Online Blended Learning Research Articles

Blended online learning: Students' perception and its effect on learning outcomes abstract algebra

In the current digital era, the implementation of blended online learning faces challenges in understanding students' perceptions and its impact on learning outcomes, particularly in Abstract Algebra. This issue is crucial to investigate, as the shift in teaching methods can influence the comprehension of complex algebraic concepts. This research aims to investigate students' perceptions and learning outcomes in abstract algebra courses of blended and asynchronous online learning. The research method used was quasi-experiment. The subject of 27 students is available without being randomly selected. Research instruments using questionnaires and tests. The test consists of eight essay questions. The questionnaire includes 27 closed-ended questions and six open-ended questions. The results showed that students perceived Abstract Algebra subjects as difficult or very difficult. Most students needed help to study the module due to material difficulty thoroughly. In addition, asynchronous online learning is ineffective compared to blended online learning. All students wanted the tutorial asynchronous and synchronous combined (blended online learning). Most students carry out online learning at home using a smartphone device. Students who use blended online learning obtain significantly higher learning outcomes than students who only take it asynchronously.

Differences in high school students’ English learning motivation and strategy use in face-to-face versus online blended learning modalities

Differences in high school students’ English learning motivation and strategy use in face-to-face versus online blended learning modalities

Effect of a training package for the prevention of ventilator associated pneumonia using a blended online learning method on the knowledge and performance of nurses working in the intensive care unit

Effect of a training package for the prevention of ventilator associated pneumonia using a blended online learning method on the knowledge and performance of nurses working in the intensive care unit

Analysis of self-regulated learning strategies used by online learners

This study is a qualitative survey research that examines the self-regulated learning strategies used by students in the blended online learning process. Participants were made up of 67 pre-service teachers studying at a faculty of education. A questionnaire form was used to determine students’ self-regulated learning strategies. The self-regulated learning strategies were classified under three themes: before the lesson, during the lesson, and after the lesson. The strategies used before the lessons were organizing the environment, planning, motivating oneself, and physiological and psychological readiness. During the online lessons, students used strategies such as taking notes, attention focusing, help seeking, effort management, self-discipline, taking a break, and time management. After the lessons, students used strategies such as reviewing records, organizing and transforming, practicing, working with additional resources, help seeking, self-testing, and completing tasks. Furthermore, the study results that were revealed to be different from the results of similar studies were discussed and recommendations for future studies were made. In addition, the study revealed that the strategies used by the students differed according to their communication modes. While synchronous and blended groups used more self-regulated learning strategies, asynchronous students used less self-regulated learning strategies.

Motivate students for better academic achievement: A systematic review of blended innovative teaching and its impact on learning

AbstractThis systematic literature review explores the impact of innovative teaching approaches on student motivation and academic achievement in online blended learning. A thorough search of five electronic databases for studies published between January 2009 and May 2023 yielded 1468 records. Following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) and Population, Intervention, Comparison, Outcome and Study‐design (PICOS) frameworks as the basis for the eligibility criteria, 47 studies were eligible and reviewed. The findings revealed that the effects of motivation were influenced by various factors, such as the blended course design, instructor's support, learning environment and the student's characteristics. The common innovative teaching and learning techniques and tools which advanced better teaching and learning were found to be interactive lessons, the use of virtual reality technology, artificial intelligence, project‐based learning, inquiry‐based learning, jigsaw, cloud computing, flipped classroom, peer teaching, peer feedback, crossover teaching and personalised teaching. These techniques positively and significantly affected motivation and academic achievement. Furthermore, results also suggest that educators should carefully consider the needs and preferences of their students when designing their courses and curricula to motivate and support students to achieve their full potential. Based on these findings, instructor support through innovative teaching and learning is vital to sustaining meaningful, innovative interactions that motivate students and promote better academic achievements in innovative online blended learning. Therefore, this study proposed a framework that illustrates that when students are well motivated, they develop personal and academic qualities such as interest, confidence, belonging, cooperation and trust in the educational experiences, resulting in better academic achievement.

