Blended Learning Evaluation Research Articles

Assessment of the Establishment of Blended Learning Using the ISO 10015 at Tabriz Health Centers

Background There are numerous ways for blended learning and for appropriate and reasonable establishment of such methods; the use of scientific methods is essential. This study aimed at assessing the establishment of Blended Learning using the ISO 10015 in Tabriz health centers. Methods The statistical population of this descriptive study included all of the health staff of Tabriz health center during year 2016 and the sample size was set at 285, using the Morgan table. The data collection tool was a 63-item researcher-made questionnaire in five-point Likert scale based on the requirements of ISO 10015. It measured feasibility assessment, design, implementation, and evaluation of blended learning. The questionnaire’s validity was assessed by experts and its validity was calculated by Cronbach’s alpha as 0.95. Descriptive statistics and one sample t test were used to analyze the data. Results Assessment of the establishment of blended learning indicates that mean scores were calculated for needs assessment at 2.20 ± 0.34, design at 2.1 ± 0.41, implementation at 2.35 ± 0.59, and evaluation at 2.35 ± 0.48 for the implementation of blended learning, which were less than the expected mean (3) and this difference was statistically significant (P < 0.001). Conclusions These results could be used as the basis of evaluation for providing appropriate infrastructure for the establishment of blended learning.

Implementing Blended Learning in Health Center of Tabriz, Iran

Abstract: Background:Blended learning is a term increasingly used to describe the way e-learning is being combined with traditional classroom methods and independent study to create a new, hybrid teaching methodology. The aim of this study was to explore the perspectives of Tabriz health center staff on the Establishment status of blended learning system based on ISO 10015 requirements. Methods: The Statistical Society of this descriptive survey included all of the Health staffs of Tabriz Health Center in 2015 and the sample size was set at 285 using Morgan table. Data collection tool was a 63-item researcher-made questionnaire in the five-point Likert scale based on the requirements of ISO10015. It measured feasibility assessment, design, implementation and evaluation of blended learning. The questionnaire’s validity was assessed by experts and its reliability was calculated by Cronbach’s alpha as 0.95. Descriptive statistics and One Sample T test were used to analyze the data. Results: The mean scores were calculated for needs assessment at 2.90±0.44, design at 2.7±0.51, implementation at 2.65±0.59, evaluation at 2.38±0.68 for the implementation of blended learning which all were less the expected mean (3) and this difference was statistically significant. Conclusion: These results could be used as the basis of the establishment and to enable strengthening of needs assessment, design, implementation and evaluation for providing appropriate infrastructure for the establishment of blended learning and will be interesting and useful.

Blended Learning Evaluation In Higher Education Courses

&lt;p class="AbstractText"&gt;Although traditional learning was a necessity for centuries and distance learning is sometimes the only way for learning for many learners, the last two decades a supplementary mode to the other modes of learning emerged, the e-learning. However, the last few years, blended learning has dominated as the only mode which combines perfectly the advantages of the other modes of learning.&lt;/p&gt;&lt;p class="AbstractText"&gt;The role of educational content in blended learning is crucial. The key factor to success is high quality educational content, appropriate for learning and able to fulfill course educational aims and objectives. Most of the times it is not an easy task to give feedback to instructors about the online educational content. However, some course characteristics and students’ actions may reflect the quality and quantity of the educational content.&lt;/p&gt;&lt;p class="AbstractText"&gt;This study evaluates the use of blended learning in TEI of West Macedonia with the use of structured questionnaires exposed to the learners. The learners express their attitude about how useful the blended learning is and how this blended means facilitates their studies. It proposes two variables Richness and Usefulness, taking into account statistics concerning the courses. These variables aim to help course instructors and administrators review course usage and find course weaknesses.&lt;/p&gt;

Critical Evaluation of Existing Theories and Models in Blended Learning in Higher Education

In Sri Lanka there is a great demand for higher education that the government is finding difficult to fulfill. In addition, graduated students are lacking soft skills and industry needs even though they are very thorough with the theoretical knowledge. Higher education in various countries adopted various technologies to overcome such barriers. Blended learning is one such technology which is vastly used in developed countries in Higher Education. This article reports on a literature review of blended learning models, frameworks, and theories. The study undertook a critical evaluation of blended learning and focused mainly of the design aspect of such models. Following a discussion of findings related to various blended learning models such as Blended Learning Assessment model, Hexagonal e-learning assessment model, time based blended learning model, 3-C model, hybrid online model, it has then outlined highly related theories to these models. Further as findings of this paper, most widely used subsystems of a blended learning programmes are given (example: learner, instructor, content, technology, learner support and institution). In addition, this paper further gives areas to be researched further, based on the dearth of research in some aspect of blended learning such as frameworks supported by education theories. Higher education systems are under permeant development. Although there are successful stories of higher education sector in Sri Lanka, perspectives of global solutions are still missing. Hence, this research intended to provide the researchers the foundation to carry out to find a suitable to blended learning approach to Sri Lanka. Also this study contributes to better understanding of blended learning, by summarizing different models, subsystems, and the research gaps in those models.

