Challenges Of Blended Learning Research Articles

Blending Boundaries in the New Normal: Leveraging Technology, AI and Global Perspectives in Modern Education

In the dynamic landscape of modern education, the "New Normal" demands innovative approaches to adapt and thrive. This qualitative study explores the integration of technology, artificial intelligence (AI), and global perspectives in blended learning within the context of the "New Normal" in higher education. Through an in-depth literature review and a robust theoretical framework, the research delves into the potentials and challenges of blended learning, AI in education, and international perspectives on teaching and learning. The researcher employed a phenomenological research design and conducted document analysis of scientific books, journals, magazines, research, and online sources, considering the constraints of the "New Normal." Findings revealed five significant themes: (1) Pedagogical Shifts in the "New Normal", (2) Technological Adaptability and Digital Literacy, (3) Digital Equity and Inclusivity, (4) AI in Personalized Learning, and (5) Fostering Global Perspectives and Collaborative Learning. The study contributes to the field by offering valuable insights into enhancing blended learning, embracing AI, and fostering global perspectives in the rapidly evolving educational landscape. By addressing the limitations of the research, this study invites further exploration to revolutionize modern education and embrace the transformative potentials of technology, AI, and global perspectives in the "New Normal."

The perceptions of lecturers about blended learning at a particular higher institution in South Africa

The purpose of this research is to analyse the support that lecturers need to be able to implement a blended learning approach successfully. Blended learning is now seen as an approach that can create engaging learning environments, to enhance students’ self-directed learning and improve the whole learning experience. The study investigated the perceptions of thirteen lecturers, at a particular higher education institution, regarding the advantages and challenges of blended learning in South Africa. A qualitative research design was chosen for this study because it enabled the authors to explore the theme in detail. Semi-structured open-ended interviews were conducted to collect the necessary data from the lecturers, who were chosen through the use of homogenous purposeful sampling. The data collected were coded, using the induction method. This helped to reveal relevant codes, which were categorised. A literature review was conducted, in which recent research on this topic was analysed and used to correlate the findings of the field research of this study. This study reports on the actual views and experiences of the participants. The research findings and relevance for teaching in higher education institutions are discussed. The conclusion is that, for such an approach to be successful, lecturers would require support from management, more training, improved professional development, as well as reliable technology and internet connections. In addition, lecturers would require additional time to implement such an approach.

Unleashing the potential of blended learning: An in-depth investigation in Indonesia and Malaysia

A limited literature on mixed method research to reveal the effect of blended learning in physical education turn out to be a gap in this research. Therefore, our study aims to investigate the perceptions of teachers about the effects, effectiveness, and challenges of blended learning in physical education classes through mixed-methods research. This study adopted a mixed-methods type with a mixed methods research. There were 12 participants involved in this study, which included elementary school teachers (n=4) and high school teachers (n=4) from Indonesia and elementary school teachers (n=2) and high school teachers (n=2) from Malaysia. The qualitative instrument included in-depth interviews. While, the quantitative instrument used a questionnaire. The qualitative study used statistical analysis with qualitative thematic methods. Meanwhile, in the quantitative study, all responses from 12 analyses were to find the frequency and percentage values of each response. Based on the results of the qualitative study, the majority of teachers perceived that blended learning in physical education classes had a significant effect on the development of students' domains and it was effective to implement physical education learning in elementary schools and high schools. While, results of quantitative study show that the biggest challenges due to the implementation of blended learning in physical education were the lack of technological facilities (86.2%), lack of understanding of teachers and students (72.7%), poor internet connection (64.8%), and limited learning duration in offline classes (50.0%). Therefore, the results of this study are essential and must be evaluated continuously, so that the physical education learning process through blended learning in a sustainable manner can have a positive effect on students at all levels of education in Indonesia and Malaysia or other countries in the world.

Prospect and Challenges of Blended Learning in Malaysia: A Systematic Literature Review

Blended learning is a beneficial teaching approach adopted by various level of educational programs. The purpose of this paper is to describe the evolution of a blended learning strategy providing a contemporary, critical and systematic overview of prospect and challenges of blended learning in Malaysia. In order to synthesise research in a methodical, transparent, and repeatable way, this study employed a systematic literature review, a methodology borrowed from the medical sciences. 45 relevant studies made up the final sample population after a rigorous screening process. This study extends our understanding of issues and concerns related to blended learning adoption and implementation. This study concludes by explaining the implication and offering suggestions for future research.