Prediction of Intention to Use Social Media in Online Blended Learning Using Two Step Hybrid Feature Selection and Improved SVM Stacked Model

The development of Information and Communication Technology (ICT) along with the widespread availability of smartphones and internet connections at affordable prices, lead to the exceptional growth of social media (SM) use among all fields. The field of education that witnessed wholesome changes due to the pandemic in the form of online classes, online exams is also impacted by the rapid development of SM. This research predicts the students' intentions to use SM for learning in higher education and also tries to identify the underlying reasons for this intent. In this study, three classical machine learning (ML) classifiers- C5.0, random forest (RF) and support vector machine (SVM) have been used to predict the target variable (intent to use SM for education) using survey data collected from students studying in Indian higher educational institutions. The study also proposes a new ML classifier by combining RF and SVM. Findings of the study indicate that an individual's perceived risk, perceived ease of use, ease of communication, time and place flexibility, and gender are important predictors of the target variable. The newly proposed model's performance accuracy is 100 percent and outperforms the classical ML algorithms in many scenarios.

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.

Effectiveness of Online Blended Learning and Critical Thinking Skills of Biology Students in Indonesia: Meta-Analysis Study

This study aims to determine the effectiveness of online blended learning and critical thinking skills of biology students in Indonesia. This type of research is a meta-analysis study. This research data comes from 13 national and international journals. The inclusion criteria of the meta-analysis are publications derived from google Scholar, ScienceDirect, ERIC, Springer, and Pubmed databases, the study has two classes of experiments blended learning and conventional controls, research publications must be indexed by Scopus, SINTA and WOS, research comes from reputable journals or proceedings and sample size (N) > 20 students. Keyword data search consists of blended learning; blended learning on the critical thinking skills of biology students; students' critical thinking skills; Online blended learning. Data analysis calculates summary effect size, heterogeneity test and analyzes publication bias with JSAP application. The results of the study concluded that the summary effect size value (ES = 1.05) criteria was high and the total sample (N = 1070) of students This finding shows that online blended learning effectively encourages critical thinking skills in biology students compared to conventional learning.

The development of skills and awareness in integrating content, teaching methods, and technology in the learning management for teachers in the education sandbox, Thailand

This research aims to develop science teachers teaching in innovative educational institutions in Thailand, with a total of 68 participants, to have integrated skills in content and technology management and to increase their awareness of technology integration in the classroom. The development approach used the concept of Technological Pedagogical Content Knowledge (TPACK) combined with online blended learning, focusing on knowledge development, practical training, and application over a period of approximately three months. The data were analyzed using descriptive statistics, cross-tabulation analysis, and content analysis. The main findings of the research are as follows: 1) The trained teachers showed improvement in various aspects ranging from 17.201% to 22.727%, with the highest development observed in TPK, followed by PCK and PK. The area with the least improvement was TK. In addition, it was found that the integration of technology in instructional design by teachers tended to increase by two levels. The most commonly used technology was for learning management, followed by communication, knowledge testing, instructional media creation, and the use of educational games, and 2) the majority of teachers demonstrated an increasing awareness of integrating content management with technology in their teaching practices. They actively sought out new technological networks to support their instructional design activities. They planned their work to improve instruction through more effective use of technology. They sought additional ways to increase their knowledge and expertise in using technology in the classroom, and they expressed significant concerns about their current use of technology and its declining impact.

