Blended Learning Setting Research Articles

The Assessment Scale for Creative Collaboration (ASCC) Validation and Reliability Study

ABSTRACT Creativity, a primary academic objective, is crucial in higher education, as economic, informational, societal and environmental advancements rely on people’s ability to innovate. Creativity is widely investigated in its individualistic form, yet there is a notable dearth in work that studies its collective dimension, from a learning perspective. This study focuses on validating the psychometric properties of an existing instrument (ASCC), by measuring creative collaboration in blended learning settings. Two hundred and thirty-six under and post-graduate students self-evaluated their creative collaboration experiences, using the ASCC instrument. The findings of exploratory factor analysis denote a three-factor (21-item) structure, measuring ‘Synergistic Social Collaboration’, ‘Distributed Creativity’, and ‘Time Regulation and Achievement’, with good internal consistency. An instrument with valid psychometric properties for the assessment of creative collaboration is much-needed in the growing research and practitioners’ community. This is critical in the fields of Design, HCI, and Engineering, which rely extensively on the creative collaboration (online and offline) of teams to develop innovative products that are suitable for real-world purposes.

ОНЛАЙН-КУРС КАК СПОСОБ РЕАЛИЗАЦИИ ПРИНЦИПА ИНДИВИДУАЛИЗАЦИИ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ МАГИСТРАТУРЫ

The article deals with the implementation of the personalization principle in a Master’s degree program based on blended learning approach. The contradiction between the requirements for personalization declared in state educational standards and the real situation at University encourages the authors to search for the ways to apply the principle of personalization in Master’s degree educational process. The problem is analyzed in terms of the humanistic system-synergetic methodology, which justifies the use of personalization through humanistic approach to education based upon harmonious interaction of University teachers with students. Questionnaires, documentation and literature analysis prove the feasibility of personalization to be implemented via blended learning approach has it meets the modern requirements in education and corresponds to the Master stydents’ learning needs. The paper presents the key features of personalization in blended learning settings, which are implemented in the author’s online course on the German language for Masters.

Application of reflective journals to assess self-directed learning in a blended learning setting: a case study in Hong Kong

Application of reflective journals to assess self-directed learning in a blended learning setting: a case study in Hong Kong

Application of reflective journals to assess self-directed learning in a blended learning setting: a case study in Hong Kong

This paper presents the case study of a blended learning subject offered to a group of engineering students, in which a reflective journal was adopted as part of the assessment. It also presents an innovative attempt to explore the relationship between the reflections of students and their performance in the subject. The feedbacks from students were collected and analysed using text-mining techniques, and a machine-learning algorithm was used to identify the association between the reflective feedback text and the corresponding final grades of the students. The supervised machine-learning algorithm produces an inferred function from the training data so as to make predictions about the output values of the testing data. The results prove that reflective journals can be a valuable means of assessing student learning in a blended learning environment, and also offers a good reference for educators to have a better understanding regarding the performance of students.

Cross-Boundary Collaboration and Problem-Solving to Promote 21st Century Skills—Students’ Experiences

This study is part of an ongoing design-based research initiative, during which a new course on forest bioeconomics was designed and implemented in higher education context. The pedagogy of the new course was informed by the framework of 21st century skills, ideas of collaborative problem-solving and knowledge building, cross-boundary teaming, and online and blended learning. During the implementation of the pilot course, in-depth group interview data were collected and WhatsApp discussion threads were used as supplementary data. Participants included students (n=18) from Finnish universities and universities of applied sciences who enrolled in and completed the course. The data were analyzed qualitatively with the aim of finding out how 21st century skills were manifested in students’ experiences of collaborative problem-solving in cross-boundary teams in blended or online learning settings. It was also considered, if there were differences in the experiences of students from blended and online course options. The results of the qualitative analysis provide multiple implications for course development in upcoming design-based research cycles. https://doi.org/10.26803/ijlter.18.13.3

Do we always need a difference? Testing equivalence in a blended learning setting

