Blended Learning Program Research Articles

Blended Learning for Sexual Health Education: Evidence Base, Promising Practices, and Potential Challenges.

Blended learning is a combination of online learning and face-to-face instruction, and is increasingly being used in K-12 settings. A meta-analysis conducted for the Department of Education suggests blended learning is more effective than either group-based or online learning alone, particularly in K-12 settings. This paper provides a narrative review of the literature from 2000 to 2017 on blended learning as it applies to sexual health education programs, and discusses outcomes, best practices and potential challenges of blended learning that may be important for practitioners and researchers considering this approach. Blended learning approaches are being used successfully in sexual health education programs, including school-based programs, and have yielded positive behavioral and psychosocial changes. Similar to traditional group-based programs, not all outcomes tested in these programs showed positive impact. Designing blended learning programs can be challenging, but there is a large best-practice literature that can inform practitioners interested in using it. Blended learning approaches are viable for sexual health education and offer numerous advantages to group-based only programs, such as confidential personalization and an instructional approach that is familiar and engaging for participants.

Massive open online course as a component of the blended learning program on basic life support and automated external defibrillation

Purpose of the study: To evaluate the effectiveness of basic life support (BLS) and automated external defibrillation (AED) training through a blended learning approach, utilizing a massive open online course (MOOC) as an alternative to on-site theoretical tuition.

Linking prediction with personality traits: a learning analytics approach

ABSTRACTOpen, flexible and distance learning has become part of mainstream education in China. Using a blended learning program in a Chinese high school as the case, this study adopted data-mining approaches to establish predictive models using personality traits. Results showed that, for students with high OE and low extraversion, and students who are low on both of these constructs, the number of postings in digest (NPD) and average score of after-class test (SCT) were significant predictors of their achievement. For students with low OE and high extraversion, time spent on viewing course resources and number of answers provided in the format of text were significant predictors. For those with high OE and low extraversion, time spent on learning online and number of questions raised in the format of hypermedia, NPD and SCT were significant. Furthermore, deep belief networks performed best in identifying at-risk students at each stage.

Factors influencing the choice of a pedagogy study programme among Czech students in blended learning

The choice of a field of study is influenced by many factors. This text focuses on the personal preferences and social determinants of choosing a study programme in the field of teaching. Based on selected factors (prestige of the profession, social importance of the profession, interest in working with children, etc.), the motives of the students are surveyed.The work follows the research of Prof. Marta Klímová, D.Sc. from 1973, who conducted studies among students of teacher training programmes. In the current research, parts of Prof. Klímová’s questionnaire are used, but they have been updated to reflect the changed conditions in education and the political-economic system. The studied group consisted of students of the first year of the Bachelor’s degree in Teacher Training for Kindergarten and Teacher Training for the First Level of Primary School who attend the Warsaw Management University in Karviná in a blended learning programme1 . The presented study shows that students of the blended learning programmes in Primary School Teacher Training and Kindergarten Teacher Training are motivated to study to increase their professional qualifications and to pursue their interest in teaching and working with children. An important factor that positively influenced the results of the research in terms of the interest in teaching and working with children was certainly the fact that 55% of respondents had previously worked in the field of education, often for several years. The research survey showed that these respondents liked their job, and therefore decided to expand their qualifications.

Blended language learning in the Colombian context: a narrative inquiry of teacher ownership of curriculum change

This narrative inquiry explores teacher ownership of curriculum change by examining how a blended learning program was put into action in a Colombian tertiary institution. In particular, the study aimed to examine the experiences of two English language teachers as they grappled with and managed the changes brought about by their involvement in the implementation of a blended learning curriculum. Data collection methods included narrative interviews and field notes from classroom observation. Findings indicate that switching to blended learning is a complex enterprise that goes beyond ‘getting the mix right’, as multiple individual and institutional factors come to shape teachers’ implementation experiences. Depending on the extent to which their aspirations, beliefs and actions are aligned to the expectations of influential others and the culture of the organization, teachers can find it more or less difficult to perform stable professional identities and develop ownership of their practice. This study highlights the importance of considering ways in which tensions can be both managed and used as reflective opportunities to help teachers and change leaders implement BL programs more effectively.

