Effectiveness Of Blended Learning Research Articles

The effectiveness of blended learning in basic life support training among nursing students: A systematic review

Coronavirus 2019 (COVID-19) is a global health problem and poses challenges in various fields, including education. Some training programs such as Basic Life Support (BLS) training need to adapt to new policies, which are physical and social distancing. Blended learning by combining face-to-face with online training, may help achieve BLS competencies for health care professionals, including nursing students. This systematic review was conducted to explore blended learning effectiveness in BLS training for nursing student populations. The electronic search strategy was conducted from PubMed, CINAHL, Embase, Web of Science, and Cochrane for the years 2010 to 2020 with full text in English. This review followed the PRISMA guidelines. The initial search yielded 240 studies, and six of those studies were eventually included. The results reported there were three blended learning models appeared, including face to face learning combined with e-learning website, combined with video-based, and combined with computer-based simulations. With an intervention duration of four hours to two weeks, there was an indication of several improving outcomes, including skills, knowledge, attitudes, self-efficacy, problem-solving abilities, and willingness to perform resuscitation. Furthermore, the skill outcome is significantly more effective in blended learning of face-to-face models combined with the e-learning website and combined with computer-based simulations. The knowledge outcome parameter likely is the most effective from all of three blended learning models. These findings imply that BLS training needs to use blended learning models by modifying the training modules, facilities, and infrastructure as consideration.
 
 Keywords: Basic life support, blended learning, nursing students, systematic review

Massive Open Online Courses-based blended versus face-to-face classroom teaching methods for fundamental nursing course.

An increasing number of studies focus on the effectiveness of Massive Open Online Courses (MOOC)-based blended learning, whereas none have yet studied using it for teaching fundamental nursing skills at an undergraduate level.To evaluate the effectiveness of MOOC-based blended learning versus face-to-face classroom teaching techniques within the fundamental nursing course at the Faculty of Nursing, University of Xiang Nan, China.This cluster randomized controlled trial enrolled 181 students and assigned them into either an MOOC-based blended or a face-to-face classroom teaching group, both involving the Fundamental Nursing course for undergraduate nursing students. The analyzed outcomes included test scores, critical thinking ability, and feedback received from the students on the Fundamental Nursing course.MOOC-based blended techniques versus face-to-face classroom teaching methods demonstrated higher daily performance (P = .014), operational performance (P = .001), theoretical achievements (P < .001), and final grades (P < .001) in Fundamental Nursing.Moreover, the mean change in the participants’ critical thinking ability items between groups were, mostly, statistically significant. The items focusing on the feedback from the students demonstrated significant differences between the groups in terms of their satisfaction with the teaching they received (P < .001) and the overall learning effects (P = .030).This study confirmed that receiving MOOC-based blended learning was superior when compared against face-to-face classroom teaching techniques for learning within the Fundamental Nursing course.

The acceptance and impact of Google Classroom integrating into a clinical pathology course for nursing students: A technology acceptance model approach.

BackgroundGoogle Classroom (GC) is a free web-based instructional platform rarely used for nursing student education. The acceptance, intention to use, and learning outcomes of GC remain unclear in Taiwan. We sought to identify the technology acceptance level and factors affection the intention to use GC. We also explored how integrating GC into traditional teaching affects learning satisfaction and academic achievement among nursing students in Taiwan.MethodsIn this randomized controlled study, based on a technology acceptance framework, 74 nursing students were randomly assigned in clusters to experimental (n = 39) and control (n = 35) groups during the spring semester of 2018. In Weeks 3–18, each member of the experimental group received one hour of traditional and GC teaching per week. The control group received two hours of traditional teaching per week. Both groups were asked to complete questionnaires to evaluate learning satisfaction and academic achievement during weeks 10 (mid-semester) and 18 (end-of-semester). The experimental group additionally completed technology acceptance questionnaires in both situations.FindingsIn the experimental group, the overall end-of-semester technology acceptance score was high (141.8 out of 155); their perceived ease of use, intention to use, and technology acceptance scores increased significantly compared to mid-semester (p<0.05). At the end-of-semester, perceived playfulness and perceived usefulness explained 63.5% of the variance in intention to use. Regardless of whether the assessment was administered mid-semester or at the end-of-semester, the experimental group had higher learning satisfaction and academic achievement scores than the control group. However, the degree of progress on learning satisfaction and academic achievement demonstrated no significant between-group differences.ConclusionsThe experimental group demonstrated high acceptance of GC. Playfulness and usefulness positively influenced nursing students’ intention to use GC. Blended learning—in combination with GC and traditional methods—resulted in similar learning satisfaction and academic achievement when compared to traditional learning. More research is needed to explore the effectiveness of blended learning through the GC platform with different courses and ethnic groups.

