Blended Learning Tools Research Articles

Development of Blended Learning-Based Learning Tools to Improve Mathematical Creativity Ability and Self-Efficacy of High School Students

This study aims to: 1) find out how the validity, practicality, and effectiveness of Blended learning-based learning tools in mathematics learning; 2) knowing the improvement of students' mathematical creativity skills using Blended learning-based devices in mathematics learning; and 3) knowing the increase in students' self-efficacy by using learning tools based on Blended learning in learning mathematics. This type of research is a type of development research. This study uses a 4-D development model (define, design, develop, and disseminate) Thiagarajan and Semmel (1974) by developing a tool based on Blended Learning. This research will be carried out at Al-Ulum Terpadu Islamic High School Medan. The subjects in this study were students of SMA Islam Al-Ulum Terpadu Medan grade 11 MIA for the academic year 2021/2022. The results showed that: 1) Blended Learning-based learning tools in improving students' mathematical creativity and learning abilities that were developed had met the valid, practical and effective criteria; 2) The improvement of students' mathematical creativity skills using tools that have been developed based on Blended Learning seen from the N-Gain 0.83 which means it is in the "High" category; 3) Increasing students' self-efficacy using tools that have been developed based on Blended Learning seen from the N-Gain Value of 0.14 means that they are in the "Low" category or only slightly increased their Self-efficacy abilities . Keywords : Development of Learning Devices, Blended Learning, Mathematical Creativity Ability, Student Self-Efficacy DOI: 10.7176/JEP/13-5-02 Publication date: February 28 th 2022

A Quantitative Analysis of the Students’ Experience with Digital Media in L2 Acquisition

Aim. Foreign language education widely utilizes various forms of eLearning or blended learning techniques and tools, and this trend has recently been supported and speeded up by the global pandemics of COVID-19. The study attempts to analyse the students’ experience with the use of digital media used for foreign language education with the aim of providing clear implications needed for future digital (online) language higher education.
 Methodology. The methodology used to collect data was a questionnaire distributed online to the students of the University of Diyala in Iraq in July 2021 with n=394 making it a very representative and statistically relevant sample. Five hypotheses (H) were created and tested with these results. (H1) there is no correlation between a well-prepared teacher and subjective satisfaction of the students with online classes. (H2) the students will significantly prefer traditional teaching to online L2 acquisition. (H3) there will be a correlation between increased screen time and students´ dissatisfaction with online learning. (H4) the more they have to use digital media, the more they will prefer print text for their L2 acquisition. (H5) the most important subjectively perceived negative aspect of online learning will be reduced communication possibilities both with the tutor and with their peers. 
 Results. The students significantly supported traditional foreign language techniques over digital ones despite the fact that the tutors were evaluated with very high grades by the students. Thus, the fact that the tutors are well prepared, they use modern technology and attempt to motivate the students very successfully, the final result of the online foreign language class did not prove to be parallel to the traditional class regarding students´ satisfaction. 
 Conclusions. The results could be important for applied linguistics and psycholinguistics as they provide a clear overview of the current state of affairs in L2 acquisition with the use of digital technologies, which is a crucial topic that is more and more important for the development of both psycholinguistics and applied linguistics. Despite the fact that this study deals only with the subjective satisfaction of the participants, it can be generalized and can be transferrable on a large geographical scale. This geographical limitation can be rectified by larger-scale research that can be initiated by this early study. There are many implications connected to these findings, such as moving towards non-digital learning tools, such as print textbooks, focusing on more personal discussions rather than just various online assignments. Moreover, the results of the study should be a contribution to the current scientific discussion about the development of psycholinguodidactics and its role in solving the problem of mastering foreign languages.

