Effectiveness Of Blended Learning Research Articles

The impact of blended learning and digital communication on students' quick attack and refereeing skills in handball

The problem of the research lies in the process of learning to perform the stages of fast break and refereeing skills is one of the important topics in handball, especially for students of the college of Physical Education and Sports Sciences, third stage. It is one of the difficult tasks that students suffer from, as it includes planning exercises with group work in most of them, which requires deep cognitive and practical aspects so that the student can acceptably perform them. The aims of the research included identifying the effect of blended learning with digital communication on the fast break handball, as well as identifying the effect of blended learning using digital communication in the performance of students’ handball refereeing skills. As for the hypotheses of the research, it includes that blended learning with digital communication had a positive effect on the formations of the fast break handball. As well as a positive effect of blended learning with digital communication on the performance of the refereeing skills of handball for students. The researchers used the experimental research by designing two equal groups (experimental and control) with a pre and post-test. The research sample, it consists of a group of third-year students in the College of Physical Education and Sports Sciences - Babylon University for the academic year 2020-2021. The blended learning strategy was implemented on the members of the experimental group, which includes two parts; the first is the electronically via digital communication through the educational platforms (classroom) and the (meet) program, through which the theoretical material was delivered, and the second part is in the class, which included practical learning units in the court. After conducting the post-tests, the data was analyzed and a set of conclusions were reached, and these are the most important ones: Blended learning with digital communication has an effective effect on the development of the individual and grouping fast break in handball for students. As well, blended learning with digital connection has great effectiveness in developing the performance of refereeing skills in handball for students.

A scoping review of experimental evidence on face-to-face components of blended learning in higher education

ABSTRACT The practice of combining digital and face-to-face elements into blended learning courses is becoming the new normal in higher education and offers a promising learning format. While studies on the effects of blended learning have so far focused mostly on the online components of the blends, the success of blended learning also rests on the quality of the integrated face-to-face activities. This scoping review examines evidence from 59 experimental studies conducted in higher education settings to explore what makes face-to-face components of blended learning efficacious. The focus is on pedagogical intentions rather than on quantifying the balance between online and face-to-face activities. The results indicate which face-to-face activities support the pedagogical objectives of higher-order processing, social interaction, and engagement. The review identifies current gaps in blended learning research and calls for richer characterizations of face-to-face activities in blended learning to support the development of finely tuned interventions and guide practice.

Implementation of Blended Learning to Improve Motivation and Learning Outcomes of Pre-Service Early Childhood Teachers

In pre-service early childhood teachers, learning motivation is important to understand the theory and special learning planning for early childhood, which is incidentally different from primary or secondary education. The motivation to learn certainly influences learning outcomes later. Therefore, this study’s objective is to analyze the effectiveness of blended learning on pre-service early childhood teachers' motivation and learning outcomes. A quasi-experimental design with a non-equivalent control group design and a sample of 90 students were used. The results showed that blended learning could significantly increase students' learning motivation than conventional learning. Blended learning is also effective for improving pre-service early childhood teachers' learning outcomes compared to fully online learning. The flexibility offered in blended learning is the main advantage that can be considered. The research implies that blended learning can be implemented as an appropriate learning model during the Covid-19 pandemic or when learning is entirely offline.
 
 Received: 19 June 2022 / Accepted: 30 August 2022 / Published: 2 September 2022

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.

EMPIRICAL EVIDENCE OF BLENDED LEARNING IN INDONESIAN EFL CLASS

Blended learning necessitates a digitization technology on the part of both instructors and students, the use of up-to-date instructional strategies, adaptable learning procedures, the efficiency of the processes, space, and financial resources, as well as learner motivation and independence; all of these factors lead to a rise in learner academic achievement. Unfortunately, the results ofthe most recent empirical studies do not support the idea that blended learning help learners enhance their English proficiency and their level of learning independence. There is proof that blended learning impacts the English proficiency, learning independence, enthusiasm, and ICT skills of students. This article analyzed and quantified the effectiveness of blended learning in English as a Foreign Language (EFL). This study is a quantitative explanatory research type with a pre-test and post-test design. One hundred eighty students from the Agronomy Study Program at Universitas Katolik Indonesia Santu Paulus Ruteng participated in the study. A method of random sampling was utilized, and from that population, 73 participants were selected as samples. Data was taken by test and non test, then analyzed by a software program called SPSS 22.0. Teen blended learning sessions, including five face-to-face and five virtual sessions, are conducted using the Zoom platform. The findings indicate that students' English language skills improve with blended learning (the mean score on the posttest was 82.57), as do their levels of learning independence (82.44%), learning enthusiasm (76%), and ICT skills (70.43%).