The effectiveness of blended learning on students’ critical thinking skills in mathematics education: a literature review

Critical thinking skills (CTS) is one of the required competencies in the 21st century. Using technology in this era is a common thing including in education. One of the learning methods assisted by technology is blended learning. In this study, the effectiveness of blended learning on students’ CTS will be analyzed. The method used in this study was a literature review. There were view steps to investigate the effectiveness of blended learning on students’ CTS namely providing the definition of blended learning, finding information about essential elements in blended learning, then synthesizing some previous studies on the implementation of the method to improve students’ CTS and connecting the studies with blended learning. Based on the literature review result, the implementation of blended learning in Mathematics had the potential to improve students’ CTS. This study could provide an overview of the problems and opportunities to implement blended learning in schools.

A blended learning teaching strategy strengthens the nursing students’ performance and self-reported learning outcome achievement in an anatomy, physiology and biochemistry course – A quasi-experimental study

In nursing, bioscience is regarded as one of the cornerstones of nursing practice. However, bioscience disciplines as anatomy, physiology and biochemistry are considered challenging for students and the failure rate is high. In this study we explore a blended learning teaching strategy in an anatomy, physiology and biochemistry course for first year Bachelor nursing students. In the blended learning teaching strategy, short narrated online digital resources of bioscientific terms and concepts were integrated into the teaching design along with digital metacognitive evaluations of learning outcomes. Results show that compared to students receiving traditional face-to-face teaching, the students with a blended learning approach performed better on their national exam with a small to medium effect size (Cohen’s d=0.23). Student course evaluations supported the blended learning delivery with small to medium effect sizes. The students reported that the digital resources supported their learning outcome achievement, that they better understood the teacher’s expectations and that they were more satisfied with their virtual learning environment. This study adds to the growing literature of blended learning effectiveness in higher education, and suggests the use of digital resources as an enrichment of teaching and enhancement of students’ study experience.

ГОТОВНОСТЬ СТУДЕНТОВ ТЕХНИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ К СМЕШАННОМУ ОБУЧЕНИЮ ИНОСТРАННОМУ ЯЗЫКУ

In the context of the Federal State Educational Standard implementation, the need for changes in the content of the educational paradigm emerged. The need for effective teaching approaches capable of increasing the effectiveness of teaching a foreign language at a non-language university, has prompted researchers to study the possibility of blended learning as an effective approach that contributes to the development of technical specialties students’ readiness for blended learning, the formation of various skills, contributing to the successful mastering of a foreign language course. The purpose of this research is to study students' attitude toward the main characteristics of blended learning. To achieve this goal in NMSTU a study based on quantitative data was conducted, with thirty students as participants. The research was carried out on the basis of questionnaires. The authors of the article substantiate the need to introduce a new approach into the learning process, which, on the one hand, is innovative and, on the other, problematic, as it requires a deep analysis, evaluation, creation of practical methods for implementing and developing this type of learning. In this regard, the team of authors offers a discussion and scientific understanding of psychological and pedagogical concepts and phenomena associated with technological trends in the educational process, the design of new educational courses, and the effectiveness of blended learning.

Effects of Blended Learning on Motivating Secondary Students to Learn English Language: A Pilot Study

Blended learning is a combination of traditional teaching method and the use of technology to provide a more organized learning approach in which it gives students extra control over the time, situation and ways of learning. This study investigates the effects of blended learning on motivating secondary level of students to learn English language. A pilot study was conducted. The sample consists of sixty secondary levels of students in a particular school in Shah Alam district, Selangor, Malaysia. The pre and posttest were used to test students’ achievement and the survey adapted from Gardner’s Attitude/Motivation Test Battery was implied to determine students’ motivation level before and after the use of blended learning. The analysis through paired-sample t-test revealed that, there was improvement on the level of motivation of the students and there were significant differences on student’s achievement whereas they performed better after the use of blended learning. The use of blended learning has a positive impact in individual professional development and instead of measuring the effect of blended learning towards student’s achievement; attitude or motivation to learn a language, further studies should also measure the other impact of blended learning itself especially in education.

