Blended Learning System Research Articles

Beyond the screen: a comparative study of the student's perception of online education effectiveness in pre- and post-pandemic times

This research was carried out to compare the effectiveness of online education in pre- and post-pandemic periods as perceived by the students of higher education institutions in developing countries facing financial and technological limitations. For this purpose, time-lagged data from 288 students of higher education institutions were collected and analysed in SPSS version 26 using the paired sample t-test for differences. Using adapted questionnaires, the effectiveness of online education was assessed in terms of blended learning, goal setting, interaction, time management, self-evaluation, learning environment, skills to use online learning tools, quality of learning technologies, and learning motivation. Results indicate that students' perception significantly differs during the pandemic compared to the pre-pandemic period, compared to all dimensions of online education. It was found that the students, teachers, and institutions have acquired the requisite knowledge, skills, and technology during the pandemic. Therefore, the usefulness of online education has improved in the post-pandemic period. These results significantly affect all stakeholders, including students, teachers, researchers, institutions, and policymakers. The study suggests continuing blended learning systems in higher education institutions to ensure extended access to equitable education and the sustainability of online learning practices.

Evaluating the effectiveness of a blended learning system for developing technological andragogical content knowledge (tack) in community educators

Objective: The relevance of content knowledge, as well as andragogical knowledge and technological knowledge, is rapidly coming into focus as a challenge to turn into Technological Andragogical Content Knowledge (TACK). This study aimed to understand better the substantial variations in learning outcomes attributed to each of the seven sub-indicators of comprehension of technological andragogical content knowledge. Method: This study part of quantitative study. The data were gathered twice in this research, once before and once after the TACK intervention program began, to examine the impact of the TACK training paradigm. The TACK Training Model Development program was offered to 97 instructors from 28 Community Learning Activity Centers in the West Sumatra Province, Indonesia. These instructors engaged in the program on a voluntary basis. Result: The results of this study show that there was a statistically significant difference in TACK among currently practicing educators. This study suggests that a blended learning system for educational applications as an intelligence tutor may provide an alternate means of guiding educators. The findings of this research align with other research suggesting that the blended learning strategy has great potential for future TACK-based professional learning enabled by data analytics. This study's findings add to the expanding body of literature on blended learning in teacher education and teacher professional development, which seeks to enhance how adult instructors get specialized professional training to significantly impact their students' achievements. Conclusions: According to the findings, the TACK of the participants showed substantial signs of improvement. These findings contribute to the relatively small body of research that has been done on TACK, which helps adult educators further their professional development through the support of a blended learning system. This allows them to acquire the knowledge necessary to andragogically incorporate digital technology into students' educational experiences in Community Learning Activity Centers. This investigation has the potential to serve as a case study of the integration of blended learning with adult learning theory.

Articulating the supervisory functions of university supervisors in vocational education and training teaching internship

This article examines supervisory practices in vocational education and training teaching internships within a blended-learning system. Using a multiple-case study of five triads made up of a university supervisor, a cooperative teacher from the workplace and a student teacher, practices were analysed through the lens of supervisory functions: support, mediation between theory and practice, collaboration, evaluation and internship management. Findings show that support and evaluation practices are dominant within triads. The management function is characterized by practices surrounding the selection and use of digital tools to supervise student teachers in a blended-learning system. The collaboration function appears to be inconsistent from one triad to another, while the mediation between theory and practice function plays a limited role in the practices of all supervisors, despite being identified as one of their main responsibilities.

DIGITAL EDUCATION REVOLUTION : THE IMPACT OF MOODLE-BASED E-CLASS ON STUDENT ACHIEVEMENT

The learning methods in Vocational High Schools (SMK) have undergone significant changes. These changes were made because the education system needs to adapt to the conditions of society during the COVID-19 pandemic. SMKN 8 Bandung has implemented a blended learning system with 50% offline and 50% online learning. To maximize the teaching and learning process, the school has developed a Webmoodle application to aid student learning. This research aims to determine students' responses to using e-class and WhatsApp as learning media and to assess the improvement in student learning outcomes through the implementation of Webmoodle-based learning media. This study uses a quantitative approach with a quasi-experimental method, employing a nonequivalent control group design with pre-test and post-test. The results of this study show that e-class learning media is superior to WhatsApp. Nonetheless, both e-class and WhatsApp can effectively enhance student learning outcomes.

