Blended Learning Experience Research Articles

Outcomes of blended learning for capacity strengthening of health professionals in Guinea

BackgroundQuality human resources constitute an essential pillar of an effective health system. This paper analyzes the outcomes of blended learning for post-Ebola capacity strengthening of health professionals in Guinea.MethodsTwo courses lasting 3 months each (7–8 modules) were developed and implemented: one in Primary Health Care (eSSP) and the other in Sexual and Reproductive Health Services Management (eSSR). Both eSSP and eSSR courses were offered online on the Moodle platform, followed by a face-to-face capacity-building workshop. A cross-sectional study using a mixed-methods approach was conducted in 2018–19. As outcomes, we described learners’ sociodemographic characteristics, course completion and success, and perceptions of the courses and support from the instructors, analyzed the factors associated with learners’ successful completion and reported on learners’ feedback on their blended learning experience. Quantitative data were analyzed using the STATA 15 software, and qualitative data were analyzed through content analysis.ResultsOverall, 282 health professionals were enrolled for both eSSP and eSSR courses. The completion rate was 69.5% (196/282). The success rate for learners who completed the courses was 80% (156/196), and the overall success rate for enrollees was 55% (156/282). The dropout and abstention rates were 22 and 9%, respectively. On both eSSP and eSSR courses, the success rate of women enrolled was higher than or equal to men’s. The success rate of medical doctors enrolled (53% for eSSP and 67% for eSSR) was higher than for other health professionals, in particular nurses (9% for eSSP) and midwives (40% for eSSR). Course type was associated with success (AOR = 1.93; 95% CI = 1.15–3.24). Most learners strongly agreed that the courses are relevant for targeted health professionals (81 to 150/150), pdf course materials are well-structured and useful (105/150), the content of the modules is relevant, comprehensible, and clear (90/150), self-assessment quizzes are helpful (105/150), summative assessment assignments are relevant (90/150), the course administrators and IT manager were responsive to learners’ concerns (90/150), they will recommend the courses to colleagues and friends (120/150).ConclusionTwo blended courses for capacity strengthening of health professionals were successfully developed and implemented in Guinea.

A Narrative Inquiry into EFL Teachers’ Professional Experiences in Blended Learning during COVID-19 Pandemic

Extensive studies have been geared to exploring the implementation of blended learning in education domain. However, there is a paucity of research that examines such implementation from teachers’ perspectives. To fill this gap, the present study investigates the lived experiences of EFL teachers in enacting blended learning during COVID-19 pandemic. To capture the teachers’ stories, a narrative inquiry was employed. Data were garnered through narrative frame, narrative box, and interview guide. Findings suggest that the teachers applied different online platforms to teach English in blended learning, then the school centralized to use Google classroom as the main platform in online class. Furthermore, the lesson, scheduling, Internet connection, and students’ self-regulated learning awareness complicated the implementation of blended learning during COVID-19 pandemic. The paper suggests policymakers to enact online pedagogy based on the actual teacher trainings and maximize schooling facility as a learning support.

DO TURKISH STUDENT TEACHERS FEEL READY FOR ONLINE LEARNING IN POST-COVID TIMES? A STUDY OF ONLINE LEARNING READINESS

The purpose of this descriptive study is to investigate on-line learning readiness levels of student teachers according to several variables. By using purposive sampling method, the sample consisted of 270 (200 female and 70 male) student teachers in Turkey. Data collection tools include (i) Student Demographics Form with 18 items, (ii) On-line Learning Readiness Scale with 18 items and five factors. Statistically, the quantitative data were analyzed via ANOVA, t-test and ANCOVA. The findings suggest that mean of on-line learning readiness levels of student teachers is at good level. On-line learning readiness levels of student teachers are significantly different according to their departments [F(4,265)=3.450, p=0.09]. Namely, the mean scores for the students from Elementary Education and Pre-school Education departments were significantly higher than those from Social Science Education department. Besides, student teachers who has Internet access had higher on-line learning readiness scores (M= 67.27, SD=9.86) than did those without access (M= 60.14, SD=10.64), t(268)=3.16, p=.002. There are also significant differences between student teachers’ on-line learning readiness scores per their perceived information and communication technology use competency and departments after differences in accessibility to the Internet is controlled (p<.001). As mentioned by International Society for Technology in Education in 2019 standards, on-line learning readiness needs to be considered in detail to assist learners in using digital media in 21st century for learning; teaching; gathering, producing, sharing information for educational purposes. In conclusion, it is suggested that practitioners should increase online, distance or blended (both on-line and face-to-face) learning experiences of their students who are prospective teachers of the 21st century learners. Therefore, it is strongly suggested contributing development of learning and teaching skills of student teachers by getting them more familiar with on-line learning environments especially in post-Covid times.