Constructing and Validating University Students’ Blended Learning Acceptance Scale

&lt;p class="0abstract"&gt;&lt;strong&gt;Abstract—&lt;/strong&gt;Increasingly, blended learning courses are being offered in schools throughout China. One of the key factors influencing the effectiveness of blended learning is students’ acceptance. The researchers proposed six predictive dimensions that contribute to students’ acceptance for blended learning, namely, perceived usefulness, perceived ease of use, learning climate, attitudes towards online learning, attitudes towards classroom learning and personal charm of the instructor. One existing questionnaire is adapted, together with the interview data with university undergraduates, generating 63 items for the initial questionnaire. The first draft of the scale was distributed to 180 university students in Hubei Province, China. Data collected were analyzed by SPSS 24.0. Eleven items were deleted based on the Exploratory Factor Analysis results. Then the second pilot was done to purify the scale further. 191 questionnaires were distributed, and the data collected were processed by EFA again. One item was removed in the second pilot and 51 items were reserved for the final version of the scale. The final adapted version of Blended Learning Acceptance Scale (BLAS) is reported to possess high levels of reliability and validity. The BLAS can be used to investigate Chinese University students’ acceptance for blended learning so that better opinions can be put forward to improve the effectiveness of blended learning.&lt;/p&gt;

THE EFFECT OF USING BLENDED LEARNING MODEL ON ENHANCING STUDENTS' SPEAKING SKILL IN SENIOR HIGH SCHOOLS

This study aimed at investigating the effect of blended learning on the English-students’ speaking skills at SMAN 2 Patra Nusa Aceh Tamiang. Also, this study investigated students’ level differences of English-speaking skills of SMA Patra Nusa students. Twenty-five students of the eleventh-grade class were involved in this study. This study used a quasi-experimental with pre-experimental design. The instruments used in this study were observation and test (pretest and posttest). The results of data analysis showed that sig. 2-tailed = 0.000 &lt; α (0.05), it means reject H0, accepted Ha. Finding obtained of pretest 77,04 and posttest 88,95. In conclusion, the mean pretest and posttest scores differ significantly. In other words, blended learning positively affects students speaking skills used in the media google classroom at SMA N 2 Patranusa.

Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

The purpose of this study was to investigate the effect of blended learning on students’ academic achievement, to study teachers’ perception of working in the unconventional blended atmosphere, and finally to infer on its potential in underprivileged elementary classrooms. Since this study was conducted in an unconventional set up with researchers acted as agents of change, design-based research methods were used with 50 children from a fifth standard class in an Indian elementary school. These methods included gathering and analyzing data in two cycles—preblended implantation stage and postblended stage. A mixed-method approach was followed for data collection. Quantitative data were collected through an achievement test and qualitative data were gathered from interviews with the teachers. Findings revealed that there were significant differences in achievement level between the two cycles, in favor of the postblended implantation stage, and this difference was found gender-neutral. Interviews with three teachers were also conducted to collect information about their experiences of introducing and implementing blended learning in their classrooms. The study concludes that blended learning ambiance increases students’ academic achievement levels in elementary classrooms when teachers were supported with necessary policies and proficiencies. Overall, the time spent in blended learning had a positive effect on children’s achievement irrespective of gender and these effects emerged during 10 weeks even in a school with poor technological infrastructure and underprepared yet willing teachers.