ORGANIZING SELF-EDUCATION ACTIVITIES FOR MEDICAL COLLEGE STUDENTS IN THE CONTEXT OF BLENDED LEARNING

The article aims to review current trends in the organization of self-education activities for medical college students, models of blended learning, and its main components that ensure the self-education of future nursing specialists. The research methods are terminological and comparative analysis, generalization, specification, and modelling. Based on the analysis of primary sources, it has been established that self-education activities are a type of educational and cognitive activity motivated by an internal drive for self-improvement and facilitated by the use of specific methods for seeking and assimilating social experience. It has been emphasized that through self-education, medical professionals are better able to handle complex clinical cases and provide high-quality medical care to their patients, including via the use of digital technologies. Blended learning is defined as a combination of traditional face-to-face (contact) learning and computer-mediated or online learning. It has been pointed out that the implementation of blended learning requires the development of appropriate pedagogical design and innovations that ensure the application of adequate teaching and assessment methods with carefully planned content and structured academic courses. The blended learning system is presented as an integration of face-to-face classroom and clinical sessions, independent student work, and online learning. It has been noted that in blended models, the supply of educational material and interaction with the teacher can occur in both physical and virtual environments, during both classroom sessions and asynchronously during extracurricular activities. The specifics of self-education activities for medical college students using some models such as rotational, laboratory, independent blended learning, flexible learning, enriched virtual learning, flipped classroom, and personalized learning have been described. In each model, the core element is identified as the electronic educational resource. In the blended learning system such a resource is viewed not as an auxiliary tool of the traditional educational process but as the one that successfully combines traditional and distance learning forms, incorporating both non-digital and digital technologies. It has been determined that blended learning is based on the flexible combination of in-class learning (contact hours) with online sessions (asynchronously or synchronously). Among the tools for blended learning used in organizing self-education activities for medical college students, the following have been highlighted and described: online lectures, practical sessions in webinar mode, project and group work online, learning management systems such as LMS Moodle, laboratory work in a blended format, virtual and augmented reality technologies, a combination of formal and nonformal education, self-testing complexes, webinar consultations, artificial intelligence technologies, and specialized medical applications. It has been concluded regarding the feasibility of implementing blended learning in the training of medical college students and the organization of their self-education activities. This will enhance the quality of education, and the efficiency of resource utilization of educational institutions, increase the level of professional expertise and mobility of teachers, and ultimately provide additional competitive advantages to the educational institution in the educational services market.

Incorporating face-to-face and online learning features to propose blended learning framework for Post-COVID classrooms in India

PurposeThis study examines learner readiness and satisfaction with blended learning systems in India’s post-vaccine classrooms, focusing on the relationship between face-to-face (F2F), online learning (OL), and blended learning (BL) indicators and identifying which predictors within these systems most significantly affect learners’ satisfaction (LS).Design/methodology/approachAn online survey was conducted with 451 students from both public and private universities in India. The data were analyzed using factor analysis and confirmatory factor analysis, followed by multiple regression to test the hypotheses.FindingsThe findings reveal a significant positive correlation between learners’ satisfaction and online learning and blended learning, with β values of 28.3 and 27.2, bearing a p-value of 0.000. In contrast, face-to-face (F2F) learning was insignificant, with a β value of 0.070 and a p-value of 0.119. These insights underscore the effectiveness of online and blended learning formats in enhancing learner satisfaction in higher education while also suggesting a re-evaluation of the role of traditional F2F learning methods. The research supports the integration of online learning in higher education due to its balanced mix of teacher-led and student-centered instruction, alongside the practical benefits of reduced travel costs and access to independent study resources.Practical implicationsThis study provides insights into student perceptions and attitudes towards blended learning in India’s post-vaccine classrooms. It highlights the importance of tailoring blended learning strategies to meet colleges’ and universities’ diverse learning needs and goals in this evolving context. The findings serve as a valuable resource for educators and administrators, aiding in designing effective blended learning frameworks suited explicitly for higher education in India.Originality/valueWhile there is extensive literature on F2F, OL, and BL, limited research compares these learning approaches and their impact on learner satisfaction within the Indian higher education context. This study fills this gap by providing valuable insights for shaping educational strategies in India’s post-vaccine classrooms.

