Blended Learning Evaluation Research Articles

Factors influencing students’ learning satisfaction and students’ learning outcomes in blended learning

In China, there is a thriving trend of utilizing a unique form of blended learning that combines MOOCs (massive open online courses) and SPOC (Small Private Online Course). However, the evaluation methods used for these blended learning courses have not been adequately developed. The objective and accurate evaluation of blended learning poses a challenge. Therefore, it is imperative to conduct a preliminary study to examine the relationships between various factors, such as the quality of the teaching environment, the quality of teachers' offline teaching, the quality of teachers' online teaching, and their impacts on students' learning satisfaction and learning outcomes in a blended learning setting. This study aims to analyze the factors in blended learning by employing structural equation modeling and interviews with 275 students. The findings of this research contribute to the advancement of student learning evaluation in blended learning by incorporating the evaluation of the teaching environment, the quality of teachers' online teaching, the quality of teachers' offline teaching, student satisfaction, and students' learning outcomes. Furthermore, this study offers a comprehensive analysis of the influence of the teaching environment on the aforementioned factors in blended learning, thereby providing a rationale and robust empirical evidence for the Chinese government's sustained investment in information technology infrastructure in higher education.

A kirkpatrick model-based learning evaluation system for blended teaching in military academies—Taking blended English course as an example

At present, blended teaching has become an important direction of teaching reform in military academies. Due to the special attributes of military academies as well as its late start of blended teaching, there is currently limited research on blended learning evaluation and a lack of a unified evaluation system. In the light of Kirkpatrick Model, one of the most authoritative evaluation models for training, this paper first reflects on the flaws of current blended learning evaluation in military academies. Then based on the blended English course practice, explores to construct an evaluation system in the four levels of Kirkpatrick Model:level of reaction, level of learning, level of behavior and level of result. In the end, Delphi Method is used for index weight distribution for the whole system. The system could serve as a template and reference for establishing a practicable evaluation system, enhancing blended teaching reform in military academies.

Evaluation of blended learning during Corona pandemic from the point of view of teachers and principals of public schools in Jerusalem governorate

هدفت الدراسة إلى تقويم التَّعلم المُدمَج أثناء جائحة كورونا من وجهة نظر مُعلِّمي ومديري المدارس الحكومية في محافظة القدس، واعتمدت الباحثة المنهج الوصفي، إذ تمّ تحديد معايير مقترحة لتقويم برنامج التَّعلم المُدمَج، ومن ثمّ عرضها على مجموعة بؤريّة من ذوي الخبرة والاختصاص، ثمّ تحويلها لاستبانة؛ تمّ تطبيقها على عينة بلغت (103) معلما، و (43) مديراً ومديرة، تمّ اختيارهم من المدارس الحكومية بطريقة العينة العشوائية للمعلمين والمسح الشامل للمديرين، وجاءت النتائج كالتالي: درجة موافقة عيّنة الدراسة على توفر المعايير المقترحة لتقويم التَّعلم المُدمَج بدرجة متوسطة لجميع المعايير، مستوى توفر المعايير جاء بدرجة متوسطة للجميع، يوجد فرق دال إحصائيًّا بين استجابات عينة الدِّراسة حول المعايير المقترحة لتقويم التَّعلم المُدمَج في ظلّ جائحة كورونا تبعًا لمتغير الجنس ولصالح الإناث وكذلك تبعًا لمتغير المؤهل العلمي، توجد فروق تبعًا لمتغير سنوات الخبرة ولصالح الفئة (15 سنة فأكثر)، لا يوجد فرق دال إحصائيًا بين استجابات عينة الدِّراسة حول المعايير المقترحة تبعًا لمتغير المسمى الوظيفي. وفي ضوء النتائج أوصت الباحثة بضرورة تحديد الكفايات التي من شأنها أن تؤدي إلى نجاح برنامج التَّعلم المُدمَج، والتعرف على الاحتياجات التدريبية للمعلمين في ضوء رؤية الوزارة فيما يختص ببرنامج التَّعلم المُدمَج.

