Blended Learning Research Articles

A hybrid learning approach for simulating settlement of shallow foundation

A hybrid learning approach for simulating settlement of shallow foundation

Blended Learning in a Language Classroom: Implication for Pedagogy

This paper examined Blended Learning (BL) and its implication to Language learning. It reviews relevant literature over the last two decades on blended learning generally, and language instruction using blended learning techniques in particular. It discusses the concept of blended learning and its features. The paper further explores the discussion of the positive benefits from applying blended learning in language instruction. The paper also highlights some disadvantages of blended learning course for proper understanding and the practice and implementation of this method. An important part of this paper also explores the implications for pedagogy. The major conclusions of the study are that blending learning enhances the learner's experience of a new language, and offers greater efficiency in the communication and practice of a particular language. Efficient and user-friendly technology, with direction instruction and practice in a face-to-face setting are seen as the key to successful blended learning language instruction. The paper then recommends that teachers should be adequately trained in the art of BL because they are still greatly needed by students for their timely and adequate guidance, direction, feedback and comments while students are learning in blended learning environment.

METHODOLOGICAL SUPPORT FOR PEDAGOGICAL DESIGN OF CYBERSOCIALIZATION OF STUDENTS BASED ON BLENDED EDUCATION

In the 21st century, with the rapid development of science and technology, approaches to pedagogy have changed significantly. New teaching methods such as distance learning (DL), online learning (OL) and blended learning (BL) have come into focus. In recent years, blended learning (BM) has become increasingly popular as a new pedagogical approach, including in Uzbekistan, where its application is gradually increasing in universities. This study analyzes students' perceptions of blended learning, its benefits and challenges in the context of higher education in Uzbekistan. The results, based on questionnaires and semi-structured interviews, showed that students have a positive attitude towards BM, especially those who combine studies with family and work responsibilities. The main challenge remains access to the Internet, however, students were able to successfully utilize the benefits of both face-to-face (F2F) and online learning. The study also highlights the need for further study on the application of blended learning in the higher education system of Uzbekistan for its successful implementation and understanding.

Scaling up online professional development through institution-initiated blended learning programs in higher education

The impact of Covid-19 has significantly accelerated the digital transformation in higher education worldwide. This study investigates how digital transformation changes the instructional design and implementation of large-scale blended learning programs for better learner experiences. It emphasizes the significance of diverse stakeholders' engagement in institution-initiated blended programs to promote effective online professional development. Utilizing Research-Practice Partnerships (RPPs), this study adopts a case study approach, employing participatory observation, interviews, log data, and online discourses to analyze how interactions across various sectors and levels affect the transformation to blended programs and the professional development of the involved instructors. The findings reveal that the institution-initiated blended learning approach, resembling an apprenticeship model, effectively integrates teaching practice with online professional development. An in-depth analysis of two university courses shows that key events and task-oriented approaches significantly influence instructors' online engagement, enhancing their digital literacy. Teacher Handbooks, driven by real learner data, guide teaching practices effectively, while collaborative research meetings greatly enhance the use of data analytics in teaching. Although this top-down approach presents challenges, this study demonstrates that instructors can innovatively tackle these issues. Institutional support is more likely to foster collaborative learning communities across various sectors and hierarchies. This study contributes to the field by introducing a pioneering framework in the institution's innovative educational reform, creating online professional development communities for faculty members of all ages, and enabling them to quickly and easily adapt to the digital transformation of higher education.

Implementation of the course “good chemistry: methodological, ethical and social implications” – a case study

Abstract The article describes the practical implementation of the course titled “Good Chemistry: Methodological, Ethical, and Social Implications” available on the EuChemS e-learning platform. This MOOC course has been used in various ways at several European universities and through blended learning at Jagiellonian University in Krakow (Poland), which is discussed in this article. Since the groups of students participating in the course were not large and it is worth taking a closer look/insight at this issue, the case study method was used. Sample materials and activities for this course are presented. The survey responses of lecturers and students, as well as the activities and posts of Jagiellonian University in Krakow students on the remote learning platform, were analyzed. The strengths and weaknesses of the course were identified, and the need for continuous efforts by lecturers to develop ethical attitudes, critical thinking, and communication skills in students, especially in the field of socioscientific issues, was emphasized.

Exploring learning outcomes in Financial accounting: a quasi-experimental study using Multiple Choice Question (MCQ) Test in blended learning environment

This study investigates the multiple choice question (MCQ) assessment tool to measure the performance of undergraduate students in Social Science degree programs, in a small course setting by comparing the control group and the experimental class. The research is quantitative and 60 students participated in an experiment, 30 in the traditional and 30 in the blended class in a Business Administration department in Greece, in the Financial Accounting course of the second semester of studies. The findings of the research showed that the intervention of the blended teaching approach in the experimental class was positive and was an important factor in improving performance, giving a greater number of correct answers compared to the students who participated in the control group. The findings of this study contribute to the academic community by highlighting the possibilities provided by a multiple-choice knowledge test as an assessment method and how its application can contribute to the measurement of student performance in accounting subjects taught at university institutions. The originality and value lies in the design and implementation of the knowledge test in two different periods (beginning and end of the semester) in order to identify the level of "change" of students involved in blended learning environments.

