Blended Learning Strategy Research Articles

Trends in E-learning Implementation in Tertiary Education: A Review of Blended Learning in China and Other Countries

Blended learning is a combination of online learning and face-to-face learning. It is an important trend in the development of tertiary education in China and foreign countries. In recent years, the discussion of blended learning gradually moves from theory to practice, and more and more college teachers begin to pay attention to blended teaching design and put it into practice. This study attempts to give an overview on the topic of blended learning in tertiary education, with a comparison of Chinese and global perspectives. By using “blended learning” and “higher education” as the theme word, and through the advanced search function in CNKI (Core of Peking University /CSSCI) and Scopus database, this paper retrieved 356 and 2293 relevant journals respectively from 2004 to 2023. Utilizing a comparative approach, this study compared the retrieved data from CNKI and Scopus, sorted out the research context in China and foreign countries, analyzed the current research hot-spots, research topics and research trends of blended teaching in tertiary education using a comparative approach, and provided references for the future research in this field. The result showed that the research hot-spots includes the effectiveness of blended learning, blended learning models, blended learning strategies, and influencing factors of blended learning adoption. Furthermore, the study demonstrated a shift in research focus, from initial discussions to investigations into its pedagogical implications.

Improving student learning and performance through a continuous flipped anatomy teaching model.

The flipped classroom teaching model has been widely used in anatomy education to embrace a blended learning strategy. However, the impact that a continuous flipped classroom teaching model exerts on student learning of human topographic anatomy remains unclear. To address this question, student learning experience and performance were compared between third-year undergraduate students who participated in a continuous flipped anatomy classroom teaching since their first year (n = 65, experimental group) and those under the flipped anatomy teaching model only in their third year (n = 45, control group). A five-point Likert scale learning and teaching survey was conducted to evaluate students' perceptions of the flipped classroom model. Students under a continuous flipped classroom teaching model rated significantly higher on the impact of the flipped model on learning difficult anatomy concepts than the control group (*p = 0.0346). The rating on independent learning remained not statistically different between the two groups, although a trend difference was detected (p = 0.0604). Analysis of learning performance revealed that the experimental group significantly outperformed the control group when answering questions focusing on regional anatomy (*p = 0.0207). No significant difference was identified in students' marks of case-based studies between the two groups. In summary, the results of this study indicate that the flipped classroom model implemented over a long term continues to advance students' learning experience and performance in anatomy, indicating a "dose" effect on active learning. The findings of this study will assist the best practices of the flipped anatomy classroom and develop evidence-informed approaches to advance anatomy education in the future.

The Effectiveness of the Blended Learning Approach Based on Edmodo to Enhance Student Learning Outcomes in English Courses

<div class="WordSection1"><p><span lang="EN-US">A learning model called blended learning mixes online and face-to-face instruction. It includes multiple implementation techniques, instructional models, and learning styles. </span><span lang="EN-US">The Edmodo application media is one of the educational chances supplied by exploiting current ICT advances. The purpose of this study was to determine the effectiveness of learning using the Edmodo-based blended learning model in improving student learning outcomes in English courses. </span><span lang="EN-US">This study employed an experimental research methodology. Data are grouped and extraneous information is reduced due to the descriptive qualitative approach's framework, which collects data through testing, observation, and documentation. In this study, data analysis started with data collecting and was then condensed, including summarizing, choosing the most crucial information, concentrating on it, searching for themes and patterns, and removing irrelevant information. Based on the research findings, two approaches—online via the Edmodo application and offline—are recommended for implementing the blended learning strategy based on Edmodo (face to face). Students use Edmodo to interact with lecturers and other students during online lectures. Beforehand, the lecturer created a virtual class on Edmodo and connected all the students to it. The in-person meetings include group discussions based on the material covered in the online classes. Events held in person can also be hosted using the Edmodo app. Based on test results and an analysis of the learning outcomes of students who used the blended learning strategy built on Edmodo, it is rated in the very good category.</span></p></div>

Lecturers’ Perception on The Use of Blended Learning Strategy in University of Ilorin, Nigeria