ABSTRACTEvidence-based research is becoming increasingly important in educational research. Calculation and test methods available in statistical software packages such as SPSS and STATA are widely used. To evaluate teaching innovations such as blended learning against classical classroom settings, for example, previous studies have mainly applied inference methods such as the t-test or variance analyses. The problem with these methods is that they test for the difference. A non-significant result does not automatically mean equivalence of the treatments examined, which is why we propose the use of equivalence testing. This paper introduces the equivalence test as complementary to the classical t-test and briefly discusses other approaches based on confidence intervals and Bayesian methods. As an example, the introduction of a blended learning format to a Bachelor's degree programme is used to demonstrate the procedure and discuss the results of conducting an equivalence test. By combining tests for difference and equivalence successfully, it was possible to arrive at more informative statistical statements: Whereas a t-test alone only produced results for three out of 22 courses, a t-test and an equivalence test in combination yielded statistically confirmed statements for 12 out of 22 courses.

Do MOOCs contribute to student equity and social inclusion? A systematic review 2014–18

In recent years, hopes that Massive Open Online Courses (MOOCs) would make access to education fairer faded in the light of research showing MOOCs favoured the already educated and relatively advantaged. This paper presents the results of a systematic review of literature from 2014 to 2018. The aim was to investigate the extent that MOOCs and other free open education programs provide equitable forms of online education to address global widening participation agendas. The literature fell into two main groups: empirical reports on outcomes for students, and those providing policy or practitioner guidance. A globally diverse set of 46 studies and reports were examined, including 24 empirical evaluations of programs reaching over 440,000 disadvantaged learners in both distance and blended learning settings. Most literature claimed an interest in advancing student equity (enrolled or tertiary preparation learners) and/or social inclusion (community learners) with low-skills, low confidence, and/or low levels of previous education. In contrast to the existing literature, this study found that there was a flourishing of multi-lingual and Languages other than English (LOTE) programs and those addressing regional socio-economic disadvantage. Most cases involved MOOCs and free online resources combined with additional forms of support, including face-to-face study groups. Contrary to the existing debate in the open education literature, the review also found that the legal status of the learning materials (copyright or openly licenced) was of little consequence so long as it was free to the end user. What seemed to matter most was the intentional and collaborative design for disadvantaged cohorts, including the provision of digital or face-to-face personal support. Successful design collaborations often featured learner-centred, non-technical partnerships with community groups which increased the understanding of the needs of particular marginalised learners, while also providing more sustainable and distributed learner support. The review concludes that MOOCs which aim to widen participation in education are an alternative global practice that exists alongside more commercial MOOC offerings. Recommendations are provided for addressing gaps in offerings, and improving design and research.

Promoting Academic Writing Proficiency of Iranian EFL Learners through Blended Learning

Blended learning is a combination of traditional and technology-enhanced learning. Social networks services can be used in blended learning settings as they support collaboration, resource sharing, and socialization. Edmodo is an educational social network which can facilitate the development of second or foreign language skills. This study intended to investigate the effects of blended learning through implementing Edmodo mobile application on the academic writing proficiency and perceptions of Iranian intermediate EFL learners in higher education. This quasi-experimental research followed a mixed method design. The results indicated that it was possible to integrate Edmodo mobile application into essay writing class successfully since the experimental group who practiced collaborative essay writing through Edmodo mobile application outperformed the control group regarding writing proficiency in general as well as such aspects as organization, vocabulary, and mechanics of writing. The qualitative analysis of follow-up interviews revealed that majority of students had positive opinions and perceived it as an innovative, engaging and helpful activity. Blended Language Learning is a promising area in the field of TEFL, and as such it is crucial for teachers to keep their teaching methodologies and techniques compliant with the technology developments of 21st century.