Cybergogy untuk Implementasi Pembelajaran PAI yang Bermakna

This paper aims to review the literature to propose a meaningful PAI learning paradigm in the context of cybergogy learning interaction. The demands of ICT needs and the meaningfulness of learning increasingly urge innovation and futuristic learning reconstruction. Empirically, since the Covid-19 pandemic passed, the challenges of PAI learning do not only include the planning, implementation and evaluation of blended learning but also the meaningfulness of learning interactions to achieve the expected goals. The cybergogy model carries aspects of knowledge (cognitive), social and emotional interestingly tracing its conceptual relevance, adaptation and implementation in learning PAI meaningfully. In addition to achieve the goal of meaningfulness of PAI learning, it is also expected to create a comfortable online learning (good online learner) in the integration of digital technology. This paper is developed through the method of reviewing relevant literature from various scientific sources with a literature approach, the data is collected and analyzed descriptively and then a paradigm is proposed that is worthy of being informed and proposed as a finding. Concept of cybergogy is actually relevant to be implemented in PAI learning, having a connection of concepts and principles to create meaningful learning, emphasizing cognitive engagement, strengthening social and emotional values of students. The meaningful PAI learning and the context of cybergogy emphasize careful interaction, namely the identification of various relevant contexts, the learning objectives are achieved comprehensively, namely the development of knowledge and continuous emotional and social growth in line with Islamic teachings. In addition, it is necessary to pay attention to pedagogical and technical principles, holistic and integrative approaches, so that they can be widely considered for learning.

Research on Blended Learning Evaluation Method of Overseas Chinese Education in the Post-epidemic Era

The spread of COVID-19 in the world has changed the way of life, economy, society, learning, and work around the world. Under the background of normalization of epidemic prevention and control, how to carry out overseas Chinese education and how to affect overseas Chinese education is an important issue with scholars in China and abroad and overseas Chinese. How to effectively deal with the international situation after the outbreak of the epidemic and how to determine the future developmental direction of overseas Chinese education is an important goal and direction that researchers need to study in depth. Based on the perspective of teaching effect evaluation of blended learning mode under the background of artificial intelligence, this article takes ASEAN Phuket Thai Chinese Schools as an example, collects relevant research data through a grounded survey method, adopts a quantitative analysis method, comprehensively judges the impact of overseas Chinese education after the outbreak of the epidemic, and puts forward systematic, comprehensive, and scientific suggestions. It is hoped that the decision-making mechanism and method innovation of overseas Chinese education in response to COVID-19 will be effectively promoted, and the effective development of overseas Chinese education will be actively promoted.

Analysis Of Learning Productivity In Economic Mathematics Course Of Management Study Program S1 University Pamulang Academic Year 2021/2022

This study aims to analyze the productivity of blended learning in the economic mathematics course of the Management Study Program at Pamulang University. This study used qualitative descriptive methode. Techniques for collecting data using interview and documentation methods. The data in this study were obtained through interviews with 3 lecturers who are competent in economics mathematics courses and who already have lecturer certificates. The results showed that (1) Planning for blended learning is carried out by lecturers by preparing SAP, learning tools or materials, and learning media. (2) The implementation of blended learning is carried out online and through PTMT. (3) Evaluation of blended learning on the assessment of cognitive aspects is carried out through the LMS of Pamulang University in the Final Task 1 Meeting menu for online learning. (4) The learning process has been carried out in good and structured stages, starting from planning, implementation, and evaluation, so it can be said that learning with the blended learning model is running productively.

Evaluation of Blended Learning in Nursing Education at the Middle Region in Iraq

Abstract
 Objective(s): To evaluate blended learning in nursing education at the Middle Region in Iraq.
 Methodology: A descriptive study, using evaluation approach, is conducted to evaluate blended learning in nursing education in Middle Region in Iraq from September 26th, 2021 to March 22nd, 2022. The study is carried out at two Colleges of Nursing at the University of Baghdad and University of Tikrit in Iraq. A convenient, non-probability, sample of (60) undergraduate nursing students is selected. The sample is comprised of (30) student from each college of nursing, Self-report questionnaire is constructed from the literature, for evaluating the blended learning in nursing education at these colleges of nursing. The instrument consists of two parts which they include students’ socio-demographic data and evaluation of blended learning in nursing education. A pilot study is conducted for the determination of the study instrument's content validity and internal consistency reliability.
 Results: The findings indicate that Colleges of Nursing at the Middle Region in Iraq have experienced fair performance of blended learning relative to its domains in nursing education.
 Conclusion: It is discovered, in the present study, that the blended learning program
 application is not influenced by learners’ demographic characteristics of age, gender, grade, family monthly income and residency.
 Recommendations: The study recommends that the implementation blended learning in nursing education should be seriously monitored for the benefits of the colleges of nursing, instructors and learners, supportive alternatives should be presented to both of the instructors and learners.