Online blended teaching mode based on educational psychology on ADHD students

BackgroundThe online blended teaching mode combines the advantages of online and offline teaching, providing more flexible and diverse teaching methods for modern education. However, the impact of this teaching model on students with Attention Deficit Hyperactivity Disorder (ADHD) has not been thoroughly studied. The experiment analyzes the effects of online blended teaching mode in vocational colleges based on educational psychology on ADHD students.Subjects and Methods The experiment selected 500 vocational college students, including 100 students diagnosed with ADHD. Through a semester-long online blended learning experiment, combined with questionnaire surveys, academic performance analysis, and in-depth interviews, we aim to gain a deeper understanding of the impact of this teaching model on ADHD students. The Cornell Parent Rating Scale was used to assess the student’s status, and SPSS24.0 was used to process the data.ResultsResearch shows that the online blended learning mode can enhance the learning motivation of ADHD students, with 70% of ADHD students indicating that they are more likely to concentrate. However, excessive online teaching time may make this group of students more easily distracted. Academic performance analysis shows that a reasonable blended teaching ratio can effectively improve the academic performance of ADHD students.ConclusionsThe online blended teaching model based on educational psychology in vocational colleges positively impacts ADHD students. Still, it also needs to be adjusted and optimized according to the characteristics of these students to achieve educational fairness and improve educational effectiveness.

Culinary Arts Teachers Perceived on Readiness Towards Blended Learning Implementations

Blended learning is a technique that combines in-person instruction with online learning. As a result, the students' futures become a yardstick for the teachers' knowledge during a lesson. Thus, this study aims to investigate the perception of culinary arts educators' readiness to implement blended learning in teaching and learning processes. The research was conducted using a quantitative survey method, and the participants were 63 culinary arts educators from various institutions in Johor, Malaysia. This study's design is a descriptive survey that employs a quantitative strategy via a questionnaire as a research tool. Statistical Packages for Social Science (SPSS) version 25 was used to analyze the data in both a descriptive and inferential manner. The mean, standard deviations, and Paired Sample T-Test coefficient tests were used to report the study's findings. The survey instrument used in this study was adapted from previous research and was focused on four main dimensions of readiness to implement blended learning: technology, classroom, teaching personnel, and student. The findings of this study suggest that culinary arts educators have a positive perception of their readiness to implement blended learning in their teaching and learning processes and to use face-to-face and online blended learning. Additionally, the study found that there is a significant difference between the perception of the readiness of teaching staff in the field of culinary arts when implementing face-to-face and online blended learning. The implications of this study suggest that institutions should focus on providing more support and resources for educators to improve their organizational readiness for blended learning implementation. Moreover, institutions should consider providing professional development opportunities to help educators gain the necessary skills and knowledge to effectively implement blended learning in their teaching and learning processes. Overall, the study's findings can give an overview of how prepared culinary arts educators are to apply blended learning that combines face-to-face with online instruction.

УПРАВЛЕНИЕ НА ЗНАНИЯТА ПО СТРУКТУРИ ОТ ДАННИ ЧРЕЗ СМЕСЕНО ОБУЧЕНИЕ

The authors focus on the implementation of blended learning for constructing knowledge of Data Structures. One of the challenges of blended learning is to provide a model for creating an integrated learning environment that ensures an effective learning process. The purpose is to identify key processes, learner’s roles and learning situations, as well as to propose a decomposition of the learning process into manageable learning units using a blended learning approach. An example online data structure system – one developed by the authors that implements experiential learning – is proposed as an illustration of an online blended learning component.

The Pitfalls and Glories of Online Classes among Working Students amidst Pandemic

The COVID-19 pandemic brought drastic changes in various institutions worldwide. This descriptive phenomenological study aimed to explorethe challenges and successes encountered by working students during the pandemic. This study involved ten (10) participants, composed of (1) the student officially enrolled in UM Digos College for the AY 2021 - 2022. (2) The student comes from the Department of Teacher Education, specifically in the Bachelor of Elementary Education (BEEd) program. (3) That the student has atleast 1-year residency in the program/institution. (4) That the student is working during the pandemic period. Personal experiences of working students were gathered through an in-depth online interview, with the utilization of google meet and messenger, with the help of research questionnaires and open-ended and close-ended questions to qualify the dataneeded. Colaizzi's data analysis approach was utilized in this study. The results revealed that working students had issues adjusting to the blended online learning setting. To ensure their financial independence, students often work while attending classes. The accomplishment of students taking courses currently offered online or in a blended format. As a result, students feel more accountable for their decisions and actions. Working students acquire knowledge and generate concepts they can apply to improve their personal lives and problem-solving abilities.

