Blended Strategy Research Articles

Exploration and Application of Three-stage Strengthening Mode based on Massive Open Online Course to Improve Students’ Competence in Electrocardiogram Interpretation Skills

Electrocardiogram (ECG) is a widely common diagnostic test in clinical practice. However, research has shown that residents and medical students cannot analyze ECG skillfully. In this study, we explore a three-stage strengthening mode based on massive open online course (MOOC) to improve students’ competence in ECG interpretation skills. We carry out the first stage in a diagnostics course, in which instructors adopted online and offline blended mode for the teaching method of ECG with clinical medicine students in grade 2018 based on MOOC. We compare scores of ECG interpretation skills for 91 students in grade 2018 with 81 students in grade 2016 to evaluate the effect. The second stage concerns studying internal medicine, in which we divide students in grade 2018 into two groups with 49 students in group A and 42 students in group B. Group A strengthened their ECG interpretation skills when learning about heart diseases. The third stage pertains to rotation in the internal medicine department in the internship period. Some students in group A continued to receive intensive training. Students in group B had no reinforcement arrangement in the second and the third stage. Students in grade 2018 took graduation tests at the end of their internship. We use the scores on ECG interpretation skills in the graduation examination to evaluate the strengthening effect between group A and group B. The result of the first stage shows that scores on ECG interpretation skills in the final exam in grade 2018 were 19.32 ± 4.62 points, which is higher than those of grade 2016, whose points were 16.89 ± 5.30 (total scores in both grades were 30 points). Difference is statistically significant. Scores on the graduation examination in group A were 38.89 ± 16.81 points, and those of group B were 26.86 ± 15.43 points (total score was 60 points), with statistical difference between these two groups. The three-stage strengthening mode based on ECG MOOC is an effective method to improve students’ ECG interpretation skills. Results show that an online and offline blended teaching strategy is superior to the traditional lecture method. Repeated practice is necessary for improving ECG interpretation competence. Students in the strengthening program group had better grades in the graduation examination.

Use of instructional videos to teach mechanical systems analysis based on the finite element method in a class with local and overseas students

AbstractInstructional videos have the advantage of delivering visual and verbal learning materials simultaneously and they can be used for teaching. The aim of this study is to evaluate the learning outcomes in Mechanical Systems Analysis based on the Finite Element Method for video‐based teaching blended with face‐to‐face education. Forty‐five students whose first languages are English, Mandarin and others participated in a survey to evaluate learning outcomes. The learning outcomes were analyzed using the one‐sample Chi‐square test or binomial test. The correlation between the usefulness of the text‐based and video‐based learning materials and the first language of the students was analyzed using the Pearson Chi‐square test. P values smaller than 0.05 were assumed to be statistically significant. Overall 34 students found video‐based learning materials very useful whereas 10 students found them useful resulting in a statistically significant difference. Twenty‐four students found text‐based learning materials very useful whereas 20 students found them useful without statistically significant difference. Student cohorts speaking English and Mandarin as their first language found video‐based learning materials significantly very useful. Video‐based learning materials can be used to improve learning outcomes in courses with computer applications and students can benefit from a blended teaching strategy regardless of their first language.

Teaching and learning of physical sciences grade 11 in rural schools through rural blended learning strategy

The aim of this paper was to explore how teaching and learning of physical sciences using rural blended learning strategy (RBLS) in rural schools occurred. A qualitative case study design was used to collect data from a from a rural school. Hence, it was a purposeful sampling strategy with one physical science teacher and his 45 learners. Data was collected through classroom observation, semi-structured, and focus group interviews. The study found that issues such as digital divide, poor training of teacher, incorrect teaching approaches, workloads, poor parental involvement remain challenges in rural areas, even though the teacher experienced effective institutional support and exposure to e-learning. As such, we noted his ability to create Google Classroom (GC) and WhatsApp platforms and their effective use, even though the same could not be said about the use of video conferencing (VC) platforms. Issues like workload were cited as the barriers to the implementation of RBLS. The teacher also carried on with teacher centered methods, which were not effective not only for the learning of science but also for the implementation of blended learning. Therefore, the teacher failed to flip the classroom. Learners on the other hand found RBLS to be inducing their self-directed learning and motivation. We recommend that more prolonged training on the use of RBLS should be provided, not only to teacher but also to the learners. Department of basic education should engage network providers on the provision of zero-rated data for educational applications such as GC and VC platforms while school governing bodies provide institutional support to both learners and teacher.