Graduate Students’ Experiences in a Blended Learning Program in Kazakhstan: A Mixed-Method Study Employing Interaction Equivalency Theorem

This explanatory sequential mixed-method study explored the effectiveness of blended learning (BL) courses offered to graduate students at an English medium university in Kazakhstan. The study’s purpose was to explore and understand graduate students’ experiences while enrolled in BL courses by learning their perceptions of the benefits and challenges of BL, as well as its potential for enhancing their teacher leadership skills. A survey (n=81) and semi-structured individual interviews (n=17) were used as the main research instruments. This allowed for a detailed and rich data set on the conceptual underpinnings of the BL courses, their effectiveness, and their potential to inform higher education institutions towards implementing BL policies and practices, specifically in the field of education. Through the lens of the Interaction equivalency theorem, we analyzed students’ experiences and their interactions with their teachers and peers, as well as the mode, place, and pace of learning. This investigation revealed that the benefits of learning using BL outweighed its challenges. However, most of the participants preferred the face-to-face part of the BL course over its online teacher-student interaction component due to the opportunity to gain immediate feedback. Most importantly, the BL courses facilitated the enhancement of teacher leadership skills among the students. Finally, the paper provides recommendations for further development and revisions to current BL courses to enhance their learning value.

ВПЛИВ ЕКОНОМІЧНОЇ СИТУАЦІЇ На ВИБІР МОДЕЛІ ПРОФЕСІЙНОГО НАВЧАННЯ

The article forms a vision of the impact of the economic situation on the choice of higher education institutions of the appropriate model of vocational training. The level of demand for educational services in accordance with the change of their consumers, effective demand in the labor market, the specifics of the global pandemic COVID-19, which led to the emergence of blended learning. The multifaceted nature of development is highlighted. Studies of the state of national education over the past five school years have confirmed its abrupt nature due to the influence of demographic, economic, political factors and the growth of services provided. The current trends in education and its new trends are highlighted: digitalization, prioritization, microlearning, visualization, humanization, immersive learning, additional online educational profession, editing, balance and well-being, proactivity. As an integral part of the educational process, the online format has become the basis for the emergence of blended (hybrid) learning. Applicants for higher education become active participants in the learning process. Changing pedagogical technologies that adapt to the challenges of blended learning have affected the use of digital tools and shifted the emphasis to the active position of higher education seekers. The emergence of a new model of education as a set of learning formats, pedagogical approaches, tools for their implementation requires the restructuring of the educational process. In this sense, it is important to ensure an individual educational trajectory, which makes it necessary to propose such a trajectory and internal perception of its choice. The stages of preparation of various forms of classes for online classes are considered. The detailed algorithm of preparation of educational and methodical materials on the Google Classroom platform is given; selection of the system of notification of applicants; formation of information about the organizational content of the discipline and other auxiliary components. The specifics of preparing and conducting an online lecture with the selection of elements that distinguish it from the offline format are analyzed. The rules of preparation for a practical lesson as a complex process are given. Features of preparation for modular tests, consultations and online exam are considered. It is established that any model of training is associated with the cost of its implementation, which necessitates a change in the structure of these costs for each entity under the influence of economic and political factors and increase the share of costs for technical support of distance learning

The Future of Design Studio Education: Student Experience and Perception of Blended Learning and Teaching during the Global Pandemic

Urban design studio education aims to prepare future urban designers to more effectively understand how cities work and critically engage with the role of design intervention in the built environment. A design studio is an appropriate setting where this can take place. This paper details the design and delivery of a postgraduate urban design studio subject in the MA Urban Design programme at Cardiff University during the COVID-19 pandemic in the UK. We particularly investigate the capacities and challenges of blended learning and teaching, with a primary focus on the experience and perception of students in the context of design studio pedagogy. To this end, we discuss the findings from an online survey of postgraduate urban design students and reflect on their experience and perception of the related learning and teaching activities, assessment, feedback, field study visits, workshops, and digital platforms during the subject delivery period in the 2021–2022 academic year. The outcomes of this paper can inform future practices of blended learning and teaching incorporating a mix of face-to-face and online modes of delivery in relation to design studio education, particularly in the context of unprecedented global health challenges such as the COVID-19 pandemic.

Challenges and Benefits of Blended Learning on Tertiary Education ESL Classrooms: A Literature Review

A relatively emerging subject called blended learning mixes conventional classroom methods with online instruction. Recent studies that look at the academic and social benefits of this teaching method have emphasised the usage of blended learning. Since it combines traditional and online teaching modes, the strengths of blended learning rest on both teaching approaches. However, literature on the difficulties that English language instructors’ experience while implementing blended learning is still scarce. A process of in-depth critical analysis of existing literatures on blended learning is carried out. Hence, this paper presents the benefits and challenges of blended learning on tertiary education ESL classrooms along with the comparison of UTAUT 2 model.