A Web-based Music Learning Environment: A Case Study of Users Experiences

The purpose of the study is to research how music is learned in a web-based learning environment. The users of a web-based learning environment were asked to perform a self-assessment about their music learning. The research question was to determine which kind of learning experiences students had when studying music in a web-based learning environment. The other aim was to discover the students’ main interests in their music studies and the kinds of support they needed for their web-based learning. Finally, the users were asked to suggest some ways to develop a digital learning environment of music. The data was collected by using an e-questionnaire that was open for all users who studied on a Finnish web-based music learning environment during one study year. Data from 82 respondents was analysed using content analysis and the results are presented through quantitative tables and figures with qualitative results obtained from the content analyses of answers to open-ended questions. According to the results, most of the users found that the motivation to study music increased during the studies. Preferences of learning methods were individual but most of the respondents hoped web-based learning environment could be developed together with blended learning settings where web based learning and contact lessons could be integrated. The individual support from a web teacher and a peer community were also needed.

E-learning orthopédique : une analyse des résultats dans une population étudiante non contrôlée

BackgroundE-learning is widely used in undergraduate medical education and often in blended learning settings for students learning at home. This study should assess the educative value of e-learning tools in orthopedics and traumatology when used under “field” conditions, in comparison with a controlled laboratory-like setting. Materials and MethodsMedical students were invited for their voluntary online participation in an uncontrolled study (UCS). They were randomly exposed to digital book chapters or podcasts on four different orthopedic diseases, and then filled in pre-/post-tests and evaluations. Test results indicating insufficient study participation were not included in the subsequent analysis. Results in a gain of knowledge and student's satisfaction were compared to existing data of a randomized controlled trial with the same tools in a laboratory environment (RCT). ResultsAmong 84 included UCS students and 130 RCT students, podcast learners showed a significantly higher gain of knowledge compared to text learners independent of the learning setting (UCS p<0.011; RCT p<0.001). There were no significant differences in the gain of knowledge for the two different learning tools when comparing each the UCS and RCT settings. Evaluations showed positive ratings for both tools, while podcasts were on the average rated higher than texts were. Significantly more UCS participants (n=46) compared to the RCT (n=34) showed signs of disengagement with the study (p<0.05). DiscussionThe findings suggest that it is possible to achieve a similar gain of knowledge with e-learning tools in uncontrolled settings and in RCTs. The role of e-learning materials in voluntary and formative learning settings is of value and should be explored in future studies. Level of evidence III, case-control study.

Experiences with using e-learning tools in orthopedics in an uncontrolled field study application

BackgroundE-learning is widely used in undergraduate medical education and often in blended learning settings for students learning at home. This study should assess the educative value of e-learning tools in orthopedics and traumatology when used under “field” conditions, in comparison with a controlled laboratory-like setting. Materials and methodsMedical students were invited for their voluntary online participation in an uncontrolled study (UCS). They were randomly exposed to digital book chapters or podcasts on four different orthopedic diseases, and then filled in pre-/post-tests and evaluations. Test results indicating insufficient study participation were not included in the subsequent analysis. Results in a gain of knowledge and student's satisfaction were compared to existing data of a randomized controlled trial with the same tools in a laboratory environment (RCT). ResultsAmong 84 included UCS students and 130 RCT students, podcast learners showed a significantly higher gain of knowledge compared to text learners independent of the learning setting (UCS p<0.011; RCT p<0.001). There were no significant differences in the gain of knowledge for the two different learning tools when comparing each the UCS and RCT settings. Evaluations showed positive ratings for both tools, while podcasts were on the average rated higher than texts were. Significantly more UCS participants (n=46) compared to the RCT (n=34) showed signs of disengagement with the study (p<0.05). DiscussionThe findings suggest that it is possible to achieve a similar gain of knowledge with e-learning tools in uncontrolled settings and in RCTs. The role of e-learning materials in voluntary and formative learning settings is of value and should be explored in future studies. Level of evidenceIII, case-control study.

Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence

This study investigated the effects of student enrolment and learning motivation on learning performance in a blended learning setting at the university level with social, teaching, and learning presence as mediating factors. Data samples were collected from 96 students taking blended learning course and 111 students taking a traditional course. The comparison between these two groups does not show a significant difference in the three presences and learning performance. Structural equation modelling results revealed that student enrolment has a positive impact on social presence and cognitive presence. Enrolment also positively influences learning performance through the above two presences. Learning motivation positively influence social presence only. Learning motivation also plays a vital role in enhancing the enrolment but does not directly influence learning performance in a blended learning setting. Teaching presence was found to have direct positive impacts on the cognitive presence and social presence, and indirect positive impacts on learning performance. These findings highlight the importance of student enrolment and course design from the teaching perspective in a blended learning setting.