Modality-Based Assessment Practices and Strategies during Pandemic

Assessment, which is an essential component of the entire educational process and determines whether or not learning capabilities are obtained, can be used to evaluate the success of educational activities. Since in-person training was banned in an attempt to curb the virus's transmission, education was one of the industries most affected by COVID-19. To adhere to the Basic Education Learning Continuity Plan, educational settings underwent modifications during the epidemic. This study examines the ways in which teachers coped with the transition from traditional face-to-face education to online assessments of students' learning. A survey questionnaire was sent to 55 instructors from Zamboanga City and Zamboanga Sibugay with the goal of gathering information on assessment practices and techniques based on the modalities of learning utilized to evaluate student learning during the epidemic. The study aims to assess the efficacy of several modular assessment methods, such as activity sheets, quizzes, summative exams, specialized projects, and call-based oral recitations. The research examines the use of blended assessment practices like output compilation, competency learned journals, and processbased assessment through online interviews in addition to blended assessment strategies like online paperless tests, video-recorded demonstrations, and live video call assessments. This research is significant for educational institutions and stakeholders in evaluating the relevance and efficacy of various assessment procedures and strategies utilized by instructors during the pandemic.

DISCRIMINANT ANALYSIS IN DETERMINING THE DIFFERENTIATING FACTORS OF BLENDED LEARNING SUCCESS IN EDUCATIONAL INSTITUTIONS

Blended learning has become an increasingly popular approach in the educational field because it combines traditional/conventional learning with digital technology-based learning. However, the success of implementing blended learning in educational institutions can be influenced by various different factors depending on the characteristics of the educational institution. Therefore, this study aims to analyze the differentiating factors that influence the success of blended learning in educational institutions. The discriminant analysis method in this study was used to identify and determine the differentiating factors that distinguished the high success blended learning group from the low success group. Research data was collected from various educational institutions that have implemented blended learning in their curricula. The results of the analysis show that there are several significant differentiating factors between the high and low success groups in applying blended learning. Some of these factors include Implementation Standards and Guidelines, Infrastructure and Technology mastery, Learning Strategy, Human Resources, Learning Content and Learning Environment. This research makes an important contribution to the development of more effective blended learning implementation strategies in educational institutions. By understanding the differentiating factors that influence success, educational institutions can increase their efforts to create a conducive learning environment and improve the quality of student learning outcomes.

Blended Language Learning Strategies used among Religious School Leavers in an English Language Course

Although much research has been done on university students' language learning strategies in EFL and ESL settings, little has been written and said about 21st-century university students and the strategies they use to improve their second language skills. The importance of English in today's world is undeniable suggesting a need to conduct study on the learning strategies used by today's learners, particularly university students, to improve their English language skills. Therefore, the goal of this study is to discover the learning strategies that a group of undergraduates used to learn the language through a blended learning approach. One-to-one semi-structured interviews, focus group interviews, students' reflective journals and documentation were used to collect data, which were then analyzed thematically using Nvivo12 software. A total of 12 first-year undergraduate students from a public university participated in this study. Three themes emerged from the data analysis which are the categories of Blended Language Learning Strategies (BLLS) namely, in-class strategies, out-of-class strategies and online strategies. The findings revealed that when using a blended learning approach to learn English, participants employed a combination of strategies in both contexts - inside the classroom and online settings. Implications and suggestions are offered for instructors or language practitioners, specifically in tertiary education settings.

