Blended Module Research Articles

Use of virtual learning environments in blended modality of the martha bucaram de roldos higher institute, in Lago agrio, Ecuador.

Use of virtual learning environments in blended modality of the martha bucaram de roldos higher institute, in Lago agrio, Ecuador.

Adults’ Perceptions of Studying English in Face-to-Face, Online, and Blended Modalities

Adults’ Perceptions of Studying English in Face-to-Face, Online, and Blended Modalities

Learning Experiences of Social Studies Teachers in Blended Modality: A Phenomenology

The pandemic has indeed drastically changed the way education is delivered, and the ways in which teachers creatively hone student’s mind based on existing curricula. In particular, the online blended distance learning is a topic of interest, hence, this phenomenological study seeks to probe using in-depth interviews the struggles, coping mechanism, and educational insights of social studies teachers. A total of thirteen (13) participants were chosen using non-probability purposive sampling method and data was analyzed using Colaizzi’s thematic analysis. Only Araling-Panlipunan teachers from secondary basic education schools were chosen to participate in the semi-structured interviews. Based on the findings, it was revealed that the participants had faced struggles in the implementation of the online blended distance learning, which are encompassed by the following themes: (i) Struggles in terms of Connectivity and Technological Issues, (ii) Lack of Time in checking the outputs of the students, and (iii) Grappling Need for contextualized delivery of modified instructional materials with its two subthemes, (a) Design of educational resources (i.e., modules, videos, alternative activities) and (b) Delivery of instructions and assessment of performance. They also utilized coping mechanisms such a (i) flexibility and initiative, (a) effective time management, and (b) embracing change and adaptation in the new normal education. Lastly, when asked about their educational insights, the following themes emerged (i) Be Conversant about Contemporary Issues, (ii) Empower Oneself with Dynamic Learning Environment, and, (iii) Improving Competence in Technology and Internet Exploration.

Collaborative pathways

This extended abstract delineates a collaborative endeavor between the School of Communication & Design and the Learning Design team at RMIT Vietnam. The project’s core objective was to uplift and reimagine blended learning approaches across selected courses. In line with the growing body of research endorsing the role of academic-designer partnerships in fostering technology-enhanced learning (Ellis et al., 2016; Nihuka & Voogt, 2012; Huber & Jacka, 2022; McDonald & Mayes, 2005), this initiative thrived on the close collaboration between academics and learning designers. What sets our approach apart is the non-homogenized implementation of blended learning changes. Instead of uniformly transitioning courses from face-to-face to a blended format, changes were specifically tailored based on the needs and learning outcomes of each course. This bespoke approach, combined with our multifaceted support framework and adaptive project management strategies, ensured that the course design was both effective and reflective of individual course characteristics. The multifaceted support framework leveraged initial design workshops to establish core principles and a shared vision, codesign of initial proof of concept course modules, design templates, a central site providing blended learning exemplars and pedagogical resources and ongoing consultations. Embedded throughout these were foundational frameworks for online and blended learning including Backward Design and Community of Inquiry (Wiggins & McTighe, 2005, Garrison et al., 2001). New tools to support active, social, asynchronous learning were also integrated into the LMS. Adaptive project management strategies addressed challenges as they arose. The transformed courses showcase innovative blended learning approaches personalized to disciplinary contexts, leading to positive measurable impacts. Academics reported feeling empowered by new skills gained through the collaboration and this positive reception extended the reach of the program, providing a catalyst for academics not directly involved to implement the approaches and tools used in the program in their own course design. Despite its success, the initiative was not devoid of challenges. Different priorities necessitated compromise, and academics required additional support to adapt to new the new technologies and pedagogical strategies. The project’s collaborative nature proved instrumental in surmounting these hurdles, enabling learning designers to progressively build academic involvement whilst addressing issues central to blended learning implementation in a Vietnamese context such as lack of familiarity and experience with blended learning (Le et al., 2021). The outcomes of this collaboration underscore the value of leveraging complementary expertise of academics and designers. Beyond elevating technology-enhanced learning, the project fostered mutual understanding, leading to wider impacts than initially anticipated. Insights gained can inform effective collaboration strategies and highlight organizational enablers to nurture such relationships and promote the move to blended learning and uplifting of courses on a larger scale. This tailored approach not only represents a best practice example in the TEL context but also signifies a progressive step in the broader landscape of higher education, which is rapidly evolving towards online and blended modalities. While our experience is grounded in the Vietnamese context, the inherent flexibility and adaptability of our methods make it a model that can be replicated and customised for diverse tertiary educational settings globally. As higher education continues its evolutionary trajectory, academic-designer collaborations such as this one, rooted in blended learning enhancement, will grow in significance. The insights and methods presented here offer valuable pointers for those aiming to advance pedagogical innovation.

