Online Blended Learning Research Articles

Blended learning pedagogy for teaching and learning Anatomy

Teaching and learning of human anatomy involves cadavers, bones, histology slides, plastinated body parts, anatomy models, visualizing pictures, drawing and memorizing many new Latin terminologies. It is very challenging for faculty members to teach and difficult to learn for any year one student doing medical or health science courses. This paper provides an insight into the use of a blended learning pedagogy using Computer Based Teaching [CBT] along with other tools to create e-Leaming materials for teaching and learning of human Anatomy with better learning outcomes. We focus on four CBTs developed in-house for blended learning by the biological sciences department, namely HistoBox, BoneBox, Heart & Coronary Artery Disease [CAD] and Neuro atlas for Anatomy and Physiology. The survey result on students learning using CBTs showed significant improvements in their learning behavior and assessment grades. The students preferred blended e-Leaming using HistoBox compared with traditional lecture and practical using microscopy, p<0.001. Our student survey revealed that 93% of the students agreed that the BoneBox CBT helped them to understand and learn the subj ects better than the traditional methods. About 88% of the students also agreed that the BoneBox used in blended learning helped them to improve in their practical test grades. 98% of the students rated the BoneBox CBT pedagogy as good and excellent approach for learning with interactive features. The case-scenarios and assessment quizzes used in the CBT improved the higher order critical thinking skills. One interesting finding of the survey showed that students preferred interactive quizzes and assessment tools than game based learning activity. The tools used in our blended learning are YouTube videos, e-books, mobile apps, kahoot, socrative, padiet and articulate storyline2. We use these tools for both synchronous and asynchronous learning activities. Most of the online learning materials are administered online using the “Blackboard” learning management system [LMS]. The department of biological science over time gradually moved away from the traditional 100% face-to-face classroom teaching to at least 30% of online blended learning methods using the CBTs and other e-Leaming materials. We compared the student module evaluation feedback and the students’ performance grade over the past 12 years and found that the use of blended e-Leaming has improved our student module delivery rating and student performance grades. Our module delivery ratings improved from 92.6% in 2004 to 96.4% in 2010 and finally to 99.85% in 2016 There is also a corresponding drop in student failure rates from 14.1% in 2004 to 8.5% in 2010 and finally to about 1.3% in 2016. We propose the use of blended learning pedagogy for teaching and learning Anatomy over traditional 100% face-to-face teaching to improve module delivery and students’ learning outcomes.

A Survey of Technology Enabled Active Learning in Teaching and Learning Practices to Enhance the Quality of Engineering Students

In this study, a survey was carried out on the use of Technology Enabled Active Learning (TEAL) in teaching and learning practices to enhance the quality of engineering students. TEAL is one of the new learning formats that involve the use of simulations, hands-on experiments and lectures in the curriculum or learning process; a variety of technologies are applied to achieve learning goals. The application of TEAL encompasses five elements, namely: online learning, hands-on experiment, blended learning, collaborative learning and lab activities. This study implemented TEAL in practicing teaching and learning technology, pedagogy and content (TPACK) to enhance the quality and employability of engineering students through the improved curriculum of education. With the help of technologies in the learning process, students are poised to meet the need of the industry as professionals and excellent workers upon their graduation. For this purpose, final year students in the course of Bachelor of Engineering at Technical University Network (MTUN), a leading technical university network specialising in technological skills, were involved in this study. In this survey of TEAL, quantitative research methods were used to collect the relevant data.

Development of a Blended Online and Offline Learning Model with Think-Pair-Share Collaborative Learning and Student Teams Achievement Division Competition

Object-oriented analysis and design courses have been considered as the primary paradigms in computer science and information technology curricula, and are traditionally taught face-to-face (F2F). However, the teaching content only comes from the teacher, which may lead to difficulties in following the deep object orientation concept. In this study, a combination of collaborative and blended teaching is presented. In the initial stage, interviews and questionnaires were employed to collect data from experts based on the Delphi research technique, and from this the initial learning model was developed. This initial model was then evaluated by nine experts and the results were used to adjust the learning model. The final model consisted of four main procedures; namely the: 1) preparation stage; 2) introduction; 3) blended on and offline teaching procedure; 4) summary and learning achievement evaluation. Application of the learning model to a sample group resulted in significantly higher learning achievements.