Blended learning strategy is an education strategy that involves multiple teaching methods to help students learn more effectively, it combines a mix of face-to-face classroom instruction and online instructional approaches. Despite the importance of blended learning strategy, it has not been fully adopted by university lecturers. Hence, this study investigated Lectures’ Perception on the use of Blended Learning Strategy in University of Ilorin Nigeria. This study adopted a descriptive research design of the survey type, and employed four sectioned researcher-designed questionnaires to elicit information from the respondents.150 lecturers across seven faculties in University of Ilorin were randomly sampled for the study. Both descriptive and inferential statistics were employed to answer and test the formulated hypothesis at 0.05 level of significance. The findings of this study were: (i) The lecturers’ perception on the usefulness of blended learning strategy for instruction in University of Ilorin is positive (3.49>2.44); (ii) The lecturers’ perception on the ease of use of blended learning strategy for instruction in University of Ilorin is positive (3.35>2.44); (iii) The lecturers are facing challenges in using blended learning strategy for instruction (3.20>2.44); (iv) There was no significance difference on lecturers’ perceived usefulness of blending learning strategy based on the area of specialization (p=.060>0.05); (v) There was significance difference on lecturers’ perceived ease of use of blending learning strategy based on the area of specialization (p=.049<0.05) and (vi) There was no significant difference on lecturers’ perceived ease of use of blended learning strategy based on gender (p=.851> 0.05). Based on the findings of the study, it was revealed that blended learning is an effective strategy for quality teaching and learning. Though there are challenges affecting the proper implementation of this strategy. The study therefore recommended that seminar and workshop should be organized for lecturers to further their knowledge on the uses of blended learning strategy for instruction.

Kreativitas Guru Dalam Meningkatkan Motivasi Belajar Peserta Didik Melalui Strategi Blended Learning Pada Mata Pelajaran IPS

Fostering students' creativity through education has become increasingly crucial in the 21st century. This era demands that educators actively nurture creativity in students across all subjects. Notably, teachers play a pivotal role in enhancing students' creativity, even within the context of social studies during the transitional period of the Covid-19 pandemic. This study has two primary objectives. Firstly, it seeks to elucidate how teachers at MTS Negeri 6 Jakarta employ creativity to bolster student motivation through blended learning strategies. Secondly, it endeavors to identify the obstacles encountered during the use of blended learning in the context of social studies amid the COVID-19 pandemic transition. The research employs a qualitative approach with a descriptive method. Data collection methods encompass observations and interviews involving social studies teachers and students. The findings of this study are as follows: Firstly, the majority of students have adeptly adapted to the learning processes facilitated by teachers through blended learning during the COVID-19 pandemic transition. They exhibit active engagement in learning through activities on platforms like WhatsApp groups, Google Classroom, and Google Meet's question-and-answer sessions. Secondly, the main hindrance to effective blended learning is the insufficient availability of adequate learning facilities.

Blended learning versus online education: impact to elementary students’ engagement in physical activity and Body Mass Index

Examining the impacts of blended and online learning settings on children’s fitness and body mass index in a sample of public elementary school pupils in the Philippines is the main objective of this study. A 16-week pre-test and post-test control group in a quasi-experimental approach. The experimental group received blended education, whereas the control group exclusively took classes online. The experimental and control groups consisted of 2 classes from an elementary school in Angeles and Mabalacat City. Anthropometrical characteristics were compared between groups using ANOVA. Pre-test and post-treatment body mass index percentiles and PA levels were compared using a paired t-test. First, there were no significant variance in the individuals’ anthropometrical characteristics between the two groups before intervention. Additionally, the blended learning group outperformed the online learning group on the post-test in terms of physical activity. After intervention, the mean BMI of the blended learning group decreased, but online students showed no improvement. Last but not least, when compared to the online learning group, the BMI percentile of the students in the blended learning group is within the usual range. The benefit of blended learning on the pupils’ physical composition was highlighted. Pupils’ levels of physical activity and body composition have improved as an outcome of the adjustment from traditional to online and blended learning settings. For the benefit of the students, it is advisable to make the most of a blended learning strategy and, if at all possible, return to the full face-to-face method.