Podcast as a Tool for Blended Learning and its Potentialities after COVID-19 Pandemic: A Literature Review of Educational Practices

Podcast as a Tool for Blended Learning and its Potentialities after COVID-19 Pandemic: A Literature Review of Educational Practices

Quality blended learning systems for improving undergraduate students’ skills

PurposeThis study aims to investigate the effects of quality blended learning systems (QBLS) on the improvement of undergraduate students’ skills through the use of the Technology Acceptance Model (TAM) and the Theory of Planned Behaviour (TPB) model.Design/methodology/approachThe study sample includes 1,200 subjects of which 126 and 1,074 are lecturers and students, respectively. The subjects were selected from seven post-secondary institutions in Nigeria. A stratified sampling technique was used in data collection. Collected data were analysed using exploratory and confirmatory factor analyses.FindingsThe results reveal that QBLS influences the perceived ease of use, perceived usefulness, attitude, subjective norms and perceived behavioural control towards intentions that culminate in the usage of blended learning tools (BLTs).Originality/valueThe study supports the belief that QBLS enhances users’ behaviour towards system usage with the TAM and the TPB predicting real usage of BLTs via users’ intentions. Practically, teachers should adjust the existing BLTs not only to create new ones but also to suit personalized teaching and learning activities.

MYENGLISHLAB AS ONE OF THE GROUNDBREAKING BLENDED LEARNING TOOLS

Online learning is one of the most rapidly growing trends in educational use of digital technologies. The article touches upon the importance of MyEnglishLab as one of the newest tools for blended English language learning. Due to the pandemics of the 2020 many learners began to implement different tools of digital technology to an increasing extent. An effective and appropriate tool for learning English aimed at developing communication skills allows to increase individualization of educational activity, to optimize mastering language structures and grammatical rules, and also to overcome some obstacles of both oral and written competences of the students. An interactive platform is one of the newest blended learning tools that combines different English language learning activities in a variety of formats. It is a web-based system providing learners 24 hours a day, 7 days a week online access to the teacher-managed course content, supports different learning styles, provides students with a large number of supervised practices. The platform MyEnglishLab contains lexical and grammatical tasks, audio materials listening and reading as well as watching videos. Tasks are performed in three stages: the formation of lexical and grammatical skills; improvement of language skills and using those phrases and sentences that were consolidated in the first stage in the dialogue with a computer; development of skills to use lexical and grammatical knowledge acquired during the previous two stages. The platform has options for choosing the number of attempts to perform both test exercises and training. In this article we present a research carried out among the freshmen of Yerevan State University Faculty of European Languages and Communication.

Face-to-face delivery this week; online the next: a reflection

Purpose The purpose of this paper is to reflect on the effects of online learning on student engagement as a result of a shift from face-to-face to online learning during the COVID-19 lockdown in New Zealand. Design/methodology/approach The reflection expresses the accounting lecturers’ observations and experiences of student engagement in online learning during the COVID-19 lockdown focussing on the three facets of student engagement; social presence, cognitive presence and teaching presence. Findings The focus on social and teaching presence in online learning by Unitec academic staff had a positive impact on cognitive presence as student course success rates and course ratings were similar to rates achieved from face-to-face delivery despite a rapid transition to online learning. Research limitations/implications This reflection is based on the experiences of three academic staff in one tertiary organisation. Practical implications The findings of this study can be helpful for tertiary institutions that are planning to adopt blended learning in the future. Academic staff may revisit teaching pedagogies to design new strategies and institutions may develop blended learning guidelines and tools to support academics to embrace blended learning. Social implications The reflection shows the respect, support and care provided by academics to students building a sense of belongingness and supporting students’ mental well-being in a period of fear and anxiety about COVID-19. Originality/value This is a reflection on students’ online engagement during the COVID-19 pandemic, which has not been addressed previously in the academic literature.

Improving the Availability of University Offerings for the Business Sector Based on Blended Learning Tools

In the dynamic contemporary world, characterised by the ubiquitous presence of information and com-munication technologies, the role and tasks of higher education institutions and their links with the so-cial and economic environment keep changing. These institutions also undergo the process of digital transformation and actively respond to the needs of entrepreneurs. Blended learning – a solution which sees the value in building interpersonal relationships while taking advantage of e-learning tools – can significantly increase the availability of an institution’s educational offering for the business sector.

The Validity of Blended Learning-Based Laboratory Inquiry Learning Tools

The purpose of this study was to determine the validity of the blended learning-based laboratory inquiry learning device. This type of research includes research and development. The development research procedure carried out in the development of blended learning-based laboratory inquiry learning tools refers to the 4D development steps, namely define, design, develop and disseminate. The blended learning-based inquiry learning tool developed consists of a syllabus, lesson plans, LKPD, modules, and evaluation instruments. This study only focuses on content and construct validity which were validated by three experts. Based on the results of the validity analysis using the Aiken index and the reliability analysis using the percentage agreement, it was found that the blended learning-based laboratory inquiry learning tool developed had valid and reliable criteria.