How to improve students’ experience in blending learning? Evidence from the perceptions of students in a Postgraduate Master’s Degree

This paper examines the perceptions of a group of students of a Postgraduate Master’s Degree in Cosmetics Industry at the Universitat de València, delivered with a blended learning modality, in relation to their experience in face-to-face learning and differentiating between those with or without a previous background in a remote online learning environment, with the added purpose of identifying strategies to enhance that experience, while offering further evidence for scholars, educators and institutions in this field. To this end, a survey with open questions devised ad hoc leaning on our literature review was submitted to a group of 114 students of the Master’s Degree in the period 2017-2020. Students were enquired about the pros and cons of their blended learning experience in relation to the traditional face-to-face learning, and which modality they would choose next time if both were offered, only considering the achievement, experience and satisfaction, regardless of the price. 77 students of our initial sample participated in the questionnaire, 38 of them without previous experience in blended or distance learning. The results show a certain predilection for face-to-face learning, especially in the group of newbies in blended or distance learning. They highlight how they miss a closer interaction with their peers and professors and the difficulties to assimilate certain content, while appraising the flexibility, autonomy, and the self-pace of the blended learning modality. Correspondingly, students with experience in remote online education settings generally show a better predisposal and find fewer disadvantages in blended learning. This suggests that the factor of experience and adaptation to new tools and methods improves student perception and confidence and shapes their preferences, with a foreseeable growing acceptance of blended learning in the future. Finally, the outcome allows us to define a series of strategies to improve the achievement, experience, and satisfaction of students in this learning context.

Preparation and synchronous participation improve student performance in a blended learning experience

Blended learning can create flexibility for students, more efficiently utilise infrastructure, and can provide high-quality learning at scale. We investigated perceived value and learning gains associated with asynchronous eLearning and synchronous face-to-face (f2f) components of a blended learning experience. We hypothesised that individual student preference for eLearning and f2f learning would be variable, but that participation in f2f classes would enhance student learning. Using a design-based research approach, we have evaluated two iterations of a blended learning experience, combining qualitative survey data and quantitative attendance data and student grades. Students overwhelmingly valued active learning, both within eLearning materials and f2f classes. Final marks positively correlated with the number of f2f classes students attended. Analysis of a subset of intended learning outcomes (ILOs) showed that students who accessed eLearning independently and students who attended f2f classes performed equally-well in ILO-related assessment tasks, however, students were more likely to choose an assessment task directly-related to a class they attended. In addition, completion of required eLearning prior to f2f class attendance significantly enhanced student performance in related assessment tasks. We suggest that f2f attendance as part of blended learning is beneficial, however students can obtain selected ILOs from engaging eLearning materials.&#x0D; Implications for practice or policy:&#x0D; &#x0D; Instructors will gain insight into aspects of blended active learning that students value.&#x0D; We present evidence that supports the benefits to students of completion of pre-eLearning prior to participation in synchronous f2f classes.&#x0D;

“It Is Like a Little Journey”: Deaf International Futsal Players’ and Coaches’ Experiences in Collaborative Blended Learning

