Blended Learning Strategy Research Articles

Attitude and perceptions of the faculty toward use of LMS in a tertiary medical college: An interventional study.

E-learning has become a new technique of instructional strategy during the current instructional era where we are surrounded with the uncertainty of pandemic outbreak and unrest in the educational system. To analyze and modulate the attitude and perception of the faculty towards the use of the Learning Management System for teaching and learning. This descriptive cross-sectional study was conducted among 112 faculty members of Symbiosis Medical College for Women Pune. An elaborated research tool was designed to measure the attitudes and perception of the faculty members toward the use of the learning management system in teaching. The research tool was administered before and after the LMS sensitization workshop to all the participants. Workshop was planned to sensitize faculty regarding MOODLE (E-learning platform). Statically, significant change in the mindset of the faculty members was found after sensitization workshop regarding incorporating LMS as an instructional method. Statistically, significant variations were found in the attitude toward using LMS based on gender variation, (0.021, F = 5341), experience (0.033, F = 0.189), and discipline (0.052, F = 0.233). Based on the themes derived from responses faculty felt that training and sensitization will help them to use LMS more effectively. Use of blended learning strategies are need of an hour, there are lot of problems which can be faced by the faculty members while incorporating use of LMS in their routine teaching process. Training sessions for implementing any e-learning platform should be done on priority basis to increase its use more effectively.

Satisfaction and continuance intention of blended learning from perspective of junior high school students in the directly-entering-socialism ethnic communities of China.

Blended learning in DESEC only started after the introduction of the internet in recent 5 years. However, there is still no research paying attention to this region, because the area is remote and research subjects are not easily accessible. This article has potential application value in helping the government and educational institutions to make decisions on blended learning strategies supporting poverty alleviation through education in poor and remote areas and ethnic region. The study will be the first to examine satisfaction and continuance intention of blended learning in the DESEC. To identify junior high students' perception of satisfaction and continuance intention for blended learning in DESEC. To identify the strongest factors affecting junior high students' satisfaction and continuance intention of blended learning in DESEC. A subsample of 635 junior high students participated online survey with consent of their parents verbally in computer room in schools under teacher's instruction. Data was coded and analyzed to generate descriptive statistics and inferential statistics. Structural equation model was used to evaluate the model of satisfaction and continuance intention of blended learning. The level for evaluating students' agreement on each of item were interpreted "agree" (3.76-3.89). The model explained variances (R2) of Continuance Intention, Satisfaction and Perceived usefulness were 0.665,0.766,0.718 respectively. Information quality, self-efficacy and confirmation directly and indirectly contribute to junior high students' satisfaction with blended learning, which further confirmed their continuance intention of blended learning. Information quality was the strongest factor affecting the junior high students' continuance intention of using blended learning, while confirmation was the strongest factor affecting the junior high students' satisfaction of using blended learning in DESEC. Junior high students do not have a strong and distinct perception on satisfaction and continuance intention for blended learning in DESEC.

EFFECTIVE CLASSROOM MANAGEMENT STRATEGIES IN A BLENDED LEARNING ENVIRONMENT

This paper is written for the purpose of our growing consciousness about the role of teacher in classroom management in a blended learning environment. Blended learning is relatively a new approach to teaching learning process. It is a practice that combines digital media with traditional teacher led teaching methods. It is now considered as one of the most effective ways to teach and blended learning programs can now be found at all levels of education. However, one of the major concerns for the teachers while implementing blended learning strategies is how to manage the classroom. It is indeed a legitimate concern since all the students aren’t used to flexible learning environment. Teachers in a blended learning system have to follow certain rules for an effective classroom management. This paper aims at pointing out the various factors which affect proper implementation of the blended learning system and the various ways as to how to properly manage a classroom in such a flexible environment so that the teaching learning process is not hampered and students are benefitted.