3‑M Model for Uncovering the Impact of Multi‑level Identity Issues on Learners’ Social Interactive Engagement Online

Abstract: A growing trend in higher education institutions (HE) to move course offerings to Blended Learning (BL) modes is challenging many of our traditional views and practices of teaching and learning. Part of the problem is that many of those working within these institutions at the macro, meso and micro levels have stubbornly resisted abandoning the view that knowledge is imparted by the institution and that knowledge is consumed by students. Advances in technology have upturned this positionality as learners and institutions alike realize that roles are evolving in the process of education. Tracking the scholarship on BL, for example, reveals a major issue preventing successful learning outcomes is reticence on the part of learners to be socially interactive and engaged online. Through the lens of socialcultural and identity theories and a conceptualization of engagement being composed of behavioural, emotional and cognitive components, this paper aims to respond to a call for greater insight into this pressing issue. With findings from a recent qualitative longitudinal study of a BL program in a large private‑for‑profit university in Chile we unravel the complex social psychological aspects that contribute to learners’ willingness, or unwillingness, to engage in interacting with others and with content online – an essential determinant of successful learning and quality BL programs. A critical discussion of the findings from multiple qualitative data sources reveals that the general lack of undergraduate students’ incentive to develop agency and adopt empowered learner identities characteristic of active participators online, is strongly influenced by the assumed or imposed identities of teachers, academic leaders and institutional decision makers that create a climate that fails to nurture community building in these contexts. Abundant evidence suggests a model for BL in HE that could lead to decisive, strategic and coordinated action at each level and measurable improvement in student online learning engagement and outcomes.

An Action Research on Applying a Blended Learning Program to Enhance Students’ TOEIC Listening Program

An Action Research on Applying a Blended Learning Program to Enhance Students’ TOEIC Listening Program

DisasterSISM: A Multi-Level Blended Learning Program in Disaster Medicine for Medical Students

Introduction:Disaster medicine has been identified as a fundamental discipline for health professionals. In Italy, the role of physicians during disaster response is officially recognized by the Italian Code of Medical Ethics and by the Ministry of Education. Nevertheless, few Italian medical schools include this discipline in their curricula.Aim:With the aim of teaching basic knowledge of disaster medicine to Italian medical students, Research Center in Emergency and Disaster Medicine (CRIMEDIM) and Italian Medical Students’ Association (SISM) developed DisasterSISM, a nationwide training project in disaster medicine.Methods:DisasterSISM consists of three courses: Basic, Advanced, and Train-of-Trainers (ToT). The Basic courses are managed by medical students who are trained during the one-week intense ToT. All courses are delivered using innovative training methodologies, such as e-learning, peer education, table-top exercises, and virtual reality simulations.Results:From 2012 to 2018, a total of 122 courses (111 Basic, 5 Advanced, and 6 ToT) have been delivered. DisasterSISM reached 37 out of 45 Italian medical schools, training more than 2,500 students. A survey conducted after the end of each course showed that participants considered the knowledge in Disaster Medicine essential for their future profession, regardless of the specialty chosen. Students also expressed their appreciation about the blended-learning approach, with a predilection for virtual reality simulations. The comparison between the entrance and the final exam scores showed a significant increase in knowledge.Discussion:In six years, DisasterSISM reached the majority of Italian medical schools, providing disaster medicine knowledge to hundreds of undergraduates. Considering the fast growth and diffusion of the project, the significant increase of knowledge, and the positive feedback received from participants, we suggest that the DisasterSISM model be implemented in other countries to widely disseminate information about prevention and disaster preparedness among medical students and health professionals.

Effective Practices of Succesful Blended Learning Schools

<p><em>Blended learning is a teaching technique utilizing face-to-face teaching and online or technology-based practice in which the learner has the ability to exert control over the pace, place, path, or time of learning. Schools that employ this teaching method often demonstrate larger gains than traditional programs due to their increased ability to differentiate and quickly assess student learning. This study sought to determine ways blended-learning models contribute to student success, how blended-learning schools are measuring student success, and how administrators are supporting teachers in their use of blended techniques.</em></p><p><em>In this mixed-methods study, survey data were collected from 230 teachers and 43 administrators in blended-learning programs. Interviews were conducted with teachers and administrators at two school sites in the Southwestern most region of the United States, along with classroom observations and reviews of participating schools’ Local Control Accountability Plans (California Department of Education, 2017) and mission statements. Results yielded five consistent themes: an understanding of student needs to drive individualized instruction, varied and individual success criteria, strong relationships with students tied to decision-making that fosters individual achievement, student needs as a driving force behind the development of school programs, and an increased level of student choice to combat low motivation.</em><em></em></p>

Training modules on climate change, heat, and health for medical assistants and nurses in outpatient care