Nitrogen Utilization and Loss of the Tea Plantation System on Sloped Farmland: A Short-Term Response to Substitution with Organic Fertilizer

(1) Background: Excessive nitrogen (N) fertilizer application in tea plantations leads to challenges such as soil acidification and nitrogen loss, impending the sustainable development of the plantation system. Yet, there is a lack of research on blended fertilization strategies, and limited data regarding N loss when substituting with organic fertilizer. (2) Methods: A year-long field monitoring experiment was conducted to evaluate the effects of substituting compound fertilizer with organic fertilizer, specifically with respect to runoff N loss and uptake of chemical fertilizer N by tea trees. (3) Results: The annual runoff N loss ranged from 0.16 to 0.57 kg·hm−2 and accounted for a mere 0.22–0.48% of N from fertilizer applications. Substitution with organic fertilizer reduced runoff N loss by 21–53% and improved the tea tree utilization efficiency of chemical fertilizer N from 16% to 27%. A 50% organic fertilizer substitution (based on the amount of N) promoted a net soil N mineralization rate, creating an ammonium-rich environment favored by tea trees. (4) Conclusions: The positive effects of partially substituting N fertilizer with organic fertilizer in tea plantation systems on both N utilization efficiency and N loss were confirmed. If conditions permit, the study team would aim to expand the temporal scope of the study, and to investigate the impact of organic fertilizer substitution on N loss under various precipitation intensities.

PENGARUH PENERAPAN BLENDED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS PADA MATA KULIAH PROGRAM LINEAR

This research is motivated by the current post-pandemic conditions which have caused lost learning which has an impact on student learning outcomes. This study aims to determine: Does the blended learning strategy have a significant effect on students' mathematical creative thinking abilities in linear program courses. The type of research used is quantitative research using the Pre-Experimental method. The population in this study were active students at the University of Muhammadiyah Tangerang, and through a probability sampling technique, the sampling technique used in this study was a saturated sampling technique where the sample was not randomly selected and there was no control variable. The population in this study were 5th semester students who took the Linear Program course. A sample of 20 people was obtained consisting of 5th semester mathematics education students. The data collection instrument used a mathematical creative thinking ability test. While testing the hypothesis using the t-test. It is known that more than 60% of students have a fairly high ability to think creatively mathematically, students do test questions using different methods and strategies. The results showed that blended learning-based learning had a significant influence on students' mathematical creative thinking skills in linear program courses.

A 2024 scientific update on the clinical performance of drug-coated balloons.

Continuous advances in the field of interventional cardiology have led to the development of drug-coated balloons (DCB). These represent a promising device for overcoming the well-known limitations of traditional metallic stents, which are associated with a persistent yearly increased risk of adverse events. This technology has the ability to homogeneously transfer the drug into the vessel wall in the absence of a permanent prosthesis implanted in the coronary vessel. Robust data support the use of DCB for the treatment of in-stent restenosis, but there is also currently growing evidence from long-term follow-up of large randomised clinical trials regarding the use of these devices in other scenarios, such as de novo small and large vessel disease, complex bifurcations, and diffuse coronary disease. Other critical clinical settings such as diabetes mellitus, high bleeding risk patients and acute coronary syndromes could be approached in the upcoming future by using DCB, alone or as part of a blended strategy in combination with drug-eluting stents. There have been important scientific and technical advances in the DCB field in recent years. The purpose of this paper is to review the most current data regarding the use of DCB, including the mid- and long-term follow-up reports on the safety and efficacy of this novel strategy in different clinical and angiographic scenarios.

STRATEGI PEMBELAJARAN BERBASIS BLENDED LEARNING PADA PROGRAM STUDI PENDIDIKAN IPS FIS UNNES

The aim of this research is to find out what kind of support the Social Sciences EducationStudy Program provides as a policy maker in implementing blended learning-basedlearning strategies; to find out the extent of the use of blended learning-based technologyin the FIS UNNES Social Sciences Education Study Program; to analyze theimplementation of blended learning-based learning strategies in the FIS UNNES SocialSciences Education Study Program.The research method used is descriptive with a qualitative approach. The research subjectis the academic community of the Social Sciences Education Study Program. Datacollection through interviews, observation and documentation with data validity testingusing triangulation methods and data analysis techniques using interactive analysis.The results of the research found that the blended learning-based learning strategy in theFIS UNNES Social Sciences education study program was running well. Support fromlecturers, students, study program coordinators, faculties and universities really supportsthe implementation of this. One of the existing policies is the curriculum and supportinginfrastructure.