The Influence of Student Characteristics, Design Learning Features, and Learning Outcomes on Blended Learning Effectiveness (Case study: Higher Education in Indonesia)

Abstract: The purpose of this study is to determine the effect of student characteristics, design learning features, and learning outcomes on the effectiveness of blended learning. This research was conducted at a higher education institution in the city of Bandung, Indonesia. 376 The sampling method used was purposive sampling technique, in this case involving 376 students. The data analysis method used in this study was a multiple linear regression analysis. The findings of this study indicate that the design learning features and the learning outcomes can significantly influence the implementation of blended learning, while the student characteristics do not significantly influence. It shows that to increase the effectiveness of the implementation of blended learning, we need to maximize the design learning features. Besides, factors related to student motivation and satisfaction must also be considered. Thus, the effectiveness of implementing blended learning can be increased. Abstrak: Tujuan penelitian ini adalah untuk mengetahui pengaruh karakteristik siswa, desain fitur pembelajaran, dan hasil belajar terhadap keefektifan blended learning. Penelitian ini dilakukan di sebuah institusi pendidikan tinggi di kota Bandung, Indonesia. pengambilan 376 sampel yang digunakan dengan teknik purposive sampling, dalam hal ini melibatkan 376 mahasiswa. Metode analisis data yang digunakan dalam penelitian ini adalah analisis regresi linier berganda. Temuan penelitian ini menunjukkan bahwa desain fitur pembelajaran dan hasil belajar berpengaruh signifikan terhadap penerapan blended learning, sedangkan karakteristik siswa tidak berpengaruh signifikan. Hal tersebut menunjukkan bahwa untuk meningkatkan keefektifan penerapan blended learning di pendidikan tinggi perlu memaksimalkan desain fitur pembelajaran. Selain itu faktor yang berhubungan dengan motivasi dan kepuasan mahasiswa juga harus diperhatikan. Dengan demikian efektivitas penerapan blended learning dapat ditingkatkan.

An Analysis of Research Themes and Trends of Teacher Blended Learning in China

Blended learning is generally regarded as an effective learning approach. In the field of teacher education, the influence of blended learning is growing, and more and more teacher training adopt the form of blended learning. This paper analyzes the research themes and trends of teacher blended learning by analyzing the relevant journal papers of teacher blended learning in China in the past twenty years. The results show that Chinese teacher blended learning practices are mainly in the field of teacher training in primary and secondary schools, and focus on the training of knowledge and skills related to information technology and educational technology. Since blended learning for teachers in China is still in the stage of exploration and application, the research theme focuses on the modes, designs and strategies of blended learning for teachers. The research on the effect of teacher blended learning is not deep enough, and the empirical research and theoretical research is relatively lacking. Therefore, it is necessary to expand the research scope, draw lessons from foreign research and practical experience, conduct in-depth research on the effects and influencing factors of Chinese teacher blended learning. Then construct an effective localized framework of teacher blended learning, so as use information and communication technology (ICT) to provide theoretical basis and action guide for the development of Chinese teachers' professional development programs.

ДОСЛІДЖЕННЯ ДИНАМІКИ ГОТОВНОСТІ ВИКЛАДАЧІВ ДО ОРГАНІЗАЦІЇ ДИСТАНЦІЙНОГО ТА ЗМІШАНОГО НАВЧАННЯ

The effectiveness and efficiency of distance and blended learning depends on educators and their ability to use ICT in an online learning environment. This testifies to the need for qualitative research on the direction of progress and the breadth of changes in the personal and activity sphere of the participants in the educational process as a result of changes in the organization of learning using scientific methods. We conducted a study of the dynamics of teachers’ readiness to organize distance learning and blended learning after two years of quarantine restrictions. We used a questionnaire survey, testing, interviews, analytical observations, collection of independent characteristics of analyzes of the products of activity, which students give in the regard of the given research question. The most important indicators of readiness to realize ICT opportunities in the process of online learning were monitored. Research questions were studied among teachers, those questions related to the main goals of using blended and distance learning, online educational services, the degree of implementation and ICT tools in this process, the factors that interfere with successful online work. Students acted as independent experts on those issues. They had the opportunity to assess the level of complexity of electronic learning, the results of their own distance learning, and the idea of continuing distance learning. As a result of monitoring, we recorded an increase in the level of teachers’ readiness to use ICT in the context of blended and distance learning. It manifested itself in changing the understanding of goals, rethinking of perspectives, the expansion of the ICT tools used. We have noted the transition from static cases of academic disciplines to a dynamic combination of cases and Internet technologies. The results of the study have revealed a number of problems, including insufficient technological support of the educational process, a large percentage of teachers who have psychological difficulties in the constant learning process of using new ICT tools, the adaptation problems of teachers and students associated with the increase in the number of hours of distance work and the use of new forms of distance pedagogical communication.

