Blended Online Research Articles

Innovative integration of the “W + Flipped Classroom” and “B + BOPPPS” teaching models for enhanced learning outcomes

BackgroundWith the demand for more effective and engaging teaching strategies in higher education, there is an imperative to blend traditional and innovative methods to optimize student learning outcomes. To address this educational need, this study sets out to design and evaluate a hybrid learning approach that integrates a flipped classroom based on working process systematization (termed “W + flipped classroom”) teaching design with blended online and offline methods based on the BOPPPS (bridge-in, objective/outcome, preassessment, participatory learning, post assessment, summary, termed “B + BOPPPS”) teaching model and explore its application effects in the field of biological separation engineering.MethodsThe undergraduate class of 2020 majoring in biomedical engineering from Huanghuai University was designated the control group (n = 74), while the undergraduate class of 2021 was chosen as the experimental group (n = 79). The control group received traditional teaching methods. The experimental group adopted the integrated “W + flipped classroom” and B + BOPPPS teaching models. After the conclusion of the teaching period, comparisons were made between the two groups in terms of course objective achievement, academic performance, and critical thinking skills. A survey was distributed to assess learning effectiveness. Semistructured interviews were conducted with teachers and students from the experimental group to evaluate teaching effectiveness.ResultsThe integrated “W + flipped classroom” and B + BOPPPS teaching models significantly improved the academic performance and critical thinking skills of the experimental group. The teaching evaluation revealed high levels of acceptance among both teachers and students, along with improved satisfaction with the teaching methodology.ConclusionThe integration of the “W + flipped classroom” teaching design with the “B + BOPPPS” teaching model provides a scientific foundation for future teaching reforms. This study serves as a valuable reference for implementing the OBE philosophy, enhancing learning outcomes, achieving engineering education accreditation, and cultivating high-quality applied talents in the field of bioengineering at applied universities.

The Application of Blended Online and Offline Teaching Methods in College English Public Courses

In the multimedia age, college English is gradually adopting a hybrid teaching method between online and offline. The hybrid teaching method has the advantages of face-to-face teaching and network teaching. Internet technology provides technical support for the combination of traditional classroom and virtual learning environments, provides personalized learning experiences for students, improves the teaching quality of teachers and optimizes the learning effect of students [1]. The online-to-offline hybrid teaching method ADAPTS to the development trend of education and conforms to the basic national conditions of China. Because of this, this paper will analyze the challenges, value and significance of blended teaching method in college English public courses, and on this basis, focus on analyzing the innovative path of adopting blended teaching method in college English public courses to provide some inspiration and suggestions for college teachers to carry out blended English teaching.

Inclusive education: Bridging the gap between online and face-to-face teaching modalities

In the post-COVID-19 era, higher education institutions worldwide are increasingly adopting a blend of online and face-to-face teaching. The pandemic-induced shift to remote learning has prompted concerns about the inclusivity of online education compared to traditional classroom settings. This study aimed to evaluate the principles of inclusive education across both modalities, drawing on the experiences of (85) students from Birzeit University during the second semester of the 2022-2023 academic year. Three courses were examined: Scientific Research Methodology, Applied Action Research in Inclusive Education and Special Education, and Advanced English Language. Following a qualitative approach and descriptive analysis, the study collected data through students' reflective journals, in which they described their experiences with both teaching modes. The analysis was guided by UNESCO's 2017 inclusive education framework categorized into four domains: diversity and alignment in teaching methods, active participation and interaction, accessibility of educational materials and equity and justice. Findings indicated that although students generally perceived face-to-face teaching as more inclusive, there are potential benefits of a blended approach were also acknowledged, suggesting that combining online and face-to-face methods could enhance inclusivity. The study recommended a blended teaching approach to improve accessibility and flexibility, providing options that accommodate students' diverse needs, preferences and impairments. Additionally, it emphasized the importance of equitable access to technology and the internet to overcome barriers in hybrid learning, ensuring that no student is left behind.

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.