A Case Study of Secondary Science Teachers in Utilizing Online Tools in Blended Modality

Educational institutions are keeping up with changes in time. When COVID-19 hindered the traditional face-to-face classroom set-up, several forms of education, including blended learning, had to be implemented. Blended learning was possible due to the current advancement in science and technology. Applications and online tools are available for teachers and learners to ascertain the continuity of education. Hence, this study explores the online tools and applications utilized by science teachers, challenges encountered, and coping mechanisms teachers utilize to counter challenges. Moreover, this study employs a case study approach to ascertain that the data gathered are contextualized and specific. The results revealed that teachers utilized online tools like Class Point, Quizziz, E-class (Moodle), Kahoot, and Peer Deck. Challenges encountered by teachers include Lack of Digital Competence, Incompatibility of the application to the gadget used, Unstable internet connection, Lack of access to online tools premium features, and Lack of student engagement and direct supervision. Moreover, the teachers' coping mechanisms include Using differentiated and collaborative activities and emphasizing authentic submission of outputs. To effectively develop and implement these tools, it is necessary to comprehend and attend to the needs of secondary science teachers who have shared their experiences using online tools in a blended modality.

Student Readiness on the Blended Learning Modalities of the Philippine Merchant Marine Academy: An Assessment

This mixed-method research aimed to assess student readiness on the use of blended learning modalities at the Philippine Merchant Marine Academy. It examined the level of readiness towards self-directed learning, online student engagement, and the level of student satisfaction among the midshipmen to assess the effectiveness of these lesson delivery blends.
 1CL, 3CL, and 4CL midshipmen officially enrolled in the 1st Semester of the School Year 2022-2023 were surveyed online to establish their demographic profile, their level of readiness in terms of self-directed learning and online student engagement readiness, and their level of student satisfaction. A semi-formal interview asked the faculty about their preferred blend or combination of modalities. The SPSS was utilized to analyze the results.
 When grouped according to year level, 4CL Midshipmen demonstrated lower Self-Directed Learning Readiness and Online Student Engagement than the senior cadets. When grouped according to program, BS Marine Transportation midshipmen were more self-directed and satisfied than the BS Marine Engineering midshipmen. Faculty favored the face-to-face and online asynchronous blend.
 Gleaning on the results of the study, an assessment tool (PMMA Blended Modalities Readiness Survey for Incoming 4CL Midshipmen) was proposed to address the identified challenges. The recommendations also included the incorporation of the proposed assessment tool into the Quality Operations Manual to serve as guidelines in the implementation of blended learning modalities. A competence assessment between colleges, strengthened collaboration between the IT department and the colleges, midshipmen digital literacy training, and faculty training on digital tools for online learning facilitation were also recommended.

Blended learning for the “multi-track” undergraduate students in Ghana in an adverse era

The sudden emergence of the COVID-19 pandemic led to a paradigm shift in the status quo of education. Institutions globally migrated from traditional face-to-face (F2F) learning to online learning to achieve the objectives of Sustainable Development Goal Four (SDG 4). However, Ghana and its peer countries experienced unique challenges which hindered smooth online instruction delivery. Since 2017, Ghana has subscribed to a multi-track year-round education (MT-YRE) for its students at the Senior High School level because of limited physical capacity. In the wake of COVID-19 with its social distancing norms, the failure of online learning compelled some universities in Ghana to adopt the multi-track system temporarily for its undergraduates. In this phenomenological qualitative study, a snowball sampling technique was used to solicit interview data from undergraduate students (n = 20) in some selected universities on their perceptions of the MT-YRE and future education delivery. Thematic analysis suggests that blended learning is a way to mitigate the “challenge-ridden” online learning and as a solution to the MT-YRE. In the MT-YRE, learners experienced academic anxiety and complained about its intensive nature although there was a positive teacher-student relationship and peer-to-peer relations. They perceived their online experience in 2020 as ineffective and called for a blended modality of instruction for better social interactions. The rapid use of mobile technologies and social media was considered an enabler of blended learning. It is recommended that policymakers, school authorities, and educators implement a blended learning model tailored to the needs of learners post-pandemic.

