Effectiveness Of Blended Learning Research Articles

The effect of blended learning on 21st-Century skills and academic success in education of physical education teachers: A mixed method research

The aim of this study is to examine the effects of the teaching intervention with blended learning model on the 21st century skills, academic achievement levels and permanent learning of pre-service physical education teachers. For this purpose, the nested design was preferred among the mixed method research designs, case study approach was chosen for the qualitative dimension of the research, and quasi-experimental design method was preferred for the quantitative dimension. As regards the experimental intervention process, the experiment lasted for 12 weeks with the voluntary participation of 85 pre-service teachers who formed the control and comparison groups. As a result of the research, it is seen that blended learning affects the academic success and permanent learning levels of pre-service physical education teachers whereas it has no effect on the 21st century skills. Quantitative and qualitative findings are consistent with each other.

The effectiveness of flipped classroom based blended learning on students critical thinking skills

This study aims to determine the effectiveness of flipped classroom-based blended learning on students' critical thinking skills. This study is a type of meta-analysis research. Data sources come from 14 national and international journals published in 2018-2023. The process of finding data sources comes from Google Scholar, ERIC, DOAJ, EBSCO, ProQuest, ScienceDirect and PLoS ONE. Keywords search for blended learning data, blended learning based on flipped classroom, and the effectiveness of blended learning based on flipped classroom on students' critical thinking skills. Data analysis techniques with the help of JSAP applications. The results of the study concluded that the average value of effect size (ES = 0.838) high sizeeffect category and standard error of 0.109 . These findings explain that the flipped classroom-based blended learning model has a positive influence on students' critical thinking skills.

Preferred Learning Model in Studying English as a Foreign Language During Post-Pandemic Period: Blended Learning, Online Learning, or Face to Face?

Objective: Before and During the Covid-19 pandemic, students in Indonesia experienced face to face learning, online learning, and blended learning. Since the students have experienced those three learning models, this study was conducted to investigate the learning model that is preferred by the students during post-pandemic period and identify the reasons why they chose a particular learning model in learning English as a foreign language context. Method: To achieve that research objective, this study was conducted by following a mixed-methods study method, the sequential explanatory design. The researchers started this study by collecting the quantitative data to identify the learning models preferred by the university students in Bali when they have an English class during post-pandemic period. Then, it was followed by collecting qualitative data to explain why the students preferred a certain learning model for the English class. The respondents of the study were 100 lecturers and 200 university students. The researchers collected the study data through questionnaires and interviews. The questionnaires were delivered using Google Forms, and the interviews via Google Meet. Results and Discussion: The study reveals that most lecturers and students preferred the blended learning model to teach and learn English. In general, the selection of the learning model preferred by the lecturers and students was influenced by educational and health factors. Therefore, it can be concluded that the students’ preference on selecting a learning model is not influence by the educational reasons only. Research Implications: Face to face instruction is crucial in an education process, because a real teacher-student interaction will happen through face to face instruction. Thus, blended learning is more preferable by the students than e-learning. Originality/Value: Previous studies on blended in Indonesia were conducted to reveal the effectiveness of blended learning education for the broader use of blended learning in modern learning. Only a few studies were conducted to reveal their effectiveness in limited face-to-face learning during the post-pandemic of Covid-19. Therefore, this study mainly focused on investigating the effectiveness of blended learning during the implementation of limited-face to-face learning in Indonesia during the post-pandemic of the covid-19 pandemic. This study was necessary because the findings can guide educators to develop a more effective learning environment.

