questionnaire is used to collect data from students irrespective of whether blogging expedited students' learning or not. The research findings indicate that cognitive presence, namely, the exploration component, is dominant in blog-based learning activity. Moreover, this research has demonstrated that blogs build reliable virtual connections among students through exchanging ideas and information and by offering opportunities for reflective practice and asynchronous feedback. This study also revealed challenges related to blogging in the context of developing countries, including lack of familiarity with blogs, restricted internet connectivity, limited access to devices, and low levels of social interaction. It is recommended that different stakeholders including policymakers, curriculum developers, and teachers take the initiative to synchronize the utilization of educational blogs with the formal curriculum, guaranteeing that blog activities supplement and improve traditional teaching–learning activities.

Blended learning implementation of outcome-based education curriculum in learning management systems

This research explores the integration of Outcome-Based Education (OBE) into the curriculum through a blended learning approach within the Learning Management System (LMS) in secondary education. The study employs a systematic methodology, commencing with an in-depth literature review to establish a robust theoretical framework. The focused observational technique involves participant observation with student groups. The research aims to observe the direct implementation of outcome-based education through a blended learning platform, emphasizing student interactions and teaching effectiveness. The primary contribution of this study lies in discovering the implementation methods of outcome-based education on an LMS platform, which has a significant impact on integrating more effective assessment methods for student learning outcomes. The holistic approach of this study provides a comprehensive understanding of the dynamics and effectiveness of outcome-based curricula through blended learning in the Learning Management System in secondary education settings. The research findings indicate a success rate, demonstrating an average increase in student interest of 11.93122.

The Lived Experiences of Intermediate Teachers in Fostering Engagement in English Classes Through Blended Learning

The pandemic has brought several impacts in the field of education. Among the subjects that have been challenged in developing communicative competence in the new normal is English. Thus, this study aimed to explore the lived experiences of 15 Grade Four English Teachers in the Philippines to understand better how they concerted all efforts to engage students in English classes through the blended learning platform. The data were gathered by employing a phenomenological investigation, a qualitative inquiry. Through several in-depth interviews, in-person classroom observations, document analyses, data were coded and analyzed thematically. Findings showed that Fourth Grade teachers were able to engage their students during in-person sessions through the following themes (1) varied, (2) experiential, (3) animation, (4) reinforcement, and (5) reflection. As for the asynchronous sessions, the study found out that students wanted activities that are (1) varied, (2) challenging, (3) imaginative, (4) authentic, (5) rewarding, and (6) forges partnership. With these data, development programs for teachers to foster student engagement in English classes through the Blended Learning platform were recommended.

The Different Learning Modes and Their Relation to Reading Comprehension Achievement Among ESL Tertiary Learners

Reading is an important language skill for second-language learners. Effective reading is essential for undergraduates to understand academic texts and become critical thinkers in identifying and evaluating opinions and arguments. This study examines students' achievement in reading tests conducted in three different modes: physical face-to-face, online and blended learning platforms. The selection of respondents was made using purposive sampling. The data for this study consist of secondary data obtained from 392 participants from three different faculties in a local university. The data were analyzed using the SPSS version 20 tool. The results indicate significant differences in teaching and learning modes and students' achievement in reading tests. The findings show that physical face-to-face mode produced the highest test scores, while blended learning produced the lowest test scores. Next, the findings also showed that girls performed better in reading tests than boys. This study suggests that face-to-face mode is still preferred in teaching and learning reading as students need the monitoring, interaction, attention, and discussion done in real-time learning in a physical classroom set-up compared to blended and online modes. Further research needs to be conducted, involving more samples, faculties, and private and public universities to examine if similar results prevail.

A comparative study of social presence in different blended learning environments

In the post-COVID-19 pandemic, blended learning is regarded as a topic of great importance. It has progressively spread in the higher education systems. Enquiring distinct blended learning environments with a queer focus on social presence should assist academics in the better formulation of highly effective and efficient learning platforms. This study investigated the social presence as one of the main elements of the community of inquiry framework sodality together with its blinkers relevant to three varying blended learning platforms within higher education. Whilst the responding sample population was 348 Malaysian undergraduates from multiple universities, the data collection tool was a questionnaire employed from past studies. A pilot study examined the reliability and validity of the deployed instrument and principal suppositions of simplex multivariate analysis of variance were screened before data analysis. Consequently, this analysis ascertained minor variations in participating students’ perceptions regarding social presence and its components in terms of blended learning platforms. Keywords: Blended learning; higher education; learning environment; Social presence.