Blended learning strategies are being used in elementary schools throughout the nation as part of an endeavor to boost students' enthusiasm for nusantara dance

This study aims to develop participants' knowledge, attitudes, and skills about Indonesian dance as an art form. Kemmis and Taggart's concept of action research is included into the study procedure. Data collection procedures use a questionnaire. The study sample consists of sixth-grade students. The information, attitudes, and skills of appreciation for Indonesian dance should be taught to primary school students as part of efforts to disseminate the culture of the archipelago, especially the art of dance. This is significant since it is one of the attempts to summarize the archipelago's culture. Curriculum for learning and enjoying Indonesian dance is comprised of two distinct iterations. Each cycle consists of four sessions in total. In the period leading up to the commencement of the first action cycle, a preliminary evaluation was conducted. Compared to the results of the pretest, the post-test results obtained after the completion of the first cycle revealed an improvement. The results of the post-test at the end of the second cycle shown an improvement over the results of the post-test at the end of the first cycle, and they even reached the stipulated objective. The outcomes of the study project allow us to make the following conclusion: the blended learning approach is a good instrument for cultivating a stronger appreciation of Indonesian dance. It has been suggested that art and culture teachers in elementary schools use a kind of instruction called as integrated learning.

Effect of Blended Learning Strategy on Achievement in Mathematics

Effect of Blended Learning Strategy on Achievement in Mathematics

Piloting a Basic Life Support instructor course: A short report

AimThe aim was to describe a new shortened pilot of the European Resuscitation Council’s standard Basic Instructor Course. MethodsThe four-hour pilot followed a blended learning strategy (pre-course preparation, on-site small-group sessions). Each participant taught a short Basic Life Support competency to the group (micro-teaching) and received the group's feedback. A feedback “drill” session followed. Primary quantitative outcome was the proportion of Basic Instructor Course participants subsequently teaching Basic Life Support. Post-course teachings were recorded and compared to standard eight-hour Basic Instructor Courses. Participants’ open feedback question answers were qualitatively analyzed and presented descriptively. ResultsThis pilot Basic Instructor Course taught 31 healthcare providers in 4 courses in 2019–2021 (aged 31.5 ± 12.9 years; 61 % women; 29 % physicians; 71 % medical students; 21 % no teaching experience). Participants reported that they gained most from micro-teaching (64 %), and advice on their teaching (50 %). Some judged the course as being too long (29 %). Twenty-seven pilot course participants (87 %) (including three instructor candidates) started teaching, whereas only nine of 37 participants of the 3 courses (24 %, including three instructor candidates) from the standard eight-hour course did. ConclusionParticipants of the pilot shortened Basic Instructor Course in a healthcare setting were successfully trained to teach European Resuscitation Council’s Basic Life Support provider courses in a short four-hour format. The pilot course seems to enable future instructors to teach Basic Life Support provider courses. Higher motivation to teach resulted in four times as many instructors who taught courses after the pilot course compared to the standard course.

A comparative analysis of the impact of online, blended, and face-to-face learning on medical students’ clinical competency in the affective, cognitive, and psychomotor domains