An Empirical Research on the Application of Blended Learning Model in Higher Vocational Education in the Age of Internet

Blended learning which combined the advantages of traditional learning and digital teaching, provides a new way to improve the teaching level of colleges. Based on Internet thinking, this study explores the teaching effect of blended learning in higher vocational courses by teaching experimental research. The participants of the study are students majoring in marketing. Students in the experimental group received blended learning, while students in the control group received traditional learning. This research evaluates instructional effects by using the students’ learning achievements, learning interests, subject perceived value and course satisfaction. It is found that blended learning mode can significantly improve students’ academic performance and course satisfaction, enhance students’ learning initiative and participation, and meet the diversified teaching needs of vocational college students.

The Effect of Blended Learning on Academic Achievement and Attitudes at Social Studies Courses

As a result of scientific and technological developments reflection, improvements on education science moved from teacher centered to student and learning centered system. Learning concept is not only seen a at schools and some learning centers but in all areas and places of life. The aim of this study is to search the achievement and persistency of blended learning method at social studies lesson. With the empirical method used at research, the impact of independent variable examined on experimental group is blended learning method. The independent variable used at control group is face to face learning method. The impact of same dependent variable has been searched on experimental and control group. As a dependent variable the results of social studies academic success test has been searched. For the determined dependent variables, between groups assessment has been applied according to pre-test and post-test scores. The experimental application of the research has been applied to 52 students at 7th grade. 26 students take place from experimental group and 26 students take place from control group. According to the findings, no difference has been found between pre-test scores. According to post test and persistency test a significant difference has been appeared in favor of experimental group which is blended learning method. According to repeated measures analyses results between pre-test and post-test, and between post-test and persistency test; comparison of pre-test and post-test, both effect the student achievement. But according to impact results; the effect of blended learning is larger. According to post-test and persistency score results; it came out that for the persistency of knowledge blended learning is more effective than face to face learning. According to the results of persistency test and final application which is a comparison of blended learning and face to face learning, blended learning group is more effective than face to face learning group. While face to face learning group final application score lessen 12 points, blended learning group score lessen 8 points. It can be confessed that according to the persistency of student achievement, blended learning method is more effective than face to face learning method.

The Effects of Blended Learning on Thai University Students’ Speaking Ability, Learning Motivation and Perceptions

This study aims to investigate the effects of blended learning on Thai university students’ speaking ability, students’ learning motivation, as well as to explore students’ and teachers’ perceptions towards blended learning. Utilizing a mixed-methods embedded experimental research design, 56 students in the treatment group received blended learning instruction. Meanwhile, the other 46 students in the control group received traditional teaching instruction. In this study, the pre- and post-speaking tests and students’ learning motivation questionnaires were used to collect the quantitative data. The qualitative data were retrieved from students’ online reflection blogs and students’ and teachers’ semi-structured group interviews. Both descriptive and inferential statistical methods were then used to analyze the data. The research results revealed that blended learning instruction helped improve students’ speaking ability. Furthermore, the results indicated that students’ learning motivation was at a high level. Additionally, a great majority of both student and teacher participants had positive perceptions towards blended learning. The research results, therefore, conclusively proves that blended learning implementation is effective in improving students’ speaking ability and in attaining a high level of students’ learning motivation.