Learning Style and Performance in Mathematics of Senior High School Students Using Online Blended Learning Modality

Teaching and learning mathematics are a significant concern in any educational system and became more challenging during the pandemic when an online, blended learning modality is being implemented. Hence, this descriptive-comparative-correlative research study sought to determine the dominant learning style and level of performance in general mathematics of the 222 senior high school students using online, blended modality during the school year 2021-2022 when they are grouped according to sex and tracks. The researcher made use of a standardized Learning Style inventory and a researcher-made test questionnaire which has a content-validity index of 1.00 indicating a high validity and a Cronbach’s alpha of 0.901 which indicates a very high reliability. Results showed that the dominant learning style of the Grade 11 students is auditory, while their performance level in General Mathematics is average; there is a significant difference in their performance in General Mathematics when students are grouped according to tracks; and there is no significant difference between the learning style and level of performance in General Mathematics of the senior high school students [X2(220)=0.335,p=0.656]. Thus, students’ learning styles is not a sole factor on how well they perform in general Mathematics. There might be other aspects such as study habits, math anxiety, grit, and the like which can be further investigated by future researchers.

Building awareness, interest, and readiness towards college course through work immersion

Work immersion is required before graduation for senior high school students that aims to prepare the students for college life, particularly for humanities and social sciences (HUMSS) students. Despite the restriction in face-to-face classes and prohibiting industry-based experience, teachers need to build the students’ awareness, ignite their interest and uplift their readiness for college courses. So, teachers decided to implement work immersion via a blended modality wherein students experience school-based and online work immersion. This study aimed to build the HUMSS students’ awareness, interest, and readiness for college courses. A practical action research design was utilized to measure the variables before and after the work immersion implementation. Hence, survey questionnaires and interviews were the data collection tools employed to collect both quantitative measures and qualitative descriptions of experiences. The findings show that the students have low awareness, interest, and readiness for their preferred college courses before implementing work immersion in a blended modality. However, after two months of implementation, all variables become high and significant differences exist before and after the implementation. The work immersion using a blended modality effectively increased students’ awareness, interest, and readiness for college courses. However, they suggested having more webinars and activities, more learning materials, frequent face-to-face interactions, parents’ involvement during the webinar, and a student committee for communication.

Exploratory analysis of an e-learning course based on micro-videos to improve the preparation of the undergraduate dissertation in Spanish context

The Bologna Declaration (1999) and the implementation of the European Higher Education Area have opened a new panorama of learning. In Spanish Universities, an Undergraduate Dissertation (UD) is the final step on the developmental period of undergraduate students. However, there are usually no previous subjects during the undergraduate course that prepare the skills required at the UD, especially autonomy. Therefore, there are great difficulties for students. To end this training gap, a face-to-face training course was designed, and another one based on micro-videos was designed in 2019–2020. Based on the Self-Determination Theory, the aim was to know if a training course based on micro-videos is more effective for making students feel more prepared for UD, than the face-to-face method. A quasi-experimental method has been used with a comparative approach between groups. A mixed methodological approach has developed. For exploratory data analysis, independent two-sample t-tests and Pearson’s bivariate correlations were performed. An hermeneutic analysis of the content of the interviews was carried out. All the students (n = 34) in both groups showed an improvement in the preparation to successfully pass the UD. The main difference found between the two modalities of the course was the more analytical and concrete organization. Qualitatively, more perceived autonomy was found in the micro-video group. However, the results were inconclusive. A blended modality could be considered in the future, with the most flexible and aesthetic structure of micro-videos but with the advantages of face-to-face communication.

Blended Teaching

Blended teaching is the strategic combination of instruction in two different modalities: online and in-person (Graham, 2021). This article addresses the question of why instructors choose to teach in a blended modality. It also addresses seven common challenges to student engagement that intentional blended strategies can help to overcome. A few practical examples of strategic blends are provided. Finally, two research-based competency frameworks are shared to help blended instructors increase their awareness and self-evaluation of core pedagogical skills for effective blended teaching.