The Impact of Blended Online and Offline Learning on College Students

The internet is now part of our lives and online learning resources are becoming more and more available. Sooner or later these learning materials will be used by teachers and students in the classroom, which bodes well for the future of blended learning in all education and training. This paper finds another benefit of blended learning is that it makes it easier to assess students and collect meaningful data. With a wide range of experiences and learning materials available online, the use of technology in the classroom can increase student engagement and motivation. Instead of learning in a monotonous, traditional way, students are able to discuss and communicate in innovative and exciting ways, learning becomes fun, students can become more engaged and motivated, and the efficiency and effectiveness of learning can be greatly enhanced.

Effectiveness of Implementing Synchronous and Asynchronous Blended E-Learning in Stunting Prevention and Treatment Training Programs

The Covid 19 pandemic has had such a big impact on the education system, especially the National education system. In the conditions of the Covid 19 pandemic, national learning is carried out online, both formal and non-formal education (training). Related to this, the authors conducted a study on the application of asynchronous and synchronous blended learning in Stunting Prevention and Handling Training held at the Ministry of Social education and training institutions. The purpose of this study is to find out the effectiveness and constraints of implementing asynchronous blended learning and synchronous training. The method used in this study is a literature study. The results of the study show that the implementation of asynchronous and synchronous blended online learning Training on Stunting Prevention and Handling is not yet effective. This is due to the asynchronous setting being carried out only with independent asynchronous (AM) without the presence of a facilitator. The existence of a facilitator can play an important role in maintaining and maintaining the level of student learning motivation and facilitating relationships between training participants and with the facilitator. Then in the implementation of synchronous online learning Training on Stunting Prevention and Handling is also considered less effective. The main obstacle is the internet network which is not accessible to participants, especially from remote areas. So that it is very difficult for participants to follow synchronous learning as a whole.

Reflection on Experiences of First-Year Engineering Students with Blended Flipped Classroom Online Learning during the COVID-19 Pandemic: A Case Study of the Mathematics Course in the Extended Curriculum Program

The shift to remote learning during the COVID-19 pandemic presented a unique challenge for higher education in developing countries such as South Africa, where resources are distributed unevenly. The Department of Chemical Engineering at a South African university of technology used a flipped classroom blended online learning approach in an engineering mathematics course. This study describes the transition of first-year engineering students from face-to-face learning to flipped classroom blended online learning. The Laurillard conversational framework for teaching learning was used to develop the five components of blended learning pedagogy, this allows students to discover, learn, practice, collaborate, and assess (DLPCA). The chosen assessment strategies made use of adaptive learning technology via the WebAssign platform to provide formative and summative assessments as well as timely feedback to each student. The authors examined the remote teaching and learning approach using three indicators: (i) learning—students’ learning experiences; (ii) assessment—students’ academic performance and integrity; and (iii) students’ challenges. The findings had a positive impact on students’ learning and performance in the mathematics course. The limitation to the study was that the data were collected only from one university of technology and were not compared with other universities in the country. The overall findings of this study indicate that students require time to adjust to online pedagogy to ensure a smooth transition.

O.27.1 - Supporting shared decision-making: online blended learning for general practitioners and nurses: Presenter(s): Danique Bos, Amsterdam UMC, Netherlands

O.27.1 - Supporting shared decision-making: online blended learning for general practitioners and nurses: Presenter(s): Danique Bos, Amsterdam UMC, Netherlands

Blended online learning for oncologists to improve skills in shared decision making about palliative chemotherapy: a pre-posttest evaluation