INVESTIGATING THE IMPACT OF ONLINE VS. BLENDED LEARNING ON VOCABULARY LEARNING: EVIDENCE FROM IRANIAN INTERMEDIATE EFL LEARNERS

This study aimed to examine the effect of online vs. blended learning on improving vocabulary learning among Iranian intermediate EFL learners. The current study followed a quasi-experimental, pretest-posttest control group research design. The researchers selected a sample of 120 EFL intermediate learners from a private English Language Institute in Lahijan, Iran for this purpose. The researchers divided the participants into three groups of 40 students each. The researchers used three instruments: 1) a Solution Placement Test (SPT), 2) a Vocabulary pre-test 3), and Vocabulary post-test. The control group only learned vocabulary through traditional lecture methods and face-to-face teaching. The LMS instructional model and the blended learning instructional model were used to teach vocabulary to the online learning group and the blended learning group, respectively. After 10 weeks, students were tested again using a before and after design. In the L2 vocabulary test, both the online and blended learning groups performed better than the control group, in addition, no significant difference was observed between the online and blended learning groups. That is, both online and blended learning instructions have been effective in the development of EFL learners’ vocabulary learning and have had a statistically significant effect on the vocabulary learning of Iranian intermediate EFL learners. The researchers suggest that EFL students can benefit from learning L2 vocabulary through online and blended learning. The findings have practical implications for teacher education programs to promote prospective teachers’ interest and willingness to implement web-based systems. The findings also have important implications for web-based application developers. They should consider a clear model for blended learning and teachers should have the right to choose a blended learning model that suits their teaching contexts to manage the classroom and provide a more effective learning environment.

The Effects of Blended learning on University Students’ Critical Thinking Dispositions in College English Course

This research aims to introduce and examine the effects of blended learning environment on learners’ critical thinking dispositions for undergraduate students of business major at North China University of Science and Technology (NCSTU) in China. The participants are 28 freshmen from College English Course. The research tools are Critical Thinking Dispositions Inventory Chinese Version and Blended Learning Environment Questionnaire. The findings show that blended learning environment is beneficial for improving Chinese students’ critical thinking dispositions (CTD). The students are willing to take part in the learning activities both online and offline. They find out it is most difficult part is to understand the teacher’s English instructions. Majority of students’ CTD is positive after one semester learning in the blended learning environment. Open-mindedness, self- confidence, and inquisitiveness of CTD are significantly correlated with students’ gender, English scores of college entrance exam, and science and liberal arts respectively

메타버스 플랫폼을 활용한 실과 교과의 블렌디드 학습 방안에 대한 연구

This study proposes a method for applying blended learning using Metaverse to practical and
 subject-based education. The research process involved conducting classes with prospective teachers
 using a blended learning method with Metaverse. Subsequently, we surveyed participants to assess
 their experience, the applicability of the method, its effectiveness, and their willingness to use it.
 and provided implications through statistical analysis and mentoring by field teachers. The results of
 the lesson design are as follows.
 First, using the Metaverse in Practical Arts subjects classes proved effective in stimulating
 interaction and interest among prospective teachers, regardless of whether the setting was
 face-to-face or non-face-to-face. Following their exposure to the Metaverse and blended classes, the
 practical subject matter was found to be effective. There was a more positive response regarding
 the effect of blended learning on both theory and practical education. Moreover, a positive
 perception of its ability to enhance interest and immersion appeared to have existed even before the
 classes.
 Second, while pre-service teachers' experience of teaching using the Metaverse did not
 significantly change their opinions on difficulty level and technical challenges, it positively affected
 their willingness to use Metaverse in their own classes in the future.
 Third, practical teaching and learning materials were developed based on class experiences with
 the Metaverse and guidance from field teachers. Through this process, specific learning methods and
 considerations for using the Metaverse were proposed. These include an emphasis on experience,
 enhancing interaction, and linking embedded functions.
 We hope this study will serve as foundational research on Eduech-based learning methods for
 Practical Arts education and encourage the development of learning materials based on various
 Metaverse platforms.