Evolution and Impact of Blended Learning in Higher Education: A Brief Systematic Review From 2010 to 2022

As education has moved towards the digital reality, one of the greatest challenges has been to provide students with an engaging learning environment. This era of technological advancement has yielded various teaching and learning tools and strategies. Among these, blended learning has emerged as a practical solution, seamlessly merging traditional in-person instruction with digital resources. This extensive review, encompassing 161 articles from reputable databases such as Scopus, Web of Science, and ERIC, spanning 2010 to 2022, is guided by the PRISMA model for article selection. The primary goal was to assess the effectiveness of blended learning strategies across multidisciplinary courses in higher education. Following meticulous examination, which involved eliminating duplicate records, excluding articles that were not relevant (totaling 37 exclusions), and filtering out non-English articles (9 in total), a refined set of 39 relevant articles remained for thorough analysis. Exploring these 39 preceding studies consistently validates the effectiveness of blended learning as the favored pedagogical approach in higher education. It not only engages students but also cultivates critical thinking skills, thereby fostering a conducive learning environment. This learning strategy creates a conducive learning environment for the students by engaging them and improving their critical thinking skills. A literature review found that since 2011, the same models have been repeated and practiced in various settings.

Evaluasi Pembelajaran PAI Masa Pandemi Covid-19 di Fatih Bilingual School Kota Banda Aceh

Evaluation in the teaching and learning process is an important component that cannot be separated from the entire learning process. Even in Islamic learning, teachers need to evaluate with the aim of measuring the level of success of students to be achieved in learning activities. However, during the outbreak of the Covid-19 virus in Indonesian territory, how can teachers still carry out the process of evaluating Islamic religious education learning in schools. SMA Fatih Bilingual School is one of the leading schools in Banda Aceh City which also implements online learning during the Covid-19 pandemic. This research is a descriptive-analytical qualitative research that aims to describe the process of planning, implementing, and evaluating Islamic religious education learning during the Covid-19 pandemic by examining data obtained from SMA Fatih Bilingual School, Banda Aceh City. Based on the theoretical study and the results of research in the field, the researcher concludes that the results of research on the evaluation of Islamic religious education learning during the Covid-19 pandemic at SMA Fatih Bilingual School Kota Banda Aceh are as follows: PAI learning evaluation is a series of activities in collecting various information systematically. That way, teachers can describe the ability of students during the learning process and can be used as a follow-up in making a decision in the future. The learning process during the Covid-19 pandemic is carried out through a hybrid learning system by combining blended learning strategies.

The impact of the early stages of the COVID-19 pandemic on academic studies, clinical training, and their opinion on vaccination among radiography students

<b>Objectives: </b>Since its inception, the COVID-19 pandemic has generated challenges for healthcare professions and educational institutions worldwide. This study aimed to investigate the effect of COVID-19 on radiography students’ education in Jordan.<br /> <b>Method: </b>A cross-sectional online survey was conducted during the initial COVID-19 lockdown period (31 March to 30 May 2020). All diagnostic radiography year groups at governmental universities (the Hashemite University, Al-Hussein Bin Talal University, and Jordan University of Science and Technology) were invited to complete the anonymous survey in Jordanian using Microsoft Forms.<br /> <b>Results:</b> There were 417 responses. Findings showed that Jordan’s radiography students’ education has been significantly impacted by the COVID-19 epidemic. The majority of survey participants were not convinced the online learning platforms were user-friendly. Comparing remote teaching versus face-to-face instruction, 51% of participants had difficulty concentrating. Access to clinical placements was the biggest issue raised; 86% of respondents stated that their clinical experience differed from what was outlined in the curriculum. 42% of the students were in favor of receiving the COVID-19 vaccines.<br /> <b>Conclusions: </b>Clinical radiography education in Jordan has been significantly impacted by the COVID-19 pandemic. The availability of necessary facilities for online training, the efficiency of the online platforms, and motivation to learn were the significant issues. The adoption of blended learning strategies and the use of simulation to enhance practical placement chances need to be taken into consideration when developing future training curricula and responses to pandemics.