The aim of this study was twofold; first, to explore the challenges and successes faced by deaf international futsal players when using a collaborative blended learning approach in preparation for a major competition, and second, to provide a discussion of key coaching lessons learned to inspire coaches to consider how to best develop their coaching knowledge and practices. Data were collected from 12 players via six semistructured focus groups, along with 36 reflective diaries maintained by the two researchers (who held the role of “Joint Head Coach” and “Performance Analyst”), using a critical participatory action research methodological approach. Data collection and analysis were an on-going and cyclical process during the 7-month study. Four key themes were identified: “a little journey: a connected approach to learning”; “ownership, collaboration, and connection”; “communication barriers and fear of misinterpretation”; and “players’ initial ‘buy-in’ to the constructivist approach to learning.” Key coaching lessons highlighted the need for a “flexible” and “connected” approach to learning. In this study, through learning in-action and on-action, the authors often found themselves as “social” managers in trying to explore interrelational complexities and support individuals to build trust, an aspect seen by players as crucial for actively developing collaborative blended learning within the group.

Emergent Narratives in Remote Learning Experiences for Project Based Education

The University of Naples Federico II (Italy) offers a nine-month formative training program aimed at software development for the Apple technology ecosystem to ~400 learners per year and utilises the Challenge Based Learning (CBL) methodology as a framework for learning. As a collaborative and self-guided, inquiry-based learning method, it focuses on learners’ intrinsic motivation while working on real world problems organised in projects (Challenges in CBL) with an experiential and progressive approach to apply acquired knowledge in real world scenarios, ideate solution concepts and build innovative digital products. To overcome limitations of spiral curriculum or elaboration theory, the authors applied narrative theory to design the program’s educational experience for the academic year 2019/2020 as a cohesive journey within a communal learning environment with a coherent and connected structure of narratively driven learning Challenges. The authors present concepts to develop their approach further towards an emergent narrative experience design system to manage the educational journey as it develops, rather than scripting it. This paper evolves the authors’ Narrative Experience Design Canvas to model educational experience design that encourages unscripted, emergent narratives for experiential education with the goal of fostering learners’ engagement, agency and creativity. Derived in part by models developed for digital interactive storytelling or educational video games, it categorises the components for designing an educational experience that allows the learning progression to be driven by learners as co-authors and describes mechanisms that allow unscripted narratives to emerge based on intrinsic motivation. Additionally, the authors present considerations for synchronous and asynchronous learning to evolve their framework for application in blended or remote learning scenarios. Drawing upon findings for remote learning and experiential e-learning - ee-learning - presented by scholars as well as implications identified during the COVID-19 pandemic and the resulting switch to remote learning within the program at University of Naples Federico II in 2020, it is shown how combining narrative elements with experiential e-learning principles can result in increased engagement, motivation and sense of community in learners. Using the example of an individual learning unit - a Challenge - considerations from overall course design down to day-to-day learning activities within the course are presented. For the future, the authors indicate action points to develop this model into an Emergent Narrative System for designing narratively driven and experiential software development education programs and indicate areas of further research on learning activity design for blended or remote learning experiences.

Blended Learning to Fly

Profound change hit Higher Education globally in Spring 2020, leaving campuses around the world closed to face-to-face teaching. Once universities reopen premises more fully, we may see a mix of more socially-distanced campuses and a wider use of online and blended learning. Could our experiences in blended synchronous learning indicate ways forward for teaching practices?

The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education

The outcomes presented in this paper are associated with the impact of motivational messages sent by a Motivation Booster to the students that participated in blended learning experiences. The aim of the Motivation Booster is to provide personalized and summarized feedback, by means of motivational messages, to the users of Computer-Supported Collaborative Learning systems on their completed collaborative learning activities. The developed Motivation Booster was integrated into the Moodle system. Two blended learning experiences were put into practice at the Universidad Pontificia Bolivariana Montería (Colombia) over an academic year with students enrolled in the course called “Software Engineering” at the Computer Science Department. A group of students participated in the first blended learning experience, and they used the Moodle system without the Motivation Booster. And another group of students participated in the second blended learning experience, where they used Moodle with the developed Motivation Booster. The experimental results give us evidences that the students felt more motivated to work with the Moodle system when they received motivational messages due to the Motivation Booster. Especially students were stimulated to work in a group manner.

