Blended Learning Mode Research Articles

A34Designing and implementing a National Simulation Faculty Development Programme for Wales (Sim FD Wales)

Simulation faculty should be trained and competent [1, 2]. A strategic objective of the Health Education and Improvement Wales (HEIW) Simulation team is to provide equitable access to a standardized simulation faculty development programme across Wales. A consultation process involving meetings, focussed discussions and webinars with key stakeholders, educators and clinicians from a range of professional backgrounds was carried out. The following priority areas were identified: development of a tiered programme supporting a competency-based approach to develop educational skills, knowledge and behaviours required to deliver high quality simulation-based education and training (SBET) in safe learning environments to promote interprofessional SBET and offer flexible and accessible faculty training opportunities. A tiered programme framework consisting of 3 standalone courses (essential, advanced and expert) comprising 4 blended learning modules each, was designed collaboratively and informed by the literature [2,3]. Following content mapping and creation by experts, the Essential Course was launched in October 2022. It entails 5 hours of self-directed e- learning followed by a 5-hour facilitated (virtually or face to face) session, fully funded by HEIW. Advanced Course content is under development, due to commence in March 2024. Thirty-eight participants completed the essential course between October 2022 and February 2023, Learners were asked to rate the usefulness of each e-learning module on a Likert scale, with 1 equating to ‘not at all’ and 5 to ‘very much’. The number of participants that evaluated each module and reported them ≥4 is as follows: ‘Introduction to simulation’ Evaluation of the essential course e-learning modules Response rate to the evaluation of the face-to-face sessions was 24/28 (86%) and 8/10 (80%) for the virtual session. All responders 32/32 (100%) rated the face to face and virtual sessions ≥4 regarding relevance and usefulness, with 31/32 (97%) agreeing that the learning objectives were met. Common themes identified as ‘most useful’ were the ability to practise running a scenario and opportunity to practise debriefing and gain feedback. The Essential Course of the Sim FD Wales Programme has been well received and evaluated so far. Uptake has been high, with demand outstripping places available. Further evaluation is required to determine the effectiveness and impact of each course and the programme as a whole. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Undergraduate dental student’s perception regarding E-learning method versus Traditional classroom-based method: A questionnaire-based study

Objectives: The objective of this questionnaire-based study is to investigate the perception of undergraduate dental students on E-learning and traditional classroom-based learning and how a blended mode of studies is beneficial for the students. Material and Methods: A survey of 20 questions regarding students’ perception toward e-learning and traditional classroom-based learning during COVID-19 was formulated using the Google Forms and circulated among undergraduate dental students all over the state of Maharashtra. Results: A total of 849 survey forms which were completely filled were considered in the analysis. Conclusion: 535 (63.0%) students agreed that the e-learning method of education did not prepare them well for the practical part of the curriculum, whereas 617 (72.7%) students reported that activities included in e-learning should be blended with traditional classroom-based learning to make them more interesting and 531 (62.5%) students reported that blended mode of education would help to overcome drawbacks of traditional classroom-based learning. Furthermore, 526 (62.0%) students reported that the application of a blended mode of learning would help to overcome the problems faced by them during the e-learning mode of education alone.

Impact of Blended Instruction on Reading Comprehension for Urdu Language Students

The primary objective of the present study was to look into what happened when a certain strategy was used with mixed learning strategies like blended learning module with a certain group of people, which is an educational technique that integrates online and conventional instructional methods, often used in the domains of language education for native speakers, non-native speakers, and those studying language as a foreign language. This study looked at whether or not a mixed approach to education may improve students' reading skills in the classroom. The results of this study suggest that students' reading skills in Urdu as a local language might benefit greatly from the use of blended learning.

Investigating Blended Learning Mode in Translation Competence Development

There has long been a consensus that translation competence is a multi-componential construct, encompassing linguistic, strategic, and extra-linguistic competence. In this digitalized age, when translators are required to work with complex discourses (e.g., multimodal discourses), the cultivation of translation competence also calls for new insights apart from the traditional face-to-face teaching method. To that end, this study applies the blended learning mode to a translation course so as to enhance students’ translation competence. The application of this blended learning mode is detailed in this article. A quasi-experiment is also carried out to assess the influence of this blended course on the development of participants’ translation competence. Participants’ perceptions of this blended learning mode are also examined. Our results suggest that this blended course improves participants’ translation competence, including their knowledge competence, technological competence, and professional competence. On the whole, participants are satisfied with this learning mode, particularly in terms of the appropriateness, sustainability, and multimodality of the blended course.