The number of heatwaves is going to increase due to climate change and will pose ahigh health risk especially for elderly people. Additional risk factors like immobility, the need for care, chronic and acute diseases (worsening of symptoms), and the intake of medications lead to an increased sensitivity to heat in this particular age group. Nursing staff and medical assistants working in general practices are two important professions to reach the risk group during heatwaves and provide preventive and curative care.The "Klinikum der Universität München" has developed an interprofessional blended-learning program to sensitize for this topic and to enable those two professional groups to react adequately to heat events. It combines independent learning with the help of online videos and presentations and aface-to-face component for the practical application of knowledge through examples. The concept, the results, as well as the conclusion of the project, which completed in October 2018, are presented in this article.Educational programs are part of the adaption strategies to heat events. The "Recommendations for the creation of Heat Action Plans for the Protection of Human Health" state that advanced trainings and education of healthcare and social workers help to communicate relevant content to adequately act during heat periods. The developed educational program fulfills this demand.To enable the widest possible use, the training materials are available free of charge and can be downloaded from www.klimawandelundbildung.de .

DISCUSSION OF A PILOT CASE STUDY ON ADULT LEARNERS’ ONLINE INTERACTION

This pilot case study explores claims made in literature relating to the causes of lack of online interaction among adult-learners participating in a blended learning programme. Since this study is explorative in nature, it also informs the direction in which subsequent research should go. A preliminary literature review shows the salient factors relating to lack of online interaction as being ‘lack of convergence’ and ‘lack of social presence’. To seek said validation, a practical pilot case study, using a mixed-method approach, was carried out through a questionnaire and through interviews. Results in this study reveal that students do not engage with the online environment when the same content is repeated during f2f meetings, or when online assignments are not addressed during f2f meetings, i.e. lack of convergence. In relation to social presence, the teacher’s social presence was considered more important than that of peers as it relates to adult-learners specifically.

Twelve tips for integrating massive open online course content into classroom teaching

Massive open online courses (MOOCs) are a novel and emerging mode of online learning. They offer the advantages of online learning and provide content including short video lectures, digital readings, interactive assignments, discussion fora, and quizzes. Besides stand-alone use, universities are also trying to integrate MOOC content into the regular curriculum creating blended learning programs. In this 12 tips article, we aim to provide guidelines for readers to integrate MOOC content from their own or from other institutions into regular classroom teaching based on the literature and our own experiences. We provide advice on how to select the right content, how to assess its quality and usefulness, and how to actually create a blend within your existing course.

By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities

AbstractMakerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K‐12 settings, the maker movement represents an interesting context in which to explore how professional ecologies can equip teachers with the knowledge, skills and dispositions needed to implement twenty‐first century learning in their school context. This study investigated the roles of different participants from industry, school leadership and colleagues in influencing teachers’ confidence, enthusiasm, capabilities and beliefs when teaching in makerspaces. Utilising triangulated observations of activities through online questionnaires at beginning, middle and end points, as well as postproject interviews, the study explored the participation of 27 primary school teachers in a blended professional learning programme, followed by classroom delivery of modules focusing on tablet‐based 3D design applications and the use of newly instaled 3D printers. Reporting no prior knowledge or experience with makerspaces, quantitative analyses revealed significant increases in teachers’ confidence and enthusiasm. Qualitative analyses of questionnaire and interview data underscored the influence of hands‐on and theoretically grounded professional learning providing practical exposure to constructionist ideas, design thinking methodologies and 3D design technologies. Findings reveal the importance of targeted professional learning coupled with a substantial collegially supported implementation phase, as well as support from school leaders and industry partners to promote meaningful pedagogical change in technology‐mediated maker‐based learning.