Assessing Nurse Educators' Competencies for Adopting Blended Learning in the Skills Labs in Uganda's Public Nursing Schools

Blended learning has become an integral part of nursing education, offering a blend of online and face-to-face instruction that enhances learning experiences, particularly within skills labs. However, the effectiveness of blended learning largely depends on the competencies of nurse educators in utilizing digital tools and methodologies. This study assessed the competencies of nurse educators in Uganda's public nursing schools concerning blended learning adoption. Data was collected from 40 randomly selected nursing educators in 4 public nursing schools in Uganda The findings indicate significant inadequacies: only 25% are proficient with Learning Management Systems (LMS) like Moodle, 20% can effectively use platforms like Zoom and Microsoft Teams for synchronous sessions, 30% are adept at using social media platforms such as WhatsApp and YouTube for informal learning and networking, and merely 12.5% are proficient in using television videos as supplementary educational resources. These results highlight a critical need for targeted professional development and training programs to enhance the digital competencies of nurse educators. Addressing these gaps is essential for the effective implementation of blended learning, ultimately aiming to improve the quality of nursing education in Uganda and foster the development of skilled nursing professionals.

Research on Dance Education in Universities Based on Online and Offline Blended Teaching

With the rapid development of educational informatization, the transformation of teaching methods has become an inevitable requirement for the long-term development of education, which also puts forward higher requirements for the work of art education in universities. With the development of network technology, online and offline hybrid teaching modes came into being. This mode uses the Internet, cloud computing and other technologies to provide students with a diversified and adaptable expansion teaching mode. As a branch of art teaching in universities, college dance should focus on innovative teaching methods, construct a blended online and offline teaching model, broaden educational channels, and enrich educational resources. Based on this, the article analyzes and studies the blended teaching of online and offline dance education in universities, explores the advantages and challenges of blended dance teaching, analyzes the necessity of blended teaching in online and offline dance teaching in universities and proposes specific educational strategies for reference.

Technology-empowered Blended Learning: A Case Study of Contemporary American Society and Culture Course

Under the background of integration of technology and higher education, this paper probes the question whether technology can advance liberal education, especial the critical thinking capability required by liberal education, in English major. The paper first identifies English major as a part of the humanity and social science disciplines, in which liberal education is essential and indispensable. Since liberal education emphasizes the capability of critical thinking, the paper then asks whether the integration of technology can promote the student’s critical thinking and therefore facilitate liberal education. The paper then applies the eight principles of critical thinking (TERRIFIC Principles) to evaluate the blended teaching of Contemporary American Culture and Society (CACS), a core course of English major at the Faculty of English Language and Culture, GDUFS. After examining the textbook, syllabus, program setting, teaching practice and assessment of CACS, it is found that blended online and offline teaching is better at developing the student’s capability of critical thinking than traditional offline teaching. The paper concludes that technology-empowered learning is conducive to liberal education.

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

Instructors’ experience and acceptance of online mental health training: implementation considerations

ABSTRACT Objective: In 2020, with the onset of the COVID-19 pandemic and associated physical distancing restrictions, Mental Health First Aid® (MHFA™) face-to-face instruction was paused and existing courses were rapidly redeveloped for online delivery. The new MHFA Blended Online course comprises a self-paced eLearning component and 2 × 2.5-h synchronous video conferencing sessions led by an Instructor. This study uses a qualitative approach to explore Instructors’ experiences and perspectives on pivoting to online MHFA training and whether Instructors perceived whether their teaching style, skill instruction and capacity to engage students translated to an online mode. Methods: Online interviews with 20 Blended Online MHFA course Instructors explored their experiences of the course in six areas: (1) what worked well, (2) what did not work well, (3) feasibility, (4) acceptability, (5) ease of delivery and (6) perceived effectiveness. Results and discussion: Thematic analysis identified that Instructors had favourable experiences with online delivery. Experiences with technology, facilitation and engagement, beliefs about effectiveness, and perceptions of safety are explored, and key challenges discussed. Conclusion: This qualitative study identified that MHFA Blended Online courses are perceived by Instructors as acceptable and effective, though online delivery comes with specific challenges. Implications for future course implementation are discussed.