Blended learning intervention on the students’ reading comprehension achievement with different personality traits

Reading is one of fundamental receptive skills that students should master in language acquisition. In fact, many students struggle in reading even they have mastered language acquisition. Non linguistics factor, for instance personality traits affects the student’s reading comprehension process. The research objectives are (1) to identify the effectiveness of blended learning and conventional learning instruction in improving EFL students’ reading comprehension with different personality traits and (2) to explore the differences in students’ impressions regarding integrating blended learning instruction in the EFL class. This research employs a mixed-methods approach. Sixty-six participants of SMA N 1 Pulau Morotai participated in this study as a sample. Research instruments utilize the Eysenck Personality Test (EPI) to determine students' personality types. The TOEFL prediction test is used in the reading comprehension test, and a semi-structural interview is used for the qualitative instrument. In addition, analyzing the data uses Independent T-test and N-Gain Interpretation Test. The descriptive method is utilized to analyze the qualitative data. The finding shows that the average learning outcomes of mix introverted-extroverted students who use blended learning were higher compared to those of mix introverted-extroverted students who use traditional learning models. Unfortunately, even though both had different learning outcomes, these learning models were generally regarded as ineffective due to the N-gain score being less than 40%. As seen from the interview result, blended learning models were regarded as multi-way instructional models that accommodated students' needs despite an inadequate internet connection, enhanced reading comprehension, fostered students' technological proficiency, and provided efficiency and adaptability.

Effect of blended learning on mathematical achievement and anxiety: A context-based technology integration for meaningful learning

Ethiopia has envisioned becoming a middle-income country in the year 2030. To achieve this vision, several initiatives including the ESDP (I-VI), GQIP, and the education development Roadmap have been undertaken to improve the quality of education at all levels. Apart from those initiatives, it is equally important to rethink of a pedagogical approach that suits the contemporary technological advancement and cultural contexts. Currently, our world is experiencing scientific and technological changes, but the customary methods are relatively unable to cope with these changes. It is no longer viable to rely on one-size-fits-all curriculum. So far, the impact of instructional technology on students learning is not consistent and lacks specific context of students’ environment. This indicates that there is a need for intensive investigation to make learning more meaningful and interactive. This study aimed to restructure the existing mathematics course in Ethiopian higher education so as to produce a pedagogically enhanced learning environment. To achieve the goal of the study, a pedagogical intervention with a time series design was made at Wolkite University, Ethiopia. The repeated measures ANOVA show significant difference between students’ mean scores of course achievement measured before, during and after the intervention (F (2.182, 52.358) = 8.354, p < .05, ƞ2 = 0.258). The multiple comparison test further shows a significant improvement of students’ mathematical achievement. It was also found that when technology was used as a tool to enhance students learning, it can overcome the math anxiety caused by the cognitive failure. Therefore, blended learning could be a good approach to enhance students’ mathematics achievement. This might also be extended at lower levels. Additional imperative implications for practice and future research are forwarded.

ENHANCING FLIPPED LEARNING: A COMPREHENSIVE METHODOLOGY FOR INTERGRATING ASYNCHRONOUS AND SYNCHRONOUS INTERACTION

This article delves into effective flipped learning strategies for the training of future foreign language teachers, with a focus on developing their professionally oriented communicative competence. A methodological approach integrating asynchronous and synchronous interactions is proposed, highlighting the importance of independent learning activities, which are complemented by synchronous support to enhance engagement. This approach, underpinned by scientific literature, suggests that the evolution of asynchronous learning should strengthen the flipped learning methodology. It projects asynchronous -synchronous interaction as a special type of asynchronous mode. In this mode, the independent (asynchronous) component is primary, and the collaborative (synchronous) component is secondary. This structure emphasizes students’ independent learning activities. Synchronous interactions provide additional support in cooperation. The article advocates for a balanced use of both delayed (asynchronous) and quasi-instant (synchronous) communication, the latter being quicker than traditional delayed methods but not as immediate as real-time interactions.The study maintains that integrating and incorporating synchronous aspects into asynchronous learning activities enhances the core essence of flipped learning. It outlines four specific principles for the effective application of asynchronous-synchronous techniques. They are: consistent integration, making the best use of technology tools, feedback loop, combining communication methods. Drawing on previous research and the author’s personal teaching experience at the Faculty of Philology of Educational Technologies, Kyiv National Linguistic University, Ukraine, the impact of these methods on the education of students studying at the second (master’s) level has been examined. Survey results have indicated a significant positive effect (70% to 90%) of blended learning and the flipped learning model on students’ professional growth and overall satisfaction with their education. Additionally, the article presents examples of exercises (preparatory stage of flipped learning) designed to develop English-language professionally oriented speech competence in master’s students, along with online resources for their implementation in a blended learning format.