Exploration and Practice of Blended Teaching Model in Textile Chemistry Course

Higher education of postpandemic has undergone significant transformations compared to prepandemic standards. Various blended teaching models, including online/offline blending, flipped classroom, etc. have been rapidly developed. This paper presents a method of blended teaching for undergraduate Textile Chemistry curriculum based on its characteristics and the limitations in our college while ensuring high educational standards and students’ satisfaction. Firstly, it proposed the necessity of practicing blended learning in Textile Chemistry. Then, it designed and constructed the online teaching resources for this course. Finally, the new blended learning model was conducted on the sophomore experimental class. Feedback from students showed that blended learning mode is suitable and accepted by most of the students, and it has improved the course’s classroom efficiency.

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.

School learning modes during the COVID-19 response and pre- to during pandemic mental health changes in a prospective cohort of Canadian adolescents

PurposeConsiderable debate centered on the impact of school closures and shifts to virtual learning on adolescent mental health during the COVID-19 pandemic. We evaluated whether mental health changes differed by school learning modes during the pandemic response among Canadian adolescents and whether associations varied by gender and perceived home life.MethodsWe used prospective survey data from 7270 adolescents attending 41 Canadian secondary schools. Conditional change linear mixed effects models were used to examine learning mode (virtual optional, virtual mandated, in-person, and blended) as a predictor of change in mental health scores (depression [Centre for Epidemiologic Studies – Depression], anxiety [Generalized Anxiety Disorder-7], and psychosocial well-being [Flourishing scale]), adjusting for baseline mental health and covariates. Gender and home life happiness were tested as moderators. Least square means were calculated across interaction groups.ResultsStudents learning in a blended learning mode had greater anxiety increases relative to their peers in other learning modes. Females learning fully in-person and males learning virtually when optional reported less of an increase in depression scores relative to their gender counterparts in other learning modes. Learning virtually when optional was associated with greater declines in psychosocial well-being in students without happy home lives relative to other learning modes.ConclusionFindings demonstrate the importance of considering gender and home environments as determinants of mental health over the pandemic response and when considering alternative learning modes. Further research is advised before implementing virtual and blended learning modes. Potential risks and benefits must be weighed in the context of a pandemic.

Sociological insights: Designing pedagogically sound blended learning programs in enabling contexts

Higher education is currently experiencing an increasing focus on the use of innovative teaching methods to engage student cohorts within an atmosphere of shrinking university budgets. In this milieu, blended learning (BL), or integrating audio-visual materials into current face-to-face course designs, has become an increasingly attractive option that increases flexibility for students whilst adhering to challenging budgetary demands. In this paper, implementing BL in two sociology courses of an Australian university???s pathways program will be subject to critical reflection. Enabling pathways are free open-access programs offered to people who do not have the qualifications required for direct entry into an undergraduate degree program. We disseminated a suite of BL modules during 2019. These modules included visual learning objects featuring experts within their disciplinary fields and have a focus on bringing sociological theory into a real-world context. This paper aims to critique this pedagogical practice within a widening participation framework. We will examine the challenges of teaching students from under-represented backgrounds, including flexibility, engagement and infrastructure, and suggest a new pedagogical framework to address these challenges in a supportive environment.

Construction of Ideological and Political Mixed Teaching in Higher Education under the Digital Transformation

This article focuses on the current demands for reform in ideological and political education in higher education, within the context of the digital information and communication era. Specifically, it proposes a plan for integrating ideological and political education into higher education courses using the widely-used blended learning mode in a digitally transformed environment. This plan aims to leverage digital teaching methods, such as the development of multimedia courseware, to enrich classroom teaching content, increase student engagement and learning outcomes, deepen students' understanding and awareness, and enable them to effectively absorb a wealth of information in a limited time. By subtly linking the process of learning professional knowledge with their personal, social, and national development, this plan seeks to foster a professional education philosophy that cultivates "socialist successors."

Implementation of Blended Learning Modality in the New Normal

Implementation of Blended Learning Modality in the New Normal

Home-Based Enrichment Activities for Science 9 (Biology): Effects on Students’ Academic Performance and Science Engagement

This study aimed to develop Home-Based Enrichment Activities specifically designed for Science 9 and assess their impact on academic performance and engagement of Grade 9 students attending public high schools in the Philippines during the first quarter of the school year 2022-2023. This study employed both descriptive and quasi-experimental research methods. The instruments included the validated pre-test and post-test assessments, a survey questionnaire for teachers, and a survey sheet for students. The data was collected from (60) students, (15) high school teachers and (15) master teachers in science in public schools. The data gathered were statistically analyzed using weighted mean, percentage, independent-samples t-Test, paired t-Test, and z-Test. Results showed that the control group exhibited lower mean scores (4.33 and 29.33) in the pretest and posttest compared to the experimental group (13.97 and 38.20), indicating a significant improvement in performance of the students, further affirming the positive impact of the developed Home-based enrichment activities on academic performance. The experimental group also expressed a high level of science learning engagement, demonstrating strong involvement, effort, and preparation in science lessons as manifested by the grand weighted mean of 3.88. Recommendations include incorporate home-based enrichment activities into blended learning modalities, particularly in modular distance learning to help students to learn the lesson and answer their modules on their own and increase students’ achievement in Science. Additionally, these supplementary activities can also provide valuable support to students who are at risk of failing a specific subject due to time constraints and challenging learning tasks within their modules.