Learning Continuity during COVID-19 Pandemic using the Virtual Classroom – A Cross-border experimental Multi Case Approach

Aim. The global pandemic of the COVID-19 outbreak and the subsequent nationwide lockdown have put the endeavours of both academicians and students to the test. The disruptions are even visible in andragogical approaches across higher education institutions both nationally and internationally. Two government-funded universities in India and Bangladesh have decided to explore avenues to switch to an alternative e-platform overcoming the challenges of traditional classroom teaching. The business management faculties of both universities exercise blended learning modules using a design thinking approach.
 Methods. This exploratory case study involves university students and teachers reflecting the knowledge delivery mechanism in a collaborative online workspace called Virtual Classroom. The authors have adopted the case method to identify evidence-based practices to improve learning gain. This case is motivated by the profound idea of learning continuity where the agenda of teaching-learning should remain status quo as much as possible, even under the constrained situation.
 Results and Conclusion. This study confirms that the use of curriculum-based blended learning modules based on a design thinking approach is gaining momentum to offer courses in which videoconferencing is a useful tool, as an addition to present methods of teaching inside the classroom, to strengthen learning and to inspire students to practice learning. Acceptance of technology has made learning accessible and pervasive, bridging the digital divide.
 Originality. It is a pioneering effort to measure the effectiveness of the online learning of two public-funded universities across borders with similar demographics and challenges. This case makes an original contribution through its observation that even the traditional and public-funded universities erstwhile functioning through purely offline mode are gradually switching to online mode. This case also highlights the imminent need for policymakers to augment and integrate blended learning tools with design thinking approaches for tertiary education to reduce the intermittent use of technology, thereby assuring higher learning gain for the students.

909 Modern Integrated Surgical Teaching for Junior Doctors: Local Workshops and Online Webinars

Abstract Introduction Reforms in the postgraduate and undergraduate curriculum have resulted in a lack of surgical teaching. By tailoring educational objectives to learning needs of junior doctors, we assessed the perceptions and knowledge transfer of our 2-phase surgical teaching programme. Method A perception questionnaire was distributed amongst junior doctors to establish confidence levels in surgical topics. Junior doctors were invited to attend (1) a local surgical techniques workshop and (2) an online national webinar. Perception questionnaire and knowledge tests were delivered before and after each session. Result 87.5% (n = 14) participants were not confident assessing an unwell surgical patient when on-call. Mean confidence gain before and after the practical session was 4.18 (W = 91.0, p = 0.0002). 106 participants attended the online webinar. 61.3% (n = 65) were quite confident in assessing a sick surgical patient and 56.6% (n = 60) were quite confident managing a sick surgical patient. The majority (97.2%, n = 103) deemed the session to be useful to very useful. Mean knowledge gain before and after the session was 32.8% (t = 4.67, p = 0.009). Conclusions Improvement in confidence and knowledge in surgical topics amongst juniors can be feasible by implementing blended learning tools, such as online webinars.

P67 Integrated surgical teaching for juniors: surgical education during COVID-19

BackgroundCOVID-19 has impacted on the amount of formal theoretical and practical surgical teaching available for junior doctors and medical students. This added to an existing climate of variability in the undergraduate and foundation teaching curriculum. Junior doctors were subsequently reporting a lack in confidence when dealing with surgical patients. We aimed to assess the surgical learning needs of junior doctors and designed a quality improvement project that included implementing a surgical teaching programme to improve the quality of surgical education.MethodsA baseline questionnaire was completed by foundation year one doctors to establish confidence levels in managing surgical patients and carrying out practical procedures. Two sequential improvement strategies were subsequently implemented and assessed using the Plan-Do-Study-Act methodology. Junior doctors participated in a local surgical workshop in limited numbers during cycle 1, and then attended four online webinar tutorials themed around general surgery for cycle 2.ResultsA total of 15 participants responded to the baseline questionnaire, 13 attended the workshop and a combined total of 572 viewed the four webinars. Mean confidence increase following the workshop was 113% (W = 91.0, p < 0.001). Mean knowledge increase from the online webinars was 62.3% (t = 4.67, p = 0.009) and mean confidence increase was 66.67% (p < 0.0001).ConclusionJunior doctors did not feel confident in assessing and managing surgically unwell patients. Implementing blended learning tools, such as online webinars, allowed the delivery of effective surgical teaching en masse and to continue the practice of social distancing during a viral pandemic.