EFL students’ perceptions of blended learning in English language course: learning experience and engagement

The importance of blended learning has been emphasised during the current restriction caused by the coronavirus diseases 2019 (COVID-19). But there is a scarcity of studies on students’ learning experience in blended learning, particularly using WhatsApp as one of the learning tools. A combination of classroom meetings and online learning is implemented in a vocational university in Indonesia. The research reported in this article aims to examine students’ perceptions of their learning experience in a blended method of learning incorporating social media WhatsApp and Google Classroom application as learning instruments. The dataset includes a questionnaire consisting of a four-point Likert scale and open-ended questions, a recording of WhatsApp chat history, and students' work in Google Classroom. Data analysis uses a multi-methods approach. Descriptive analysis is used for the closed-ended questions using the Excel program and content analysis for the open-ended questions. Results show that students positively perceive their learning experience in blended learning. Students also articulate their concerns of the internet connection and instruction clarity on the online learning materials. This paper highlights some implications of the research findings including the lecturer's need for professional development that may enable them to help students succeed in blended learning.

El diseño de ambientes Blended-Learning, retos y oportunidades

En la era de la información y el conocimiento, resulta innegable la importancia de las Tecnologías de la Información y la Comunicación en los escenarios educativos. Los entornos de aprendizaje mixto o Blended-Learning ofrecen al profesor una amplia gama de mediaciones para el aprendizaje; sin embargo, se requiere avanzar en la construcción de criterios didácticos y tecnológicos para su diseño. Basados en el método de revisión sistemática de la literatura (RSL), este estudio documental analiza un grupo de 43 investigaciones sobre la modalidad b-Learning en el ámbito educativo, las cuales revelan sus alcances y retos. Los hallazgos muestran que los aspectos más relevantes para incursionar en el diseño didáctico de experiencias b-Learning son la evaluación, el trabajo colaborativo y las mediaciones tecnológicas.

Blended learning for an educational event in a leisure context: impact on the participants’ experience

ABSTRACT This paper contributes to the blended learning paradigm for educational events in a leisure context, where organisers and participants can no longer rely on a linear approach for knowledge transfer and learning (Robinson, 2011; Giacalone, 2001) in a non-linear world (Castells, 2000). With the design of meaningful experiences at the core of Leisure Studies and of Events as their sub-field (Richards, G., Marques, L. & Mein, K., 2016), it is appropriate to investigate experiential learning and the role of blended learning in the participants’ experience, in a leisure context. The qualitative methodology focuses on in-depth, semi-structured interviews held with students enrolled in leisure studies and tourism management programmes who took part in the World Leisure international field school, which takes place biennially as a satellite event to the World Leisure Congress. The findings indicate that constructing a tailored blended learning experience in an educational event within a leisure context has a positive impact on the participants’ learning experience and knowledge transfer, extending it in terms of time and spaces. This research has relevant implications for practitioners, academics and designers targeting blended learning environments in educational events in leisure-related contexts.

Engagement and Satisfaction: Mixed-Method Analysis of Blended Learning in the Sciences

Recent advancements in technology and increased globalization due to the internet have led to the development and popularization of asynchronous teaching formats. One of these is blended learning (BL), which combines online and physically in-person learning. While it is widely agreed that BL formats lead to measurable increases in student performance, little is understood about the relationship between student satisfaction and improved performance. We conducted an analysis of student and instructor feedback collected from surveys and interviews from four science courses converted from physically co-located to BL formats at a Canadian university. We specifically probed students’ experiences of BL, and student satisfaction in the blended format. We find that emotional engagement is a broadly applicable predictor of student satisfaction and success in BL courses. Specifically, we recommend instructors maintain personal connection with students, use collaborative active learning strategies, and emphasize alignment of learning activities with learning objectives. These may enhance the student experience and minimize challenges that have become characteristic of asynchronous teaching formats.