Research on the Influencing Factors of University Students’ Learning Ability Satisfaction under the Blended Learning Model

At present, the learning ability satisfaction of university students under the blended learning mode is low, and this has an impact on the effect of teaching and students’ learning experiences. In order to effectively improve learning ability satisfaction, empirical research and a structural equation model were used to explore the influencing factors of university students’ learning ability satisfaction. This study identified the influencing factors of university students’ learning ability satisfaction under the blended learning model, and constructed a structural equation model of these factors based on their relationship with learning ability satisfaction. The model was verified and optimized to determine the weight of factors that affected university students’ learning ability satisfaction. The study showed that the external and internal factors with the greatest effect on university students’ learning ability satisfaction were resource support and learning self-efficacy, respectively. Internal influencing factors had a greater impact on the satisfaction of university students’ learning abilities than external factors. This study will expand the existing research perspective on learning ability satisfaction, provide important references for improving curriculum design and teaching effectiveness, and provide a theoretical basis for solving various practical questions caused by low learning ability satisfaction in teaching practice.

Teachers' Pedagogical Practices in Relation to Students' Motivation in Blended Learning

The emergence of the new normal in education has brought about the need for effective classroom management strategies from teachers and an unwavering commitment to learning from students. In this vein, this study aimed to investigate the relationship between teachers' pedagogical practices and students' motivation in blended learning modality. The research was conducted in one of the private institutions in Ozamiz City, Philippines. The descriptive-correlational research design was used in the study, 120 college students as respondents and were selected through purposive and quota sampling techniques. Researcher-madeTeachers' Pedagogical Practices and Students' Motivation in Blended Learning Questionnaires were used in gathering the data that were analyzed using Mean and Standard Deviation as well as Pearson Product-Moment Correlation Coefficient.Results revealed that teachers' pedagogical practices in blended learning were to a very great extent and the level of the students’ motivation was very high. It was also found that the teachers’ pedagogical practices had very high influence on the students’ motivation in the learning modality used. The study concluded that the practices of teachers in delivering education to the students had an impact on how motivated the latter were in their studies. Thus, it is recommended that teachers continue to enhance and innovate their pedagogical practices in blended learning to keep the students highly motivated in the teaching-learning process.
 

Bringing active learning, experimentation, and student‐created videos in engineering: A study about teaching electronics and physical computing integrating online and mobile learning

AbstractActive learning (AL) is a well‐known teaching method in engineering because it allows to foster learning and critical thinking of the students by employing debate, hands‐on activities, and experimentation. However, most educational results of this instructional method have been achieved in face‐to‐face educational settings and less has been said about how to promote AL and experimentation for online engineering education. Then, the main aim of this study was to create an AL methodology to learn electronics, physical computing (PhyC), programming, and basic robotics in engineering through hands‐on activities and active experimentation in online environments. N = 56 students of two engineering programs (Technology in Electronics and Industrial Engineering) participated in the methodology that was conceived using the guidelines of the integrated course design model (ICDM) and in some courses combining mobile and online learning with an Android app. The methodology gathered three main components: (1) In‐home laboratories performed through low‐cost hardware devices, (2) Student‐created videos and blogs to evidence the development of skills, and (3) Teacher support and feedback. Data in the courses were collected through surveys, evaluation rubrics, semistructured interviews, and students' grades and were analyzed through a mixed approach. The outcomes indicate a good perception of the PhyC and programming activities by the students and suggest that these influence motivation, self‐efficacy, reduction of anxiety, and improvement of academic performance in the courses. Even, the PhyC activities can reduce the differences in academic performance between women and male students and promote their improvement toward excellence with better results for courses combining online and mobile learning. Similarly, women students preferred to use more often tutoring services and had a better perception of the teacher's feedback than their male pairs. The methodology and previous results can be useful for researchers and practitioners interested in developing AL methodologies or strategies in engineering with online, mobile, or blended learning modalities.

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.