Improving Chemistry Students’ Achievement and Retention in Chemical Kinetics Using Blended Learning Strategy in Jos -Plateau State, Nigeria

This study investigated the effect of rotation blended learning in improving chemistry students’ achievement and retention in chemical kinetics in secondary schools in Jos - Plateau state, Nigeria. The study adopted a quasi-experimental design and five research questions and three null hypotheses were formulated to guide the study. A sample of 32 students were purposively selected for the study from two co-educational schools within the study area and randomly assigned into control and experimental groups. The instrument for data collection was a 30 multiple choice test called Chemical Kinetics Achievement Test, CKAT (r = 0.83). The CKAT was administered to students as pretest, posttest and retention test. The data obtained were analyzed using t-test statistical tool of analysis. The results indicated that blended learning increased the students’ achievement in chemical kinetics. There was a significant difference between the posttest achievement scores of students taught with lecture and those taught with rotation blended learning strategy. The study also revealed that blended learning strategy increased the retention of chemistry by the students in the experiment group than those in the lecture group. The study recommended among others that students should be exposed to computer–based blended learning strategy in order to improve their achievement and aid their retention of chemistry concepts. Students should be exposed early to the use and operation of the computer especially for online learning purposes

Introducing Flipped Classroom for Enhancing Learning Outcomes

This study focuses on addressing the issue of low engagement and participation among honors-level students in the traditional classroom setting of colleges affiliated with the National University of Bangladesh. The Professional Learning Community (PLC) formed a team of five members from different disciplines to implement an instructional intervention using the Flipped Classroom (FC) method. The FC method involves providing students with class materials before class, allowing them to prepare and engage in various activities during class time. The study aimed to observe and record students’ attitudes and behaviors in both traditional and flipped classrooms and assess their engagement and participation using a Likert scale.The intervention was conducted in four colleges, targeting first-year honors students. The results indicated a significant increase in the number of students actively participating in the classes compared to the traditional lecture-based approach. The FC method promoted active learning, critical thinking, and application of knowledge through hands-on activities and assignments. The use of digital tools, such as Kahoot and Padlet, enhanced the learning experience.The study highlights the instructional issue of low student participation and confidence, leading to unsatisfactory learning outcomes. The FC method is proposed as an effective pedagogical approach to address this issue by transforming the role of students from passive learners to active participants and making teachers facilitators of learning. The study concludes that the FC method improves student engagement, participation, and overall learning outcomes. The findings provide insights into the effectiveness of blended learning strategies in higher education contexts.

Learning Outcomes in Blended Learning Implementation

Introduction:The increasingly massive spread of the Covid 19 pandemic in the community and the existence of physical distancing rules, urged teachers to develop an effective learning model. Blended learning is the mixing of conventional (face-to-face) learning models with online learning. The purpose of this study was to determine the effectiveness of the implementation of the blended learning on the learning outcomes of community nursing practice. Method: The research design used the Pre-Experiment One Group Pretest-Post test. The sampling technique was purposive sampling, with respondents as many as 50 nursing students who met the inclusion criteria of the study. The learning outcomes research instrument used a knowledge questionnaire and practical skills observation. Data processing includes univariate analysis with percentages, and bivariate analysis using the Wilcoxon Signed Ranks Test. Results: Learning outcomes before participating in community nursing practice were 40% very good and 40% good, while the learning outcomes after participating in community nursing practice were 60% very good. There was a significant increase in learning outcomes between before and after the application of blended learning, namely being very good as much as 50%. Blended learning is proven to be effective in improving the learning outcomes (Pv 0,000, CI 95%). Conclusions: This study supports feasibility blended learning strategies based on are able to produce an increase in the learning outcomes of nursing students. The blended learning approach is an effective alternative to conventional approaches in nursing education, especially at the Ners professional stage during the Covid 19 pandemic.