Background:The Coronavirus Disease-2019 (COVID-19) pandemic in South Africa compelled medical schools to switch to a purely online curriculum. The innovative changes transformed the standard clinical skills curriculum to increase learning transfer to bridge the theory-practice gap. The efficacy of this intervention remains unknown. This study aims to measure medical students’ clinical competency in the affective, cognitive, and psychomotor domains by assessing clinical skills knowledge retention and transfer from the online platform compared to face-to-face and blended learning.Methods:A non-random cross-sectional quasi-experimental study assessed third-year medical students’ knowledge retention and learning transfer in three domains of clinical skills competence. Data were obtained using a score sheet during a directly observed formative and a trial online summative assessment. One hundred and one third-year medical students volunteered for the formative onsite assessment that tested the psychomotor domain. Two hundred and thirty-nine students were evaluated on the affective and cognitive domains in the summative online trial mini-objective structured clinical examination (tm-OSCE). The OSCE scores were analysed using descriptive statistics. The significance of the findings was evaluated by comparing OSCE scores with the pre-pandemic 2019 third-year medical students.Results:Statistically significant differences were found between the two cohorts of medical students from both years (p < 0.05). The 2021 blended group’s (n = 101) medians were 90%, 95%CI [86, 92], 82%, 95%CI [80, 85], and 87%, 95% CI [84, 90] for the psychomotor, affective, and cognitive skills, respectively. The e-learning group’s affective and cognitive skills medians were 78%, 95%CI [73, 79] and 76%, 95%CI [71, 78], respectively. The 2019 face-to-face cohort (n = 249) achieved medians of 70%, 95% CI [69, 72] and 84%, 95%CI [82, 86] for the affective and psychomotor skills, respectively.Conclusion:Medical students demonstrated near and far transfer bridging the theory-practice gap in three clinical skills domains. The blended group performed significantly better than the e-learning and face-to-face groups. Medical schools and educators play a vital role in overcoming learning challenges and achieving higher transfer levels by adopting multiple student-centered teaching delivery approaches and arranging immediate application opportunities. This study offers medical educators suggestions that encourage the transfer of online learning to face-to-face practice, decentralising medical education with a revised blended learning strategy.

Blended Learning Strategy in the New Normal Era (TPACK Competency Study)

This article discusses about Blended Learning Strategy in the New Normal Era using the TPACK Competency Study. The TPACK approach is an approach that was developed from the Pedagogy Content Knowledge (PCK) approach which integrates technology and learning. The purpose of this study was to get an idea of the teacher's strategy at SDN Kapuk Muara 03 in preparing blended learning in the new normal era. This research is a case study with a qualitative approach. Data collection techniques using observation and interviews. The focus of this research object is one of the teachers at SDN Kapuk Muara 03. The results show that the preparation of blended learning in the new normal era has been designed quite well by the teacher. The strategy is carried out with planned steps and stages: (1) planning and arranging face-to-face and online schedules in turns with the aim of avoid crowds, (2) preparing facilities and infrastructure related to health protocols, (3) carry out Covid-19 prevention conditioning through 5 M; wear masks, wash hands with soap and running water, maintain distance, stay away from crowds, and limit mobilization and interaction, (4) conduct online and offline learning education for students and parents, (5) apply technological competence, pedagogical and knowledge content in blended learning, (6) conduct learning that leads to 4Cs, (7) apply self-feedback evaluation as understanding students on their learning outcomes.

Effects of blended learning in comparison of traditional learning to provide safer learning environment: A comparative review

Learning strategies have shifted from conventional information to communication technology-based learning since the beginning of the twenty-first century. A study of published articles on blended and traditional learning strategies was done to emphasise the value and significance of both learning strategies and to investigate their efficacy in promoting a safer learning environment at different educational levels. Thirty-six (36) research articles from various disciplines published in Web of Science and Scopus databases were chosen for review. According to the review of research, blended learning was demonstrated to be a more successful learning approach than traditional learning strategy in the majority of studies. Twenty-five (25) studies found a statistically more significant benefit in blended learning strategy for academic success, critical and creative abilities, and a safer learning environment in diverse disciplines out of 36 published articles evaluated. Based on the findings of this study, it is strongly suggested that blended learning strategies be used to attain high academic and professional goals while also providing a safer learning environment in educational institutions and society.

Analysis Strategy Blended Learning of Prospective Islamic Teacher After Covid 19 Pandemic

Students as prospective Islamic teachers are required to be able to create learning strategies that arouse student motivation, such as blended learning strategies. The purpose of this study was to analyze the effect of the blended learning method on the motivation of prospective Islamic teachers. and the use of e-learning media on the motivation of prospective Islamic teacher students. The population in this study were students of the Islamic religious education study program at STAIN Bengkalis. This type of research is quantitative. The sampling technique used was purposive sampling, the requirements for the sampling of this research were students who took part in the PAI learning strategy lectures in 2021. The number of samples used was 77 students. The questionnaire was used as a data collection technique for this research. Hypothesis testing utilizes the T test and the determinant coefficient R2. The results of this study obtained a tcount of 3.66, which is greater than t¬table of 3.202 with a confidence level of 99%. It can be concluded that blended learning-based learning has a significant effect on the learning motivation of prospective Islamic religious teachers at STAIN Bengkalis. Through the test results of the R2 determinant coefficient of 0.58, it can be concluded that the blended learning strategy can affect students' learning motivation by 58%. This is because students' interest in blended learning strategies triggers students' curiosity to explore Islamic religious education learning strategies.

