Perceptions Of Blended Learning Research Articles

The Perceptions of Tourism Students Towards Blended Learning: A Case From a Comprehensive University in South Africa

This paper explores tourism students’ perceptions of blended learning (BL) and examines the correlations between BL statements, student academic performance (AP), and the level of satisfaction with blended courses (BCs). A questionnaire survey was used to collect data from 166 randomly selected tourism students in a comprehensive University in South Africa. For data analysis, IBM SPSS Statistics 29.0 (IBM Corporation, 2022) software was used. The results indicate that most tourism students had positive perceptions of BL based on their degrees of AP and satisfaction with the BC. Most tourism students claim that they are not comfortable completing assignments and taking assessments online. The results further reveal that students they are frequently disappointed with the assessment approach of online discussions. The study recommends that the university studied conduct a variety of reform programmes geared at strengthening tourism lecturers’ BL abilities (such as upgrading online assessment methodologies and lecture design). To encourage learning involvement, tourism lecturers could improve students’ perceptions of the BL platform in their instructional design. This will gradually improve tourism students’ low perceptions of BL, as identified in this study.

Development and validation of a blended learning perception scale for higher vocational students

Blended learning, a pedagogical approach that seamlessly integrates online and offline teaching methods, has evolved into a pivotal component of higher education. In order to assess students’ perspectives on their experiences with blended learning in higher vocational schools, we developed a comprehensive tool known as the Blended Learning Perception Scale (BLPS). The scale’s reliability and validity have been rigorously substantiated through data obtained from 600 students enrolled in a vocational school in China. The creation of this scale primarily entailed the application of quantitative methodologies, including both exploratory and confirmatory factor analyses. The final scale encompasses 24 items, categorizing student perceptions into five distinct factors: content coherence, interaction effectiveness, platform functionality, learning motivation, and learning satisfaction. Collectively, these factors elucidate 68.346% of the total variance. Moreover, the Cronbach’s coefficients (α) for these factors range from 0.791 to 0.842, denoting a high degree of internal consistency and thereby establishing the scale’s reliability. Item-based analysis further substantiates the scale’s reliability and discriminability, while confirmatory factor analysis unequivocally confirms its structural validity. Each factor’s average variance extracted (AVE) ranges from 0.589 to 0.671, with a cumulative value of 2.766. Additionally, the Root Mean Square Error of Approximation (RSMEA) recorded at 0.053 underscores the scale’s satisfactory level of structural validity. In essence, this study presents a valid and dependable instrument for gauging students’ perceptions of blended learning, thoughtfully tailored to the specific attributes of higher vocational education and its students. Furthermore, it offers insights into areas that necessitate further enhancement within blended learning programs.

Role of Administrators in Blended learning in Higher Education Institution

As higher education institutions adopt blended learning, administrators play a crucial role in implementing and supporting blended learning, ensuring its success (Lomonosova & Valentinovna, 2018). The study investigates administrators' perceptions of blended learning as a teaching strategy, using a proportionate sampling sample and a content validity instrument modified by an expert. The study involved 27 administrators respondents who were selected from the universities in Islamabad. The interview guide was created to assess administrators' readiness for blended learning, focusing on their awareness of facilities, finances, capacity-building initiatives, challenges, and technology capabilities. The reliability of the results was ensured by consistent patterns and plausible reasons for differences. Data analysis involved analyzing administrative attitudes through interviews, coding the data, and identifying recurring themes. The study concluded that despite the availability of resources and support, the studyemphasises the difficulties administrators encounter when implementing blended learning in higher education institutions. For blended learning to be successfully implemented, infrastructure facilities including well-equipped classrooms and high-speed internet connection are crucial.

Face-to-Face Instruction and Blended Learning Related to Students’ Commitment in Science Courses

Changes in instructional modes that have occurred can trigger various perceptions and different learning commitments, especially in lectures that are identic to perform hands-on science, such as science courses. This study aims to analyze students’ perceptions of blended learning and face-to-face modes in science courses related to learning commitment after the Covid-19 pandemic. Using phenomenological method, the research was conducted with six students as participants. The data was collected by interview, observation, and documentation techniques. Triangulation was used to validate the data, while a data analysis technique is using Miles and Huberman. The results show that there are differences in students' perceptions and commitments in science courses with both learning modes. Students tend to perceive face-to-face learning more positively than blended learning because activities perform more interactively. Students’ commitments are better during face-to-face learning than during blended learning. Based on the results, this study concludes that positive perceptions shape better learning commitments than negative perceptions.