Does Blended Learning Reshape Students’ Critical Thinking Skills? An Evaluative Study of Indonesian Learners

As a consequence of the post-pandemic situation, blended learning has been a new challenge for students as they need to adjust to the new learning model. Such a challenge stems from the requirement to improve students’ critical thinking skills since, in blended learning, they need to adapt to self-directed learning. This present study explores whether blended learning correlates with the critical thinking of Indonesian students majoring in English Literature. The students’ critical thinking skills and the portrayal of the learning engagement in the blended learning system were identified through questionnaires involving 259 students. The teachers’ interviews were also conducted to discuss the plausible model for blended learning. The findings implied that junior and senior students have passed the minimum standard of critical thinking skills and can engage in blended learning systems. Specifically, the senior students have lower critical thinking skills and are less engaged in blended learning than their junior counterparts. It also reveals the weak correlation between critical thinking skills and blended learning system. Thus, the integration of critical thinking materials, ideal proportion of learning styles, and assignments with high-order thinking skills are needed to strengthen the students’ critical thinking skills in the blended learning system.

Blended Learning System in Islamic Universities: Approach to Technology-Organization-Environment and Technology Acceptance Model

Blended Learning System in Islamic Universities: Approach to Technology-Organization-Environment and Technology Acceptance Model

THE FACTORS INFLUENCING STUDENTS' SATISFACTION WITH BLENDED TEACHING METHODS IN THE CONTEXT OF INTERNATIONALIZATION OF EDUCATION AT FOREIGN TRADE UNIVERSITY

This study is to determine the factors affecting the students' satisfaction with the blended teaching method, especially in the current international context, making some recommendations to increase the students' satisfaction with the combined teaching method. The research sample is 200 students of Foreign Trade University, using EFA factor analysis to create 4 factors affecting the level of student satisfaction with the teaching method in teaching methods, content of instruction, characteristics of blended learning systems, infrastructure and technology. The research results contribute to help university leaders to consider improving teaching quality and applying information technology to innovate teaching methods in general and English teaching method in particular.

Exploring learning congruence and the availability of diverse educational resources: A study conducted in the field of management education

Teaching innovation entails constantly adapting to evolving learning environments and diverse audiences. University educators have generated a plethora of materials to accommodate various modes of instruction, such as distance learning, blended learning, or synchronous and asynchronous teaching systems, facing a multitude of learning profiles and study techniques in a classroom. This diversity led us to propose the same content from a business administration course in different formats: text-based, graphics-based and audio-based materials. The use of different materials is attractive for students because of their novelty, but lecturers are unaware of their effectiveness in their learning outcomes. In order to explore these implications in management education, this research aims at finding out whether the availability of various types of educational materials in a business administration course and the congruence between declared learning preferences and the type of material received influences students’ learning outcomes. The results of an experiment carried out on 253 first-year students of the course Introduction to Business Economics show, in line with other studies, that the relationship is not direct but that having a variety of materials available is more responsive to the reality of the student body and increases satisfaction and active learning.

The Analysis of Time Management and Students’ Self-efficacy of Blended Learning: A Case Study of College English Course in the University of Science and Technology Liaoning