Orientation Online

This design case documents the reimagination of new faculty orientation for a mid-sized public university due to the COVID-19 global pandemic. This fully virtual iteration was facilitated during the summer of 2020 and is compared both to previous in-person iterations of new faculty orientation as well as a blended modality version of the orientation program offered in 2021. The redesign is explained using language from Puntedura’s (2006) Substitution- Augmentation- Modification- Redefinition (SAMR) model of technology application in distributed learning. Such terminology provided a helpful common vocabulary for a design team pressured to determine which elements of orientation needed to be fully reimagined for successful virtual implementation and where simple substitution would suffice. A description of synchronous elements from the fully virtual orientation as well as artifacts from the asynchronous portions is included. A lack of formal evaluation for the reimagined new faculty orientation space is shared as an element of design failure. The informal evaluation uncovered attendee appreciation of both flexibility and recursiveness, feedback our design team used to combat criticism of a lack of attention during virtual events. The paper concludes with a reflection on the need for transparent communication between event attendees, event designers, and other key invested partners (such as university administration) if the benefits of virtual orientation programming are to be adopted for our institution beyond emergency modalities.

Results of the use of Moodle in the subject of knowledge management

The emergence of virtual learning environments has perfected academic training. At the University of Granma, Cuba, the blended modality is used in the Bachelor’s Degree in Economics, with the use of Moodle. The objective of the research was to show the results of using it in the Knowledge Management subject taught in this degree. The research was developed under a descriptive, non-experimental quantitative approach. A survey was applied to the 15 students who received the subject. The main results indicate that the platform was easy to use (66.6%), it favored interactivity in the educational process (100%), the contents met their expectations (80%), the teacher showed mastery of the subject (86.67 %), was always available (100%), contributed to their learning by clarifying their doubts (66.6%); some considered connectivity inadequate (46.6%). It is concluded that Moodle is feasible for achieving skills and knowledge in this matter.

Development and Quality Management to Achieve Equity in Higher Education: Policies and Tools

ABSTRACT This article presents an investigation carried out within the Regional Observatory Project for Quality and Equity in Latin America (ORACLE), an Erasmus + initiative financed by the European Union (with more than 35 Latin American Universities involved), conducted in 2018 and 2019 in the Institute of of Education (IE) at Universidad ORT Uruguay. The objective was to identify vulnerable groups and to gather information about the visibility and impact of the developed policies on quality of inclusion in higher education, as well as gathering data about possible improvements in the management system to achieve equity. The methodology approach is mixed. In terms of the visibility of inclusive practices in the postgraduate degrees, all bodies identify a positive impact, especially due to the access to scholarships, the blended modality of the courses, the ease of access to bibliography and learning resources, and the personalized accompaniment of teachers during all stages of their educational process at the Institute of Education. Some guidelines for new strategies to ensure quality for equity have been presented to other universities involved in the project and are being taken as an example of good inclusion practices in the region and for the joint development of equity management tools.

Diseño de un sitio web de aprendizaje de inglés mediante el modelo ADDIE

This paper describes the design of a website for the teaching and learning of English at Universidad del Cauca, Colombia, according to the ADDIE instructional design model to provide academic alternatives with the support of web-based technologies. The prototype of a website capable of hosting English courses managed through virtual or blended modality is the concrete result of this study. Although the low number of courses hosted and oriented on the website may be a limitation, the information collected allowed the tool sophistication throughout the process. This study contributed to apply the ADDIE model for designing a web tool to manage English courses at Universidad del Cauca.

Realidades y retos en el uso de las TIC en educación, por la emergencia sanitaria provocada por el COVID-19

The paper first addresses the educational policies dictated at the international and national levels to deal with the health emergency caused by COVID-19. The main objective of these policies has been not to stop the teaching-learning processes, moving from face-to-face and blended modalities to an online modality, trying not to neglect aspects such as educational quality. Afterwards, those dictated and implemented by the University Network of the University of Guadalajara (U. de G.) are analyzed. Then, the reality faced by the professors of the Centro Universitario del Norte (CUNorte) to continue their teaching work is described. Finally, the challenges in the short, medium and long term, related to the use of information and communication technologies (ICT), such as the lack of training in digital platforms and tools, computer equipment for work, obsolescence of the same and problems of Internet connectivity, among others.