The Paradigm Shift from Traditional to Blended Learning Methodology in Architecture Education

The Covid-19 pandemic has profoundly impacted the education sector, forcing institutions to explore alternative teaching methodologies. This research article examines the paradigm shift from traditional classroom-based face-to-face learning to blended learning in architecture education. A questionnaire was designed and administered to collect data from architecture students and educators in India, with a focus on their experiences and perceptions of blended learning. The results of the study indicate a significant rise in the adoption of blended learning in the postCovid-19 period. The respondents reported a favourable attitude towards blended learning, recognizing its potential to enhance learning outcomes and improve flexibility. The findings highlight the advantages of incorporating online platforms, multimedia resources, and virtual collaboration tools into architectural education. The findings indicate a significant increase in usage across various categories, with the highest increases observed in learning management systems, video conferencing platforms, online discussion sessions, live online lectures, online quizzes or assignment platforms, and online jury sessions. The research supports the idea that blended learning offers a promising approach to meet the evolving needs of architecture education in India. The flexibility and adaptability of blended learning methods provide opportunities for students to engage in self-paced learning, access a wide range of learning materials, and collaborate with peers and professionals beyond physical boundaries. This research contributes to the growing body of knowledge on the use of blended learning in architecture education, specifically in the context of India. The findings provide valuable insights for educators and policymakers seeking to integrate technology into the curriculum effectively. By embracing blended learning, architecture institutions can prepare students for the digital era while maintaining the fundamental principles of design education.

REVOLUTIONISING TERTIARY EDUCATION IN MALAYSIA THROUGH WHATSAPP: A DESCRIPTIVE ANALYSIS

The Covid-19 pandemic has significantly impacted the education sector, including tertiary education in Malaysia. To adapt to the new normal, online learning has been adopted, but challenges such as limited resources, lack of interaction, and high dropout rates persist. This study aims to explore the potential of using WhatsApp to revolutionise tertiary education in Malaysia using a mixed-methods approach. A descriptive analysis was conducted to investigate students' perceptions of blended learning using WhatsApp at a public university. A sample of 105 students from a local public university was selected for the study, using random sampling. After applying WhatsApp during lessons for 14 weeks, a questionnaire was distributed to the students to identify their perceptions on WhatsApp application, to investigate the influence of gender differences on perceptions and to explore the students’ suggestions on ways to improve WhatsApp application in lessons. The findings revealed positive perceptions among students regarding the playfulness, usefulness, ease of use, and interaction aspects of using WhatsApp for learning. On the other hand, gender differences did not significantly influence students' perceptions of the WhatsApp application. Finally, suggestions provided by students to enhance the utilisation of WhatsApp in the classroom included incorporating interesting activities, providing clearer instructions, and using various teaching tools. These findings offer insights for improving the quality of tertiary education in Malaysia. The study highlights the potential of WhatsApp as a convenient tool for communication and collaboration between teachers and students in tertiary education settings, particularly during times of crisis like the Covid-19 pandemic.

Chinese anatomy educators' perceptions of blended learning in anatomy education: A national survey in the post-COVID-19 era.

Blended learning, which combines face-to-face lectures with online learning, has emerged as a suitable teaching approach during the COVID-19 pandemic. This study used a national survey of anatomy educators in Mainland China to evaluate the changes in the implementation of blended learning in anatomical pedagogy. A total of 297 responses were collected from medical schools across all provinces. Respondents included 167 males and 130 females, with an average age of 44.94 (±8.28) and average of 17.72 (±9.62) years of professional experience. The survey showed adoption of online teaching and assessment by Chinese anatomy educators increased by 32.7% and 46.8%, respectively, compared to pre-pandemic levels. Perceptions of blended learning outcomes varied, with 32.3% and 37% educators considering it superior and inferior to traditional teaching, respectively. Faculty training programs related to blended learning increased significantly, fostering a collaborative learning environment; however, challenges remained in achieving satisfactory online assessment outcomes. Anatomy educators' attitudes reflected a strong preference for classroom learning (4.941 ± 0.856) and recognition of the importance of relevant technology (4.483 ± 0.954), whereas online learning received lower acceptance (4.078 ± 0.734). Female anatomy teachers demonstrated effective time management in online teaching. Meanwhile, educators with over 15 years of experience encountered difficulties with relevant technology, consistent with negative attitudes toward blended learning. Overall, this survey highlights the persistent challenges in implementing blended learning in anatomy education and provides insights for enhancing the pedagogical model in the post-COVID-19 era.