Master Students’ Perceptions of Blended Learning in the Process of Studying English during COVID 19 Pandemic in Ukraine

The academic year 2020/2021 in higher education institutions in Ukraine began under the conditions of deteriorating epidemiological situation caused by the spread of Covid-19 pandemic. Students’ training was recommended to be carried out in the form of distance learning or blended learning. This research aims to analyse Master students’ perceptions of blended learning in the process of studying English in higher education institutions. The study presents the integrated course “Foreign Language for Specific Purposes (English)” developed for Master students of Pavlo Tychyna Uman State Pedagogical University. The experiment involves 84 respondents. The empirical basis of the study is the results obtained during three-months’ work with master students. Theoretical, empirical and statistical methods are used to conduct the study. The study investigates benefits and challenges of blended learning in studying English by Master students. The results of the questionnaire indicate the quality of teaching the course “Foreign Language for Specific Purposes (English)” as moderately positive and point out blended learning as an essential streamlined approach for creating effective learning experiences. The obtained results confirm the favourable Master students’ perceptions of blended learning in studying English during Covid-19 pandemic. Based on the findings of the study, which indicate benefits and challenges of blended learning in studying English, the authors give recommendations to improve the course “Foreign Language for Specific Purposes (English)”.

Analysis of Blended Learning Model Application Using Text Mining Method

The rapid development of networks has resulted in the recognition of blended learning as an effective learning model. The text mining method was used to analyze the blended learning practice data of 17 countries provided by the Christensen Institute. By classifying and extracting text information from the use of blended learning model selection and the challenges of blended learning, the factors that hinder the implementation of blended learning were analyzed. The distribution of blended learning courses and practice models in each country were discussed, as was the influence relationship between the region and implementation model. The results demonstrate that the practice of blended learning in primary and secondary schools is mature in four courses of English, Mathematics, Science, and Social Research. The blended learning implementation model can be unaffected by the region, but more tend to “mix.” The practice cycle of blended learning becomes long and requires long-term stable support, while teachers’ ability and students’ ability preparation are the largest obstacles to the effectual development of blended learning. This study provides references for improving the efficiency of blended learning practices, especially in the aspects of practice model selection, infrastructure preparation, and teacher and student ability training.

‘I Couldn’t Join the Session’: Benefits and Challenges of Blended Learning amid COVID-19 from EFL Students

COVID-19 has changed the process of teaching considerably, as educational institutions around the world moved to adopt blended learning initiatives to ensure continuity, while managing the spread of this infectious disease. All Saudi Arabia’s universities have continued to deliver courses via digital platforms. This study draws on traditional views about blended learning (Sharma, 2010) and examines the pedagogical changes to English courses implemented at King Saud University following the start of the COVID-19 pandemic. It aims to explore the benefits and challenges of blended learning during the spread of COVID-19 from the perspective of English as a foreign language (EFL) student. Qualitative data were collected from two focus group sessions, and one-to-one interviews with twelve students taking a general intensive English course at King Saud University over a six-week period. The results reveal that blended learning benefited the EFL students by supporting their writing skills and encouraging them to search online, as well as by matching their circumstances and being economical. It also identifies that the challenges EFL students faced included technological problems, flaws in the instructor’s performance, difficulties with online tests, attitudes to online learning and limited resources, and the university council’s decisions. The paper concludes with recommendations to exploit the benefits identified, and overcome the challenges of blended learning when teaching English in an EFL context.

End user engagement with e-Face: Benefits and challenges of blended learning in dental and surgical training

End user engagement with e-Face: Benefits and challenges of blended learning in dental and surgical training

Blended Learning via Schoology as a Learning Management System in Reading Class: Benefits and Challenges

Online learning integrated with face-to-face learning called blended learning is believed to be more useful than online learning or face-to-face learning itself. Schoology as a Learning Management System implemented in blended learning can help teachers to manage class information. Schoology allows students and teachers to share information and provides access to content or administrative features of certain courses. However, despite the benefits of blended learning via schoology mentioned, EFL teachers are still unwilling to exploit blended learning via Schoology in their reading classes. This literature study reviews several papers investigating the benefits and challenges of blended learning via Schoology as a Learning Management System. The purpose of the study is to observe the benefits and the challenges of blended learning via Schoology. The data were collected through primary and secondary resources. It is expected that the findings will boost the EFL teachers’ attention in applying blended learning via Schoology in their classes, and draw the attention of EFL teachers in covering the challenges of blended learning via Schoology to improve students’ learning experiences.
 Keywords: blended learning, Schoology, reading, benefits, challenges