Rescue and Firefighting Operations During Incidents Involving Alternatively Powered Vehicles. Gas Propulsion

Aim: The purpose of this article is to present the most important information and conclusions about gas-powered motor vehicles and the associated risks during fires and local emergencies. An additional area of consideration for the article’s authors is the challenges that emergency services may encounter during rescue and firefighting operations involving such vehicles. Introduction: Technological advances in propulsion systems used in vehicles and machinery pose a variety of challenges for fire protection. It results in the evolution of known threats and the emergence of new ones. Among other things, these developments have a significant impact on the technologies of rescue operations during fires and traffic accidents involving vehicles with different propulsion systems (increasingly using gaseous fuels). Equally important is ensuring fire safety when operating such vehicles. Methodology: On the basis of a review and analysis of the literature on the subject, as well as available research results, conclusions have been formu- lated regarding the fire safety of gas-powered vehicles. Aspects relevant to conducting rescue and firefighting operations involving such vehicles were taken into account. Conclusions: Necessary measures to improve fire protection, including the conduct of effective rescue and firefighting operations during incidents involving alternatively powered vehicles include: 1. Keeping as accurate a record as possible of fires and local emergencies involving the vehicles in question. 2. Urgently developed and updated educational materials that allow training, both for the rescuers and commanders of KSRG units, in blended learning mode, and systematically conducted such training. An example of this is the educational platform prepared by CNBOP-PIB in 2009 for OSP rescuers (rescue operations) and rural residents (handling emergency situations). The platform is still in place today, and although it needs updating, it has been used successfully for many years for training and professional development of a wide range of the rescuers. 3. A rescue database of vehicles involved in incidents urgently prepared and made available to the rescuers of firefighting units that are part of the KSRG. Such a base should be established immediately or be available on terms convenient to the rescue units (such as CRS or ERG). Keywords: alternative propulsion, CNG, LNG, methane, LPG, ethane, propane, methanol, fuel cells, emergency cards, fire safety

Effect of an Inquiry-Based Blended Learning Module on Electronics Technology Students' Academic Achievement

Technological advances have led to a change in teaching strategies applied inTechnical and Vocational settings.Aneffective teaching strategyisneededto addressissues encountered in the traditional learning processof Electronics TechnologyStudentsatMalaysian Vocational College.Blendedlearning is one of the best teaching strategies for Electronic Technologycoursesas itis in line with the 21st-centurylearning,especially in promoting student-centredand life-long learning. This study looksat the impact of an Inquiry-BasedBlended Learning (IBBL) moduleon the students’ achievement inthe Industrial ElectronicsEquipment Problem Solving (IEEPS)Course,inan Electronic Technology Program. This study uses an experimental study designthroughthe quasi-experimentalmethod to evaluate the effectiveness of the module. The comparison of achievement between anexperimental group and a control group was conducted based on the pre-test and post-testprotocol.The findings of the evaluation phase through the t-test showed that there was a significant difference (p<.05) between the experimental group and the control group. This indicated that using anInquiry-Based Blended LearningModule was effective to help the studentto improve their achievement in Industrial Electronics Equipment Problem Solving Course. Therefore, theinquiry-basedblended learning module has thepotential to be applied by instructors and students in the Vocational Collegesetting.

Development of Blended Learning Modules to Improve Critically and Creativity Thinking of Students

This study aims to develop a blended learning module for health behaviour and ethics courses to improve critical and creative thinking for students of the faculty of health and science. This research refers to the 4-D development model. The research data were obtained from the population of first-semester students of the faculty of health and science who took courses in health behavior and ethics. The samples of this study were students from the health and science faculty of UNIPMA, namely class 1A of the Pharmacy Study Program, which amounted to 18, and class 1A of the Sports Science Study Program, which amounted to 17, bringing the total combined class to 35 students. Data were collected utilizing observation, tests, and questionnaires. Data analysis was carried out using descriptive statistical analysis techniques. The results showed that the Blended Learning Module was developed to improve students' critical and creative thinking skills during the Covid-19 pandemic.

Effectiveness and Acceptability of Laboratory Experiment Videos in Blended Chemistry Learning

The COVID-19 pandemic has changed most of the world's norms, from people's lifestyles to the education system. The transition from offline to online teaching, communication barriers inherent in online teaching, preparation, and teaching style were just a few of the difficulties faced by the instructors. On the other hand, problems with the content included creating new materials and using multimedia tools, among other things. This study aimed to determine the effectiveness of using laboratory experiment videos instead of hands-on experiments as an alternative to the blended learning modality. Furthermore, this study also investigated the acceptability of the developed videos from the learners' perspective. According to the study's findings, blended learning for chemistry is successful and acceptable when laboratory experiment videos are included. Students' performance improved significantly from their pretest to posttest when exposed to several teaching strategies for chemical reactions, including lectures, hands-on laboratory activities, and the presentation of videos of laboratory experiments. As a result, utilizing laboratory experiment videos in blended chemistry learning can be an effective tool and approach for delivering education and assisting in the teaching and learning process for teachers and students.

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.