Background and Aim: This study delves into the realm of time management training within an English blended learning course, focusing on its influence on student self-efficacy and its subsequent effects on learning outcomes and perceptions. Anchored in the theories of Complex Adaptive Blended Learning Systems (CABLS), Goal Setting, and Self-efficacy, the research aims to uncover the combined impact of time management and self-efficacy enhancement on students' competence, and overall learning experiences. The objective is to assess how structured time management training, when integrated with blended learning strategies, can improve students’ self-efficacy. Materials and Methods: Employing a mixed-methods approach, this study utilizes quantitative tools such as independent samples t-tests and multilinear regression analyses to evaluate the intervention's effectiveness in altering student’ self-efficacy (SE) and other factors like engagement (EN), autonomous learning (AL), teachers’ support (TS), social influence (SI), intention to use (IU) and self-efficacy (SE) levels. The intervention includes time management training facilitated through the Xuexitong Platform, aiming to leverage the advantages of blended learning. This methodological framework allows for a comprehensive analysis of the training's impact, providing a robust evaluation of changes in student engagement, autonomous learning, teachers’ support, social influence, and self-efficacy. Results: The quantitative results revealed significant differences between the control and experimental groups in engagement (EN), autonomous learning (AL), teacher support (TS), social influence (SI), and self-efficacy (SE) except the factor intention to use (IU). In multilinear regression, engagement (EN), social influence (SI), and intention to use (IU) positively predicted higher self-efficacy, while autonomous learning (AL) had a minor negative effect. Teachers’ support (TS) lacked a statistically significant association with self-efficacy. The qualitative data supported and supplemented the findings, highlighting the above 6 factors’ improvement with high frequency in the related codings, and high occurrence of codings like improved in learning, enriching, interesting, growth, and motivation also showed the deep and multidimensional analysis of the findings, and managing time and goals effectively cultivated independence and responsibility. Overall, the qualitative insights provided nuanced, experiential perspectives complementing the quantitative model connecting factors like engagement, autonomous learning, teachers’ support, social influence, intention to use, and self-efficacy. Conclusion: This research demonstrates the pivotal role of structured time management training in enhancing educational outcomes within blended learning environments. By demonstrating the benefits of integrating time management training, the study contributes novel insights into improving students’ development. The findings advocate for the development of more effective educational strategies and instructional designs, emphasizing the complex interplay between various factors and their impact on self-efficacy, especially AI integrated into blended learning. The study paves the way for further investigations into the integration of time management training and other self-efficacy enhancement techniques in blended learning environments. In this way, it encourages researchers to explore the potential synergies between time management, goal setting, and self-efficacy enhancement strategies in various educational contexts. Moreover, the findings can inform the development of more effective educational strategies and instructional designs, leading to improved pedagogical practices and student learning experiences in the long run.

Implementation of IBSC Learning Model with Podcast Media Blended Learning Media System to Train Critical Thinking and Communication

This study aims to describe the effect of the IBSC model with the blended learning system podcast media on (1) students' critical thinking skills; (2) student communication skills; (3) describes the implementation of the IBSC learning model with the blended learning system podcast media; and (4) describes student responses to the IBSC learning model with blended learning system podcast media. This type of research is a quasi-experimental with one group pretest-posttest design. The research targets were students of class X MIA 1, 2 and 3 of 69 students. The data were obtained through tests, observations and questionnaires. The data were analyzed descriptively and statistically through a T-test with = 0.05, as well as the N-Gain test to see the effectiveness of the increase. From the results of the study, it was concluded that (1) the IBSC model influences critical thinking skills by increasing students' critical thinking skills in the medium and high effectiveness categories; (2) the IBSC model influences communication skills by increasing students' communication skills in the medium effectiveness category; (3) the implementation of the IBSC learning model with the Blended Learning system podcast media in each experimental class was carried out 100% in the very good category; and (4) students' responses to the IBSC learning model with the podcast media of the Blended Learning system on critical thinking skills and communication skills are categorized as very good.

Emerging Dynamics of ChatGPT in Academia: A Scoping Review

Large Language Models (LLMs) and Generative AI tools are revolutionising every aspect of academia, including medical, physical, and STEM education. They have also proved their mettle in blended learning systems and distance learning programs by improving educational sustainability, accessibility, and engagement. Through this scoping review, we aim to provide an essential overview of the state of the art of ChatGPT from the standpoint of exploring its development, analysing its current trajectory, and emerging dynamics in active research responsible for defining regulations and protocols. The PRISMA benchmarking was used on the Scopus dataset, with 109 papers from 2022 to 2023. Interactive results and bibliographic maps are generated using the Bibliometrix library of R-Studio. The findings are aligned with the research questions and represent exceptional growth in scientific production. Furthermore, relevant avenues for research publications, leading countries, and institutions in the area are also listed. The thematic and trends analysis anticipated that artificial intelligence and generative AI will substantially influence nearly every dimension in the coming years. The review also identified the possible advantages and disadvantages of adopting ChatGPT in higher education and analysed its deployment, considering ethical issues. The research concludes that, apart from ChatGPT, other large language models are also transforming artificial intelligence in education. However, ethical concerns and implications in education highlight vital issues for further research to ensure AI's responsible and ethical use.