Blended learning as a site of struggle: A critical realist analysis of students’ perceptions of blended learning and its impact on their sense of belonging

This study explores students’ perceptions of blended learning and its impact on their sense of belonging at a post-92 UK university. A critical realist framework that considers the interlocking domains of subjective experience, objective events and observations, and the mechanisms and structures that underpin them is used to situate these perceptions, while a mixed methods approach enables a multi-layered insight into the captured diversity of student experience. The quantitative and qualitative results demonstrate that while the student self-reported experience of blended delivery is mixed, its perceived impact on academic performance is negligible. The effects of blended and remote learning on students’ sense of belonging, however, are profound and require a change in current practices to accommodate the affective aspects of learning and university experience. The study responds to the calls within the literature for more in-depth investigations of student experience, especially as regards student perceptions of that experience.

STUDENTS’ PERCEPTION OF BLENDED LEARNING IN UNIVERSITY INSTITUTION: A CASE STUDY OF THE STUDENTS AT ENGLISH DEPARTMENT OF PGRI UNIVERSITY

Due to a scope and scale with the main focus on social presence this research is aimed at exploring social presence, students’ perceptions of social presence and the implementation blended learning. The research was employed as mixed method research approach along with a questionnaire. The main objective included determination of English as Foreign language students’ perception of blended learning by participants’ including a total of 73 judgmental statement clauses. Also this study was helped by 17 students as the voluntary interviews. The findings of this study were derived from the results obtained through the questionnaire and interviews among students with a conclusion that most of the students strongly appreciated the blended learning of social presence in increasing interaction among members and improving writing and speaking exercise activities. However there was no big distinction in social presence between a blended learning class and a traditional face-to-face class. And among factors that affect social presence the students ranked the top three important factors including the lecturer closeness and humor and his/her feedback work. Also the list have three important ones which are shorter forum discussions and peer feedback.

The effect of instructional methods on dental students' performance in a preclinical endodontic course: A comparative ambispective cohort study.

The aim of this ambispective cohort study was to examine the effect of instructional methods on dental students' performance in a preclinical endodontic course. Two cohorts of undergraduate students were included. The pre-pandemic (retrospective) cohort, which had been taught via traditional instruction (live lecture and live demonstration), and the pandemic (prospective) cohort group, which had been taught via a blended learning approach (online/video recorded lecture and video demonstration, combined with practical training in the simulation laboratory). A total of 263 dental students' competencies and written exam results were reviewed, with 137 students from the traditional and 126 from the blended learning groups. Students' performances in the competency practical and written exams for both groups were compared. Additionally, a post-course survey was designed to explore the students' perceptions of blended learning and was sent to the blended learning cohort. There was a statistically significant difference between both groups in students' weekly practical project scores. The average score for females was significantly higher than that of males. However, their practical competency exam scores were comparable. On the other hand, the written exam scores were significantly higher in the blended than in the traditional group, with females demonstrating significantly higher written exam scores compared to males (p<0.001). Blended learning is an effective teaching method for preclinical endodontic courses. It could be more useful than traditional learning methods for the course's theoretical content. Additionally, the students preferred to continue learning using this model.

Korean preservice music teachers’ perceptions of blended learning in music education course

Previous studies have examined the effectiveness of blended learning in various learning contexts, including music classes in public schools and music teacher education programs. However, research on the relative importance of both technology-based instruction and traditional classroom environments is lacking. This study examined the experiences of Korean preservice music teachers in a blended learning environment and demonstrated the need for an appropriate time period between online and face-to-face learning, especially for those with little experience in theoretical and practical music education. While a face-to-face classroom was found to be a crucial setting for preservice music teachers to gain various perspectives on class materials with the help of peers, a few found it challenging to explain their understandings to others in a group and express their opinions about specific school scenarios. Finally, formal question time on an online platform that maintains anonymity encouraged preservice music teachers to actively participate in in-class activities, and the combination of theory and practice was perceived as a major strength of blended learning.