Evaluation Method of Mixed Teaching Efficiency of College Teachers Based on Kirkpatrick Model.

Online teaching has become more prevalent in recent years as a result of the process of digitization and adaptation to the times. Classroom instruction is no longer just conducted in person offline. Online education has received a lot of promotion, especially in the wake of the epidemic's effects, and has evolved into a blended teaching model that combines the two modes. The old system of measuring the effectiveness of teaching is no longer reliable or scientific in assessing the new blended teaching model, and it has many flaws. A perfect system for evaluating the effects of blended learning must therefore be built. In order to more accurately assess the teaching impact of the blended teaching model, this study aims to build a more comprehensive system for evaluating blended teaching effects. This paper introduces the Kirkpatrick four-level evaluation model, which plays a significant role in the evaluation field, in order to achieve this goal. The experiments in this study compared the Kirkpatrick model with the AHP, which is frequently used in the evaluation. Online, offline, and blended teaching models were the subject of an experimental investigation. The experimental results demonstrated that each index combination's weights in the Kirkpatrick model and the AHP model of the blended teaching effect evaluation system were fairly close to one another. The evaluation indicators all center on the assessment of practical ability after class, which is consistent with their focus. The innovation evaluation of course papers has the highest weight, and the weight of evaluation indicators is greater than 0.15; the Kirkpatrick model has the lowest weight of the number of platform logins, with a weight value of 0.011, and the evaluation index of the teaching effect evaluation system based on AHP.

언어 네트워크 분석을 통한 COVID-19 전후 블렌디드러닝 연구동향 분석

Objectives This study intends to suggest the development and follow-up research direction of blended learning research by analyzing the trends and representative research topics of each period of blended learning related papers. Methods Keywords were collected and refined for papers related to blended learning from 2011 to October 2021 in the journal database. The keywords included in the study before and after COVID-19 were analyzed for frequency and degree centrality, and the results were visualized. Results As a result of quantitative change trend analysis, it was confirmed that there is a rapid increase after COVID-19. As a result of keyword analysis, the frequency and importance of keywords related to experimental research verifying the effectiveness of blended learning itself were high in the research prior to COVID-19. In research after COVID-19, it was confirmed that the frequency and importance of keywords related to development research such as class model development in non-face-to-face class situations were high. ‘Effectiveness Verification’ and ‘Experimental Research’, ‘Instructional Model Development’ and ‘Development Research’, ‘Experimental Research’ and ‘Academic Achievement’, ‘COVID-19’ and ‘Non-face-to-face Class Situation’ was confirmed to have a high relevance. As a result of the centrality analysis, before COVID-19, research was being conducted centered on the keywords of ‘Effectiveness Verification’, ‘Experimental Research’, and ‘University’. After COVID-19, research has been focused on the keywords of ‘Development Research’, ‘Mixed Learning Environment’, and ‘University’. In addition, it was confirmed that the keywords were grouped into four themes. Conclusions Although blended learning related papers have achieved steady quantitative growth over the past 10 years, previous studies have a limitation in that the proportion of microscopic studies focused on effectiveness verification and instructional model and program development was high. For the balanced development of blended learning research, it seems necessary to understand blended learning from a more macroscopic point of view in future research and field application, and to approach systematically from the instructional design stage, which is the basis of class operation.