Evaluation of Blended Learning in Nursing Education at the Kurdistan Region in Iraq

Objective(s): To evaluate blended learning in nursing education at the Kurdistan Region in Iraq. Design: A descriptive study, using evaluation approach, is conducted to evaluate blended learning in nursing education in Iraq from September 26th, 2021 to March 22nd, 2022.The study is carried out at three Colleges of Nursing at the University of Duhok, University of Sulaymania and Hawler Medical University. A convenient, non-probability, sample of (90) undergraduate nursing students is selected. The sample is comprised of (30) student from each college of nursing, Self-report questionnaire is constructed from the literature, for evaluating the blended learning in nursing education at these colleges of nursing. The instrument consists of two parts which they include students’ socio-demographic data and evaluation of blended learning in nursing education. A pilot study is conducted for the determination of the study instrument's content validity and internal consistency reliability. Results: The findings indicate that Colleges of Nursing at the Kurdistan Region in Iraq have experienced fair performance of blended learning relative to its domains in nursing education. Conclusion: It is discovered, in the present study, that the blended learning program application is not influenced by learners’ demographic characteristics of age, gender, grade, family monthly income and residency. Recommendations: The study recommends that the implementation blended learning in nursing education should be seriously monitored for the benefits of the colleges of nursing, instructors and learners, supportive alternatives should be presented to both of the instructors and learners. Keywords: Evaluation, Blended Learning, Nursing Education, Kurdistan Region, Iraq

Manajemen Blended Learning Mata Pelajaran Akidah Akhlak pada Masa Pandemi

MI Ma'arif NU 02 Karangpakis, Nusawungu District, Cilacap Regency, during the Covid 19 pandemic, applied a blended learning model to learning the Akidah Akhlak subject. The formulation of the problem, first is how to plan blended learning for the Akidah Akhlak subject at MI Ma'arif NU 02 Karangpakis, secondly how is the implementation of blended learning for the Akidah Akhlak subject at MI Ma'arif NU 02 Karangpakis and third how is the evaluation of blended learning for the Akidah Akhlak subject at MI Ma'arif NU 02 Karangpakis. This research is a qualitative research because it produces qualitative data. Collecting data using interviews, observation and documentation. Test the validity of the data using triangulation techniques. Data analysis used description techniques with the Miles and Huberman interaction analysis model with flows including data collection, data reduction, data presentation and drawing conclusions. The results of the study concluded, firstly planning for blended learning in the Akidah Akhlak subject at MI Ma'arif NU 02 Karangpakis includes planning at the institutional level, namely preparing facilities and infrastructure to support blended learning and planning at the teacher level, namely setting material, setting goals, compiling a syllabus, prepare learning implementation plans, determine strategies, methods and media, determine learning activities, plan evaluations and determine follow-up steps, the second is the implementation of blended learning, namely the delivery of material by the teacher to students through a series of activities to teach students actively, creatively, productively and fun with apply various strategies and methods as well as the use of media and visual aids to achieve learning objectives and the three evaluations of belended learning include evaluations of the implementation of blended learning and evaluation of student learning outcomes

Blended Learning mit Virtuellen Kindernotfallpatientinnen und -patienten für Studierende

Blended Learning With Virtual Pediatric Emergency Patients for Medical Students Abstract. Treating critically ill children is a major challenge for learners. Medical Students often feel inadequately prepared for their later role as physicians. This article describes the implementation and evaluation of blended learning using virtual patients (VP) during the student rotation at the pediatric emergency department Inselspital Bern. Students rated the project as highly beneficial and recommended its integration into the entire clinical curriculum.