The Effectiveness of the Blended Learning Strategy for Draping on a Mannequin with Unique Stature (MUS)

The Effectiveness of the Blended Learning Strategy for Draping on a Mannequin with Unique Stature (MUS)

EFFECT OF BLENDED LEARNING STRATEGIES ON UNIVERSITY STUDENTS’ SKILL DEVELOPMENT

This research title is Effect of Blended Learning Strategies on University Students’ Skill Development. Blended learning, also known as hybrid learning, is an approach to education that combines online educational materials and opportunities for interaction online with traditional place-based classroom methods. Objectives of the study were; i. To identify the challenges faced by students during blended learning strategies on University Students’ Skill Development. ii. To Identify the Strategies to address the challenges faced by students during blended learning Strategies on University Students’ Skill Development. The following Variables was serve as the study's foundation: Demographics Variables, HoDs’ Faculty members and university students Independent Variables: Blended Learning and Dependent Variables: Skill Development. This study is survey and descriptive in nature. We were employing both qualitative and quantitative methods. The participants in the research were range in age from all the HODS, all the University Faculty members and all the University students. The population of the study consisted of HoD’s, faculty members and students in Punjab. The sample was selected multistage cluster sampling. The Punjab province was divided into three clusters, and a representative sample was drawn from each cluster. In total, 12 Universities from three divisions (Bahawalpur, Multan and DG khan) were selected as the sample for the study. The sample included all HoDs (48), Faculty members (96), and students (912), from the selected Universities in southern Punjab. Thus total sample of the study was (1056).The Qualitative responses were converted into themes through coding, while, the quantitative data was analysis over statistical formula. The data was collected from selected sample and analyze by using SPSS-24. In the light of results appropriate strategies for blended learning at university level was proposed.

Application of Constructivism Theory and ADDIE Model in the Development of Final Year Project E-Modules (e-PTA) for Vocational Colleges

The aim of this study is to develop a web-based learning module (e-module) for the Final Year Project Course (PTA) specifically for the Culinary Arts Program at the Malaysian Vocational College. The development of the e-module follows the challenges faced in the learning and facilitation process (PdPc), a string from the Covid-19 pandemic. In addition, it was developed to help teaching staff and Culinary Arts Diploma students at Vocational College (KV) in implementing 21st century learning methods which are still not applied in PdPc at KV. The e-PTA module was developed by adapting the procedure in the ADDIE model which contains five phases, namely the phase of analysis, design, development, implementation and evaluation. This module also applies the learning theory of Constructivism which brings the understanding of student-centered active learning and is based on the theory of Connectivism as a learning theory of the digital era. The development of the e-PTA module also takes into account blended learning strategies in implementing project-based learning such as PTA courses. This e-PTA module is expected to be complementary to the Vocational College Final Year Project Guidelines and can further improve the implementation of PTA courses at KV in accordance with 21st century learning.

Developing Research Competence Through Localized Blended Learning Strategies

Developing Research Competence Through Localized Blended Learning Strategies

Blended Learning and Professional Development of Student-Teachers in the English- Speaking Regions of Cameroon

Aim: This study examined blended learning and the professional development of student-teachers in the two English-speaking regions of Cameroon, within the context of the socio-political crisis and the COVID-19 pandemic.
 Methods: The argument for this study anchored on Vygotsky’s Social Constructivism Theory, Tchombe’s Mediated Mutual Reciprocity Theory, Harasim’s Online Collaborative Learning Theory, Garrison’s Self-directed Learning Model, and Pavlov’s Classical Conditioning Theory. A cross-sectional survey research design, with a quantitative approach for data collection was used. A sample of 288 student-teachers, derived using two probability (proportionate stratified and simple random) sampling techniques and one non-probability (purposive) sampling technique, participated in this study. A 39-item self-designed structured blended learning questionnaire for student teachers was used to collect data. The data obtained were analyzed using both descriptive and inferential statistics. The Principal Component Analysis and Ordinary Least Squares Regression Model were used to test the specific null hypotheses.
 Results: Findings showed that, teacher-directed learning has a positive but insignificant influence on student-teachers’ professional development (Coef. .0009534; P>t=0.988), distance learning has a negative but significant influence on student-teachers’ professional development (Coef. -.1169*; P>t=0.072), self-directed learning (Coef. .1985***; P>t=0.002 and flipped learning (Coef. .23711***; P>t=0.000) both have a positive and significant influence on student-teachers’ professional development.
 Conclusion: The study conclude that blended learning has a significant influence on the professional development of student teachers in the English-speaking regions of Cameroon.
 Recommendation: The study recommend that the blended learning strategy with relevant objectives and content be provided in the training of student-teachers, as well as the training of teacher-trainers on the didactics of the blended learning model integrating information and communication technologies.