Analysis of existing gender differences in the effect of using the Virtual Campus platform of the Politehnica University of Timisoara

Admitting the increasing interest for education delivered by the means of technology is relevant if we consider all the aspects, including features related to gender. Several studies point out that women and men differ in their way of interacting with technology, ICT being traditionally associated with men [1]. In the context of blended learning settings, there are several existing gender differences, which means a statistical analysis focused on differences between men and women users of the Virtual Campus platform is needed. The main objective of this study is to provide evidence of significant gender differences in the effect of using certain platform tools by both genders. A subsequent objective is to test if the efficiency of both manners of working with e-learning tools eventually converge around similar results (in case the results point to scarce differences). The research was conducted by looking at the final number of students following the Distance Learning program run by the eLearning Center at UPT, during the first semester of the academic year 2017-2018. Distance learning students enrolled at Politehnica University Timisoara are mostly digital natives, consumers of technology in order to support the teaching and learning processes. The aim of this paper is to analyze the gender differences in using the platform, based on the students’ online activity statistics from Moodle and all the resulting data.

Blended Learning Berwawasan Literasi Digital Suatu Upaya Meningkatkan Kualitas Pembelajaran dan Membangun Generasi Emas 2045

The results of the advancement of technology and Informatics has opened up the opportunity of world citizens that belong to Indonesia to take advantage of electronics products, including mobile phones. The results of field observations in the last three years found that the phenomenon of school age children start kindergarten until students are likely to be able to operate the mobile phone. Observe the type of basic literacy, developed by Kemendikbud, every type of basic literacy had the same position with the other basic literacy to be developed, including the type of digital literacy. The six types of basic literacy was developed in an attempt to take Indonesia citizens (especially primary and JUNIOR HIGH SCHOOL students) have the skills the 21st century human being who has the ability to think kiris, krearif, communicative and collaborative as well as character. Phenomena in the field of digital literacy and that mobile phones that can be as a medium of instruction has not been developed in States that made possible can contribute to improve the quality of learning in a Blended Learning settings. Digital literacy for this long purely known in social media can deliver a variety of information related to the things that are needed by the citizens of the community, but still not optimized for the synergistic support increasing the quality of learning.

Affordances and limitations of learning analytics for computer-assisted language learning: a case study of the VITAL project

ABSTRACTLearning analytics (LA) has emerged as a field that offers promising new ways to prevent drop-out and aid retention. However, other research suggests that large datasets of learner activity can be used to understand online learning behaviour and improve pedagogy. While the use of LA in language learning has received little attention to date, available research suggests that LA could provide valuable insights into task design for instructors and materials designers, as well as help students with effective learning strategies and personalised learning pathways. This paper first discusses previous CALL research based on learner tracking and specific affordances of LA for CALL, as well as its inherent limitations and challenges. The second part of the paper analyses data arising from the VITAL project that implemented LA in different blended or distance learning settings. Statistical and process-mining techniques were applied to data from 285 undergraduate students on a Business French course. Results suggested that most students planned their self-study sessions in accordance with the flipped classroom design. Other metrics measuring active online engagement indicated significant differences between successful and non-successful students’ learner patterns. The research implied that valuable insights can be acquired through LA and the use of visualisation and process-mining tools.

“I am Still Learning”: Modeling LMS Critical Success Factors for Promoting Students’ Experience and Satisfaction in a Blended Learning Environment

Blended learning has been growing in demand and popularity and has become a common phenomenon in modern higher education systems, especially with the implementation of learning management system (LMS). This paper examined the effects of critical success factors on students’ experience and satisfaction with the LMS in a blended learning setting. Certain characteristics of students, instructors, system, classmates, course design, and organization were identified from the literature as the main indicators of the LMS success. A total of 174 university students (94 males and 80 females) responded to an online questionnaire. A partial least square (PLS) approach was used for data analysis. The result showed that certain factors were found to influence students’ perceived ease of use and usefulness of LMS and consequently their satisfaction. Findings from this paper provide the necessary insights as to how universities can enhance students’ experiences and satisfaction of LMS in order to support the blended learning approach.