ANALISIS IMPLEMENTASI MODEL PEMBELAJARAN BLENDED LEARNING UNTUK MENINGKATKAN KEMANDIRIAN BELAJAR PADA TEMA MENUJU MASYARAKAT SEJAHTERA SISWA KELAS VI ( (Studi Kasus di SD Negeri 1 Kemujan pada Era Covid-19 Tahun Ajaran 2020/

The<em> study aimed to describe the implementation of blended learning model to improve independent learning in theme ‘Towards a Prosperous Community’ for sixth grade students of SD Negeri 1 Kemujan in the Covid-19 era. It was qualitative approach with a case study research method. Data collection techniques were observation, interview, and document study. Data analysis was according to Miles and Huberman included data reduction, data presentation, and verification. The results showed that the implementation of blended learning model to improve independent learning for sixth grade students of SD Negeri 1 Kemujan in the Covid-19 era was good. The planning of blended learning was good included creating learning schedules, compiling lesson plans, choosing types of blended learning model, preparing learning materials, tools/media, face-to-face and online learning resources, and implementing health protocol of Covid-19 during face-to-face learning. The implementation of blended learning was sufficient included seeking of information, acquisition of information, and synthesizing of knowledge. The evaluation of blended learning was good in improving independent learning. It concludes that blended learning to improve independent learning meets the indicators.</em><br /><p> </p>

Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study

BackgroundBlended learning, which integrates face-to-face and online instruction, is increasingly being adopted. A gap remains in the literature related to blended learning, self-efficacy, knowledge and perceptions in undergraduate nursing. ObjectivesTo investigate outcomes of self-efficacy, knowledge and perceptions related to the implementation of a newly blended course. DesignThis was a quasi-experimental pre-post test design. SettingThis study was conducted at an undergraduate university in Alberta, Canada. ParticipantsA total of 217 second-year undergraduate nursing students participated and 187 participants completed all study components. MethodsA convenience sampling method was used. Data were collected at the start and end of the semesters. Data were analyzed using descriptive and inferential statistics using R(3.4.3) and R-Studio(1.1.423). ResultsThere were no significant differences in self-efficacy scores between groups or in the pre-post surveys (p > 0.100) over time. There was no significant difference in knowledge between the blended online and face-to-face groups (p > 0.100). For students in the blended course, perceptions of the online learning environment were positive. ConclusionBlended learning has the potential to foster innovative and flexible learning opportunities. This study supports continued use and evaluation of blended learning as a pedagogical approach.

Evaluation of a blended learning model for pre-service teachers

This study aims to determine the predictive factors for effective teaching in blended learning contexts. A Blended Learning Evaluation Scale was devised. The participants were 145 first-year students studying for education degrees using a blended learning model. An exploratory factorial analysis revealed five factors for establishing a good model of blended teaching and learning: student expectations on their learning subjects, the use of web 2.0 tools, feedback from teachers, collaborative work among fellow classmates, and the social relations among students themselves and with their professors.

Evaluation Mechanism of Learning Achievement Based on Intelligent Learning Platform

In recent years, blended learning has received widespread attention in the field of college teaching. However, how to effectively evaluate the blended learning has not yet formed a mature theory. For this reason, on the basis of clarifying the current status of blended learning evaluation, this paper combines the individual achievement goals of students, and uses the analytic hierarchy process to explore a set of learning performance evaluation systems that use smart learning platforms as auxiliary tools. After years of teaching practice, the evaluation system is scientific and feasible, and it can effectively improve students’ learning results.

How to Develop Blended Learning Educational Evaluation Courses Islamic Religious Education Study Program

The aim of this study is to develop a blended learning educational evaluation course for Islamic Religious Education study program. Educational technology is the study and ethical practice of facilitating learning and improving performance through the creation, use and management of technological processes and resources in an appropriate manner. In this scenario， the role of the educators cannot be denied. The role of educators can be highlighted more by adopting the Indonesian National Qualification Framework (KKNI) curriculum and the National Higher Education Standards. Therefore, this research aimed at developing a blended learning educational evaluation course for Islamic Religious Education study program. The method used in this study includes a type of research and development (R&D). This research produces blended learning that can be utilized by students. This research was carried out in the Islamic Religious Education Study Program (PAI) of the Faculty of Islamic Religion (FAI) of the University of Muhammadiyah Tangerang, which is located on Jalan Perintis Kemerdekaan No. 1/33 Cikokol Kota Tangerang - Banten. The results of this study showed that the blended learning evaluation course can contribute positively to the progress of the institution and the conducive educational climate in the Faculty of Islamic Religion of the University of Muhammadiyah Tangerang in particular Islamic religious education study programs, specifically in learning education evaluation courses and generally learning other subjects.