The Effectiveness of Blended Learning Assisted by Collaboration of Edmodo Probing-Prompting in Improving Learning Outcomes and Critical Thinking Ability of Students at Universitas Madura

Technological developments have a positive impact on education. Students are required to have knowledge and skills as a result of learning. However, the results of teaching and learning conducted at the University of Madura have not achieved the expected learning objectives. The purpose of the study was to determine the effectiveness of blended learning assisted by probing-prompting Edmodo collaboration in improving learning outcomes and critical thinking skills. This research is quasi-experimental with a 2x2 factorial design. Determination of the sample using random sampling from 4 odd-even classes with a total of 65 students majoring in Accounting at the University of Madura. Data collection techniques used pretest-posttest with the help of the IBM Statistics-24 application. The normality test used one-sample Kolmogorov-Smirnov and the homogeneity test used Levene with a significance of 5%. Hypothesis testing with two-way analysis of variance based on a 2x2 factorial design. The research data showed an increase in learning outcomes and critical thinking skills in the BLPP class from pretest to post-test was 0.39 and 0.80 with a total of 1.19 percent. While the PPF2F class increased from pretest to post-test by 0.42 and 0.63 with a total of 1.05 percent. Based on the results of the research data analysis, it was concluded that the blended learning model assisted by the probing-prompting collaboration Edmodo was effective in improving student learning outcomes and critical thinking skills in introductory accounting courses. The increase obtained in addition to internal factors is also due to the advantages that exist in the BLPP. Therefore, the selection of models and approaches used is one of the determinants of achieving learning objectives. So, the BLPP model is a learning model that can influence improving learning outcomes and critical thinking skills.

Online learning vs blended learning in developing students' self-regulation at Umm Al-Qura University

The purpose of this research is to examine the impact of online learning and blended learning on developing students' self-regulation at Umm Al-Qura University, using gender and specialization variables. The research sample consisted of 376 students at Umm Al-Qura University in the academic year 2021–2022. According to the instructional type, the research sample was divided into the following main branches: Blended learning: 233 students dealt with blended courses, and online learning: 143 students dealt with online courses. A self-regulation questionnaire was developed to collect the required data from the study sample. The validity and reliability of the questionnaire were ensured. The findings of the study revealed that blended learning is more effective in developing students' self-regulation than online learning. Blended learning is more effective in developing male students' self-regulation compared to online learning. The effectiveness of blended and online learning on female students' self-regulation is equal. Blended learning is more effective in developing practical major students' self-regulation compared with online learning. It was observed that the effect of blended and online learning on theoretical major students' self-regulation is equal. The study findings enrich the understanding of the effect of both blended learning and online learning in developing learning outcomes. In addition, these findings may help decision-makers and stakeholders at higher education institutions to provide all available means for embedding blended courses in instructional systems.

The Application of Blended Learning with a Community Science Technology Approach to Improve Student Learning Outcomes in Higher Education

This study aims to analyze the effect of the blended learning science and technology community approach on student learning outcomes in higher education. The research design used in this study was quasi-experimental with The Matching-Only Post-test-Only Control Group Design. A total of 120 students participated in this study. Subjects were divided into 2 groups, namely the control group (K1) and the treatment group (K2). The instrument of learning outcomes items will first be tested for validity and reliability, then the learning outcomes data that have been obtained will be analyzed using the independent t-test method. The results of this study indicate that the data from the validity test items of the learning outcomes test instrument, out of 40 question items, there are 38 items that are declared valid. reliability test results with an alpha coefficient of 0.880 so that the learning outcomes test instrument is said to be reliable and consistent in data collection. The results of the t-test obtained P <0.05, meaning that there is a significant effect of blended learning with the science technology approach of society on learning outcomes. It can be concluded that blended learning with a community science technology approach can improve student learning outcomes in higher education. It is hoped that blended learning can be used and developed again in learning in higher education.