BLENDED FOREIGN LANGUAGE LEARNING WITH INCREASED ONLINE COMPONENT: HYBRIDIZATION STRATEGIES AND EDUCATIONAL TECHNOLOGIES

Statement of the problem. Recent reports from the OSCE, UNESCO, and the International Association of Universities have attempted to comprehend the impact of the Covid-19 pandemic on higher education. A broader use of blended learning is seen in these documents as one of the potential ways for developing university teaching. Based on official recommendations, the authors of the article substantiate the need to create a course of the French language for occupational purposes for students of the MA program "Language support for project development in the field of international cooperation" in a blended learning format with extensive online component. Results. A survey was conducted among the MA students and teachers in order to carry out needs analyses and analyse the feedback about the experience of learning a foreign language online during the lockdown due to Covid-19 pandemic in Russia. The results allowed to identify technical, methodological and personal risk factors that should be taken into account in the course design process. In addition, the review of scientific articles and recommendations of universities supported the process of selection of the principles underlying the course, as well as the approaches and technologies that determine the logic of its implementation. Conclusions. Blended learning as a transition between traditional face-to-face and distance online learning has great potential in the post-covid higher education. As the survey results has shown, students who have experience in learning a foreign language for occupational purposes in a blended learning format were more satisfied with the quality of online learning during the lockdown related to the spread of Covid-19. At the same time, technical and methodological factors have a decisive influence on the effectiveness of blended learning. They should be imperatively taken into account at the planning stage of the course design. This can be achieved by describing stages of delivery, clear instruction and a careful selection of online tools. The survey results and litterature review allowed to determine the approach, principles and technologies that underlie the course of French for occupational purposes for MA students of the program "Linguistic support for project development in the field of international cooperation."

Investigating Blended Learning Impact on Students Vocabulary Achievement

This study attempts to investigate the effect of the blended learning approach on student’s vocabulary achievement. The methodology of this study used Quasi experiment method and randomized post-test only control group design. A sample were 60 grade ten students of SMK Bina Insan Kamil, Bekasi where divided two experiments and control group which the experiment tough by a blended learning approach, and control group learned the same vocabularies trough conventional way. Analyze of the instrument in this study in items of validity, reliability, difficulty index and discrimination power used SPSS and analyze the data used T-test to know whether the alternative hypothesis (Ha) was accepted or rejected. The result of this study showed that there was a significant effect of blended learning approach on student’s vocabulary achievement. The significant (Sig) score of 0.003 is smaller than (&lt;) 0.05. So that this study has a significant effect of blended learning on student’s vocabulary achievement. Moreover, the approach of blended learning enhances their motivation to learn vocabularies in the learning process.

Music teachers’ understanding of blended learning in Korean elementary music classes

ABSTRACT As information and communication technologies (ICT) have been rapidly developed, the computers and internet are widely used in many fields. The purpose of this study was to examine music teachers’ experiences and perceptions of blended learning in elementary music classes. Using a multiple case study method, I observed four elementary music teachers in different schools located in Seoul, South Korea. The following research questions were addressed: (1) How do the elementary music teachers utilise blended learning in their music classes? (2) What are the challenges the music teachers face in implementing blended learning into their classes? and (3) What are the music teachers’ perceptions of blended learning that could be beneficial to their students and to their teaching? The results showed that the music teachers employed the station-rotation model of blended learning. This study also revealed that the teachers acknowledged educational effects of blended learning. Nevertheless, they shared concerns about motivational factors and teacher education for blended learning. It is suggested that continuing professional development is needed to increase the use of blended learning in Korean elementary music classes.

The Effectiveness of Blended Learning Teaching Materials Based on Cognitive Styles to Improve Students’ Learning Outcomes in Solid State Physics Subjects

The industrial revolution 4.0 forces various sectors, including the education sector, to face rapid technological innovation changes. Universitas Terbuka, as a distance learning activity management system, has made information and communication technology a fundamental requirement for implementing learning activities at UT or PTJJ. Blended learning emerges as an effective strategy that can combine the advantages of online education or technology-based learning and face-to-face learning. This study aimed to analyze the effectiveness of blended learning teaching materials based on cognitive styles to improve students’ learning outcomes in solid-state physics subjects. This research is quasi-experimental research conducted in 3 Universitas Terbuka; those are Universitas Terbuka of Surabaya, Malang, and Jember. In this study, Respondents were 11 students who were treated with blended learning teaching materials in solids state physics subjects. The data obtained are in the form of students’ learning outcomes, which are then analyzed using the N-gain test. Based on the N-gain test, the test result was accepted that the average N-gain of students was categorized as medium and high. In addition to learning outcomes, data on student responses, and learning activities were also obtained using blended learning teaching materials in solids state physics subjects. The majority of students respond to learning activities with a positive response, and students actively participate in all the learning activities provided. This study implies that blended learning materials based on cognitive styles effectively improve students’ learning outcomes in solid-state physics subjects.