Definition Of Blended Learning Research Articles

Teaching in the Post-COVID Context. Challenges and Opportunities of Blended Learning

Based on the recent experience of the COVID-19 pandemic, this paper intends to analyze the act of teaching and subsequently learning in today’s post-COVID context, by summarizing positive and negative aspects of online education, as mentioned in various studies and surveys recently conducted worldwide. Furthermore, the paper presents the conclusions of a small survey conducted by the author during the pandemic, among students learning Language for specific purposes (LSP). The purpose of the paper is to corroborate the conclusions of these surveys, in support of the idea that the blended or hybrid approach might be regarded as an adequate solution to the post-COVID education, starting from the definition of blended learning as a mixture of face-to-face activities with online or digital tools.

BLENDING DIFFERENT METHODOLOGIES IN THE ACTION-ORIENTED APPROACH

The goal of training social actors in language teaching set by CEFR (CoE, 2001) (Common European Framework of Reference for Languages) has shifted the ultimate goal of language teaching from training successful communicators to training social actors who have the ability to carry out social actions in and/or outside the classroom, which gave rise to a new approach called the action-oriented approach (AoA) in language teaching. One of the unique characteristics of the AoA is that it combines or blends the previous methodological matrices in coherence and synergy. While there are different definitions of blended learning in the literature, this article focuses on one version of blended learning, which is combining or blending different methodologies within the framework of the action-oriented approach (AoA).<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0037/a.php" alt="Hit counter" /></p>

EFEKTIVITAS MODEL PEMBELAJARAN BLENDED LEARNING PADA MAHASISWA PROGRAM STUDI DIPLOMA III KEBIDANAN DI FAKULTAS KESEHATAN UNIVERSITAS YPIB MAJALENGKA

The number of obstacles found in online learning during the Covid-19 pandemic is supported by the Circular of the Minister of Education and Culture of the Republic of Indonesia Number 4 of 2021 concerning the Implementation of Face-to-face Learning for the Academic Year of 2021/2022. This study aims to determine the effectiveness of the Blended Learning Model for Diploma III Midwifery Study Program students at the Faculty of Health, YPIB Majalengka University in 2022. 
 This type of research is quantitative descriptive research. The sample in this study was all students of level I, II, and III Midwifery Study Program at YPIB Majalengka University as many as 53 people consisting of 23 levels I, 22 level II, and 23 level III (Probability Proportional to Size Sampling). This research was carried out at the Faculty of Health, YPIB Majalengka University in 2022 in February-April 2022. Univariate analysis used a frequency distribution. 
 The results showed that most (89.7%) students stated that they strongly agreed with the effectiveness of the blended learning model, a small part (1.5%) of students did not agree with the definition of blended learning, a small part (11.8%) of students stated that they did not agree with the definition of blended learning. blended learning component, a small portion (5.9%) of students stated that they did not agree with the key of blended learning, a small portion (8.8%) of students stated that they did not agree with the characteristics of blended learning, a small portion (1.5%) of students stated that they did not agree with the benefits of blended learning, a small portion (7.4%) of students stated that they did not agree with the advantages and disadvantages of blended learning. 
 The lecturer needs to first arrange the schedule and implementation time between face-to-face learning and online learning. Lecturers also need to optimize learning methods and designs that are carried out online.

Blending Behaviourism and Constructivism: A Case Study in Support of a New Definition of Blended Learning

Definitions of blended learning that refer to a combination of face-to-face and computer-mediated instruction focus on the transmission of information rather than learning. It has been argued that a definition of blended learning should provide for a blend of learning theories methods and technologies. When blending learning theories, behaviourism and constructivism should not be viewed as mutually exclusive opposites. This article presents a case of a distance learning workshop with asynchronous and synchronous learning and technologies ranging from WhatsApp to YouTube. The workshop contained a blend of direct instruction (behaviourism), construction (constructivism), an integration of the two, and an immersive experience of serendipitous learning. Various modalities of learning occurred during the same learning event. Sometimes the two modalities occurred simultaneously, suggesting that behaviourist and constructivist learning can be blended.