Using a Blended Learning Approach to Encourage Course Interaction in a First-Year Business Communication Module

The aim of the study is to examine the effectiveness of blended learning in encouraging course interaction amongst first-year students studying a business communication module. The COVID-19 pandemic resulted in the increased use of blended learning as a teaching approach to encourage learning regardless of the location. Existing research on blended learning suggests its value in promoting increased student engagement, ultimately contributing to positive educational outcomes. Data was collected through a cross-sectional survey whereby a questionnaire was distributed to the respondents using Google Forms. Data was analysed on the same platform. Cross-tabulation was used to understand the relationships between factors in participants’ responses to the questions. Results indicate that blended learning successfully drives course interaction because the combination of class-based and online engagement positively impacts how likely students are to engage in course content. This paper makes a valuable contribution in the form of underscoring a pressing need for research that is aimed at understanding how blended learning shapes the experiences students have with their modules, as well as how these factors may shape current practices in blended learning. Most students indicated that they would recommend blended learning as it increased participation and engagement with their course content.

Dynamics of hybrid teaching: exploring the implementation and effects of active methodologies in public education

This research examines blended learning and active methodologies in public education, focusing on the challenges and potentialities of their implementation. The central issue investigated was the integration of these innovative pedagogical approaches in the public education context and the barriers faced in this process. The main objective was to analyze how blended learning and active methodologies can be effectively incorporated, considering their benefits and limitations. The methodology adopted was a literature review, allowing for a comprehensive analysis of previous studies and related theories. The results indicated that, despite challenges such as the lack of infrastructure and the need for teacher training, blended learning and active methodologies have the potential to increase student engagement, improve academic performance, and develop essential skills. Furthermore, future trends suggest an evolution of these approaches, with an emphasis on personalized learning and inclusion. The final considerations highlight the importance of addressing implementation issues, access, and teacher training for the effectiveness of blended learning in public education.

MOOC-based blended learning for knowledge translation capacity-building: A qualitative evaluative study.

This qualitative study investigated the effectiveness of blended learning using MOOCs (massive open online courses) for capacity-building in knowledge translation (KT). The evaluation followed Kirkpatrick's updated model. A total of 23 semi-directed interviews were conducted with participants working at a research centre in Côte d'Ivoire, with a first wave of interviews immediately post-training and a second wave after five months. Results showed that the training met learners' needs, with both the content and teaching format being deemed appropriate. Learners reacted positively to face-to-face activities and affirmed the importance of coaching for putting learning into practice. Specific KT skills and principles appeared to have been acquired, such as a procedure for structuring the KT process and improved skills for communicating and presenting scientific knowledge. Five months after the training, encouraging changes were reported, but the sustainability of the new KT practices remained uncertain. KT capacity-building initiatives in low- and middle-income countries struggle to meet demand. Little is known about effective KT training in that context, and even less in non-anglophone countries. The study presented here contributes to the understanding of success factors from the learners' standpoint.

Effect of Blended Learning on the Academic Achievement in Social Science of Secondary School Students

This study has been undertaken to examine the correlation between Blended learning and Academic Achievement of Secondary school students of Mayurbhanj District. The Investigators used Experimental research method to study the variables for which 40 (18 male and 22 female) 9th class students of Govt. Secondary school of Baripada town in Mayurbhanj District were selected as samples by using Simple random sampling technique. For collection of data the investigators used Self-made achievement test for collection of data and the collected data were analyzed using Statistical Techniques like Mean, Standard Deviation and Independent t-test and tested at 0.01 and 0.05 Significance levels. The results showed that there is a significance positive relationship between the effect of blended learning and Academic Achievement of secondary school students of Baripada town in Mayurbhanj District. The findings also showed that there exists no significant difference between the boys and girls’ students of 9th class students in academic achievement using blended learning.