3509 Developing a Leadership Alumni Forum to foster a culture of leadership at Mount Sinai

OBJECTIVES/SPECIFIC AIMS: Leadership is an essential and recognized team science competency. To support the development of leadership skills at Mount Sinai, the LEAD (Leadership Emerging in Academic Departments) program, launched in 2016, delivers a structured 12-month blended learning program for junior faculty. The program aims to promote personal and professional leadership capacity, skills and behaviors. Following a competitive application process, 24 participants each year are selected to participate. In its second year, the challenge for the LEAD program leadership is to support alumni in fostering a culture of leadership that extends beyond the 12-month program. In order to promote a leadership community of practice and offer continued support to junior faculty, the LEAD Alumni program aims to bring former LEAD participants together to maintain motivation, share challenges and successes, meet with mentors and role models, and foster an ongoing community of practice that seeks to embed evidenced-based leadership culture at Mount Sinai. METHODS/STUDY POPULATION: The previous two cohorts of LEAD participants were approached to volunteer for the LEAD Alumni Forum working group. Four LEAD alumni came forward to form a self-selected working group. With input from the program leadership, the alumni working group is tasked with organizing regular events that bring the 48 previous LEAD participants together. The events provide the opportunity for individuals with expertise and a passion for leadership to create a supportive environment. This ultimately seeks to increase the transfer and utilization of leadership skills in practice, and promotes a culture of leadership. These alumni events also provide the opportunity for alumni to interact with senior leaders at Mount Sinai, thereby learning from role models within the organization. RESULTS/ANTICIPATED RESULTS: Evaluating learning transfer and culture change is challenging, so a number of proxy measures will provide insight into the success of the Alumni Forum. Firstly, the number of LEAD Capstone projects implemented in practice, and the success of these initiatives, will provide insight into transfer of leadership learning to practice. Secondly, participants will complete a validated survey tool, Leadership Programs Outcome Measure (LPOM), which explores self-reported leadership change at a personal, organizational and community level. Finally, participants will be followed up in the long-term to track promotion, awards, and other formal or informal leadership positions assumed following engagement in the LEAD program and the subsequent LEAD Alumni Forum. DISCUSSION/SIGNIFICANCE OF IMPACT: It is hoped the LEAD Alumni program will enhance the ability of participants to implement leadership knowledge and skills to practice, which may subsequently advance organization and culture change. Fostering a community of practice will further the reach of the LEAD program and as the number of LEAD alumni grows, and the Alumni Forum may provide the supportive environment that allows these individuals to have real impact.

Blended Learning Program: An Alternative Solution to Improve Students TOEFL Score

This action research aims at finding out how the blended learning can improve students toefl score. The design of this research is an action research which consists of four steps in a cycle, they are: planning, action, analysis and reflection. In planning step the reserachers did FGD which involved the students, instructors, the dean, the head of language centres and staff to discuss the problems and the alternative solution, designed the syllabus and prepared the materials. In the action step, the blended learning was implemented , 50%was in Face to Face (F2F) mode and other 50% was in information and technology (IT) mode (CALL, email, WA and SMS).The subjects were 20 students from 16 Study Programs in FKIP at the eight semester who have ever joined TOEFL but have not achieved the target score stated by the university, 477.The implementation of Blended learning was observed and analyzed as the next step. The Reflection result showed that Blended learning could improve the students TOEFL score. The students also enjoyed the activities and they believed blended learning helped them improve their TOEFL score. Therefore it is recommended that the University implement the Blended learning program as an alternative solution to solve the problem.

Training of Adult Trainers: Implementation and Evaluation of a Higher Education Program in Greece

This article presents the implementation and the evaluation of the blended learning program Training of Lifelong Learning Adult Trainers, which was organized by the Center of Training and Lifelong Learning of the Aristotle University of Thessaloniki in Greece, during the last two years (2016-2017). The aim of the training program was to give the opportunity to adult trainers to certify their educational competence and update their knowledge in the field of adult education, enhancing their employability. After the completion of the program, the trainees assessed the implementation methodology, the educational content, the microteachings, the quality, and the organization of the program. The results of the evaluation showed that the program was of a high level, flawlessly organized, and with excellent educational material, while the blended learning model worked effectively, receiving positive reviews by the participants. It was concluded that blended learning is indeed adequate in adult educational programs increasing the participation and facilitating adult trainees to better integrate their learning experiences.

INTRODUCTION TO THE SPECIAL ISSUE ON BLENDED LEARNING

In April 2008, the University of Illinois-Chicago hosted the Fifth Sloan-C Workshop on Blended Learning and Higher Education. This workshop attracted 180 educational leaders, faculty members, instructional designers and researchers who discussed, shared and considered effective practices in the design and delivery of blended learning environments. Presentations on best practices, lessons learned, and research on the phenomenon of blended learning stoked the discussion for two days.The theme of the workshop, Blending with Purpose, attempted to focus the discussions on the importanceof designing blended learning courses and programs with specific educational goals and objectives in mind. The theme developed out of a growing concern that many faculty were using the latest technology simply for the sake of the using technology without carefully considering the pedagogical benefits and “purpose”. The organizing committee for the workshop also understood that blended learning was not just a faculty-driven activity but needed support and guidance from the administration and instructional designers. As a result, three areas of focus helped organize the workshop activities namely: administration, pedagogy, and evaluation/assessment.