Blending learning – from niche to norm

Blended Learning has existed for many years, and while it has gradually been gaining a measure of impetus in third-level programmes, it has traditionally been used as a cost-effective way to deliver part-time courses to adult learners. Delivered at times that are usually considered outside of core teaching hours (evening classes and weekend workshops), blended-learning programmes have often been delivered by part-time staff or research students rather than being embraced by the permanent lecturers. With the onset of the Covid-19 pandemic, several programmes were redesigned to adopt a blend of online and on-campus teaching. While not officially defined as blended-learning programmes, this mode of learning has been incorporated across the teaching spectrum by lecturers who, in some cases, have little to no knowledge or experience of it. This has brought several challenges not only to teachers, but also to students who very often may not be as tech-savvy as they claim to be. These challenges notwithstanding, it is important to consider this online migration, not as a stopgap process, engendered out of necessity, but rather as an importunity to embrace certain approaches that may have previously seemed daunting. The advantages of blended or online learning that teachers have been using this academic year must not be abandoned when no longer needed, but rather incorporated into teaching programmes as integral components of a more holistic learning experience. This article provides a brief overview of how some more mainstream programmes adapted their content to cater to a new learning environment. The blended-learning tools and functionalities incorporated into this teaching will be examined, firstly in how they formed an integral part of blended-learning modules and how they have been adjusted to target a fulltime student audience. Finally, and perhaps most crucially, as we move to a post-Covid environment, suggestions are made regarding how certain aspects of blended learning can be retained when returning to a ‘normal’ classroom.

Google Classroom as A Tool for Blended Learning

Technology has moved forward and keep changing and evolved in times. Today, the education sector is introduced with Industrial Revolution 4.0 (IR 4.0), where it would be the latest journey for the education system. This study would like to identify students’ perceptions on usefulness of Google Classroom for Blended Learning, determine students’ perceptions on instruction delivery via Google Classroom for Blended Learning, and investigate students’ satisfaction in learning via Google Classroom for Blended Learning. Quantitative approach was used in this study and there were 100 respondents who participate in this study. They were undergraduate students who were enrolled for ELC590: English for Oral Presentation course. It was found that students thought that using Google Classroom as useful to be implemented in the classroom. At the same time, they mentioned that student-teacher interaction was more interactive, and instructions given by the lecturers were well-delivered. They felt that using Google Classroom should be used more in the future. Thus, Google Classroom should be one of the platforms used by the educators to have better and more engagement with the students when they conduct blended learning or online session.

Blended Learning and MyEnglishLab Application as a Powerful Tool Leading Towards Autonomy in the Process of Learning English Language Targeting and Activating Both Brain Hemispheres

The benefits of blended learning encouraging students to become more active, autonomous, self–esteemed and responsible for their own approach to learning and self-perception as a student are obvious. As educators we find student engagement in the process of learning as a key factor to exploitation of provided learning. Basically, the more student engagement there is, the better results occur. As we understand blended learning, it does not mean the reduction of a face-to-face and person-to-person contact time spent in a classroom, but at the same time it means a greater demand on engagement and participation of learners. Choosing the right tool for blended learning is also challenging, neglecting the fact that most of such tools meet demands to create, add or adjust the content to teacher´s or course needs, which can be considered as highly professional and very time-consuming work. In the article we give reasons and show that MyEnglishLab application is the ideal combination of all requirements of an up-to-date blended tool combining mobility and accessibility on the one hand, and a highly attractive content customized with the paper printed materials (textbooks) on the other hand. MyEnglishLab activities and exercises, generally the content itself, provide such a wide range that stimulates either the right or left brain hemispheres. Our results with teaching adult learners at the University of Hradec Kralove show students´ preferences of using logical thinking, i.e. activated left hemisphere. Since MyEnglishLab application appears as an open application, in the article we also discuss troubling language issues from the Czech student´s point of view, and we give examples of different exercises targeting and activating both brain hemispheres whose activation or cooperation significantly influence learners´ outcomes. Keywords: blended learning; MyEnglishLab; multimedia application; adult learners; graphs and puzzles