Book Review of Learning Online: What Research Tells Us About Whether, When and How

Our learning has become increasingly mediated by technology and to that effect online education and blended learning in the classroom have become part and parcel of everyday life, whether taking the form of official classwork or in our own independent, interest-driven pursuits. The application of online education is not a onesize-fits-all approach however, nor may it be appropriate for all learners or instances. Means, Bakia, and Murphy have synthesised a variety of resources and topics in the field to present the reader with research that has been conducted regarding the effectiveness of online learning, as well as an engaging overview of what online learning looks like in K-12 and Higher Education, in addition to personal interest and productivity.

Strategic innovation between PhD and DNP programs: Collaboration, collegiality, and shared resources

BackgroundAt least 111 schools and colleges of nursing across the nation provide both PhD and DNP programs (AACN, 2014a). Collaboration between nurses with doctoral preparation as researchers (PhD) and practitioners (DNP) has been recommended as essential to further the profession; that collaboration can begin during the educational process. PurposeThe purpose of this paper is to describe the development and implementation of successful DNP and PhD program collaboration, and to share the results of that collaboration in an educational setting. MethodsFaculty set strategic goals to maximize the effectiveness and efficiency of both new DNP and existing PhD programs. The goals were to promote collaboration and complementarity between the programs through careful capstone and dissertation differentiation, complementary residency activities, joint courses and inter-professional experiences; promote collegiality in a blended on-line learning environment through shared orientation and intensive on-campus sessions; and maximize resources in program delivery through a supportive organizational structure, equal access to technology support, and shared faculty responsibilities as appropriate to terminal degrees. DiscussionSuccesses such as student and faculty accomplishments, and challenges such as managing class size and workload, are described. ConclusionsCollaboration, collegiality and the sharing of resources have strengthened and enriched both programs and contributed to the success of students, faculty. These innovative program strategies can provide a solid foundation for DNP and PhD collaboration.

On the Road to Developing a Learning Advisory Program (LAP)

Learning Advisory Program (LAP) was launched at Yıldırım Beyazıt University School of Foreign Languages in the 2015-2016 academic year. The LAP, under the guidance of the instructors and advisors at the Independent Learning Centre (ILC), was planned to be used initially with students of a specific profile, composed of low-achieving, unmotivated students – the so-called ‘repeat’ students. In our case, ‘repeat’ students pose a challenge in that teachers have difficulty identifying their individual needs, and catering for them. To address this, we enrolled these students in a partially online blended learning program. Students were also informed about the possibility of getting individual support from ILC advisors. In order to facilitate the advising sessions, new materials and tools have been devised or adapted. A few months’ experience in advising has given us a better understanding of our students and raised our motivation to turn the LAP into a more functional system.

Comparative Analysis of Online and Blended Online Learning

Students interaction in the online classroom with instructor is an important consideration in ensuring that students can improve their knowledge and reach a higher level of achievement in engineering courses. This study focuses on fostering student's interaction and improves learning for a course digital image processing offered in a private institution of higher education (HITAM) in Telangana, India. Interactive features includes most important synchronous discussions and polls in scheduled sessions, and which can be achieved via social media tools for sharing of information and resources. Qualitative student feedback was analysed regarding the new way of delivering the course. Findings indicated that students who attended weekly synchronous sessions valued online session as it give them more information about image visual than the traditional class. Problems identified included technical difficulties during synchronous sessions, absenteeism, participation was lacking on the questioning&discussion and inability to attend synchronous sessions due to scheduling of their individual class of interest like GRE etc. In addition, few students made use of the opportunity to interact via social media. While students expressed that the visual components of the course were valuable and helped them in qualifying the Assessments, several areas in which improvement may be made remain. This paper proposes blended online learning as one of the efficient method to improve learning. The analytical result from this study is shown, which is the comparison of online learning and blended online learning.

A systematic review protocol on the use of online learning versus blended learning for teaching clinical skills to undergraduate health professional students

Aim: This paper is a review protocol that will be used to identify, critically appraise and synthesise the best current evidence relating to the use of online learning and blended learning approaches in teaching clinical skills in undergraduate health professionals. Background: Although previous systematic reviews on online learning vs. face to face learning have been undertaken a systematic review on the impact of online learning and blended learning for teaching clinical skills has yet to be considered in undergraduate health professionals. By reviewing the students’ online learning experiences, systems can potentially be designed to ensure all health professional students’ are supported appropriately to meet their learning needs. Methods/design: The key objectives of the review are to evaluate how online learning teaching strategies assist students learn; to evaluate the students’ satisfaction with this form of teaching; to explore the variety of online learning strategies used; to determine what online learning strategies are more effective and to determine if supplementary face to face instruction enhances learning. A search of the following databases will be made MEDLINE, CINAHL, BREI, ERIC and AUEI. This review will follow the Joanna Briggs Institute guidance for systematic reviews of quantitative and qualitative research. Conclusion: This systematic review protocol intends to support the undertaking of a systematic literature review which will report on a combination of student experience and learning outcomes therefore increasing its utility for educators and curriculum developers involved in health care education.