BLENDING WITH PURPOSE: THE MULTIMODAL MODEL

The purpose of this article is to propose a blending with purpose multimodal conceptual model for designing and developing blended learning courses and programs. A blended learning model is presented that suggests teachers design instruction to meet the needs of a variety of learners. Specifically, Blending with Purpose: The Multimodal Model recognizes that because learners represent different generations, different personality types, and different learning styles, teachers and instructional designers should seek to use multiple approaches including face-to-face methods and online technologies that meet the needs of a wide spectrum of students. A major benefit of multiple modalities is that they allow students to experience learning in ways in which they are most comfortable while also challenging them to experience and learn in other ways as well. Critical to this model is the concept that academic program and course goals and objectives drive the pedagogical approaches and technologies used. Issues related to definitions of blended learning, how teachers and students use technology, generational characteristics among student populations, and learning styles are examined.

Procrastination in Blended Learning The Role of General Self-efficacy, and Active and Passive Procrastination

Despite the growing empirical interest in academic procrastination in the distance learning, there are only limited studies on the determinants of this phenomenon in the blended learning programmes. The present study investigates the relationships between general self-efficacy, two types of procrastination (active and passive procrastination), and the behavioural tendency to postpone learning activities in a blended learning university course using Moodle platform. Results indicate that passive procrastination is strongly positively associated with procrastination in blended learning, while perceived self-efficacy and active procrastination are unrelated to the self-reported task delays during the blended learning course. In addition, the negative link between the reported number of previous completed blended-learning courses and procrastination in blended learning is observed. Practical and theoretical implications of these findings for a blended learning environment are discussed.

A Blended-Learning Program Based on the Progressive Theory to Develop the Yemeni Teachers' Performance

ملخص الدراسة هدفت هذه الدراسة إلى التعرف على أثر استخدام برنامج تعلم مدمج قائم على النظرية التقدمية في تنمية أداء معلمي اللغة الإنجليزية اليمنيين لغويا و تربويا، و تبنت المنهج شبه التجريبي ذا المجموعة الواحدة، و تکونت مجموعة المشارکين بالدراسة من ستة عشر معلما ومعلمة من أولئک الملتحقين بقسم اللغة الإنجليزية بالمعهد العالي لتدريب و تأهيل المعلمين أثناء الخدمة (الشوکاني)، و قد استخدمت بالدراسة ثلاث أدوات رئيسية لجمع البيانات: بطاقة ملاحظة الأداء، اختبار قياس الأداء، و استمارة التقييم الذاتي، و کشفت نتائج الدراسة عن وجود فرق دال احصائيا عند المستوى (0.000) بين متوسطي درجات مجموعة المشارکين في الدراسة في التطبيقين القبلي و البعدي لکل من بطاقة ملاحظة الأداء و اختبار قياس الأداء لصالح التطبيق البعدي، و أوضحت تلک النتائج أن أثر برنامج التعلم المدمج القائم على النظرية التقدمية فيما يتعلق ببطاقة ملاحظة الأداء و کذلک باختبار قياس الأداء کان کبيرا في تنمية أداء معلمي اللغة الإنجليزية اليمنيين بحسب مقياس کوهين، و في ضوء النتائج أشارت الدراسة الى عدد من التوصيات و المقترحات ببحوث تالية. Abstract A Blended-Learning Program Based on the Progressive Theory to Develop the Yemeni EFL Teachers’ Performance By: Abdul-Razzaq Z. A. Al-Jarmouzi Supervised by: Dr. Asmaa Ghanem Gheith, Dr. Badr Abdul Fattah Abdul Kafi, and Ismael Masaud Naji The present study aimed to identify the effect of using a blended learning program based on the progressive theory on developing the Yemeni EFL teachers’ performance both linguistically and pedagogically. Through the study, the one group quasi experimental design was adopted, and 16 EFL male and female teachers enrolled in study at Al-Showkani Higher Institute for Qualifying and Training Teachers were involved as participants. Data was collected through three main instruments, namely: a performance observation checklist, a performance test, and a self-assessment sheet. Results of the study revealed that there was a statistically significant difference between the mean scores of participants in the pre-post administration of performance observation checklist in favor of the post administration, and there was a statistically significant difference between the mean scores of participants in the pre-post administration of performance test in favor of the posttest. In addition, the results showed that the effect size (d) of the blended-learning program based on the progressive theory both in relation to performance observation checklist and performance test was large on promoting the Yemeni EFL teachers’ performance according to Cohen’s criteria. The study ended with some recommendations as well as suggestions for further research in the light of the results obtained.