PurposeTo improve shared decision making (SDM) with advanced cancer patients, communication skills training for oncologists is needed. The purpose was to examine the effects of a blended online learning (i.e. e-learning and online training session) for oncologists about SDM in palliative oncological care and to compare this blended format with a more extensive, fully in-person face-to-face training format.MethodsA one-group pre-posttest design was adopted. Before (T0) and after (T2) training, participants conducted simulated consultations (SPAs) and surveys; after the e-learning (T1), an additional survey was filled out. The primary outcome was observed SDM (OPTION12 and 4SDM). Secondary outcomes included observed SDM per stage, SPA duration and decision made as well as oncologists’ self-reported knowledge, clinical behavioural intentions, satisfaction with the communication and evaluation of the training. Additionally, outcomes of the blended learning were compared with those of the face-to-face training cohort. Analyses were conducted in SPSS by linear mixed models.ResultsOncologists (n = 17) showed significantly higher SDM scores after the blended online learning. The individual stages of SDM and the number of times the decision was postponed as well as oncologists’ beliefs about capabilities, knowledge and satisfaction increased after the blended learning. Consultation duration was unchanged. The training was evaluated as satisfactory. When compared with the face-to-face training, the blended learning effects were smaller.ConclusionBlended online SDM training for oncologists was effective. However, the effects were smaller compared to face-to-face training. The availability of different training formats provides opportunities for tailoring training to the wishes and needs of learners.

Mothers’ experiences of engaging in blended online learning in higher education

ABSTRACT In order to realise career and personal goals, as well as financial autonomy and security, many women are pursuing higher education alongside the role of motherhood. Student-mothers face many challenges when engaging in higher education, and many fail to complete their studies. This phenomenological study applies a feminist lens to the choices, motivations and barriers experienced by student-mothers. Data from two focus groups were analysed inductively through a feminist lens to identify emerging themes.The three main themes emerging from the data were: (1) student-mothers’ considerations for engaging in blended online learning; (2) the challenges for student-mothers studying through blended online learning; and (3) self-actualisation through blended online higher education. This research makes an important contribution to the literature by illuminating the study-work-life conflict experienced by student-mothers engaging in blended online learning. The findings of this research have implications for both higher education providers and policy makers. The findings highlight the barriers and facilitators facing mothers’ return to study via blended online learning and provide key insights for addressing these. Future research would benefit from exploring these issues with a larger and more diverse sample considering the perspectives of mothers from different language, socioeconomic and cultural backgrounds.

Perceived benefits from peer-support among family caregivers of people with amyotrophic lateral sclerosis and cognitive impairments in a palliative rehabilitation blended online learning programme.

Family caregivers of persons with amyotrophic lateral sclerosis and cognitive and/or behavioural impairments (PALS/CIs) experience various challenges and needs, including emotional and practical support from peers. Various forms of peer-support have shown different strengths and weaknesses; however, little is known about how family caregivers of PALS/CIsinteract with and perceive virtual face-to-face peer-support. The aim of this study was to understand how caregivers of PALS/CIsinteract with and perceive virtual face-to-face peer-support in a palliative rehabilitation programme designed to promote targeted palliative rehabilitation initiatives for caregivers of PALS/CIs. A qualitative design using participant observations of 17 recorded virtual group-facilitated meetings from two rounds of a 4-month intervention was performed. The Medical Research Council framework, the inductive interpretive description methodology and the theoretical framework of Sense of Coherence guided the study. Nineteen participants, divided into four groups, were included. Three themes emerged: 'Relating my situation to others', 'Making room for forbidden thoughts' and 'Longing for normalcy'. The themes reflected the various ways participants interacted in online group meetings and how the interactions evolved around practical, emotionaland forbidden thoughts. Sharing personal and sorrowful concerns and frustrations engendered feelings of trust and a sense of belonging, which empowered the participants to address their genuine wish and longing for normalcy with all the trivialities of which ALS/CIs had robbed them. Virtual face-to-face peer-support can enable caregivers of PALS/CIsto share experiences of everyday life challenges that cannot always be shared elsewhere. Being able to relate to and learn from other'sexperiences alleviated feelings of loneliness, frustration, and concerns and thereby enhanced comprehensibility, manageabilityand meaningfulness. Online palliative rehabilitation interventions should provide an opportunity for caregivers to meet regularly in interactive group meetings. Familiarization takes time online and is necessary to improve their sense of feeling safe to share their deepest thoughts. Such group interventions, facilitated by trained healthcare professionals, offer a means to support dynamic group interactions and discussion of sensitive topics.