Design and practice of blended teaching of internal medicine nursing based on O-AMAS effective teaching model

BackgroundSelf-directed learning (SDL) ability is the basis for cultivating nursing students’ ability to find and solve problems, lifelong learning, and providing high-quality nursing talents for healthcare. The O-AMAS (Objective, Activation, Multi-learning, Assessment, Summary) model adheres to the teaching philosophy of student-centered, result-oriented, combines the advantages of online and offline teaching, enriching teaching resources and learning channels, diversifying teaching and evaluation methods, and emphasizing integrating and applying knowledge conducive to improving students’ SDL ability and achieving teaching objectives. This study explored the course design, practical, and application effects under the O-AMAS effective teaching model in internal medicine nursing to provide a basis and reference for combining effective teaching models with blended teaching in future nursing courses.MethodsThis study is a self-controlled before-after trial. The participants were 76 nursing undergraduates from Hunan Normal University. This study utilizes the O-AMAS effective teaching model to design internal medicine nursing courses and implement blended online and offline teaching. Main links: The overall course design and application are student-centered, after clarifying macro and micro multi-dimensional learning objectives, with online and offline blended teaching environments activated students’ learning behavior and diversified teachers’ teaching activities, then based on instant and dynamic provide effective feedback; finally, students take the initiate to make a brief and potent summary under the teacher guidance. After the course, a unified assessment of the learning effect of nursing students was conducted, including the evaluation of the SDL ability of nursing students, a final comprehensive evaluation grade, and a teaching satisfaction survey.ResultsThe nursing students’ SDL ability scores are higher than before teaching, and the results were statistically significant (P < 0.05). The final average comprehensive evaluation grade of nursing students was 78.38 ± 7.12. More than 96% of the students are satisfied with this course.ConclusionApplying for internal medicine nursing blended teaching integrated with the O-AMAS effective teaching model is conducive to improving nursing students’ SDL ability, academic grades, and teaching satisfaction.

Enhancing trauma care through innovative trauma and disaster team response training: A blended learning approach in Tanzania.

In Tanzania, inadequate infrastructures and shortages of trauma-response training exacerbate trauma-related fatalities. McGill University's Centre for Global Surgery introduced the Trauma and Disaster Team Response course (TDTR) to address these challenges. This study assesses the impact of simulation-based TDTR training on care providers' knowledge/skills and healthcare processes to enhance patient outcomes. The study used a pre-post-interventional design. TDTR, led by Tanzanian instructors at Muhimbili Orthopedic Institute from August 16-18, 2023, involved 22 participants in blended online and in-person approaches with simulated skills sessions. Validated tools assessed participants' knowledge/skills and teamwork pre/post-interventions, alongside feedback surveys. Outcome measures included evaluating 24-h emergency department patient arrival-to-care time pre-/post-TDTR interventions, analyzed using parametric and non-parametric tests based on data distributions. Participants' self-assessment skills significantly improved (median increase from 34 to 58, p<0.001), along with teamwork (median increase from 44.5 to 87.5, p<0.003). While 99% of participants expressed satisfaction with TDTR meeting their expectations, 97% were interested in teaching future sessions. The six-month post-intervention arrival-to-care time significantly decreased from 29 to 13min, indicating a 55.17% improvement (p<0.004). The intervention led to fewer ward admissions (35.26% from 51.67%) and more directed to operating theaters (29.83% from 16.85%), suggesting improved patient management (p<0.018). The study confirmed surgical skills training effectiveness in Tanzanian settings, highlighting TDTR's role in improving teamwork and healthcare processes that enhanced patient outcomes. To sustain progress and empower independent trauma educators, ongoing refresher sessions and expanding TDTR across low- and middle-income countries are recommended to align with global surgery goals.

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.

Exploration of Ideological and Political Construction in Maritime English Curriculum based on Blended Teaching Model

In order to better achieve ideological and political education for all staff, the whole process, and all aspects, and to fully utilize the educational function of professional English courses, this article attempts to explore the construction of the ideological and political system of maritime English courses based on blended online and offline teaching, and apply it in practical teaching, reflecting on teaching. The purpose of this article is to provide experience for the teaching of professional English courses in vocational colleges.