The Blended Learning Experiences Of Students With Specific Learning Difficulties: A Qualitative Case Study Located In One British Higher Education Institution

ABSTRACT Blended learning (BL) has been widely adopted across the higher education (HE) sector, with a growing body of literature exploring its impact on both students and faculty. However, to date, few studies have examined how students with Specific Learning Difficulties (SpLDs) experience BL. This paper presents the results of a qualitative case study investigating the BL experiences of students with SpLDs in a British HE institution. A thematic analysis of semi-structured interviews conducted with six participants revealed five major themes regarding the BL experience of students with SpLDs: (1) clarity of purpose and instruction; (2) ease of use; (3) accessibility; (4) fear of ‘getting it wrong’ in online spaces and (5) interaction and staff engagement. The findings underscore the significance of addressing these areas in order to increase the efficacy of BL to meet the learning needs of students with SpLDs.

Technology-enhanced socialisation into disciplinary writing in L2: insights from the perceptions of MA TEFL students

In order to obtain qualifications to teach English as a foreign language (TEFL), teacher candidates often need to commit themselves to writing a master’s (MA) thesis. In efforts to shed light on how MA thesis supervisors can support supervisees in the writing process, drawing on the theoretical framework of language socialisation, this article presents part of an ongoing action research study, exploring how MA TEFL students perceived technology-enhanced socialisation, i.e., developments in their competence, beliefs and practices, into disciplinary writing in English. Six first-year Polish MA TEFL students enrolled in MA thesis-oriented courses reflected on the process of becoming more competent MA thesis writers by answering online survey open-ended questions. The study reveals that thesis writing in L2 can be an overwhelming process, during which the students struggle emotionally, but which they are determined to complete. The results suggest that MA supervisors can support the socialisation of MA TEFL students – novice disciplinary L2 writers – by mindfully providing the students with guidance on and access to relevant and quality materials, by allowing for regular writing opportunities, as well as making space for supervisor–students and student–student interaction and feedback. As digital tools mediate the relationship between individual students and their social–material learning environment, technology is an important element of this environment and course design needs to include blended learning experiences to enhance the process of socialisation into disciplinary writing in L2.

Australian, Malaysian and Indonesian Accounting Academics' Teaching Experiences During the COVID-19 Pandemic

This study analyses and presents accounting academics' experiences in six universities in Australia, Malaysia, and Indonesia to adapt to the swift change to the remote virtual classroom delivery model forced by the COVID-19 pandemic, while also gaining valuable lessons from this unique situation. In this study, autoethnography's basic principles were used. The main results suggest that the universities' combined current information and communication technologies, learning management systems, blended learning experiences, training, and supports, although not without hitches, were able to accommodate the shift to a remote virtual classroom model quite effectively. However, the move to fully online assessment has been conceded to likely increase the embedded risk of student cheating. The availability of reliable internet connection for students is also crucial in ensuring access equality and effective remote virtual classroom delivery.

1111. #BeASteward: Transforming Infectious Diseases Fellows Into Antimicrobial Stewards Using the IDSA Antimicrobial Stewardship Curriculum

BackgroundThe Infectious Diseases Society of America (IDSA) has supported the development of the Core and Advanced Antimicrobial Stewardship (AS) Curricula for fellows to ensure the future ID workforce is effectively prepared to practice, participate in and lead AS efforts in health care institutions. The Core AS Curriculum is currently available; the Advanced AS Curriculum pilot will begin July, 2020.MethodsIDSA formed the AS Curriculum Workgroup, comprised of leaders in AS and medical education from institutions across the country, to lead the AS Curricula development process. The workgroup conducted two surveys of ID Fellowship Program Directors, one in 2016 for the core curriculum and a second in 2018 for the advanced curriculum, to assess existing AS educational resources and determine needs for additional AS educational and evaluation resources.The workgroup used the evaluation data to inform the content, delivery methods, and assessment tools for the curricula. The Core AS Curriculum is designed to provide fellows foundational knowledge and skills in AS. The Advanced AS Curriculum is designed to provide fellows the knowledge and skills to become leaders in AS.The Core AS Curriculum was piloted by 56 ID Fellowship Programs in 2018 and then made broadly available via IDSA Academy in 2019. Pilot data will be used to improve future iterations of the curriculum. The Advanced AS Curriculum pilot will begin in 2020 and will be broadly available in 2021.ResultsThe curricular packages contain a variety of training resources including eLearning modules, lectures slides, case-based questions, videos, reading materials, pocket cards, group-based learning, role play exercises and simulations. The modules can be taught by faculty to fellows or conducted as a self-directed learning experience.Program directors and fellows who participated in the Core AS Curriculum pilot reported that their fellowship program was significantly more effective in teaching multiple key stewardship content areas (Table).Table. ConclusionEvaluation data from programs who piloted the Core AS Curriculum indicate that this blended learning experience is an effective method for teaching AS and in providing educational and assessment tools for ID fellowship programs. The Advanced AS Curriculum will be similarly evaluated.DisclosuresJulie Ann Justo, PharmD, MS, BCPS-AQ ID, bioMerieux (Speaker’s Bureau)TRC Healthcare (Speaker’s Bureau)