Utilizing Edmudo to Teach Writing with GBA in The Blended Learning Platform

<p>This conceptual paper provides a future study based on a strategy of utilizing Edmodo to teach writing with a genre based approach (GBA) in the blended learning platform. Innovation in English teaching and learning process, especially in writing skills in this rapid growth technology era becomes challenge for teachers. Lack of time allocation, students’ writing skill, and the attention of writing significance become the obstacles in teaching and learning process. However, teaching writing needs appropriate approach in order to have good capability in writing skills. This paper went on to analyze suitable approach in teaching writing. This paper consists of the stages of genre-based approach namely Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joining Construction of the Text (JCOT), and Independent Construction of the Text (ICOT) will be implemented through face to face activity and online by taking the advantage of Edmodo. The classroom activity was conducted to provide students with the basic concept of writing while the online activity was carried out in addressing the issues of limited time allotment for English writing, lack of students writing skill, and writing process significance in learning English. The conceptual paper signifies to supplement literatures for academics as reference for their research. The result of this future research may provide information about utilizing Edmodo to teach writing with a genre based approach. It will also be relevant to teachers who have difficulty in teaching writing.</p>

A Study of Blended learning Platforms for Continuing Education during the COVID-19 Pandemic in Ghana

The current study sought to achieve the following objectives; 1) to outline thechallenges students in UCC faced with using e-learning platforms; 2) to study the relationship between ICT training input and the ability to use e-learning platforms; 3) to develop and determine the efficiency of using an online video-based instruction; 4) to compare students’ scores after taking a lesson through the online video-based instruction; and 5) to assess students’ satisfaction with learning. The sample of 30 third year students at the University of Cape Coast in the academic year 2021 was obtained utilizing purposive random sampling. A video-based instruction was used in the experiment. The statistics used in the study were means, the chi-squared test of association, and the paired sample t-test. The result indicated that the paired sample t-test (dependent), conducted to test the impact of video-based instruction on students’ learning achievement, revealed that the students recorded a high post-test score of 24.73 compared to the pre-test score of 17.7. This indicated that the video-based instruction was efficient. The students’ satisfaction questionnaire also revealed that the students were delighted with taking the lesson through the blended learning approach.

The impact of blended learning on students using the IBOX platform: Initial perspectives of teachers

The study examined the perceptions and strategies adopted by teachers in using the IBOX learning platform for teaching. The researchers employed an exploratory qualitative research approach to know the learning experiences of teachers who use the IBOX in their teaching. The theories adopted in this study were the social learning and social constructivism theory. Fifteen teachers were purposively interviewed. The study concluded that teachers have a positive perception of the use of the IBOX blended learning platform. The study further revealed that through the use of the IBOX platform, students’ performance in class has improved. The researchers recommended that the administrators of education should structure the curriculum to include blended learning at all levels of learning.