Learning from the problems and challenges in blended learning: Basis for faculty development and program enhancement

Blended learning in the Philippines is still considered new and young. However, this growing demand for blended learning possesses problems and challenges that are noteworthy to investigate, specifically in emerging higher education institutions, which hinder effective and efficient delivery of teaching and learning. This paper reflects different lenses of experiences encountered by five purposively selected facilitators teaching National Service Training Program (NSTP) in a certain university in Manila, Philippines. A qualitative case study research method was employed to interview the participants. The data were collected using a semi-structured interview questionnaire, and analyze thematically. There were five themes or “roadblocks” reported in this study: technological, instructional, class size, technical support, and collaboration. Findings were also discussed in the lenses of various literatures, particularly in terms of design and development, implementation, and assessment and evaluation of blended learning. An overarching proposal, which is aligned to the results of this research study, was presented. Nevertheless, it aims to add to the pool of teachers’ voices who are experiencing problems and challenges in the delivery of blended learning. The results of this study can serve as a basis for continuous faculty training and development, as well as for the improvement of the NSTP course, in general.

Instruments Development of Tri Kaya Parisudha-Based Countenance Model in Evaluating the Blended Learning

This study intended to develop the Countenance model evaluation instruments that were integrated with the Tri Kaya Parisudha concept as a blended learning evaluation tool for Tourism Vocational Schools in Gianyar Regency. This study approach was the instrument development, by several development stages, including evaluation components determination, evaluation aspects determination, instrument items determination, instrument items trial, instrument items analysis, and final items determination. The instruments which were used in data collection were questionnaires and documentation. Subjects those were involved in instrument trial on the content validation process were two experts (experts in informatics engineering education and educational evaluation), while the reliability testing process were 48 respondents (teachers and students). The instruments analysis technique during the content validation process used the Gregory formula, while during the reliability test process using the Cronbach Alfa formula. This study produced 122 items with very high validity and very high reliability categories, as evidenced by the r-scores of 0.938 and 0.961, respectively.

Desain dan Evaluasi Pembelajaran Blended Learning Berbasis Whatsapp Group (WAG)

Blended learning as one of the 21st century learning always interesting to be discused more deeply. The extend of blended learning scope so the study never dries. Many sides need more critical dan detailed discussion in order to give a stronger perspective, to enrich the science of blended learning and become the reference of education practicioners in practicing it.This article discusses the design and evaluation of blended learning using WhatsApp Group (WAG) application in the context of learning in college. Design will contain learning activities and media used. While the evaluation is intended to determine the result of blended learning in achieving learning objectives. Detailed activities to give a detailed perspective of how blended learning is applied.

Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education

BackgroundA major issue regarding the implementation of blended learning for preregistration health programmes is the analysis of students' perceptions and attitudes towards their learning. It is the extent of the embedding of Technology Enhanced Learning (TEL) into the higher education curriculum that makes this analysis so vital. ObjectivesThis paper reports on the quantitative results of a UK based study that was set up to respond to the apparent disconnect between technology enhanced education provision and reliable student evaluation of this mode of learning. DesignEmploying a mixed methods research design, the research described here was carried to develop a reliable and valid evaluation tool to measure acceptability of and satisfaction with a blended learning approach, specifically designed for a preregistration midwifery module offered at level 4. MethodsFeasibility testing of 46 completed blended learning evaluation questionnaires - Student Midwife Evaluation of Online Learning Effectiveness (SMEOLE) - using descriptive statistics, reliability and internal consistency tests. ResultsStandard deviations and mean scores all followed predicted pattern. Results from the reliability and internal consistency testing confirm the feasibility of SMEOLE as an effective tool for measuring student satisfaction with a blended learning approach to preregistration learning. ConclusionsThe analysis presented in this paper suggests that we have been successful in our aim to produce an evaluation tool capable of assessing the quality of technology enhanced, University level learning in Midwifery. This work can provide future benchmarking against which midwifery, and other health, blended learning curriculum planning could be structured and evaluated.

Exploration of Blended Learning Model Based on Moodle Art Learning Platform—Taking "Photography Foundation" Course for Example

In this paper, we combined with face-to-face teaching and online learning supported by the Moodle art learning platform from the concept of blended learning, and constructed a blended learning model based on Moodle platform, which was contained three stages: the preliminary needs analysis, blended learning design and blended learning evaluation. Taking “Photography Foundation” course for example, we further improved blended learning activity process based on the blended learning model. Finally, this paper adopted the questionnaire and interview method to analyze the effectiveness of blended learning model, it showed that blended learning model based on Moodle art learning platform could improve the teaching effectiveness of the course.