MULTIMODAL LITERACY IN A BLENDED LEARNING SETTING: TEACHER’S AND STUDENTS’ PERSPECTIVES

Technology takes crucial part in this 21st century, hence the educators have to deal with it and implement it in teaching and learning process. Blended learning emerges as fresh air for educators who want to maximize the advantages of face-to-face and e-learning environment. Nowadays, they should also adapt with the contemporary literacy called multimodal literacy to enhance meaning-making by using multimodal text in teaching and learning process. This is a case study that has aims to explore teacher’s and students’ perspectives in empowering students’ multimodal literacies in blended learning setting in teaching-learning writing as well as the reflection of teacher’s perspective in implementation. The participants of the research are a teacher and 24 students of English education department from one of undergraduate schools in Indonesia. Data includes classroom observation and interview. The finding of this study revealed that the use of multimodal text in a blended learning setting gives many advantages for teacher and students in empowering students’ multimodal literacy. This study also found that the teacher’s perspective reflected the implementation of multimodal text in a blended learning setting. It also had contribution to support the development of educational technology and to improve students’ writing ability.

Investigating student engagement in blended learning settings using experience sampling and structural equation modeling

We investigated activity-level student engagement in blended learning classes at the university level. We used intensive longitudinal methodology to collect activity level engagement data throughout a semester for 68 students enrolled in six blended courses across two universities. We used structural equation modeling to gain a holistic understanding of learning environments, including the influence of personal characteristics, course design, and student perceptions of the learning experience on in-the-moment cognitive and emotional engagement. To investigate longitudinal relationships between emotional and cognitive engagement, we employed cross-lagged modeling techniques. Findings showed that course design and student perception variables had a greater influence on engagement than individual student characteristics and that student multitasking had a strong negative influence on engagement. Students' perceptions of the importance of the activity had a strong positive influence on both cognitive and emotional engagement. An important outcome of engagement was the students' perceptions that they were learning and improving.

MasterOnline Periodontology and Implant Therapy-revisited after seven years: A case study of the structures and outcomes in a blended learning CPD.

There is a great need for postgraduate training and continuing professional development (CPD), specifically in the field of periodontology. Despite the plenty of periodontal CPDs, there is a lack of information about the performance of CPDs in a blended learning setting. This study is a case study of the structures and outcomes in a blended learning CPD programme in periodontology, the MasterOnline Periodontology and Implant Therapy hosted by the University of Freiburg's Dental School. The structures of the blended learning CPD were analysed with the aims to (i) make explicit how various innovative educational methods and ICT tools can be successfully applied to a Web-supported postgraduate periodontology training programme, (ii) identify the programme's impact on learning transfer in students' dental practices and (iii) identify other outcomes, synergies and any changes required during the existence. Using qualitative interviewing, the various types of learning transfer and elements of the study programme that foster transfer could be exemplified. A period of 7years was analysed. In this duration, 50 students successfully graduated to a master of science. Qualitative interviews were performed with six students and four teachers affirming the learning transfer in a blended learning setting. This case study shows that blended learning can be a successful approach for CPD in dentistry.

Relationships between students' perceived team learning experiences, team performances, and social abilities in a blended course setting

The main purpose of this study is to examine relationships between the social abilities, perceived team learning, and the performances of students in a blended learning setting. The participants, 82 undergraduate students, worked in small teams on a research method task over one semester. The instruments used for this study included a five-factor social ability scale and a one-dimensional perceived collaborative learning scale. The results showed moderate significant relationships between students' perceived team learning scores and students' peer social presence scores as well as weaker relationships between team learning and two social ability subscales, written communication skills and instructor social presence. There appears to be an important effect of peer social presence that is linked to learning and performance. Using a blended learning model may have an important impact on increasing social interaction and learning with a team learning approach thereby helping students undertake comprehensive tasks and increase student learning.