CLOUD TECHNOLOGIES AND FEATURES OF THEIR USE IN THE EDUCATIONAL PROCESS OF TRAINING MASTERS OF PHARMACY

Cloud technologies are an important area of development of modern information technologies. They provide Internet users with access to the computer resources of the server and the use of its software online.
 The article describes the experience of using cloud technologies in mixed and distance learning at the Ivano-Frankivsk National Medical University when studying chemical disciplines by students of the Faculty of Pharmacy.
 The role of cloud technologies in the modern period of education is highlighted. It is shown that the use of cloud technologies in the educational process contributes to the improvement of students perception of educational material from disciplines, encourages them to do individual work, makes it possible to better orient themselves when performing the practical part of classes, contributes to the professional and creative growth of students, improves interpersonal communication between the teacher and the student, and for teachers it simplifies the process of teaching and encouraging students to study.
 When teaching chemical disciplines at the Faculty of Pharmacy, teachers successfully use the Microsoft Teams learning platform for both distance and blended learning, pre-posting all the necessary learning materials, including presentations and videos. As you know, what is perceived simultaneously by several senses is best learned. Today, information and computer technologies are one of the most effective means of learning, with the help of which the ancient, but still correct principle of the teaching method is implemented - it is better to see once than to hear a hundred times.
 The construction of virtual chemical laboratories allows the teacher to more easily explain the essence of complex phenomena and processes with the help of visual models and interactive animation, to demonstrate «virtual experiments» and experiments without the necessary laboratory equipment. A set of virtual chemical laboratory options allows you to study the quantitative and qualitative characteristics of environmental processes and phenomena, models of complex technical devices and equipment used in scientific research and technological processes.
 Also, thanks to cloud-based learning technologies, students will be able to learn new materials in real time, communicate with teachers and complete the tasks given to them by teachers at any time convenient for them using their own gadgets. The main feature is the mediated nature of «teacher-student» communication, because it is this form of education that makes it possible to activate students' independent work at the maximum level. Computer technologies and Internet resources ensure the efficiency and interactivity of the educational process, increase the student's activity in educational activities, and ensure the intensification of the educational process. The use of the latest technologies (forums, webinars, blogs, creation of Internet projects) in asynchronous and online modes in the process of studying chemical disciplines contributes to the formation of a communicative connection between the participants of the educational process.
 The use of cloud technologies in the teaching of chemical disciplines makes it possible to intensify the educational process, accelerate the transfer of knowledge and experience, and also improve the quality of training and education. Without cloud technologies, it is impossible to imagine the educational process in conditions of mixed or distance learning.

Social Media as a Supplemental Tool in Blended Learning

During the pandemic, various tools were used to supplement education in the blended learning platform. This study was initiated to explore the experience of students in their use of social media in blended learning. The study employed a qualitative design which involved 14 participants. An inclusion criterion was designed by the researchers to select the most suitable participants for the study. Thematic analysis was used to analyse the responses of the participants. Results show that social media platforms have negative and positive effects. Given that online class was an alternative to continue education during the Pandemic, social media can be a supplementary tool and has shown promising benefits.

IMPACT OF USING BLENDED LEARNING PLATFORMS IN DELIVERING EDUCATION AS PERCEIVED BY THE STUDENTS IN THE HIGHER EDUCATION INSTITUTIONS (HEIS) IN SANTA CRUZ, LAGUNA

When the pandemic struck, higher education adopted blended learning as the new standard curriculum. Blended learning is a combination of conventional, online, and digital components of education to provide students with a flexible setting for their experiences and learning. This study examined the effects of adopting blended learning platforms to offer education to students in Laguna, and it goes into further detail regarding the aspects influencing students’ learning processes. These factors scrutinized how students, educators, organizations, learning assistance, technology, and content interact. In the subsystems of the complex adaptable blended learning system framework, the considerations of these factors are more important. Further, the study explored the coping mechanisms used by students and teachers in adjusting to the new standard curriculum. While the characteristics are discussed, the study also considered how the aforementioned aspects impacted student engagement, ability to cope up, learning outcomes, motivation, and the advantages of participation. It was therefore revealed that blended learning has significantly influenced the development of the new normal learning, which helped students successfully adjust. Hence, many students view blended learning as being both flexible and time-efficient. Notwithstanding, it is not for everyone due to several reasons. Such grounds include the fact that children require a lot of support as they transition to the new learning and guide on how to do so. The research suggests further discussion regarding a broader approach to blended learning. Results are vii presented considering how hybrid learning has impacted students who are pursuing higher education.

Survey of Students and Alumni of Clinical Epidemiology Graduate Programs in the Philippines: A Descriptive Cross-sectional Study of Program Strengths and Weaknesses.