Blended online learning in initial teacher education: A Professional Inquiry on preservice teachers’ inquiry projects

Online and blended learning bring opportunities and challenges, including more opportunities for authentic activities (Gikandi, Morrow, & Davis, 2011). Blended online environments are now a common mode for pre-service teacher education, providing interesting opportunities to develop and showcase alternative approaches that blend with practice in the field. This paper presents a case study of an online course that supported 55 student teacher inquiries into the practice of teaching. The author describes some successful strategies, using a range of e-learning tools, including the university’s Moodle learning management system, in the professional inquiry focused course that she led. The study informs course and programme redesign to encourage student teachers to develop their own networks of practice during pre-service tertiary education.

The effectiveness of blended online learning courses at the community college level

ABSTRACTWhether through the use of online-only or hybrid/blended formats, colleges and universities across the country are increasingly utilizing online platforms as a medium for the delivery of instruction. At the same time, we know little about how student learning outcomes are related to students’ engagement with online instructional formats. In particular, few studies have evaluated online learning in community colleges, and fewer yet have employed an experimental or quasi-experimental design to do so. In this research, we use propensity score matching to compare learning gains between community college students enrolled in blended courses, (courses that combine online instructional delivery with traditional classroom-based instruction) with gains experienced by students receiving only classroom-based instruction. Among students enrolled in blended courses, we also consider which aspects of student use of online instructional materials are most strongly associated with student learning. While some evidence has suggested significantly poorer outcomes for community college students enrolled in online-only courses, our results suggest that students enrolled in blended courses perform similarly, if not better, relative to students in a traditional instructional setting. Implications for practice and research are discussed.

Teaching MSW Social Work Practice in a Blended Online Learning Environment

Blended learning is a newly emerging trend in higher education and is defined as the purposeful integration of synchronous and asynchronous learning to provide educational activities that maximize the benefits of each. This paper describes the development of a graduate social work foundation-year practice class in a blended online environment in which both asynchronous and synchronous activities transpire online. The course's underlying pedagogical principles are illustrated, and the perceptions of instructional faculty are reported in key areas, including engagement and participation, activities, and the challenges of technology, socialization, etiquette, and nonverbal cues.

1861 Evaluating The Experience of Using Online Blended Learning During Induction Programme for Nurses in a Level 3 Neonatal Unit

Background and AimsThe Department of Health has published guidances to help the NHS improve the care provided for premature and sick babies. However, a report by BLISS, the baby charity...

Inter-University Collaboration for Online Teaching Innovation: An Emerging Model

Distance education is constantly evolving and improving. To stay current, effective online instructors must utilize the most innovative, evidence-based teaching methods available to promote student learning and satisfaction in their courses. One emerging teaching method, referred to as blended online learning (BOL), involves collaborative education across multiple university settings. In this article, we describe an inter-university educational collaboration designed to connect students from various academic institutions using the BOL teaching method. The article begins with an overview of the theoretical framework that informs the BOL method, followed by an overview of the method and its key components. Benefits of this collaborative learning effort to students, educators, universities, and the profession are also provided. The article culminates with implications for using the BOL method with rehabilitation educators, including collaborative teaching tips for working in educator and student teams.

Students’ response to English language course management systems: a case study

Abstract The use of Course Management System (CMS) software that assists blended and independent online learning or e-learning, has increased dramatically in the Gulf region since 2000. The most popular products include Blackboard, Moodle and Angel. In spring 2009, research was conducted at Weill Cornell Medical College-Qatar (WCMC-Q) on native Arabic speakers’ (9 Arabic speakers, 4 controls) satisfaction with and ease of use of English language versions of Blackboard, Moodle, and Angel in the main areas of CMS functionality, including synchronous chat, email, electronic peer editing, electronic quizzes, bulletin board and course document downloading. A large corpus of anecdotal data and end-of-semester questionnaire indicated that native Arabic speakers did not prefer any particular CMS. Arabic speaking students overwhelmingly indicated that CMSs were valuable to their education, and that online activities, particularly chat, online quizzes, document downloading, and bulletin board, could augment traditional and paper-based classroom activities, but should not entirely replace traditional methods. Females demonstrated less favorable outcomes with using CMSs and gender differences in online learning and CMSs should be a future area of research.