Developing Museum Education Content: AR Blended Learning

AbstractTraditional museums of culture and history are failing to develop or make effective use of augmented reality (AR) technology. To address this deficit, the present study sought to develop online and offline experiential AR learning tools that would enable children to more fully explore museum artefacts. The study approach was based on the Blended Learning Model, which utilises symbiotic online and offline conversions and arrangements to enhance learning effectiveness. First, the study investigated the characteristics and limitations of existing AR technology from the perspective of children’s education by focusing on cultural assets. Second, an educational app with cultural heritage content was designed on the basis of a survey of stakeholders’ perceptions and needs. A blended learning experiment was then conducted, involving five steps (1) making a 3D assembly model (offline); (2) viewing the 3D model through the AR app; (3) learning about the cultural relic from a textbook (offline); (4) exploring the 3D model through the AR Quiz Game (online); and ( 5) visiting the museum (offline). This programme was found to be appropriate for elementary school third and fourth graders, who responded with high levels of flow and interest. The findings suggest that this experiential AR blended learning tool provides a more meaningful experience that motivates children to appreciate the value of cultural/historical assets.

Significant differences in written assessments as a result of a blended learning approach used in a clinical examination course in internal medicine: a randomized controlled pilot study.

Background: Taking a medical history and performing a physical examination represent basic medical skills. However, numerous national and international studies show that medical students and physicians-to-be demonstrate substantial deficiencies in the proper examination of individual organ systems.Aim: The objective of this study was to conduct a randomized controlled pilot study to see if, in the context of a bedside clinical examination course in internal medicine, an additional app-based blended-learning strategy resulted in (a) higher satisfaction, better self-assessments by students when rating their history-taking skills (b1) and their ability to perform physical examinations (b2), as well as (c) higher multiple-choice test scores at the end of the course, when compared to a traditional teaching strategy.Methods: Within the scope of a bedside course teaching the techniques of clinical examination, 26 students out of a total of 335 students enrolled in the 2012 summer semester and 2012/2013 winter semester were randomly assigned to two groups of the same size. Thirteen students were in an intervention group (IG) with pre- and post-material for studying via an app-based blended-learning tool, and another 13 students were in a control group (CG) with the usual pre- and post-material (handouts). The IG was given an app specifically created for the history-taking and physical exam course, an application program for smartphones enabling them to view course material directly on the smartphone. The CG received the same information in the form of paper-based notes. Prior to course begin, all of the students filled out a questionnaire on sociodemographic data and took a multiple-choice pretest with questions on anamnesis and physical examination. After completing the course, the students again took a multiple-choice test with questions on anamnesis and physical examination.Results: When compared to the CG, the IG showed significantly more improvement on the multiple-choice tests after taking the clinical examination course (p=0.022). This improvement on the MC tests in the IG significantly correlated with the amount of time spent using the app (Spearman’s rho=0.741, p=0.004).Conclusion: When compared to conventional teaching, an app-based blended-learning approach leads to improvement in test scores, possibly as a result of more intensive preparation for and review of the clinical examination course material.

Guided inquiry blended learning tools (GI-BL) for school magnetic matter in junior high school to improve students’ scientific literacy

This article discusses the use of learning tools in blended learning with a guided inquiry model in magnetic matter for junior high schools. Based on technological and educational developments, this learning tool was integrated with blended learning. The GI-BL (Guided Inquiry-Blended Learning) learning tools consist of magnetic textbooks, student worksheets, lesson plans and instruments for scientific literacy. The quasi-experimental method in this study used a pre-test post-test control group design. The GI-BL learning tools were developed and validated in terms of content as well as the instruments. Testing the effectiveness of this learning tool was carried out on 163 samples of junior high school students. GI-BL learning tools were developed to improve students’ scientific literacy, especially in solving problems related to magnetism-related phenomena. The data on the effectiveness of the GIBL learning tools were analysed using N-gain. Based on the results of the N-gain analysis, it appears that students who learn with GIBL learning tools can improve scientific literacy. The highest increase occurred in indicators describing scientific phenomena and in understanding the concept of Lorentz Force.