The Department of Clinical Epidemiology (DCE) of the University of the Philippines Manila is the only higher education institution in the Philippines offering graduate studies in clinical epidemiology. The Master of Science Epidemiology (Clinical Epidemiology) was first offered in 1992, while the Diploma in Epidemiology (Clinical Epidemiology) was offered in 1998. While the courses of the programs are continuously updated based on students' feedback and advances on topics covered, the point of view of the students and alumni on the program as a whole has not been done. This study aimed to determine 1) self-reported current positions and affiliations, work areas where clinical epidemiology (CE) training is useful, and skills gained from CE training; 2) research studies completed and deemed by respondents to have considerable impact; and 3) strengths, weaknesses, and areas of improvement of the DCE graduate programs. This is an online survey of students and alumni of the DCE graduate programs. We sent email invites to all 287 students and alumni. We collected data on their profession, institutional affiliations, positions, skills gained from their training, areas of clinical epidemiology applications, important research involvement, reasons for recommending or not recommending the programs, and how the graduate programs can be improved. Responses were summarized by frequencies and percentages. An analyst performed qualitative content analysis (QCA) to generate strengths and weaknesses of the program. We validated the results of the QCA through 1) presentation to the research team, 2) sending the survey report to study participants and other students and alumni for feedback, and 3) presentation to the DCE faculty and staff. We received 159 responses (55.4% of the total study population)-145 (91.2%) were from the MSc program and 11 (6.9%) were from the Diploma program. Majority of the respondents were physicians (93.7%), had hospital affiliations (81.8%), and were affiliated with the academe (61%). Majority of the respondents used clinical epidemiology in their research endeavors (87.4%), clinical practice (85.5%), and teaching (78%). Majority (93.1%) would recommend the program they have taken. Eleven (6.9%) respondents were hesitant due to the possible mismatch with the students' career path, challenging thesis work, and potential conflicting personal responsibilities. Several strengths of the programs were identified, including excellent and well-implemented programs, supportive faculty and staff, and relevant course work. While completing the course work had not been a problem in general, the main challenge encountered by students is the completion of their thesis, leading to a low graduation rate in the Master of Science program. Suggestions to improve the Master of Science and Diploma programs include 1) Improvement in program implementation, including thesis policies and support, smoother transition from Diploma to MSc Program and vice-versa, and implementation of a blended learning platform; 2) Curricular improvements such as wider choices for electives and tracking towards specialty areas; 3) Innovations in conduct of courses; and 4) Personnel and infrastructure development. This survey reiterated the importance of clinical epidemiology graduate programs in research capacity building of health care professionals. Students and alumni occupied diverse positions in academic, research, clinical, and pharmaceutical setting, and majority accomplished research studies with considerable impact. A major challenge leading to a low graduation rate in the Master of Science program is the completion of thesis work. The survey identified several initiatives towards continuous quality improvement of clinical epidemiology programs, including improvement of thesis policies and support, updating the curriculum content and materials, increasing allotment of hours for hands-on activities, exploring possibilities of offering electives in partnership with other institutions, offering a blended learning platform, maintaining an efficient administrative support for students, and continuing education for alumni. Strong institutional support for personnel and infrastructure development is essential for these initiatives to succeed.

The Role of Practice Development Midwives In Norfolk & Waveney’s Local Maternity System – Part 2: Developing a Blended Learning Platform for Saving Babies Lives Training Across a LMNS

The Local Maternity and Neonatal Systems (LMNS) were first formed as early as 2016, yet each system is organised and run differently. This mini-series focuses on the roles of Norfolk and Waveney LMNS’s Practice Development Midwives (PDM), exploring differing development projects and the impact they have had across their region. For this episode, development of a Blended Learning Maternity Education package; a Responsive approach to a dynamic climate for interprofessional education will be discussed.

A Bibliometric Analysis of Students' Collaborative Learning and Online Social Presence via Tencent Meeting and WeChat

Synchronous videoconferencing has integrated the resources of text, audio, and images, and has become a popular tool in education. This study aims to explore how to strengthen students' collaborative learning and online social presence via Tencent Meeting and WeChat. Through bibliometric clustering of previous research, this study visualizes the top 10 keywords, countries, authors, organizations, and sources. Through a meticulous content analysis, it is concluded that Tencent Meeting could improve students' collaboration through forum discussion and screen sharing while increasing their social presence via open communication and group cohesion. The author constructs a collaborative model to conduct course design integrating Tencent Meeting and WeChat, making up for the deficiency of a single platform. Future research is called for exploring how blended learning platforms can better support learners' collaboration and social presence and to what extent the platforms should be combined to maximize the outcomes for learners.