Les études supérieures en ligne pour les leaders : Le cas des officiers des Forces canadiennes

This paper argues in favour of distance education in social sciences at the masters level for Canadian Forces officers. First, it demonstrates how distance learning has played a substantial role from the very beginning of university teaching (with Plato’s Academy). It then tries to demonstrate how technology will be central to the pedagogy of educational institutions in the future. Finally, it explains why Canadian Forces officers need to pursue higher education in social sciences even after they have undergraduate degrees, and how the nature of “3D” missions (for Defence, Diplomacy and Development) requires a more thorough understanding of social sciences. The author then suggests a meaningful way to realize this objective. The BOLD (Blended Online Learning Design) initiative demonstrates many of the characteristics required for this type of training: the possibility of studying entirely at a distance, a hybrid of synchronous and asynchronous learning, recognition of the teaching corps needs, transnational and international careers.

Blended online learning design: Shaken not stirred

Given the crucial role played by universities in a knowledge-based society, understanding how and under what conditions online learning (OL) can improve access to graduate studies is of the highest importance to today’s growing global economy. Over the past decade, phenomenal advances have been made in the application of communication and information technologies to support student learning in higher education. Yet, in proportion to overall provision of higher education, the use of technology by faculty for graduate-level, online learning (OL) has been minimal, especially among regular faculty. In this session, Norm Vaughan and Michael Power present an adapted form of OL, especially designed for traditional universities, with initial data from studies underway in two Canadian universities. Finally, an emerging network of researchers interested in the role of online learning within mainstream higher education is presented.

Effects of Blended Online Learning on Students Performance in Vocational Mathematics

This presentation reports on a study conducted at the Victoria University TAFE where a mathematics module was offered to students in an on campus delivery setting. The use of online learning to support campus-based instruction was modelled on Coomey and Stephenson’s (2001) paradigm grid for online learning. The aims of the study were to assess the effectiveness of online facilitated instruction on students’ attitud and achievement in mathematics, explore factors affecting participation of students in online learning and how teachers’ roles and responsibilities are affected by online facilitation. The study was conducted using a mixed method approach with experimental techniques applied to gather quantitative data about attitudes and achievement scores, and a case study approach for which qualitative data were collected on factors affecting students’ motivation, participation and approach to blended online learning. The study comprised two on-campus TAFE classes from a first year advanced diploma course. The treatment class was offered online facilitated teaching using WebCT as a delivery platform. The control class was taught using traditional methods only. The same teacher taught both classes during the semester and on the same campus. Students from both groups were interviewed to gather information about issues affecting them as learners. Results from this study will be presented about students’ attitude, achievement scores and participation in blended online learning.

Blending online learning with traditional approaches: changing practices

AbstractConsiderable claims have been made for the development of e‐learning, either as stand‐alone programmes or alongside more traditional approaches to teaching and learning, for students across school and tertiary education. National initiatives have improved the position of schools in terms of access to hardware and electronic networking, software and educational resources, and staff development. The potential of e‐learning to improve learning and teaching, and in turn, attainment, may be contested by academics but the policy makers are generally positive. Many countries across Europe and North America have adopted information and communication technology (ICT) as a central plank in school improvement and effectiveness planning. At the centre, however, remain the teacher and the learner. The impact of ICT on the learning experience will depend upon the roles adopted by each, the model of the learner held by the teacher and the pedagogy adopted. This paper considers the ways in which teachers and students responded to the implementation of one particular online programme and considers the approaches adopted and the attitudes to its use. The SCHOLAR programme is designed to complement rather than replace traditional teaching and learning approaches within schools and is aimed at students in the post‐compulsory years of secondary school working towards external certification. It has a number of features including course materials, revision exercises, self‐assessment facilities and a discussion forum. The independent evaluation of SCHOLAR looked at the impact that its use made on learning and teaching in the post‐16 classroom and the differing ways in which teachers and students used the various elements of the programme. While it did appear to have a positive impact on attainment, the evidence indicates that this might have been greater had the teachers modified their practice, blending learning through SCHOLAR with more traditional methods.