STUDENTS’ PERCEPTION OF BLENDED LEARNING ACTIVITY DURING POST COVID-19

Covid-19 played a major role in changing the education system in Indonesia. One of the changes caused by Covid-19 is the use of blended learning during the transition period after the pandemic. This study aims to investigate how students' perceptions of blended learning are enforced. As many as 6 students from the Department of English Applied Linguistics, Medan State University were involved in this study. The results of this study indicate that students show a positive attitude towards blended learning such as continuing to attend lectures that are held online or offline. In addition, students also feel happy and enthusiastic when learning online and offline. From the cognitive aspect, students show positive perceptions as long as they carry out lectures with blended learning activities. Students get a lot of new experiences in learning using a combination of face-to-face and online learning which is carried out for 16 meetings. The researcher concludes that, blended learning has an impact on behavioral aspects, emotional aspects and cognitive aspects in the English language teaching learning process. Researchers suggest further research on the effectiveness of blended learning activities.

The Impact of Blended Learning on Chinese Middle School Students' Interest in Learning During Covid-19

As the covid-19 pandemic forced campus closures, schools were transformed in how they taught and learned. Blended learning is the approach chosen by most schools, combining face-to-face learning with online learning to allow students to receive education and meet academic needs. This paper describes the adoption of blended learning in China based on constructivist theory. The purpose was to research the impact of blended learning on Chinese middle school students who developed an interest in learning during the covid-19 pandemic. The paper uses a questionnaire-based research method to study their perceptions of blended learning and changes in achievement, involving 150 Chinese secondary school students. The results show that blended learning positively contributed to Chinese secondary school student's interest in learning, resulting in improved performance during the covid-19 period.

Students’ Perceptions of a Blended Course and its Effectiveness at a Mongolian University

Blended learning has been considered one of the modern delivery modes of teaching and learning since the COVID-19 pandemic outreach. Although e-learning has been developing in most countries, its importance and needs were highly acknowledged by all educational organizations worldwide during COVID-19. All educational institutions worldwide run online or blended courses at some stage of their training. Regarding temporary demands such as the pandemic, learners had to study through online learning, and now it has become one of their regular learning modes. Meanwhile, educational institutions and their stakeholders were experiencing both online and blended programs and were provided opportunities to compare different delivery methods. Therefore, blended learning and teaching have become a more profitable way of teaching, especially in higher education. This article investigates the student’s perceptions of blended learning and its effectiveness based on the case of a Mongolian university. To achieve this goal, we conducted qualitative and quantitative research. The survey included 182 students from first-year to senior year to identify the challenges they faced, the experiences they gained, and their evaluation of the blended courses they enrolled in. The research questions were created on Google form, data was electronic via emails, and focused group interviews were conducted simultaneously. As a result of the survey, it has been revealed that there are several benefits and advantages to blended courses in the tertiary education sector of Mongolia. However, key factors such as the learning styles of Mongolian students, appropriate learning environment and course design, access to technology, and effective organization should be improved in the future in order to run the blended courses successfully.

Experiences of a project-based blended learning approach in a community of inquiry from information and communication technology engineering students at Lapland university of applied sciences in Finland

The increase in remote work in the Information and Communication Technology (ICT) industry has introduced the need for research into team collaboration platforms and education using a project-based blended learning approach. This study investigates the perceptions of ICT engineering students ( N = 56) at Lapland University of Applied Sciences in Finland regarding the social, cognitive, and teaching presences in a blended setting using the Community of Inquiry (CoI) framework. The CoI questionnaire data were analyzed using the Rasch Rating Scale Model, and team collaboration and development platform logs were used to explore platform usage. The results suggest that the students’ overall perception of blended learning was highly positive. Questions associated with discussing through the online medium were relatively harder for the students to agree with, although the online medium was perceived as excellent for social interaction by the students. The results may help institutions develop an understanding of the factors that may improve the quality of blended learning experiences in project-based digital ecosystems.