Teaching bioengineering using a blended online teaching and learning strategy: a new pedagogy for adapting classrooms in developing countries.

Research and academia have been recently affected by the Coronavirus (COVID-19), and physical classrooms and laboratory experiments have been affected significantly due to the recent laboratory closures. This has led to innovative approaches to curb this problem. To address these difficulties in teaching bioengineering related courses that is of significant interest to students of the Faculty of Engineering in Ahmadu Bello University, Zaria, Nigeria, and of course, useful for engineering-based higher education institutions (HEI), a transitional pedagogy: Communicate, Active, Collaborate, Problem-based Solving, Learning and Assessment (CACPLA), which encompasses blended learning, was developed as a new teaching and learning strategy. In this study, we show that this new strategy can initiate a steady transition from physical classrooms to full online instruction for some subjects in engineering. This method has been trialled as an exercise for a module as part of an envisioned biomedical engineering degree programme which can be integrated with local industries and research institutions in sub-Saharan Africa. The teaching materials and environment were carefully designed and 253 students of third and final year classes participated as the experimental group. Also, the effect of critical thinking, pre-lecture, and post lecture on the overall performance of the students was assessed. Two questionnaires were designed for data collection, (a) for technical questions, (b) for receptiveness. The result of a student survey suggests favourable reception of the teaching methodology, which aided their understanding of the general bioengineering concept as applied to the materials chemistry and mechanical measurements context. It was noticed that 80% of the students indicated that the blended learning method was sufficient in achieving the learning outcomes of the study. The method is envisioned as a useful and sustainable complement to traditional teaching pedagogies and workshops due to the convenience and relatively high accessibility to Zoom and Google Meet Apps which can be readily employed without incurring significant costs.

Effect of Blended Learning on Students’ Achievement in English writing skills at Elementary Level

The main aim of this research was to analyze the effects of the blended learning on students’ achievement in English at elementary level. Furthermore, the others’ objectives of the study were to find out the effect of blended leaning on the academic achievement of students in the subject of English with respect to pretest and posttest and to analyze the difference in the performance of students taught using blended learning and conventional instructional strategies in English. This study was experimental in nature and quasi experimental pre-test post-test was used as a design study, therefore, All female students enrolled in elementary class of 7th grade in school of Tehsil Multan were selected or taken as population. But, two intact / preexisting sections of grade 7th into Govt. Girls Comprehensive High School Multan having 140 students were selected as sample of study. One section with 70 students (Experimental group) was taught using blended learning model .While the other section with 70 students (Control group) received instructions with conventional methods. The data was obtained on the basis of pretest and posttest method. The data was analyzed by SPSS and by applying descriptive analysis techniques of independent t-test and paired sampling test. It was concluded that significant differences occurred in experimental group students’ academic achievement level who received instructions with blended learning method. More ever, findings of the study suggest that the use of blended learning has a positive effect on English learner. Finally, this study provides the valuable implications for teachers, school administrators and policy makers to improve academic performance of English learners.