Learning in the Context of (Digital) University Teaching: Flexibilisation and Individualisation

This article explores the challenges and developmental landscapes of digital university education, focusing on fostering flexibility and individualization in learning. It examines how integrating online and in-person formats can serve these objectives and how evaluation techniques can enhance the quality of teaching offerings. The shift towards lifelong learning (LLL) and catering to individual student needs are regarded as pivotal concerns. The paper presents various developmental fields within higher education, emphasizing the need to cultivate a learner-centric culture that supports self-directed learning. The integration of online and in-person formats as part of a flexible teaching concept is discussed as a solution for individualizing and flexibilizing learning. Additionally, the evaluation of teaching as a quality measure is deliberated, emphasizing the importance of effective evaluation methodologies. The work concludes with a contemplation on the future of university education, advocating for a balanced blend of online and in-person formats. This strategy aims to foster flexibility and individualization in learning to meet the demands of self-directed and lifelong learning. The article notes that experiences from the pandemic should be integrated into future university teaching rather than reverting to previous norms. The open questions, particularly regarding the integration of AI applications like chatbots and their impact on instruction, are highlighted as pivotal for further developments in higher education.

Digital Transformation and Practice of Aesthetic Education in Universities

The rapid development of digital technology has infused new vitality into aesthetic education in universities. This paper first elaborates on the challenges faced by university aesthetic education in the digital age, such as single teaching methods and outdated evaluation systems. Then, it analyzes the positive impacts of digital transformation on university aesthetic education, including optimizing teaching content and methods, enhancing evaluation efficiency, and promoting teacher-student interaction. The paper also discusses specific practices of digital transformation in university aesthetic education, such as blended online and offline teaching, the application of virtual simulation technology, and big data analysis. Finally, it proposes strategies for the digital transformation of university aesthetic education from the perspectives of teaching resource construction, faculty development, and institutional guarantees. Through digital transformation, university aesthetic education can achieve innovation in teaching models, enhance students' aesthetic literacy, and meet the educational needs of the new era.

Closer to Learners: Design and Effectiveness of Blended Online Teaching in Law

Closer to Learners: Design and Effectiveness of Blended Online Teaching in Law

EXAMINING THE TRANSFORMATION OF ENGLISH LEARNING OUTCOMES IN POST-PANDEMIC HIGHER EDUCATION

This study aims to investigate the impact of the change from online to face-to-face learning on the students’ academic achievement of students majoring in English Education at a university located in a least-developed area in West Kalimantan. This qualitative study involved 30 students who experienced both online and face-to-face learning transformation. Data were collected through open and closed questionnaires. The results showed that most students experienced an increase in grades after returning to face-to-face classes compared to online learning. Some influencing factors include social interaction, ease of understanding the lecturer's explanation, better focus, and active class participation. This finding implies that blended online and face-to-face learning may be ideal for least-developed regions.

Development and exploration of the national first-class undergraduate course in "Enzyme Engineering"

The biotechnology industry is a strategic emerging industry in our country, holding a crucial position in the national economy. The training of innovative high-quality professionals carries immense significance. As the cornerstone course in biotechnology, "Enzyme Engineering" directly impacts the students' caliber and industry development. This course aims to address pertinent issues present in the current curriculum delivery, such as inadequately optimized content, excessive dependency on textbooks, and reliance on monotonous teaching methods. By adjusting the course outline, updating the case material repository, and engaging students' enthusiasm, we developed a three-dimensional approach to instruct. This approach included a blend of online and offline components, interactive teaching through the flipped classroom methodology, heuristic teaching using problem-based learning (PBL) mode, and topic teaching via case studies. We also improved the assessment mechanism to stimulate students' enthusiasm for learning nurture their innovation capabilities. Our objective was to foster high-quality professionals with a robust foundation and practical expertise. Through teaching exploration and practice, we have witnessed significant improvement in both teaching efficacy and students' engineering practice and innovation abilities.

Reform of Blended Online and Offline Teaching in the Object-oriented Programming Course

Reform of Blended Online and Offline Teaching in the Object-oriented Programming Course

Research on the Blended Online and Offline Teaching Mode of Ideological and Political Courses in Universities

Research on the Blended Online and Offline Teaching Mode of Ideological and Political Courses in Universities