Effect of blended learning of the maternity course on academic student's achievements and satisfaction

Background: Blended learning is an advanced model that encompasses the advantages of both traditional teaching in the classroom, Information and Communication Technology supported learning. Blended learning requires rigorous efforts, right attitude, handsome budget and highly motivated teachers and students for its successful implementation. Aim: To assess the nursing students' achievements and satisfaction toward blended learning. Design: A descriptive study design. Setting: Faculty of nursing, Fayoum University. Sample: Convenience sample of 170 nursing student at third level maternity department. Tools: three tools were used to collect study data, structured interviewing questionnaire, Academic achievement form and Student Satisfaction questionnaire. Results: More than half of studied students were female, more than three quarter of them uses smart phones, more than half of students have high achievement score is excellent, majority of students were satisfied with blended learning. There were highly statistically significant between total satisfaction, total achievement and statistically significant between demographic characteristics, achievement and satisfaction. Conclusion: more than half of students with high total achievement score are excellent, about sixty percent were satisfied toward blended learning, and also, there is highly statistically significant between total satisfaction and total achievement. Recommendation: Involve blended learning as alternative plan at the time of crisis.

Blended learning approach for teaching cardiac disorders on nursing students’ learning outcomes

Background: Modern Education has been transformed into an instant and self-driven online learning. Blended learning is a way to get the best of both traditional classroom and online learning. Aim: The aim of the study was to find out the effectiveness of Blended learning on Nursing Students’ learning outcomes regarding management of Cardiac Disorders. Methods: A True Experimental study with post-test only control group design was carried out among a Cluster random sample of 271 nursing students studying in Punjab and Haryana. The tools used for data collection were: Structured Knowledge Questionnaire for assessment of knowledge, OSCE for assessment of skills and Case Scenario based questionnaire for the assessment of clinical decision making. The students in Blended Learning group were taught regarding cardiac disorders by Blended learning including web environment as well as contact classes by the Researcher whereas the students in the Conventional Learning group received Conventional method of teaching. It was a double-blinded study. Results: SPSS 21.0 was used for data analysis. There were statistically significant differences between groups in skills and clinical decision-making but not in knowledge. Conclusion: Blended Learning is an effective method to improve learning outcomes of nursing students regarding management of cardiac disorders.

Blended Learning for Effective Reflective Essay Writing

This study assessed the effectiveness of blended learning for effective reflective essay writing among Grade 9 students of Pit-os National High School, Pit-os, Cebu City, for the School year 2018-2019. The quasi experimental method of research was employed. There were 50 Grade 9 students involved in the study. These subjects were grouped into two: the control and experimental groups. The experimental group was intervened with the use of a blended learning approach using the visual writing prompt, an online tool, while the control group was taught with the traditional method of teaching. The main instrument used was The Day of Destiny by Sir Thomas Malory. An assessment rubric was used to assess the performance of both the experimental and control groups. There was a significant difference between the posttest performances of the control and experimental groups. The findings showed that the students who were exposed to the blended learning approach had enhanced their writing performance more than the control group. The study concluded that the blended learning approach is effective in improving the writing performances of the students. Furthermore, this approach provides effective instructional experiences for the students because of the responsive environment.

THE EFFECT OF BLENDED LEARNING ON PROBLEM-SOLVING ABILITY IN ISLAMIC CULTURAL HISTORY LESSONS

Blended learning is one of the many learning models that can be applied to learning activities at this time. The study was conducted to determine the effect of blended learning on the ability to solve problems in the subject history of Islamic culture. The study used a quasi-experimental quantitative approach (nonequivalent control group design). The data collection technique used a test (essay) given at the pre-test and post-test; the data analysis used a prerequisite test, namely, the normality test and homogeneity test, followed by an independent sample t-test. The research location was at MTsN 1 Jombang, involving 120 students, 60 students as the experimental group applying blended learning and 60 students as the control group applying conventional learning. The study's results based on the independent sample t-test showed that the pre-test scores of the two groups had no significant difference, namely tcount< ttable (0.393 < 2.001) with sig. (2–tailed) 0.695 > 0.05, it can be ascertained that there is no difference between the pre-test data of the experimental and control groups. And the results of the independent sample t-test showed that the post-test scores of the two groups had significant differences, namely the results tcount> ttable (12.370 > 2.001) with sig. (2-tailed) 0.000 < 0.05. So it can be ascertained that there is a difference between the post-test of the experimental and control groups. The conclusion is that blended learning significantly affects problem-solving ability in the subjects History of Islamic Cultural at MTsN 1 Jombang in the experimental group compared to conventional learning in the experimental group by reviewing the post-test results of the two groups. The pre-test of the two groups was conducted to determine students' initial ability before being given treatment.