Developing and Using Disruptive Technologies in Agricultural Education

This paper looks at different technologies that are being used currently in agricultural education at the University of Queensland (UQ), Australia through the lens of ‘disruption’ as a positive force. The paper describes tools and systems that have been developed, tested and implemented to engage students and provide an interesting, educative interactive experience. These tools include Internet of Things (IoT) multisensory mesh networks and associated data dashboard developments for biophysical monitoring, drone technology design and build for agricultural management, and augmented reality simulations as blended learning experiences. These tools have all been used in teaching from 2018-2020.

Online learning of English language courses via blackboard at Saudi universities in the era of COVID-19: perception and use

Purpose Due to the recent coronavirus (COVID-19) outbreak, a temporary interruption of education activities occurred all over the world. The sudden and quick shift from blended or face-to-face learning mode to the sole online learning mode affected the perceptions of students toward the Blackboard application and the usage. This study aims to investigate the perceptions of students toward the Blackboard application in the process of learning Preparatory Year (PY) English courses as the mere tool of learning and the impact of the students’ perceptions on the students’ use of Blackboard. Design/methodology/approach The results are based on a survey conducted with 228 of PY students: 1st level n = 126 and 2nd level n = 102 at Najran University. The data are analyzed to compare the two levels, as the students’ prior experience with Blackboard is not the same. The 2nd level students have prior experience of blended learning through Blackboard, whereas 1st level students have no prior experience of learning through Blackboard. Findings The data of the perceptions of both levels showed that 1st level students’ perceptions toward online learning of English via Blackboard were higher than 2nd level students. The data on the frequency of the use of the Blackboard application reflected the perceptions of students. Research limitations/implications The findings suggest that the students’ prior experience of e-learning via Blackboard has an impact on the students’ perceptions. Originality/value The findings of the study contributed to the learning through the management systems research field and online learning of English during the COVID-19 outbreak.

Flow Experience in Blended Learning: Behind the Inconsistent Effects of Flexibility and Interaction

Despite the growing importance of blended learning environments in management education, the extant research provides inconsistent results. While many studies find positive effects of blended environments or their central characteristics (i.e., flexibility and interaction) on learning effectiveness, dropout rates remain high and learners prefer face-to-face encounters over online activities. As the cognitive mechanisms behind learning effectiveness have been neglected thus far, we draw on educational psychology to derive an explanation for these contradictions. We introduce flow theory, which describes a learner’s complete immersion in an activity, and we propose that experiencing flow mediates the positive effects of flexibility and interaction on blended learning effectiveness. The results of an experiment with 115 graduate management students support our hypotheses. We contribute to management education research on blended learning environments by looking beyond the direct effects of format characteristics on learning outcomes. We reveal cognitive characteristics, especially flow experience, as an important mediator. Consequently, management education scholars should consider indirect effects from related disciplines when investigating blended learning environments. Furthermore, instructors should ensure that they integrate flexibility and interaction into blended learning environments, and they should account for cognitive learner characteristics.