Virtual exhibition for design workshops. Some experiences at DiARC_ University of Naples “Federico II

In the following we describe some conceptual steps and problematic nodes concerning the theme of new and integrable ways of laboratory teaching aided by advanced computer tools developed at the Architectural and Urban Composition Studio or Final Architectural Studio of the five-year single- cycle degree courses in Architecture and the Master’s degree course in Architectural Studio at the DiARC of the University of Naples “Federico II” held – - in the academic years 2019-20 and 2020-21 – and coordinated by Renato Capozzi with the collaboration of Nicola Campanile, Gennaro Di Costanzo, Roberta Esposito, Oreste Lubrano, Claudia Sansò and Francesca Spacagna. The contribution, starting from a questioning of the potentialities but also of the limits of a didactics of the project according to the D.a.D. or blended modality according to a wider perspective of heterotopic sense of Foucauldian matrix in the paragraph “Real VS Virtual”, is articulated in three more technical related paragraphs: “The 3D models”; “Elaboration of the sharing interface”; “Experiences of virtual exhibitions”. The essay ends with some provisional “Conclusions” that reflect on the actual potentialities and development prospects of the combined use of the technologies employed. While the text “3D Models” analyses the main techniques for the production of virtual models to define the spheroidal environment in which the exhibition is to be located and the fundamental elements (graphics and models) for the construction of the exhibition’s itinerary or multiple itineraries, the following section describes the phases of elaboration of the multimedia product to be shared on the web or through other media, offering the user autonomous navigation in the exhibition spaces and a strong interactivity of its contents. At the end, the main experiences of virtual exhibitions produced in 2020 and 2021 are reported and exhibited for the first time on 28th November 2020 (only for a part related to the annus terribilis 2020) in the Researcher’s European night, promoted by MEET me TONIGHT “Faccia a Faccia con la ricerca”, Link city | DiARC UNINA neaPòlis Scuola Politecnica e delle scienze di base – Università degli Studi di Napoli “Federico II” through the system: Jitsi Meetings.

Promoting the integration of technology in teaching: An analysis of the factors that increase the intention to use technologies among Italian teachers

AbstractBackground: The rapid spread of COVID‐19 forced many countries to adopt severe containment measures, transferring all didactic activities into virtual environments. However, the integration of technology in teaching may present difficulties, especially in some countries, such as Italy. Objectives: The present study analyzed how the two main factors of the Technology Acceptance Model (TAM), namely perceived usefulness and perceived ease of use, combined with online teaching self‐efficacy, were associated with the intention to use technology to teach. We posited a moderated moderation model in which perceived usefulness represented the main predictor, with self‐efficacy and perceived ease of use as moderators of intention to use technology to teach. Method: The model was tested through multiple regressions, using the PROCESS macro on SPSS 26 with a sample of 178 upper secondary school teachers in Italy. Results and conclusions: Regressions showed that each variable significantly predicted the intention to use technology. In addition, a moderation effect of self‐efficacy on the perceived usefulness of using technology was found for medium and high‐level of perceived ease of use of technology. Implications: The present study provides targeted implications for distance education policy and practice to promote its adoption (or the blended modality) in Italian upper schools.

Current perspectives on public mental health training provision: a scoping review

Purpose Public mental health training can effectively support well-being at a population level. The application of this type of training is increasingly prevalent, however, training evaluation is currently limited and inconsistent. This paper aims to summarise the characteristics of public mental health training available in England, presents key quality criteria for this training and identifies gaps in training provision. Design/methodology/approach This paper uses a pragmatic mixed-methods approach including database and Google Searches, focus groups and survey methods. The data analysis included a structured data extraction template for the training availability scoping and thematic analysis of the survey and focus groups. Findings This paper identifies a total of 74 training courses targeting workplace employees, young people and the general population. Most courses were delivered face-to-face (54), followed by e-learning (16) and blended modalities (4). This paper derives four core quality principles, focussing on the training approach, key features of training, trainer attributes and evaluation. There were no significant gaps in training provision, although areas for future development included consistency in public mental health terminology, systems and populations requiring additional training and the logistics of training delivery, etc. Originality/value The results contribute to the evidence base of interventions that are currently available, supporting the efforts to evaluate the impact of training provision in this area. This paper provides a novel approach to assessing training quality and discuss areas for development and innovation in this field.

University professors and blended learning from the perspective of the students

This article is developed with the purpose of making possible the strengthening of the diversification of educational modalities and institutional decision-making in the Autonomous University of Baja California. The results of a descriptive exploratory study are shared, which contributes in a relevant way to the construction of a diagnosis of current needs for specific teacher training for the operation and assurance of educational quality in blended learning. It reflects on the origin of the blended modality, its current configuration and characterization in the institution, as well as an initial quantitative exploration of the training needs of teachers who operate in this modality, from the perspective of the students. It is reiterated that teachers from all over the world, particularly those of higher education, must be prepared to guide future generations for the appropriation of their learning processes, with a positive attitude and developing technological skills.