Evaluating The Effectiveness of Blended Learning during Covid-19 on Students’ Learning Achievement: A Case Study in terms of Islamic Education

Purpose – This study aims to evaluate the effectiveness of blended learning during the Covid-19 pandemic on students’ learning achievements at SMP Muhammadiyah 1 Prambanan.
 Design/methods/approach – This research was conducted by means of a descriptive qualitative method. The data were collected through observation, interviews and documentation. The collected data were analyzed by reducing data, presenting data, and drawing conclusions.
 Findings – This study revealed that blended learning had not been able to achieve the desired learning objectives, since it had not been able to reflect the value of Islamic education as seen from students’ lack of manners, particularly to teachers. This fact is attributed to several factors: 1) Teachers’ lack of monitoring on students’ development and associations during the pandemic 2) lack of motivation to learn, 3) lack of adequate facilities for online learning. To overcome the aforementioned problems, teachers have done the followings based on several aspects: 1) the cognitive aspect, the teachers were proactive by helping students who had learning difficulties during the online learning. 2) affective aspects, teacher set an example to students, trained them to practice regular worship, sharpen their ability to behave honestly, and monitored the development of their attitudes and behaviors through their parents. 3) psychomotor aspect, teachers reopened several extracurricular activities.
 Research limitations – The limitations of this research are mainly centered on the limited number of samples observed as case studies at SMP Muhammadiyah 1 Prambanan.
 Originality/value – The research findings provide an explanation on the effectiveness of blended learning during the Covid-19 pandemic and teachers’ efforts in achieving learning outcomes.

Effect of blended learning on student performance in K‐12 settings: A meta‐analysis

AbstractBackgroundBlended learning programs in Kindergarten through Grade 12 (K‐12) classrooms are growing in popularity; however, previous studies assessing their effects have yielded inconsistent results. Further, their effects have not been completely quantitatively synthesized and evaluated.ObjectivesThe purpose of this study is to synthesize the overall effects of blended learning on K‐12 student performance, distinguish the most effective domains of learning outcomes, and examine the moderators of the overall effects.MethodsFor the purpose, this study conducted a meta‐analysis of 84 studies published between 2000 and 2020, and involved 30,377 K‐12 students.Results and ConclusionsResults revealed that blended learning can significantly improve K‐12 students' overall performance [g = 0.65, p < 0.001, 95% CI = (0.54–0.77)], particularly in the cognitive domain [g = 0.74, p < 0.001, 95% CI = (0.61–0.88)). The testing of moderators indicates that the factors moderating the impact of blended learning on student performance in these studies included group activities, educational level, subject, knowledge type, instructor, sample size, intervention duration and region.ImplicationsThe results indicate that blended learning is an effective way to improve K‐12 students' performance compared to traditional face‐to‐face (F2F) learning. Additionally, these findings highlight valuable recommendations for future research and practices related to effective blended learning approaches in K‐12 settings.

The Effect of Blended Learning on Teaching Applied Biostatistics for Postgraduate Medical Students

Introduction: Unlike the face-to-face courses offered on campus, online courses are predominantly asynchronous, where students basically decide when they can attend online courses. There is also an intermediate method referred to as blended learning (BL) that combines the merits of both methods. This study investigates the effect of blended learning on attitude and learning applied Biostatistics.
 Methods: The students' comprehension levels and attitudes were measured for both groups. The face-to-face group is so designed as to include 16 weeks of two-hour sessions, one session weekly, in one semester. The blended-learning group is designed to receive in one semester 16 weeks of two-hour sessions, one session weekly, such that initially, the group receives four sessions of electronic educational content and then eight sessions of blended learning. The scores attitudes of students from either group were obtained after the final exam and via the university's course evaluation system. The final exam score of both groups based on the results of the student's Bachelor's degree was compared using ANCOVA in terms of either teaching methods.
 Results: The numbers (proportions) of the participants attending Environmental Health, Waste Management, and Elderly Health courses were 14 (35%), 13 (32.5%), and 13 (32.5%), respectively. The mean (SD) of the scores for the blended-learning group with 18 participants was 16.69 (2.45), which was significantly higher than the score of 14.49 (2.67) for the face-to-face learning group with 22 participants (P = 0.013). Comparisons were made after adjusting the average on the bachelor's degree of both groups.
 Conclusion: In addition to the improved score for the BL group, the attitudes differed. Therefore, this method is recommended for teaching Applied Biostatistics.