Demands For Blended Learning During The Covid-19 Pandemic

Blended learning carried out during the covid-19 pandemic has changed the learning system from online to combined with offline. Currently starting with the government policy to apply lectures with a blended learning system in various universities, secondary education, basic education, and early childhood education. The blended learning system at UIN Mataram demands changes in new learning styles in its application, starting from supporting media, applications used, delivery of learning materials, and learning models between lecturers and students. UIN Mataram has implemented blended learning with the LMS (Learning Management System) application. The purpose of this study is to analyze the application of the blended learning model that has taken place at UIN Mataram with a good LMS system. This research is a descriptive qualitative research, and qualitative data obtained through observation, documentation, and interviews with credible sources. The analysis was carried out inductively, the data collected continued to be reduced and verified, and continued until meaningful final findings were found. The results showed that learning at the PIAUD UIN Mataram study program used a blended learning strategy with a percentage of 70:30, namely 70% online and 30% face-to-face. The use of Moodle based LMS assistance helps students and lecturers in carrying out blended learning lectures effectively

The impact of blended learning and digital communication on students' quick attack and refereeing skills in handball

The problem of the research lies in the process of learning to perform the stages of fast break and refereeing skills is one of the important topics in handball, especially for students of the college of Physical Education and Sports Sciences, third stage. It is one of the difficult tasks that students suffer from, as it includes planning exercises with group work in most of them, which requires deep cognitive and practical aspects so that the student can acceptably perform them. The aims of the research included identifying the effect of blended learning with digital communication on the fast break handball, as well as identifying the effect of blended learning using digital communication in the performance of students’ handball refereeing skills. As for the hypotheses of the research, it includes that blended learning with digital communication had a positive effect on the formations of the fast break handball. As well as a positive effect of blended learning with digital communication on the performance of the refereeing skills of handball for students. The researchers used the experimental research by designing two equal groups (experimental and control) with a pre and post-test. The research sample, it consists of a group of third-year students in the College of Physical Education and Sports Sciences - Babylon University for the academic year 2020-2021. The blended learning strategy was implemented on the members of the experimental group, which includes two parts; the first is the electronically via digital communication through the educational platforms (classroom) and the (meet) program, through which the theoretical material was delivered, and the second part is in the class, which included practical learning units in the court. After conducting the post-tests, the data was analyzed and a set of conclusions were reached, and these are the most important ones: Blended learning with digital communication has an effective effect on the development of the individual and grouping fast break in handball for students. As well, blended learning with digital connection has great effectiveness in developing the performance of refereeing skills in handball for students.

Prospect and Challenges of Blended Learning in Malaysia: A Systematic Literature Review

Blended learning is a beneficial teaching approach adopted by various level of educational programs. The purpose of this paper is to describe the evolution of a blended learning strategy providing a contemporary, critical and systematic overview of prospect and challenges of blended learning in Malaysia. In order to synthesise research in a methodical, transparent, and repeatable way, this study employed a systematic literature review, a methodology borrowed from the medical sciences. 45 relevant studies made up the final sample population after a rigorous screening process. This study extends our understanding of issues and concerns related to blended learning adoption and implementation. This study concludes by explaining the implication and offering suggestions for future research.

An effective blended online Political teaching and learning strategy during the COVID-19 pandemic

The COVID-19 pandemic has led to new challenges for teachers as well as students in different countries. International scholars and researchers provide insight into the success of blended learning approaches that foster social and emotional connectedness, affective learning processes, feedback loops, cultural understanding and dialogue. This article will explore how a blended teaching strategy was developed during the COVID-19 pandemic that brings together web-based teaching with face-to-face interaction in order to support the resilience of students from different countries. Online teaching is used primarily for course materials and exams, but increasingly it is being used for other educational activities including helping people to recover from mental illness or disaster.

Incorporating modified team-based learning into a flipped basic medical laboratory course: impact on student performance and perceptions

BackgroundBasic medical laboratory courses (BMLCs) play an essential role in medical education and offer several benefits to students. Although various student-centered and active learning strategies have been increasingly incorporated into medical education, their applications in BMLCs are limited. This paper aimed to explore the educational effects of a flipped classroom (FC) combined with team-based learning (TBL) strategy in BMLCs at Zhejiang University School of Medicine.MethodsFour hundred eight 3rd-Year medical students were assigned to either the FC-TBL group (n = 235) or the FC group (n = 173) to complete three experiments on the respiration block of BMLCs. The two groups’ immediate and long-term academic performance were compared, and the FC-TBL students’ perceptions of different instructional strategies were surveyed.ResultsStudents in the FC-TBL group scored higher on the immediate post-tests after class and higher on the final exams in two of the three experiment sessions. They preferred FC-TBL to FC for its higher engagement, more feedback, and better learning environment. Students felt the FC with TBL blended instructional strategy stimulated their interest in learning and deep thinking.ConclusionsCompared with the FC group, students in the FC-TBL group improved academic performance and had a more positive experience overall. Our findings support the feasibility and advantage of the flipped classroom with team-based learning as a blended learning strategy in the BMLC curriculum.