Teacher Professional Development in the Digital Age: Strategies for Integrating Technology and Pedagogy

The rapid advancement of digital technologies has transformed the educational landscape, creating a critical need for teacher professional development (TPD) that integrates technology with pedagogy. This article explores strategies for enhancing teacher competencies in the digital age, focusing on the integration of educational technologies into pedagogical practices. It synthesizes key approaches from recent research, including blended learning models, professional learning communities (PLCs), and personalized learning pathways. The findings suggest that effective TPD programs are those that not only provide hands-on technology training but also emphasize pedagogical alignment, collaboration among educators, and ongoing support. The article argues that successful integration of technology in the classroom requires a shift in both teaching practices and teacher mindsets, supported by institutional policies that promote innovation and adaptability. Ultimately, this research highlights the importance of a holistic approach to TPD that fosters both technological fluency and pedagogical mastery, preparing educators to meet the demands of 21st-century learners.

Hybrid Education in Remote Nursing Placements in Australia: A Descriptive Qualitative Study.

Rural and remote areas offer unique opportunities for undergraduate nurses. Extended placements boost work readiness, improve assessment skills, and increase likelihood of practicing in these areas post-registration. However, hybrid delivery of curriculum content in not well understood. Undergraduate Extended Nurse Placement Program (ENPP) and on campus students, and academics were recruited from a major tertiary institution to understand impact of hybrid delivery for nursing curriculum. Data were obtained from descriptive qualitative design and focus group interviews. A process of thematic analysis generated themes and findings. There were 12 participants: academics (n = 4), ENPP students (n = 7), and 1 on campus student. The main theme was "Bridging the Hybrid Gap," with two sub-themes: (1) separation, describes ENPP students emotional, experiential, and academic disconnect from on-campus students; and (2) adaptation, describes strategies used to adjust to hybrid learning. Technology has evolved and presents opportunities for nursing education. We must continue to enhance education design in the nursing curriculum context. [J Nurs Educ. 2024;63(11):755-763.].

Asymmetric variable depth learning automaton and its application in defending against selfish mining attacks on bitcoin

Learning Automaton (LA) theory, a branch of reinforcement learning, initially began with the Fixed Structure Learning Automaton (FSLA) family and was later expanded to include the Variable Structure Learning Automaton (VSLA) family. Tuning the depth of FSLA in complex environments has long been a challenging task, significantly limiting the ability to effectively navigate the exploration-exploitation dilemma. No solution has been found for this open problem yet. This study addresses this issue by introducing a novel hybrid learning automaton model called Asymmetric Variable Depth Hybrid LA (AVDHLA). The AVDHLA model intelligently learns the depth of fixed structure LA in an autonomous manner by combining LKN,K from FSLA class and Variable Action Set LA (VASLA) from VSLA class. Computer simulations are conducted to validate the proposed model in diverse environments, including both stationary and non-stationary (Markovian switching and State-dependent) scenarios. Performance evaluation is based on predefined metrics, such as total number of rewards (TNR) and action switching (TNAS). Statistical tests indicate that across both stationary and non-stationary environments, AVDHLA consistently outperforms LKN,K in terms of TNR and TNAS across the majority of experiments. Moreover, the AVDHLA model is applied in two key applications. Firstly, it is used to defend against the selfish mining attack in Bitcoin and is compared with the well-known tie-breaking mechanism. Simulation results consistently demonstrate that our proposed method increases the threshold for successful selfish mining attacks from 25% to 40%. Secondly, the AVDHLA model has been applied to develop a novel learning automaton-based recommendation system. The results demonstrate the superiority of the proposed method in terms of the Click-Through Rate (CTR) and Precision compared to previous approaches.

A Blended Learning Course to Support Innovative Online Teaching in Higher Education

ABSTRACTThis paper addresses the challenge of improving the effectiveness and innovativeness of online teaching in higher education. It presents a blended learning course designed for faculty development and discusses the findings of surveying the opinions of participants. The course integrates synchronous sessions with digital learning tools and platforms to equip educators with essential skills for online teaching. A mixed‐methods design has been applied for evaluating the educational activity, incorporating both qualitative and quantitative data collection. The course had a completion rate of 91.13%. The opinions of 72 higher education members have been surveyed, and the findings revealed that the blended learning course enhanced instructors' ability to design and deliver online content that is both pedagogically sound and engaging. The necessity for such learning activities is strongly emphasised. The paper concludes by discussing the implications for future course design and faculty development programs in higher education.