Language-majored students' perception of Blended learning at a university in Vietnam

Blended Learning (BL) has gained its prevalence in EFL teaching and learning context in Vietnamese higher education. This study aims to investigate language-majored students' perceptions of implementing Blended Learning in English classrooms at a Vietnamese public university. One hundred fifty-three freshmen majoring in Chinese, Korean and Japanese languages and currently learning English as a compulsory subject participated in this multi-method study. Data were collected through questionnaires and semi-structured interviews with six randomly selected students, then transcribed and analyzed thematically. Findings indicate that participants mostly perceive that BL enhances digital literacy and motivation and supports in-class learning. However, some challenges faced by these respondents included technical difficulties and the lack of self-regulation skills. The findings are of great value in giving educators and students a profound understanding of BL in EFL classrooms. Based on the findings and discussion, the study gave some recommendations for EFL teachers and institutions to facilitate students' BL experience greatly.

Language Teachers’ Perception and Practice of Adopting Blended Learning to Adapt to the New Normal

The practice of blending online learning and face-to-face learning has become ubiquitous across many tertiary institutions both worldwide and nationwide, especially amid the Covid-19 pandemic. This paper is based on the part of a study investigating how language teachers perceive blended learning and how they adopt this model in their teaching practice to adapt to the new normal. The participants include 50 teachers who are teaching languages such as English, French, Russian, Chinese, Japanese, and Korean at Hue University, located in central Vietnam. The data was collected through a survey and then supported by follow-up interviews with 10 of the surveyees. The findings reveal teachers' perceptions of blended learning in terms of its necessity, feasibility, usefulness, and ease of use, as well as their confidence and intention of continuation. In addition, the study also reflects the reality of how blended learning is currently applied by these language teachers regarding such factors as how the online component supports the face-to-face component, how online and face-to-face classroom activities are blended, when online and face-to-face elements are arranged, etc. There is also a comparison of these teachers’ responses based on their teaching expertise to see whether they perceive and use blended learning differently.

Tourism students' perception of blended learning and their engagement and satisfaction with the course

I explored the relationship between students' perception of blended learning and their engagement and satisfaction with the course. I used structural equation modeling to analyze the survey responses of 270 tourism management students from two universities in China. The findings indicated that emotional engagement and perceived usefulness influenced students' satisfaction with blended learning. Perceived usefulness had a stronger direct influence on cognitive engagement in student blended learning than did perceived interaction, whereas neither perceived playfulness nor ease of use had a significant influence on cognitive engagement. Emotional engagement significantly affected course satisfaction but cognitive engagement had a nonsignificant influence on course satisfaction. Finally, perceived usefulness affected satisfaction indirectly through emotional engagement. The implications of the findings for teaching practice are discussed and limitations and future research directions are suggested.

Perbandingan Persepsi Mahasiswa Pendidikan Matematika Terhadap Pembelajaran Daring, Luring dan Blended Learning Pasca Pandemi Covid-19

This study aims to compare student perceptions of online, offline, and blended learning involving 28 students from the 2018 batch of Mathematics Education Study Program, Faculty of Teacher Training and Education, Sembilanbelas November Kolaka University as research subjects. The data were collected by non-test using a questionnaire instrument of student perceptions including online, offline, and blended learning as many as 23 statement items followed by interviews related to student perceptions. The results of this study indicate that the mean student perception of learning is positive with the following details: (1) the mean percentage of student perceptions of online learning is 77.92%; (2) the mean percentage of students' perceptions of offline learning (face-to-face) is 82.86%; and (3) the mean percentage of students' perceptions of blended learning is 73.98%.

Undergraduate Education Students' Perceptions and Challenges of Learning Calculus Through Blended Learning

Blended learning has recently gained popularity in training and education. It was a combination of two learning styles, which are face-to-face teaching and some of the technological aids that have been widely used in teaching and learning. This study is meant to be an addition to the in-class lectures and to assist students in understanding calculus subjects at their own pace and time. The purpose of this study is to describe students' perceptions of blended learning and to determine whether blended learning affects their readiness and challenges in learning calculus. A total of 86 Mathematics Education students were involved in this study, in which a series of questionnaires were distributed to evaluate their readiness and learning perceptions. Based on the findings, a conclusion has been made regarding the role of blended learning in supporting teaching and learning. The results showed that students demonstrate positive perceptions using the blended learning approach in some of the subjects.