Assessing Ethics in Physics Instruction in Secondary Schools

The study assessed ethics in Physics instruction in secondary schools in Obio-Akpor Local Government Area of Rivers State, involving 56 teachers. The study adopted a descriptive survey on the Assessment of Secondary School Physics Teachers Perception using\ Ethics Questionnaire (ASSPTPEQ) and the science teaching methods outlay developed by Glectman, Reisberg and Gross (2017). Research questions were analyzed using the percentage, mean and standard deviation. Findings of the study showed that science teachers adopt conventional lecture method a high frequency (89.29), Demonstration method (92.86%) avoiding innovative teaching strategies (collaborative 0.0%, metacognitive 0.0%, technological innovative methods of blended learning strategy (0%) and flipped classroom method (0.0%), use of models (0.0%). There existed a high level of relationship between mean scores of teachers perception of ethics and mean scores of prevalent teaching methods (r=0.772). There was a significant relationship between teaching perception of ethics and prevalent teaching methods on Physics. Based on these findings, it is recommended that teachers of Physics should equip themselves with innovative digitalized teaching methods in order to improve in students’ awareness and performances in Physics and enable learners become aware of the ethical concerns in their learning experiences.

The Development Of Two Room Board Media With Ilustrated Story Boards Based On Realistic Mathematics On Integers Through Blended Learning Strategies

Blended learning as a combination of synchronous and asynchronous learning is a limited face-to-face learning solution in the current pandemic era. For this reason, the authors develop two-space boards interactive media to facilitate students learning integers material with realistic math-based illustrated story books. The development uses a 4D model from Tiagarajan (1974) which consists of four steps: define, design, develop, and disseminate. Through a blended learning strategy that provides opportunities for students to interact with a two-room board media combined with realistic math-based illustrated story books about the application of integers, it is hoped that students will be able to understand the concept of integers better. This teaching aid was tested on sixth grade students of SDN Jenang 02 Academic on 2021/2022. The result is that the use of a two-room board combined with a picture story book about the application of integer arithmetic operations in everyday life can improve understanding of the concept of counting integers, and the integration of its use with question cards can improve students' skills in arithmetic operations of addition and subtraction of integers.

Blended learning strategy for engineering students in EFL class: Adoption of varied ranges of delivery procedures

COVID-19 Pandemic compels the teaching-learning strategy using remote learning to make the process of studying run well, including in Institut Teknologi Adhi Tama Surabaya, ITATS. A blended learning process could be applied to help the teaching-learning process. Before Covid-19 Pandemic spread in Surabaya, the students experienced fully face-to-face interaction in class. After COVID-19 existed in Surabaya, the students use the online learning process in the same semester. The highlight of this research is the case of the study which was related to the students in the teaching-learning process using blended learning in EFL class and explaining the ways how to teach and learn engineering students using blended learning. Descriptive quantitative was used to analyze the data. The data took from students' test and survey. Many students were getting difficulty in the implementation of blended learning using face-to-face strategy and google classroom. The students were allowed to access information from YouTube to make them easier to understand the materials. The lecturer was also explaining using google meet to have direct communication with the students was able to boost students’ knowledge of English materials. Adopting varied ranges of delivery procedures such as discussing was effectively boost the students' experiences and participation. Yet, those varied strategies are still ineffective rather than applying face-to-face class.&#x0D; Keywords: Blended-learning; online learning: learning strategies