Medicaid Reimbursement for Community Health Workers: A Comparative State Policy Analysis with Implications for Indiana

Background: Community health workers (CHWs) promote health education, address social determinants of health, and bridge the gap between healthcare systems and underserved populations, but the lack of sustainable funding remains a challenge to greater CHW utilization. Medicaid reimbursement has been identified as a promising mechanism to fund CHWs, however, state policies vary widely. A comparative policy analysis can guide future reimbursement strategies.
 Methods: We conducted a comparative policy analysis of Medicaid reimbursement for CHWs. State government websites and legal databases were searched utilizing keyword search terms related to CHWs and Medicaid reimbursement. We identified and analyzed relevant statutes, regulations, and administrative codes for reimbursement mechanism, rates, supervision, certification, and scope of practice.
 Results: 26 states currently reimburse CHWs through Medicaid; 3 states started reimbursement in the last six months. 16 states authorize payment through State Plan Amendments (SPAs), 3 use Section 1115 demonstration waivers, 10 use Medicaid managed care organization contracts, and 4 use blended strategies. 13 states require certification and supervision for reimbursement, although the supervising licensed professional can vary. The scope of practice of CHW also varies between states. There is a large range for reimbursement rates; for example, billing code 98960 currently used by 14 states varies from $9.70 in Indiana to $55.25 in Arizona for a 30 minute visit.
 Policy Implications: This study can inform sustainable reimbursement models through Medicaid for CHWs in Indiana and other states. An SPA may be the most expedient way for Indiana to increase reimbursement for CHWs, but its narrowness and inflexibility could hinder CHWs' positive impact. The variety of strategies currently in use demonstrates that there is no single path to sustainable financing. Protocols for a set of scoping reviews will result from this comparative analysis for more in-depth investigations of key peer-reviewed and grey literature.

Research on blended foreign language teaching strategies integrating intercultural competence cultivation

Research on blended foreign language teaching strategies integrating intercultural competence cultivation

Blended Teaching Method Using Self-Made Video and Dropbox Platform

Students nowadays, particularly Generation Z and Alpha, tend to lose interest and drop out of class when they are only exposed to lectures and PowerPoint presentations. This traditional technique has limits concerning restricted time due to the syllabus. The lecturers must compete to complete it and cannot repeat if students do not attend class to prevent disrupting the learning schedule. Given the extent to which technology was employed during the COVID-19 pandemic, utilizing blended learning to solve the issue would be a prudent choice. Thus, the main objective of this project is to apply blended learning, wherein the lecturer records and uploads instructional videos on the online platform, Dropbox after in-person classes. The self-made teaching videos link will be shared with the students via WhatsApp after the face-to-face learning session ends. 108 Diploma and Degree students who enrolled in Business Mathematics course from Universiti Sultan Zainal Abidin, Terengganu, Malaysia were involved with this teaching method. Through the use of this blended learning strategy, over fifty per cent of the students were able to retain and improve their final exam grades. The students were expressed their satisfaction on this contemporary learning approach by giving high rating for the evaluation teaching course. This project proved that self-made videos as teaching materials and Dropbox as a sharing medium are one of the most effective choices for making learning more comprehensive and accessible. The shortcomings of traditional learning can be addressed by combining in-person instruction with instructional videos. This teaching method should be applied to other courses to ensure its efficacy across a broader range.