EVALUASI PEMBELAJARAN BERBASIS E-LEARNING PADA MAHASISWA DI SEKOLAH TINGGI ILMU KESEHATAN

The current learning process mostly uses a blended learning system. Students can study in class and even study online using a learning management system (LMS). The purpose of this research is to evaluate a program which evaluates learning using elearning. The research method is descriptive, where the research assesses input (lecturers, staff and students), learning process (elearning readiness, learning equipment readiness and preparation of RPS) then output (satisfaction, evaluation and student grades). The results of the research found that in terms of lecturer human resources, 82.8% of lecturers had prepared learning devices for their respective elearning courses and as many as 5% of students complained about the problem of not being able to access elearning due to signal difficulties. In terms of the process, there are still lecturers who have not prepared complete learning tools. Meanwhile, in terms of output, students get good grades because the assignments are complete, the material reads well. The conclusion is that overall the use of LMS in the learning process is very helpful and can improve abilities and achieve learning outcomes easily. Although there are still obstacles from the lecturer and student side.

Attitudes Of Tenth Degree Students Towards The Blended Learning In The Directorate Of Education- Qabatia

The study aimed to identify the attitudes of tenth degree students towards the blended Learning in the Directorate of Education of Qabatia, and to identify the effectiveness of the blended Learning system from the learner's point of view, as well as the role of some variables (Gender, educational orientation, educational achievement). In order to achieve the aim of this study, a questionnaire consisting of (29) statements were prepared, divided into three areas (student-related, teaching-related, teacher-related) and given to the study sample of (476), (212) male students and (264) female students. 10 female students were interviewed. The results of the study showed that the attitudes of tenth degree students towards the blended Learning in the Directorate of Education of Qabatia were high. It was found that the field related to the teacher was ranked first in terms of the attitudes of tenth degree students towards the blended Learning in Qabatia Directorate of Education, while the field related to teaching was ranked second, and the field related to the student was ranked third. The results also showed that there were statistically significant differences in the attitudes of tenth degree students towards the blended Learning in the Directorate of Education of Qabatia, due to the variables of (gender, educational orientation, and academic achievement). The results of the interview questions also showed that blended learning is appropriate for some of the subjects, and that there are some difficulties facing the blended learning. Within the framework of these difficulties, the students agreed on a set of suggestions to solve these difficulties. The study also found through its results (questionnaire and interview) the most important recommendations to promote the concepts of blended learning among students in the educational process because of its importance in dealing with the problems facing the current century, and to reconsider the nature of curricula and courses, and mold them in a way that is compatible with e-learning.

Innovation of Learning Management System in Mathematics Education Study Program as MBKM Supporting Media

The main objective of this research is to produce an LMS that can support synchronous, asynchronous and blended learning systems, especially in the Mathematics Education study program at Universitas Sembilanbelas November Kolaka (USN Kolaka). This is very important because USN Kolaka currently does not have an independent LMS while the existence of an LMS greatly supports the implementation of MBKM, especially in lecture programs outside the University. The LMS that will be created is an opensource-based LMS that also supports the use of the Woocommerce system. Specifically, the course that will be included in the system is the Mathematics Learning Media course. However, if possible, this LMS will be developed into an online mathematics learning center throughout Indonesia, starting from elementary school to university level. To develop this LMS requires several stages. The first stage is to analyze what essential materials will be included in the system first. Second, designing or designing the LMS interface, menu layout, including how to deliver the material, The third stage realizes what has been planned. The realization stage consists of product trials, evaluation and revision. The last stage is the implementation stage. This stage of development is known as the plompt model. From these stages, an opensource LMS is obtained that is suitable for use as an online learning platform. It can include various lesson materials. Especially for this research, the teaching materials included have also gone through a validation process so that both the material and the media are ready to be used for the teaching and learning process.