EXPLORATION OF BLENDED LEARNING IN INDIAN CONTEXT:AN STRATEGIC APPROACH

Technology is driving factor of Fourth Industrial Revolution in which digital automation, artificial intelligence, mobile supercomputing, intelligent robots are at its momentum. International competitiveness and global challenges demands highly innovative and competent school environment. Digital era and globalization has led to a new trend in education. One such trend is Blended Learning. The objective of the present paper is to analyse the concept of blended learning and to review the evolution of blended learning. Further, the paper discusses the intricacies and technical complications involved during implementation of blended learning in Indian context. In addition, the paper also critically analyse the competencies needed for handling blended learning along with benefits and challenges of blended learning.

Keynote: Going to university - Blended strategies for learning and teaching in a modern tertiary context

This 'thinkpiece' is a follow up to the keynote talk delivered at the biannual DEANZ Conference, at the University of Waikato in Hamilton, New Zealand in April 2016. It explores Mixed Media Pathways: Bringing teacher education to your home town. Starting by pondering my own experiences as a tertiary student, I consider some of the changes and challenges facing universities today, and pose one response to these changes in the form of blended learning. The Bachelor of Teaching, Mixed Media Presentation (MMP), an initial teacher education degree at the University of Waikato, is used to illustrate the benefits and challenges of blended learning, for students and lecturers. It is proposed that students based on campus can benefit from blended learning, just as geographically dispersed students can. Going to university can be about active learning partnerships across a range of physical locations.

Blended learning in Saudi universities: challenges and perspectives

This study is an attempt to investigate the nature of obstacles and challenges encountered at Saudi universities while implementing a blended learning approach. A literature review of blended learning rationale and designs, and the status of web-based education in Saudi higher education are demonstrated. Three main challenges of applying blended learning in Saudi higher education are addressed. One major challenge to be considered in the implementation of blended learning in Saudi universities is the adaptation of this element in the traditional university culture. Finding the right design of blended learning is another challenge that is discussed in detail. Furthermore, the time issue is considered a crucial challenge facing blended learning faculty. Practical recommendations that would facilitate transition to a blended learning university environment are presented. It is hoped that this study will help to provide insight for the faculties and the decision-makers throughout higher education in Saudi Arabia. Although this investigation is specifically related to the implementation of blended learning in the universities of Saudi Arabia, we are confident that the assumptions and recommendations contained herein will be of great value to other populations facing similar challenges. Keywords: blended learning; challenges of blended learning; higher education; Saudi Arabia DOI: 10.1080/09687761003657614

Blended learning in Saudi universities: challenges and perspectives

This study is an attempt to investigate the nature of obstacles and challenges encountered at Saudi universities while implementing a blended learning approach. A literature review of blended learning rationale and designs, and the status of web-based education in Saudi higher education are demonstrated. Three main challenges of applying blended learning in Saudi higher education are addressed. One major challenge to be considered in the implementation of blended learning in Saudi universities is the adaptation of this element in the traditional university culture. Finding the right design of blended learning is another challenge that is discussed in detail. Furthermore, the time issue is considered a crucial challenge facing blended learning faculty. Practical recommendations that would facilitate transition to a blended learning university environment are presented. It is hoped that this study will help to provide insight for the faculties and the decision-makers throughout higher education in Saudi Arabia. Although this investigation is specifically related to the implementation of blended learning in the universities of Saudi Arabia, we are confident that the assumptions and recommendations contained herein will be of great value to other populations facing similar challenges.Keywords: blended learning; challenges of blended learning; higher education; Saudi ArabiaDOI: 10.1080/09687761003657614

Potential Benefits And Complexities Of Blended Learning In Higher Education: The Case Of The University Of Botswana

Blended/hybrid learning is dominating news in higher education as a training and educational delivery method of choice. It is seen as a link between instructors, learners and classrooms located in different places to enhance learning. Based on the interviews with 15 faculty members and one administrator that had direct experience with this form of delivery at the University of Botswana (UB) the findings suggested two major themes that dominated faculty members ’accounts: potential benefits and challenges of blended learning. The study was guided by the Diffusion of Innovation theory. The potential benefits of blended learning included improved pedagogy; engagement in learning; and added flexibility in the teaching and learning to mention a few. Faculty members perceived complexities such as lack of students’ readiness to use the course management system, slow network and breakdowns; lack of computers for students and lack of time. The article concludes by suggesting future directions for blended learning (BL) at the UB.