Blended learning: A data-literate science teacher is a better teacher

The COVID-19 pandemic has underscored the importance of blended learning in contemporary physics and, more generally, STEM education. In this contribution, we summarize current pedagogical models of blended learning, such as rotational and flexible non-rotational models, and customizable configurations of physical and virtual learning spaces. With the inevitable integration of digital technology as one of the pillars of blended learning, teachers find themselves in an unprecedented position to not only obtain data more frequently but also analyze it and adjust instruction accordingly. Consequently, we discuss a crucial element of blended learning effectiveness: data management and usage. In this context, data literacy for teaching emerges as an essential skill for effective blended learning, encompassing the ability to transform various data types into actionable instructional knowledge and practices. In other words, current research in physics education shows that a data-literate science teacher is a more prosperous and effective teacher.

The Effect Size of Blended Learning in Mathematics Learning

This study aims to determine the effect of blended learning in mathematics learning. This type of research is quantitative research with a meta-analysis approach. The inclusion criteria are research published in 2020-2023, research must be experimental methods or quasi-experiments, research related to the influence of blended learning in mathematics learning, research comes from SINTA indexed journals, Research data is obtained through google scholar, DOAJ, Mendeley and Sinta and research has complete data to calculate the value of effect size. The results of 23 studies concluded that there was a significant influence of blended learning in mathematics learning with an average effect size value of 0.83 with a large effect category. These findings provide more accurate information about the application of blended learning in mathematics learning.

Applying a Meta-synthesis Approach to Present a Blended Learning Model for Talent Development

Background: With the rapid development of healthcare, traditional teaching has been unable to meet the learning needs of hospital staff training, which has led to talent development. With the development of Internet technology, blended learning seems to be a new available choice to solve the current predicament. However, the effectiveness of blended learning is still controversial. In addition, most studies have primarily evaluated the teaching effect unilaterally. Objectives: The purpose of this study was to apply a meta-synthesis approach to synthesize research on blended learning models for talent development in healthcare settings. By examining a body of evidence from peer-reviewed studies, the authors aimed to identify common elements of effective blended learning models applied to hospital employee training. This synthesis provided a foundation for developing a comprehensive blended learning model tailored to the specific needs of hospital employees. Methods: In this study, the meta-synthesis approach was used to synthesize qualitative evidence in relation to blended learning factors in talent development. A comprehensive search strategy was used to retrieve articles from ScienceDirect, Emerald, PubMed, Web of Science, and Scopus within 1990 to 2023. To find additional studies, the bibliographic search of included studies and review articles and a random search in Google Scholar, Research Gate, and Google were carried out. A total of 751 studies were identified. After reviewing the full text of the articles, 89 studies were selected. This review evaluated studies that explained blended learning and talent development among healthcare employees. Eighty-six studies were selected and included in the meta-synthesis process after critical appraisal using the Critical Appraisal Skills Program. Results: The findings consisted of the model’s dimensions, components, and indices. The five identified dimensions include specifying learning needs, learning campaign elements, learning proposal, content strategy, and facilitation model consisting of 22 components and 76 indices. Conclusions: The identification and application of the obtained components will allow the policymakers and managers of the health system field to replace the traditional training of employees with blended learning, culminating in employee talent development.