Process Management and Approaches in Blended Learning-Based Distance Learning During the Covid-19 Pandemic

Management is a process that needs to be passed to achieve the desired goals in an organizational effort. Management is carried out by carrying out several forms of activities from a main function which is classified as planning, leadership, organization, and control which are carried out very well. With the implementation of this, it can later achieve a big target or also a goal that has been designed beforehand to provide changes to an organization. Management also goes through several forms of processes in each achievement. For the sustainability of good education, a planned management process is needed. The purpose of the research is to find out whether a blended learning-based learning system can be used as distance learning during the Covid-19 pandemic. This research uses a quantitative method with a literature approach or also (library research), where some data comes from books or existing journals. Furthermore, data is also obtained by conducting direct interviews for more accurate and complete data. The results are that the application of learning by using the blended learning method at a distance, which occurred during the Covid-19 pandemic, is quite effective for use in times that do not allow you to go to school, such as the emergence of the Covid-19 pandemic. The imperfection of this research is that the data obtained is only taken based on random samples that researchers encounter, for further researchers who will come can think carefully and well

Developing Digital Skills Trough Blended Learning Activities

The article represents the developing digital skills through blended learning activities.Bibliography was studied for the comparative analysis between blended learning and digital skills. I left the research questions: What is Digital ability? What is mixed learning? What digital application are useful for developing digital skills in preschoolers? How do we develop digital skills through blended learning? We have found that digital skills can be developed through blended learning activities. Blended learning is an educational paradigm, a new way of teaching through the use of digital applications. Digital ability is a necessary to develop through blended learning system, as it brings an additional benefit to the professions of the future.

Effects of the Blended Workshop Learning and Web-Based Learning Sequence on the Learning Level: A New Experiment

Background: Background: The blended electronic learning system, raised as a new approach in educational planning with great enthusiasm, seeks novel ways to properly combine the media; however, the sequence of in-person and distance educational methods is an issue neglected so far. This study aims to compare the effect of the sequence of blended workshop learning and web-based learning on the learning level of biostatistics in students who were members of the Student Research Committee at Arak University of Medical Sciences.
 Methods: This is a quasi-experimental study with an alternative treatment design. The statistical population consisted of the students who were members of the Student Research Committee of the university, including 38 medical students and 15 health students, who were selected through census sampling due to their limited number. The data were selected with 2 questionnaires: demographic characteristics and biostatistics multiple-choice questions to assess learning of statistical concepts in three levels of literacy, reasoning, and thinking. The validity and reliability of the translated statistics questions were assessed through content validity and bisection, respectively. The data were analyzed in SPSS-16 through independent and paired t-tests and analysis of variance.
 Results: The results showed a statistical difference between the groups in both faculties in statistical literacy and reasoning in blended learning (p>0.05). However, regarding statistical thinking, the difference was significant in the health faculty (p=0.044) and insignificant in the medical school (p>0.05).
 Conclusion: Given the statistical difference observed in the health group, we suggest holding in-person courses at first and online courses then.

Aligning Translation Curricula with Technological Advancements; Insights from Artificial Intelligence Researchers and Language Educators

This study expounded on methods, approaches, and strategies for aligning translation curricula with technological enhancements in the effort to train translators who are good to function in the AI-driven translation industry. The study sample consisted of 83 university lecturers in translation studies and 151 artificial intelligence experts from ten Jordanian universities. The study was carried out during the academic year 2022-2023. Moreover, the study design is a survey approach, and the strategy of the research is quantitative. Data was collected using a questionnaire and analysis was conducted using relevant descriptive statistics tools, including the percentile values of the Likert scale, the mean, and the standard deviation. In addition, the findings generally indicate that task-based approach, team-based strategy, blended learning, and reflective system are the main pedagogical strategies and teaching techniques that work optimally for incorporating AI-based translation technologies into translation curricula. Similarly, the findings generated from the data analysis further suggest that the main strategies to ensure alignment of translation curriculum with technological advancements are careful designing of specific lessons for technology in translation, formation of partnerships between industry players (translation industry leaders and AI experts), and translation curriculum designers, continuous review of the curriculum, and inclusion of creativity and critical thinking for the students. Finally, it is concluded that translation curriculum designers must always review the translation curriculum, partner with translation industry leaders and AI experts, and integrate critical thinking and creativity into the translation curriculum system. This is to ensure that the trained translators can function effectively in the AI-driven translation industry.