Critical Review on Terminology and Definitions of Blended Learning

Blended learning seems an effective solution to knowledge dissemination among the knowledge community in the modern educational context. As the concept of ‘blended learning’ is interpreted differently by individuals, it makes a conceptual and definitional ambiguity among the practitioners over the years. This review tries to establish an insight into terminological and conceptual ambiguity over the definition of blended learning, and it would support scholars to be consistent in defining blended learning in future studies. The review was conducted with 74 research papers published in international peer-reviewed journals accessed via Google Scholar and Scinapse. The findings were thematically analysed in-depth and identified four dimensions of blended learning: Technology, Pedagogy (Educational), Cultural and Social, and Economical. The further analysis of review results could lead into formulating an amenable definition on blended learning - a combination on face-to-face and online instruction which ensure greater flexibility in students’ learning and congruity of course delivery - which is termed as ‘popular sense’ in this paper. Further, it is noted that blended-learning definition often tends to get influenced by contextual and personal experiences of the educationalists.
 Keywords: Blended Learning, Blended Learning Definitions, Technology-integrated Learning

Exploring Blended Learning in Higher Education: Different Definitions and Teachers’ Perceptions

<p>The interest in and research on blended learning have increased and developed in the last two decades. This study addresses the topic of blended learning particularly exploring the different definitions of blended learning and the views of teachers on blended learning courses. By locating papers on blended learning using specific databases, this systematic study appraises peer-reviewed articles published between 2000 and 2019. After examining the full papers, 32 studies are then selected as they meet all inclusion criteria and answer the research questions. The findings of this study indicate that blended learning is not a homogenous concept since it means different thing to different people. Besides, teachers in the blended courses experience several challenges, hence constant supports and persistent effort from all the components including the related institution should be given to achieve the potential benefits of this learning mode.</p><p class="Default">Keywords:</p><p><em>Blended learning, higher education, teacher perception</em></p>

Towards a New Definition of Blended Learning

Most current definitions of blended learning refer to a blend of online and face‑to‑face instruction. It seems that few authors notice the irony that the definition of blended learning does not include the concept of learning at all. The problem with these definitions is that they are devoid of theory and thus lead to trial‑and‑error research. This paper argues that the definition of blended learning should be built around learning theory and should refer to a blend of direct instruction and learning‑by‑doing. The paper reports on research conducted to validate a model that puts behavioural and constructivist learning at right angles and considers if the two can occur simultaneously. The model is then placed in the context of a framework of knowledge management and from there a definition is derived that includes context, theory, methodology and technology.

Defining the nature of blended learning through its depiction in current research

ABSTRACT Blended learning has been a feature of higher education practice and research for almost two decades. This article takes stock of current blended learning research, contributing to the growing number of meta-analyses of higher education and blended learning research more generally, through a review of ninety-seven articles relating to blended learning in higher education published in fifteen journals between 2012 and mid-2017. The review focused on where and when the articles were published; their provenance, scale, scope; methodological approach; the broad research themes; and definition of blended learning used. The review shows that despite its ubiquity, blended learning’s definition is all-encompassing; its spread is global but research is dominated by key players; it is of technical interest; and its research is small-scale, individually focused, seeking to evidence the benefits of blended learning. The article concludes with recommendations of how higher education research could provide institutions with evidence to ensure their ‘best of blends’.

Problems Affecting Successful Implementation of Blended Learning in Higher Education - The Teacher Perspective

Abstract An increased use of blended learning environments in higher education has been an emerging trend in the 21st century. Sometimes the definition of blended learning has been so broad that it makes it hard to find any learning environment in higher education that would not be included. Many research studies have been reporting the pros and cons of blended learning from the university perspective and the learner perspective. There are less studies on the teacher view of blended learning environments. This study had the aim to explore, analyse and discuss teachers’ perceived problems and barriers to a successful implementation of blended learning at university level. The used research strategy was a qualitative cross-sectional study where data has been collected with semistructured interviews. Six teachers that all are subject matter experts and instructional designers for courses on computer science were interviewed. In a computer assisted thematic analysis found codes and keywords was grouped together to create themes. Four themes or problematic areas were found, and that they combined could give an explanation to what teachers experience as problems when implementing blended learning environments. First theme is documentation and support, where teachers find the scarcity of documentation in their virtual learning environment a problem for implementing extension modules. Second theme is introduction and training, where teachers find it problematic that they rarely get a proper introduction or further training on the use of tools and modules. Third theme is the time aspect, teachers suffer from the lack of time to implement blended learning thoroughly in their courses. Last found theme is didactics, where teachers do not feel that they have the required knowledge or skills to apply the appropriate instructional design for blended learning environments.

Blended Learning Possibilities in Enhancing Education, Training and Development in Developing Countries: A Case Study in Graphic Design Courses

Blended learning is not a new concept; recently, there has been a renewed focus on this learning strategy, both in the education and corporate sectors. Although the definition of blended learning is somewhat inchoate, it is generally described as an environment that includes the use of different modes of teaching and learning. Blended learning holds particular promise for developing countries because it can make availability of resources, regional, and international educational institutions. The perspective we adopt in this paper, where we aim to take a realistic look at the potential of blended learning in developing countries, giving consideration to the various possibilities and most importantly, to the accessibility of technology both today and in the future.