Using the Technical Teacher Application (Gl 4.0) in the Post Pandemic

The implementation of the e-learning teaching and learning process using commercial media still has limited access and some focuses on the knowledge aspect, so that it becomes an obstacle for teachers in assessing aspects of students' attitudes and character. This article aims to describe the development of a blended learning platform in order to develop students' readiness to use the internet as a learning mode in the era of internet-based technology openness. The research method used in this study is a qualitative research method with a case study approach. Through the object of research teachers and students. Obtaining data by observation, documentation study and focus group discussion were then analyzed by data reduction, data presentation and conclusion drawing. The results of this study indicate that there is user readiness in accessing the LMS platform through optimal use of GL 4.0, the establishment of teachers presenting KBM planning in virtual managerial has been achieved by being shown to be able to prepare and upload learning resources (teaching materials and enrichment materials), assessment of student achievement and interaction. and communication of teachers with students or students with colleagues. GL 4.0 provides a space for teacher creativity so that the learning space is facilitated properly and is fun for students. Teachers in the maturity of mixed learning management between online and offline (blended learning) are the main requirements to be able to carry out these learning activities . The conclusion is that GL 4.0 is the platform of choice for blended learning KBM adaptation in schools because the simplicity of the platform makes it easy for users to complete media attributes or features that facilitate the conditions for blended learning to take place.

Optimizing Participation with Helpers to Enhance Interaction in a Blended Learning Environment

This paper aims to design and develop a working prototype of an online platform for blended learning. This platform focuses on enhancing students’ online participation through prosocial behaviour elements, specifically 'helping'. This study follows the design and developmental research struc-ture, with an innovative take on the design approach. This study utilises the concept of Helpers found in an organic online community of practice to en-hance participation between students in the blended learning environment. Results showed that the combination of social elements embedded in the platform's design and the concept of Helpers helps increase participation among students in a blended learning environment. Furthermore, an inter-esting observation when the non-Helpers began to take up the role and help others signalled that the concept is fluid rather than strict. This observation potentially opens more opportunities for further discussions and explora-tion of Helpers' role in a formal online learning environment.

Analysis of the Use of Google Classroom in English Learning at 3T Rural Regions

The Google classroom platform is one of the ones used in online learning during the pandemic, Google Classroom is a new Google product for academic institutions that aims to provide a blended learning platform that makes it easier to create, distribute, and grade assignments without using paper. It mixes traditional classroom approaches with online digital media. This article explains the facts based on a preliminary study in using Google classroom related to learning English in junior high schools in the 3T region. The research participant was a teacher teaching English at one of the junior high schools in rural area in Riau Island. This research used a qualitative research method with a case study design. Data were collected through open-ended interviews with junior high school teachers. The results show that the use of Google classroom is able to simplify and help the English teacher's work during Pandemic Covid 19. The results also show that learning English is not optimal because there are obstacles in the network, parental supervision and student motivation.

A Proposed VR Platform for Supporting Blended Learning Post COVID-19

The COVID-19 pandemic caused a shift in teaching practice towards blended learning for many higher education institutions. This led to the rapid adoption of certain digital technologies within existing teaching structures as a means to meet student access needs. This paper is an attempt to summarise and extend pre-COVID-19 pedagogical research to leverage digital immersive technologies for blended teaching in the post-pandemic era. This paper forms both a review of these methodologies and a case study of the I-Ulysses Virtual Learning Environment as an example of a platform that leverages such immersive digital technologies and employs instrumental use of VR. To further clarify, the purpose of the paper is to describe and propose a distance learning solution with immersive VR qualities; this is what the I-Ulysses environment represents, as the main obstacle to learners of site-specific information during the pandemic has been lack of on-site accessibility. Furthermore, this is of key importance, because Joyce’s novel takes place in historical Dublin, where access to the physical location of the story is indispensable to a reader.