The Influence Of Collaborative Blended Learning Through Written Small Group Discussion Model On High School Students’ English Writing Skills

This research explored the effectiveness of the Collaborative Blended Learning model through Written Small Group Discussions (CBL through WiSGuD) on enhancing students' exposition text writing skills. The study utilized a quantitative approach, employing a MANOVA analysis to assess changes in students' abilities to articulate ideas, structure texts, and use language effectively within a collaborative learning setup. Data were gathered from students' writing assignments, which were analyzed based on content, text organization, vocabulary, language use, and writing mechanics. Results indicated significant improvements in all assessed areas, demonstrating that the CBL through WiSGuD model substantially enhances students' writing skills. These findings support the hypothesis that collaborative learning environments contribute positively to students' ability to construct coherent and persuasive texts, particularly in exposition writing, which demands high analytical and organizational skills. The study underscores the importance of incorporating collaborative and blended learning strategies in educational curricula to improve specific academic skills and foster essential 21st-century skills such as teamwork and effective communication. The implications of these findings are critical for educators aiming to enhance students' writing competencies and prepare them for collaborative and communicative demands of the professional world. Future research might consider longitudinal studies to evaluate the long-term impacts of such educational interventions across various learning contexts and disciplines.

Factors Impact on Fine Art Major Student’s Continuance Intention to Blended Education of the Public Universities in Chengdu Region

A blended learning strategy combines traditional in-person instruction with online education. During the COVID-19 pandemic, traditional face-to-face teaching has been severely challenged. Blended learning, which combines the advantages of traditional learning methods and online learning, has gradually been widely adopted by the majority universities in China. The objective of this quantitative research is to investigate the elements that influence students majoring in painting at Chengdu’s public colleges and universities’ continuance intention to engage in blended learning. The information systems success model, the expectation confirmation model, and the theory of planned behavior provided the intellectual foundation of this research. It is assumed that the five latent variables of information quality, system quality, perceived usefulness, satisfaction, and attitude have the significant impact on continuation intention. The study adopted quantitative research, selected three public colleges and universities in the Chengdu area, and stratified sampling students who had experience in blended learning, obtained valid questionnaires, and explored the key factors affecting college students’ continuous use of blended education in the post-epidemic era. Based on the conclusion of this study: the attitude of the target students had the greatest impact on continuance intention. These factors also provide guidelines for schools to implement blended learning in teaching and learning environments.

Active Blended Learning Model for Teaching IoT Application Development Course: A Case Study

Abstract—Traditional University learning approaches in Software Engineering, focusing on students listening to lecturers, then individually performing tasks is an isolating experience, a long way from the inherently collaborative approach in the workforce. Active learning focuses on student-centered learning in a much more authentic experience. This paper focuses on experiences in developing a course in the transnational education context involving a partnership between Indian and Australian universities. It highlights the design of a technical Software Engineering course for Internet of Things (IoT) application development with blended and active learning strategies and focuses on insights gained from implementing this curriculum for two different cohorts at an Indian university. Keywords—Active Learning, Blended Learning, IoT, Student Engagement, Embedded System, Software Engineering.

Exploring the Influence of Social Media Marketing on Generation Z’s Purchase Decision in Tamil Nadu

This study analyzes the impact of virtual amusement publicizing on the purchase decisions Old enough Z in Tamil Nadu. As cutting edge local people, Age Z is significantly powerful by means of online amusement stages, which essentially impacts their buyer conduct. The exploration centers around understanding how online entertainment promoting methodologies, for example, powerhouse supports, designated ads, and intuitive substance, shape the purchasing decisions of this segment. A blended strategy approach was utilized, joining quantitative overviews and subjective meetings to assemble extensive information. The review incorporated an example of 500 respondents matured 18-24, while inside and out interviews were led with 20 members to acquire further experiences. Discoveries uncover that web-based entertainment promoting assumes a pivotal part in the buying choices of Age Z in Tamil Nadu. Key elements affecting these choices remember trust for virtual entertainment powerhouses, saw genuineness of the substance, and the intuitive idea of web-based entertainment crusades. Also, the review features the significance of customized advertising and companion suggestions in driving buy conduct. The exploration presumes that organizations focusing on Age Z ought to use web-based entertainment stages actually, zeroing in on genuineness, commitment, and personalization to impact buy choices. These bits of knowledge can assist advertisers with growing more viable systems to associate with and convert this well informed customer bunch.