CHASING ACADEMIC EXCELLENCE: A DATA-DRIVEN ASSESSMENT OF BLENDED LEARNING EFFICACY

This study examines the effect of blended learning on student learning achievement. Blended learning is a mixture of online and face-to-face or traditional learning. The purpose of this research is to find out the positive or negative effect of blended learning. The method used is descriptive quantitative. Data was obtained from distributing questionnaires to selected respondents. The data that has been collected and calculated shows that there are more positive effects of blended learning where one of them is the achievement of better student academic scores. However, it is crucial to note a divergence in student preferences revealed in the study. Despite the positive academic outcomes, some students express a preference for face-to-face learning over online components within the blended learning model. While the academic achievements indicate a positive trend, the acknowledgment of student preferences introduces a layer of complexity. The recognition that some students favor traditional face-to-face instruction suggests that the success of blended learning may vary among individuals. the study underscores the need for further research to delve into the potential negative effects of blended learning. By addressing this aspect, educators and policymakers can gain a more comprehensive understanding of the dynamics involved in implementing blended learning approaches, facilitating informed decision-making to optimize the learning experience for diverse student populations. Further research is also needed to analyze the negative effect of blended learning

Navigating Multilingualism and Blended Learning: Challenges and Strategies in Trilingual Child Development and Modern Educational Practices

This paper explores the challenges and strategies in trilingual child development and blended learning in modern education. It addresses the nurturing of trilingualism in children, especially in predominantly monolingual settings, and highlights the cognitive benefits of multilingualism, such as enhanced problem-solving and cognitive flexibility. The study also examines the effectiveness of blended learning, a combination of traditional classroom and online education, particularly relevant during the COVID-19 pandemic. It assesses this approach in enhancing engagement and performance in trilingual students, using the Community of Inquiry framework. The paper aims to contribute to the understanding of trilingual child development and inform educational practices tailored to multilingual students' needs.

Effectiveness of Blended Learning for Civil Engineering Students’ Performance during COVID-19: A Case Study of a Rural University in South Africa

In this study, the effectiveness of blended learning on the learning of civil engineering students during the COVID-19 pandemic was evaluated at a rural university in the Eastern Cape Province of South Africa. The imposition of lockdown due to the global spread of COVID-19 left educational institutions with no choice but to find alternative methods of teaching and learning. Students were sent home in order to control the spread of the virus. Secondary data were used to examine the students’ performance in 2019, prior to the COVID-19 pandemic, and in 2020, during the COVID-19 pandemic. Furthermore, primary data was obtained through questionnaires to assess the students’ opinions on blended learning. The Mann-Whitney U test was used to determine the extent of the difference in students’ performance before and during COVID-19. Descriptive analysis results indicated the superiority of blended learning over face-to-face teaching methods, with blended learning achieving a 67% success rate compared to the 33% achieved by face-to-face methods. Similarly, the Mann-Whitney U test also showed a significant difference between blended and face-to-face teaching methods. In contrast to the descriptive analysis and Mann-Whitney U test, students’ sentiments indicated otherwise. 80% of students neither agreed nor disagreed with blended learning methods as a preference over face-to-face teaching methods. The results of this study demonstrated the effectiveness of the teaching methods used during the COVID-19 pandemic. Furthermore, it revealed and, further, showed the sentiments of students regarding the teaching methods employed during this period.

Relative effectiveness of simulation games, blended learning, and interactive multimedia in basic science achievement of varying ability pupils

AbstractThe study determined the relative effectiveness of simulation games, blended learning, and interactive multimedia in enhancing learning outcomes in Basic Science of pupils with varying abilities, with a view to providing information on the most effective strategy for instructing Basic Science among pupils with varying abilities. Children should be exposed to and commence learning science at a young age because science and technology are the dynamic forces behind present socioeconomic progress. The research design employed was a quasi-experimental research design. The experiment was conducted in six schools, and two schools were used as the control group. The analysis used descriptive and inferential statistics. Permission was sought from the Local Government Education Authorities (LGEA) to use the schools in their jurisdictions for the experiment. Participants were given a consent form for their parents. Pseudonyms were used to replace participants’ names. The findings indicate that interactive multimedia is more effective with pupils in mainstream schools, whereas blended learning proves more effective for pupils in special schools. These findings imply that teachers should employ strategies to captivate and maintain attention while teaching Basic Science.