EFL students' self-efficacy in technology-assisted language learning

Technological advancements are currently available in several areas to meet our daily needs. One such development is the use of technology in education, which has seen a significant increase in recent times due to the Covid-19 epidemic. Although students may be familiar with blended learning and technology, it is important for teachers to assess their level of self-efficacy in using technology effectively in education, as this has a direct impact on their ability to learn and improve their academic performance. This study investigated the level of students' self-efficacy and explored strategies to enhance it among Indonesian students who are now enrolled in an English Language Education program after the outbreak. This survey research integrated both quantitative and qualitative data analysis methods. Data was collected through interviews and questionnaires. A total of 60 students participated in this research. The questionnaire resulted in an overall self-efficacy score of 76.6% for all participants. This percentage indicates the high level of self-efficacy of the students. Each year group is classified as high. Interviews with the students served to validate the questionnaire results and further supported these findings. The majority of students use three ways to improve their English as a Foreign Language (EFL) acquisition. They participate autonomously in English language practice by improving computer skills, using online educational media and resources, and intensifying engagement with teachers and peers through communication platforms.

Problem-based blended learning: The student’s critical thinking skills in the respiratory system material

Critical thinking skills should be integrated into high school biology education through problem-based blended learning.. This study aims to determine the effect of the Problem-Based blended learning model on students' critical thinking skills in the material on the respiratory system at SMA A. This quasi-experimental study used a nonrandomized control group, pretest-posttest design involving 2 XI classes, namely the control class, which consisted of 33 students and 32 students in the experimental class. Collecting data on critical thinking skills is using a test technique. The test instrument used is a question sheet (pretest and posttest). The data analysis consisted of analysis prerequisites in the form of a normality test and homogeneity test, as well as hypothesis testing in the form of the Mann-Whitney test. This study's results indicate a significant influence on students' critical thinking skills in the respiratory system material for class XI at SMA A after applying the Problem-Based blended learning model assisted by Google Classroom. This can be seen from the average test of critical thinking skills in the experimental class, which is higher than the control class.

A Systematic Review of Blended Learning in Higher Education: Second Language Acquisition through the Community of Inquiry Framework

This study examined the application of the Community of Inquiry (CoI) framework in blended learning environments for second language acquisition in higher education. A systematic literature review was conducted using the PRISMA protocol, analyzing 25 peer-reviewed articles published between 2014 and 2023 from Scopus, Web of Science, and ERIC databases. The review investigated CoI implementation characteristics, the interplay of CoI elements, research methodologies, challenges, and best practices. Findings revealed a predominance of studies on undergraduate English learners, with mixed-methods approaches being most common. The integration of social, cognitive, and teaching presence significantly enhanced language acquisition and student engagement. Key challenges included technological integration, maintaining online engagement, effective instructional design, and addressing varying language proficiency levels. Best practices emphasized the strategic use of mobile applications, fostering online communities, enhancing teaching presence, and implementing personalized learning approaches. Gaps identified in the research included a predominant focus on English language studies, limited exploration at the graduate level, and a scarcity of longitudinal investigations examining long-term outcomes of CoI-informed blended learning. This review provided valuable insights for researchers and practitioners in blended language learning, offering a foundation for future research and implementation strategies. However, the study was limited by its focus on peer-reviewed articles from specific databases.

A Review of Academic Motivation and Student Engagement in Blended Learning Within the Chinese Educational Context

This review examines the academic motivation and student engagement within the blended learning environment in China. Blended learning in the Chinese context encompasses unique factors that shape its implementation. These characteristics are important in fostering academic motivation by catering to diverse learning needs. Student engagement is explored through the various dimensions enabled by blended learning. This review also examines the relationship between academic motivation and student engagement, highlighting that the motivational aspects inherent in blended learning contribute to sustained engagement and improved learning outcomes.

Blended Learning to Enhance Productive Skills

Blended learning, an educational strategy that blends traditional face-to-face teaching with online learning components, provides a dynamic way to improve productive skills like speaking and writing. This hybrid model takes advantage of the qualities of both in-person interactions and digital resources, allowing students to benefit from the rapid feedback and personal engagement of classroom settings while having access to various flexible online tools. Blended learning promotes more personalized and effective communication skill development by incorporating interactive digital platforms, virtual practice opportunities, and automated feedback mechanisms. This technique fits various learning styles and paces and gives a more comprehensive, adaptable educational experience. Finally, blended learning fosters enhanced mastery of productive skills, giving learners the confidence and aptitude to communicate in varied circumstances successfully.