Blended Learning Tools and Practices: A Comprehensive Analysis

Blended learning incorporates online learning experiences and helps students for meaningful learning through flexible online information and communication technologies, reduced overcrowded classroom presence, and planned teaching and learning experience. This study has conducted surveys of various tools, techniques, frameworks, and models useful for blended learning. This article has prepared a comprehensive survey of student, teacher, and management experiences in blended learning courses during COVID-19 and pre-COVID-19 times. The survey will be useful to faculty members, students, and management to adopt new tools and mindsets for positive outcomes. This work reports on implementing and assessing blended learning at two different universities (University of Petroleum and Energy Studies, India, and Jaypee Institute of Information Technology, Noida, India). The assessments prepare the benefits and challenges of learning (by students) and teaching (by faculty) blended learning courses with different online learning tools. Additionally, student performance in the traditional and blended learning courses was compared to list the concerns about effectively shifting the face-to-face courses to a blended learning model in emergencies like COVID-19. As a result, it has been observed that blended learning is helpful for school, university, and professional training. A large set of online and e-learning platforms are developed in recent times that can be used in blended learning to improve the learner's abilities. The use of similar tools (Blackboard, CodeTantra, and g suite) has fulfilled the requirements of the two universities, and timely conducted and completed all academic activities during pandemic times.

Blended Learning Approach in UAE Higher Education: A Selected Annotated Bibliography

In the present time, the required value of education can be achieved only by changing the parameters related to technology use and transforming a classroom into a student-centered that meets different students' needs and learning styles. The blended learning (BL) approach to learning has been the object of various studies in the last two decades as a way to achieve the required results. Many higher educational institutes started to prefer BL over traditional teaching, and the UAE universities are not exceptions. There has been an increased recognition of the fact that more attention needs to be paid to this area. Hence, this selected annotated bibliography aimed to find out and describe the primary outcomes of the BL approach research in this country. Emergent themes from the UAE studies include 1) students' and instructors' technology readiness and their attitudes towards E-learning; 2) students' and instructors' views and experiences with BL approach; 3) BL tools and technologies (mobile learning and social-networking sites); 4) BL resources (Blackboard Learn, video content, online discussions, and Google Docs); 5) impact of BL. Twenty studies have been used for this review. The primary audience for this annotated bibliography is BL researchers.

Hybrid environments for training engineering students the basics of working with geodetic equipment

Problem and goal. The article describes an approach to solving the actual problem of identifying effective and approved by students blended learning tools in the initial stages of working with equipment for engineering education courses. The goal of the research was to study the applicability of hybrid environments of simplified configuration for learning work with geodetic equipment based on interactive virtual educational tools and students' mobile devices in the Novosibirsk State University of Architecture and Civil Engineering (Sibstrin). Methodology. A variant of hybrid laboratories with a virtual component and a variable (on-site or mobile) physical component is quite new for pedagogical research. The physical component is important when learning geodetic equipment since stationary devices are studied at university laboratories when portable analogs are used in real geodetic practice. The virtual component of a hybrid environment during initial work with engineering equipment can be represented by a set of multimedia educational tools that simulate the operation of engineering instruments and devices with a high degree of interactivity which available on one online platform for a specific engineering course. Results. The study found that the presented configuration of the hybrid environment is effectively applicable for initial work with geodetic equipment and is approved by students both during laboratory work in an on-site stationary laboratory, as well when using portable equipment and mobile devices in geodetic practice. Conclusion. For the initial stages of training students for working with geodetic equipment, a hybrid learning environment configuration is proposed based on interactive virtual educational tools and mobile devices which is an affordable and functional solution for engineering universities. Virtual e-learning tools can be accumulated on the site with online support for a separate engineering course and supplemented by means of distance interaction and cooperation of the lecturer and students. The hybrid environment can be used for initial training when working in a stationary laboratory or for conducting a professional business game or individual practical tasks on the ground with portable geodetic equipment.