The Correlation between Student Perception and Learning Motivation: Blended Learning Strategy

Different perceptions will affect the success of learning outcomes, namely student perceptions. Thus, it affects student learning motivation. The study aimed to determine the relationship between student perceptions and learning motivation toward blended learning strategy (BLS). The research used is a correlational test between student perceptions and learning outcomes with BLS. The participants in this study were 70 people from two different classes. The BLS research instruments and student learning motivation include 1) Desire to succeed, 2) Encouragement and needs in learning, 3) Expectations and future goals, and 4) Appreciation of learning. 5) Interesting desires in learning, 6) A Conducive learning environment. The results showed no relationship between student perceptions and learning motivation toward BL learning strategies. Thus, other factors influence student perceptions and learning motivation, such as socioeconomic, family environment, and cultural environment. The implications of this research can provide insights for education policy makers in Indonesia and in the regions about how to design policies mixed learning that is aligned with the preferences of teachers and students in improving the quality of learning and student learning outcomes.

Application of Blended Learning to Veterinary Gross Anatomy Practical Sessions: Students' Perceptions of Their Learning Experience and Academic Outcomes.

The use of blended learning strategies is increasingly common in health sciences, including veterinary medicine; however, there are very few descriptions of these methods being applied to practicals. We describe here the application of blended learning based on the implementation of flipped classrooms with collaborative learning and gamification to the 2020-2021 veterinary medicine gross anatomy practicals at CEU Cardenal Herrera University (Spain). Students prepared for the sessions by pre-viewing videos and taking a quiz before the start. The sessions were conducted in small groups where students learned through collaborative work and reviewed their learning with a card game. A small but significant increase was observed when comparing the scores of practical exams of the locomotor apparatus with those of 2018-2019 (6.79 ± 2.22 vs. 6.38 ± 2.24, p < 0.05), while the scores were similar (7.76 ± 1.99 vs. 7.64 ± 1.92) for the organ system exams. Students' responses in a satisfaction survey were mostly positive (>80%) regarding the motivating and learning-facilitating effect of this educational method. Our work shows that the application of blended learning in anatomy practicals based on a flipped classroom and with elements of gamification and collaborative work can be an effective way to improve the learning experience of students.

EXPLORING THE EFFECTIVENESS OF BLENDED LEARNING INSTRUCTION IN HOSPITALITY EDUCATION AT NORTHERN ILOILO STATE UNIVERSITY FOR CURRICULUM DEVELOPMENT

This study, titled "Exploring the Effectiveness of Blended Learning Instruction in Hospitality Education at Northern Iloilo State University for Curriculum Development," aimed to determine the effectiveness of blended learning instruction in hospitality management courses at NISU from the perspective of student perception. To achieve this aim, a descriptive research design was employed, and data were collected using a researcher-made structured questionnaire from 129 college students. The collected data were analyzed using frequency, mean, standard deviation, and stepwise multiple regression analyses.&#x0D; The results of the study showed that male students dominate the BS Hospitality Management program at NISU, and most of them reside in the barangay. The study also found that quizzes and assignments were the most utilized tools in blended learning instruction in hospitality management courses at NISU. The students had a highly favorable perception of the course, while the blended learning strategies used received favorable opinions. Furthermore, all blended learning instruction tools used in the hospitality management course were significant in students' learning.&#x0D; Based on the results, it is recommended that NISU should continue to utilize blended learning instruction tools in hospitality management courses to provide a more effective and flexible approach to learning. The findings of this study can also serve as a basis for curriculum development in the hospitality management program at NISU, as it highlights the effectiveness of blended learning instruction tools in promoting student learning and engagement. Overall, this study contributes to the ongoing development and improvement of hospitality education at NISU.