Blended Learning in English Education: A Comparative Study of Student Engagement and Learning Outcomes

This study investigates the impact of blended learning compared to traditional instruction on student engagement and learning outcomes in English language education. Findings indicate that blended learning significantly enhances student engagement, leading to higher motivation and participation in both online and in-person activities. Additionally, students in blended learning environments show greater improvements in language skills, particularly in reading comprehension, vocabulary acquisition, and listening proficiency. The results suggest that incorporating digital resources into language education can create a more effective and engaging learning experience.

University instructors’ and students’ perceptions of blended learning and perceived determinant factors

The purpose of this study was to examine the perceptions of instructors and students towards blended learning and perceived determinant factors at Jimma University. A concurrent mixed-methods research design was used. Data were collected from 145 students and 70 instructors by using questionnaires and interviews. The findings showed that both instructors and students confirmed the lack of facilities, lack of technological knowledge, and instructors’ lack of technological pedagogical knowledge. On the other hand, both instructors and students believed that the BL approach had a positive impact on students learning. In addition, the major challenges identified were teachers’ increasing workload, lack of access to internet connections, non-compliance of learners’ educational backgrounds to permit effective use of BL, non-suitability of the approach for all learning styles, slow internet connectivity, lack of organization of blended learning materials, and lack of IT knowledge. Based on the findings of the study, it is recommended that the concerned university officials give thoughtful attention to the provision of necessary facilities to implement BL and design appropriate training and capacity-building programs for university instructors and students to increase students' and instructors’ knowledge and skills in technology use. Keywords: Blended learning; challenges; determinant factors; instructors; perceptions

The effect of OMO learning on high school students' problem-solving skills in physics

Online-merge-offline (OMO) learning in a hybrid learning space is becoming a popular pedagogy to enhance students' blended learning using appropriate technology. This investigation delves into the impact of OMO learning on developing physics problem-solving skills among high school students. A ten-week intervention employing OMO learning is implemented with 34 participants in both the experimental and control groups at a high school in Hangzhou, China. The efficacy of OMO learning is assessed through a quasi-experimental design encompassing pre- and post-assessments. The findings of this inquiry reveal: (1) The experimental group's physics problem-solving abilities are significantly impacted by OMO learning; (2) the use of cognitive tools rationally, the integration of online and offline collaborative learning, rich learning resources, and heuristic teaching all help students become more adept at solving physics problems; and (3) the cognitive load, students' lack of prior knowledge, poor self-regulation, and lack of help-seeking techniques all work against the improvement of students' physics problem-solving abilities. Suggestions are made in line with the research results and aims.

The Integration of Augmented Reality in Blended Culture-Based English Language Learning

This study examines the integration of Augmented Reality (AR) technology in English language learning based on blended culture. The research addresses two key questions: 1) How does the use of AR learning media influence student engagement in blended culture-based English learning? 2) How does the use of AR learning media affect students' understanding in blended culture-based English learning? The researcher employs a mixed-method approach with a quasi-experimental and qualitative descriptive design, involving two schools with a total sample of 60 students and 4 teachers selected through convenience sampling. Data were collected through observations and interviews to obtain qualitative data. Surveys and tests were used to gather quantitative data. The results show that: 1) student engagement increased, particularly in active participation, interaction with AR media, and collaboration with peers. 2) AR significantly enhances student engagement and understanding, with post-test scores increasing from 56.33 to 80.33 in School A and from 49.33 to 85.00 in School B. Survey results indicate that using AR technology in English learning enriches students' understanding of cultural diversity. AR allows students to engage more deeply in exploring local and target cultures, such as through interactive visualizations and culturally relevant contexts in the learning materials. This study highlights the significant potential of AR as an effective tool for enhancing the quality of English language learning through a blended culture-based approach.

Citation classics on distance and online learning: a bibliometric analysis

Purpose The purpose of this study is to identify seminal research works on distance and online learning that have had significant impact on the domain. Design/methodology/approach The authors used the SCOPUS database for this study as the data source, and a well-defined search strategy retrieved the items for analysis. First, the authors identified the h-index (n = 207) of the discipline to determine the threshold for listing the top works. The authors critically analysed these classic publications using several bibliometric parameters to present the analysis. To understand the primary focus of the classic research works, the authors also carried out a keyword cluster analysis using VOSviewer. Findings While the USA produced maximum classic research, authors from Canada have maximum research visibility in terms of citations (n = 474.06). Canada also received the highest value of RCI (1.30), followed by Taiwan and Australia. The majority of the classics are published in 67 scientific journals. Of these, Computers and Education published the highest number with a quarter of the total citations (n = 19,403). Although e-learning was the nucleus of the research theme, the authors observed that students, learning systems, online learning, blended learning, learning management systems and computer-aided instructions dominated their influence in the research cluster. Originality/value To the best of the authors’ knowledge, this is the first of its kind work in the field of distance and online learning. Findings of this study would be useful to faculty, researchers and students in the discipline to focus on the seminal works and understand their implications better in the context of the growing significance of the discipline.