Literature Review in Conceptions and Approaches to Teaching using Blended Learning

This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano's Blending with Purpose Multimodal framework. This paper builds upon previous research on blended learning and conceptual framework by Picciano (A. Picciano, 2009) by exploring how objectives from Picciano's framework affect teachers' approaches to both design and teaching in face-to-face and online settings. Research results suggest that teachers use multiple approaches including face-to-face methods and online technologies that address the learning needs of a variety of students from different generations, personality types and learning styles.

A cross-country comparison on the use of blended learning in property education

Purpose – The purpose of this paper is to compare the use of blended learning in property education courses in different countries. The rationale for this study is to fill the research gap in this area. The focus of previous research on blended learning has been on individual countries only, and there is yet to appear any research on a cross-country comparison. The purpose of this study is to identity the differences as well as the good practices using blended learning as a delivery approach in different countries As a result, individual countries can learn experience from another country. It is expected academics interested in using blended learning as a delivery approach will benefit from the research findings of this paper, through gaining an understanding of the advantages and challenges of using blended learning in different countries. Design/methodology/approach – This paper presents the research findings of questionnaire surveys and interviews with academics teaching property courses in Australia and the UK. The questionnaire aimed to gather academics’ views on blended learning, their reasons for using blended learning as a teaching method, their design of blended learning courses and the support they provide to students on dealing with web technology. The aim of the interviews was to gain deeper insight into the successful factors and challenges in the use of blended learning. In total, 16 interviews were conducted. The interviews were recorded, transcribed and coded to identify similar themes. Content analysis was used as a method to analyse the interview data. The frequency of the answer in the questionnaire and comments from interviewees is presented. Findings – The Australian and UK property academics have similar views on many aspects of blended learning. Their definitions of blended learning are similar as their reasons to use it as a teaching method. The commonly used teaching and learning activities in their blended learning courses in both countries are, again, similar, such as the use of lectures, case studies and guest lecturers. On the other hand, the academics in the two countries face different challenges. A challenge faced by the Australian property academics is to deliver online courses to students who have limited internet downloading capacity and broadband width. Australia is a very large country and has more regional and remote areas. Another challenge faced by the Australian academics is keeping up with the constant introduction of new teaching and learning technology by their universities. On the other hand, the UK academics faced a different challenge, which was to sufficiently engage and encourage students to contribute in online Discussion Boards. The finding is possibly because the UK study was conducted two years prior to the Australian study and the idea of online discussions was relatively new to students at the time. The conclusion drawn from this research is that “time” and the size of the country influence the use of blended learning. Originality/value – This project is the first to conduct a cross-country comparison on the use of blended learning in professionally accredited property courses.

Modular Architecture for Pen-Based Digital Ink on Blended Learning Applications

Abstract — Pen-based technologies can be combined with different kinds of hardware and software to gain pedagogical benefits on blended learning applications. Particularly, digital ink and handwriting recognition furnish the convenience to access, navigate and manipulate data more easily. It is also well know that user interfaces for pen computing can be implemented in several ways, with different techniques and for several kinds of applications. A modular programming architecture for pen-based digital ink was developed in order to provide a robust, reliable, usable and sustainable multimedia technology for a blended learning application. We present this approach and the respective advantages. Index Terms — Multimedia technologies, blended learning, modular programming, pen computing, sketch recognition. situation forces to combine different kinds of software I. I NTRODUCTION Actually, in several educational organizations, teaching is supported by multimedia technologies at different levels. In these organizations, we can found from just a simple personal computer (PC) until a complete intelligent environment. The gap between traditional and E-learning is narrowing. In this sense, Blended learning emerge like the convergence of online and face-to-face education. Josh Bersin gives a definition of blended learning as the combination of different training “media” (technologies, activities, and types of events) to create an optimum training program for a specific audience [1]. From this point of view, blended learning is a solution to integrate the different kinds of technological advances with the interaction offered in the traditional learning. Among the technologies to use in a blended learning session we can find blogs, wikis, online tools and online material, e-books, podcast and digital ink. Inking is the ability to scrawl (i.e., to write or draw awkwardly, hastily, or carelessly) directly on the screen of an electronic device with a stylus [2]. An electronic inking process gives end-users the opportunity of converting the handwritten data to objects that could be analyzed, processed, interpreted or animated, all depends of the use or applicability of this data in a teaching session. Another advantage of digital ink it is that the users (teachers, students or developers) can preserve the data in a raw format and lose none of the respective functionality. The contribution of digital ink technology to blended learning could be analyzed from three related perspectives:  Some representative examples are: Student perspective: Students can take notes in a course,