Introduction of blended learning in a master program: Developing an integrative mixed method evaluation framework

AimThe aim of this research is to develop a comprehensive evaluation framework involving all actors in a higher education blended learning (BL) program. BackgroundBL evaluation usually either focuses on students, faculty, technological or institutional aspects. Currently, no validated comprehensive monitoring tool exists that can support introduction and further implementation of BL in a higher education context. MethodStarting from established evaluation principles and standards, concepts that were to be evaluated were firstly identified and grouped. In a second step, related BL evaluation tools referring to students, faculty and institutional level were selected. This allowed setting up and implementing an evaluation framework to monitor the introduction of BL during two succeeding recurrences of the program. ResultsThe results of the evaluation allowed documenting strengths and weaknesses of the BL format in a comprehensive way, involving all actors. It has led to improvements at program, faculty and course level. The evaluation process and the reporting of the results proved to be demanding in time and personal resources. ConclusionThe evaluation framework allows measuring the most significant dimensions influencing the success of a BL implementation at program level. However, this comprehensive evaluation is resource intensive. Further steps will be to refine the framework towards a sustainable and transferable BL monitoring tool that finds a balance between comprehensiveness and efficiency.

Hybrid Learning and its Current Role in the Teaching of Foreign Languages

The term hybrid learning, also known as blended learning, has been now commonly used, particularly in corporate and higher education settings. The term itself is quite difficult to define since it is used in diverse ways by different people. Therefore, the article aims to explore the current perception of the concept of hybrid learning with respect to the research conducted in this area and to describe its methodology such as a thoughtful integration of face-to-face and fully online instructional components; innovative use of technology; reconceptualization of the learning paradigm; or sustained assessment and evaluation of blended learning. In addition, the authors of this article focus, both theoretically and practically, on its role in the teaching of foreign languages and its added value in this process.

Evaluation of Distance Education through Blended Learning: Comparisons and Important Factors for the Learning Process

Evaluation is a complex issue with significant importance for the qualification of institutions and college education programs. In distance education, quality assessment is even more complex and important as the differences in space and time between professors and students have an impact on the learning process. A blended learning environment is one that combines distance education and face-to-face classroom instruction, and whose courses are an ideal environment for comparison with the conventional method. In this respect, this paper conducts an evaluation of blended learning through which students assess some aspects related to the development of courses and to the learning outcomes. The evaluation revealed that, in general, students considered that the face-to-face classroom contact facilitated learning and that the professor’s planning and commitment are key factors in distance education.

Fostering collaborative learning in Second Life: Metaphors and affordances

In this paper we examine the transferability of the Jigsaw and Fishbowl collaborative learning techniques to the Second Life platform. Our aim is to assess the applicability of Second Life for collaborative learning by developing virtual tools and metaphors and exploiting the representational richness of this novel medium. In order to enhance the existing metaphors and affordances of SL, our research team implemented educational spaces, avatar clothing, and tools for non-verbal communication and visualisation. By implementing a blended learning evaluation approach we attempted to answer three research questions focusing on student collaboration, avatar representation and learning space awareness. We can conclude that SL can supplement and/or augment face to face interactions, improving upon previous approaches in distance collaboration and communication. Furthermore, although our team augmented SL’s ability to support collaborative learning, avatar representation does not seem to scale well. Finally, the majority of the implemented affordances and metaphors seem to have enhanced collaboration and learning space awareness.

The trend of blended learning in Taiwan: perceptions of HRD practitioners and implications for emerging competencies

The purpose of this study was to explore the status and future directions of blended learning in workplaces in Taiwan and to probe into emerging competencies of human resource development professionals. One hundred and twelve participants who worked in various types of organizations were surveyed. The survey results revealed that the most significant issue related to blended learning is a lack of understanding of what it is. Instructional strategies anticipated to be employed during the next few years included authentic cases, virtual teaming, problem-based learning and coaching. The technologies deemed useful were knowledge management technologies, cell phones and electronic books. When comparing different sizes of organizations, large enterprises were more likely to have adopted blended learning and to perceive diverse benefits related to blended learning. Based on these findings, we recommend additional professional development related to the design, development and evaluation of blended learning for practitioners in Taiwan.