Blended Learning with Mobile Learning Tools in Financial Curricula: Challenges, Opportunities, and Implications for Student Engagement and Achievement

This study explores the impact of teaching strategies for blended learning, which combines mobile learning with traditional classes in financial curricula in Taiwan. The aim of this study is to address the challenges and opportunities of using digital technology in education, especially in the context of the COVID-19 pandemic and the popularity of social media apps among young students. The study adopts mixed methodologies, including questionnaires and qualitative analysis, to examine whether integrating LINE@ and Zuvio apps into the blended learning strategy enhances students’ class engagement, learning experience, and overall achievement. The results show that the blended learning strategy significantly improves students’ learning outcomes, especially in elective courses. The qualitative analysis also reveals the strengths and weaknesses of using different mobile learning tools. It highlights a blended learning model, emphasizing the value of effective teacher-student interaction, and demonstrates that digital technology complements traditional face-to-face teaching. Teachers can give students more confidence in using these digital tools, thereby enhancing the quality of teaching. Furthermore, this study suggests the need for teachers to consider their students’ and courses’ characteristics and needs when implementing blended learning. The study contributes to the literature on blended learning and Finance education. It provides insights and suggestions for teachers and researchers who want to implement blended learning strategies in other disciplines and contexts.

The impact of the blended learning strategy for outstanding performers in learning the skills of sending and receiving volleyball for students

The aim of the research is to identify the impact of the blended learning strategy for those with outstanding performance in learning the skills of transmitting and receiving volleyball for students, as well as knowing the preference in the effect between the two groups (experimental and control). (I used with it the strategy used by the teacher) on a homogeneous sample of fifth preparatory students, numbering (24) students, who were chosen through the two measures of distinguished motor performance for the skills of sending from above (tennis) and receiving from the bottom of the research community consisting of (150) students After excluding a number of students in the School of Literary Newspapers for Boys in Baghdad Governorate - Al-Karkh II, the two skills of forwarding facing from the top (tennis) and receiving transmissions from the bottom were chosen by the researchers, and they conducted the exploratory experiment on a sample of (10) students from (with distinguished motor performance ) for the two aforementioned skills from the research community and from outside the research sample, they were chosen through the two measures of distinguished motor performance for these two skills, then they conducted pre-tests to ensure the equivalence of the two groups, to start with the main experiment from one starting point, and after applying the educational units amounting to (12) educational units at an average One educational unit per week for each group, after which the post-tests were conducted under the same conditions as the pre-tests. After processing the data statistically, the two researchers reached the most important conclusions: There is a positive effect (of the blended learning strategy) and (the strategy used by the teacher) in learning the skills of sending from above (tennis) and receiving from below in volleyball in the research sample, in varying proportions. There is a preference for blended learning strategy over the strategy used in learning these two skills.

​​ACTIVITIES DESIGN STRATEGIES OF BLENDED ENGLISH GRAMMAR TEACHING IN HIGHER VOCATIONAL COLLEGES​

The outbreak of COVID-19 has made online teaching an important part of daily teaching. In the post-epidemic period, blended teaching will inevitably become a new teaching form in teaching activities, bringing a new classroom revolution and learning revolution to English grammar teaching in higher vocational colleges. Therefore, based on the characteristics analysis of EFL learners’ learning behavior, colleges and universities should transform the teaching methods with the combination of information technology and depth fusion of education teaching. It is important to make full use of the Massive Open Online Course (MOOC), Small Private Online Course (SPOC) and flip classroom teaching methods by the cohesion of course activities to improve the teaching paradigm online. Besides, with the help of intelligent platform to make out the learning behavior analysis data is also available which is benefits to content visualization, network class differentiation, entity classroom interaction and intelligent teaching management, realizing the "internet + intelligent" education, to build more high-quality courses. This paper is to adopt two classes students by different teaching methods, which are blended teaching method and traditional teaching method to explore the students’ learning behavior influential factors and activity design for blended teaching mode framework. Based on SPOC blended teaching course into the actual grammar teaching, this study discusses the English grammar blended teaching strategy for EFL learners. The aim is to improve the teaching efficiency of teachers and students' learning ability, and provide theoretical guidance for the design of the blended teaching mode of English grammar in higher vocational colleges.