The Effectiveness of Blended Learning During the Covid-19 Pandemic at the High School Level

The purpose of this study was to determine the effectiveness of the application of blended learning on student motivation, student characteristics, and student interaction. The method used in this study is comparative quantitative by comparing the final grades of students before and during the covid-19 pandemic as supporting data. The population in this study were all students of classes XI and XII with a total sample of 218 students with a sample of 160 students taken using purposive sampling. Furthermore, the data collection technique was carried out by distributing questionnaires using google form media. And analyzed using content analysis. The results showed that there was a significant difference in students' final grades as evidence of the effectiveness of applying blended learning compared to face-to-face classes for mathematics, English, and Indonesian subjects; There is no significance between student characteristics and the effectiveness of blended learning; No significance between student interaction and the effectiveness of blended learning; There is a significance between learning motivation and the effectiveness of blended learning.

The Effect of Project Based Blended Learning Towards Negotiation Text Writing Ability Moderated by Learning Motivation

This study aims to examine the effect of Project-Based Blended Learning on the ability to write negotiating texts moderated by the role of learning motivation. This experimental study involved 60 students in different classes where 30 people are in the control group and 30 others are in the experimental group. The data in this study are obtained from the results of the pretest and posttest to assess the ability of negotiating texts. The collected data is analyzed using the Anova test. Before being analyzed, the researcher tested the instrument and tested the classical assumptions. The test results show that all instrument items are valid and reliable. All data are known to meet the classical assumption test. The results of hypothesis testing indicate that learning motivation is able to moderate the relationship between project-based blended learning and the ability to write negotiating texts. Teachers are advised to apply project-based blended learning with more intensity to be applied in learning. For further researchers, it is possible to integrate this learning model into learning activities to measure the improvement of other students' abilities.

A Comparison of traditional learning and web-based blended education in a practical oral pathology course for students of dentistry at the Birjand University of Medical Sciences

Background: The practical course of oral pathology is currently presented in classrooms. However, traditional learning does not meet the educational needs of the present age. On the other hand, electronic learning alone has some drawbacks. Blended learning is a combination of traditional and electronic learning. This study aimed to compare the effect of traditional and blended educational methods on learning of practical oral pathology course. Materials and Methods: Present study is a quasi-experimental study done in Birjand university of medical Sciences in 2021 . The study participants consisted of students in fourth year of dentistry course. 34 student were selected randomly. Part of the educational package of the practical oral pathology course 2 was placed as digital images in the Navid system of Birjand University of Medical Sciences.students were divided into two equal groups. The assignment of individuals in two groups was not random and was based on the average of all students. One group studied the material from Navid system before attending the class. Then, both groups received teaching in the classroom. After some time, the blended and traditional methods were evaluated. Evaluation data were entered into statistical software, and the effect of traditional and web-based blended learning on students' learning was compared through t-test. Results: A total number of 34 students taking practical oral pathology course 2 in the first semester of 2020-2021 participated in the study. There were 23 female (67.64%) and 11 male (32.36%) students. The mean age of the participants was 22.42 years. Out of 34 participants under study, 17 students attended in traditional classes (6 males and 11 females). Besides, 17 students attended blended traditional-virtual classes (5 males and 12 females). Learning was evaluated based on the scores obtained in students’ evaluations at a range of 0-6. The traditional group and the blended traditional-virtual groups had mean scores of 3.55 and 4.27, respectively. The mean difference of traditional and blended groups was statistically significant (p=0.015). Conclusion: Web-based education can be used as a complementary educational method alongside traditional education to have a greater impact on students' learning and can even replace traditional education.