WorldWideScience

Sample records for blended learning environments

  1. Blended Learning in Personalized Assistive Learning Environments

    Science.gov (United States)

    Marinagi, Catherine; Skourlas, Christos

    2013-01-01

    In this paper, the special needs/requirements of disabled students and cost-benefits for applying blended learning in Personalized Educational Learning Environments (PELE) in Higher Education are studied. The authors describe how blended learning can form an attractive and helpful framework for assisting Deaf and Hard-of-Hearing (D-HH) students to…

  2. A Study on Students’ Views On Blended Learning Environment

    Directory of Open Access Journals (Sweden)

    Meryem YILMAZ SOYLU

    2006-07-01

    Full Text Available In the 21st century, information and communication technologies (ICT have developed rapidly and influenced most of the fields and education as well. Then, ICT have offered a favorable environment for the development and use of various methods and tools. With the developments in technology, blended learning has gained considerable popularity in recent years. Together with the developments it brought along the description of particular forms of teaching with technology. Blended learning is defined simply as a learning environment that combines technology with face-to-face learning. In other words blended learning means using a variety of delivery methods to best meet the course objectives by combining face-to-face teaching in a traditional classroom with teaching online. This article examines students’ views on blended learning environment. The study was conducted on 64 students from Department of Computer Education and Instructional Technologies in 2005–2006 fall semester in Instructional Design and Authoring Languages in PC Environment at Hacettepe University. The results showed that the students enjoyed taking part in the blended learning environment. Students’ achievement levels and their frequency of participation to forum affected their views about blended learning environment. Face-to-face interaction in blended learning application had the highest score. This result demonstrated the importance of interaction and communication for the success of on-line learning.

  3. Exploring Collaborative Learning Effect in Blended Learning Environments

    Science.gov (United States)

    Sun, Z.; Liu, R.; Luo, L.; Wu, M.; Shi, C.

    2017-01-01

    The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher…

  4. Preparing Teachers for Emerging Blended Learning Environments

    Science.gov (United States)

    Oliver, Kevin M.; Stallings, Dallas T.

    2014-01-01

    Blended learning environments that merge learning strategies, resources, and modes have been implemented in higher education settings for nearly two decades, and research has identified many positive effects. More recently, K-12 traditional and charter schools have begun to experiment with blended learning, but to date, research on the effects of…

  5. Learning Design for a Successful Blended E-learning Environment: Cultural Dimensions

    OpenAIRE

    Al-Huwail, N.; Gulf Univ. for Science & Technology; Al-Sharhan, S.; Gulf Univ. for Science & Technology; Al-Hunaiyyan, A.; Gulf Univ. for Science & Technology

    2007-01-01

    Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. This paper presents a new framework for delivery environment in blended e-learning. In addition, new concepts related to the learning strategies and multimedia design in blended e-learning are introduced. The work focuses on the critical cultural factors that affect a blended elearning system. Since it is common that good systems may fail due to cultural issues, ...

  6. The Relationship among Self-Regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environment

    Science.gov (United States)

    Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Kato, Hiroshi; Miyagawa, Hiroyuki

    2015-01-01

    This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was…

  7. Optimising the Blended Learning Environment: The Arab Open University Experience

    Science.gov (United States)

    Hamdi, Tahrir; Abu Qudais, Mohammed

    2018-01-01

    This paper will offer some insights into possible ways to optimise the blended learning environment based on experience with this modality of teaching at Arab Open University/Jordan branch and also by reflecting upon the results of several meta-analytical studies, which have shown blended learning environments to be more effective than their face…

  8. In Search of Attributes That Support Self-Regulation in Blended Learning Environments

    Science.gov (United States)

    Van Laer, Stijn; Elen, Jan

    2017-01-01

    Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning…

  9. The Effectiveness of Blended Learning Environments

    Science.gov (United States)

    Eryilmaz, Meltem

    2015-01-01

    The object of this experimental study is to measure the effectiveness of a blended learning environment which is laid out on the basis of features for face to face and online environments. The study was applied to 110 students who attend to Atilim University, Ankara, Turkey and take Introduction to Computers Course. During the application,…

  10. Students' Opinions on Facebook Supported Blended Learning Environment

    Science.gov (United States)

    Erdem, Mukaddes; Kibar, Pinar Nuhoglu

    2014-01-01

    The first purpose of this study was to determine students' opinions on blended learning and its implementation. The other purpose was to explore the students' opinions on Facebook integration into blended learning environment. The participants of this study were 40 undergraduate students in their fourth semester of the program.…

  11. Development and Validation of the Blended Learning Environment Instrument (BLEI) in Higher Education

    Science.gov (United States)

    Aljahni, Areej; Al-Begain, Khalid; Skinner, Heather

    2014-01-01

    Part of ongoing research into the efficacy of blended learning in higher education within the Kingdom of Saudi Arabia (KSA). The need for, and development of, a Blended Learning Environment Instrument (BLEI) are explained. This new instrument assesses student perceptions across five core aspects of blended learning environments: Infrastructure,…

  12. Teachers' experiences of teaching in a blended learning environment.

    Science.gov (United States)

    Jokinen, Pirkko; Mikkonen, Irma

    2013-11-01

    This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

  13. Blended synchronous learning environment: Student perspectives

    Directory of Open Access Journals (Sweden)

    Conklina Sheri

    2017-06-01

    Full Text Available Distance education environments can take many forms, from asynchronous to blended synchronous environments. Blended synchronous learning environment (BSLE can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection. Many educators are unfamiliar teaching in BSLE because of lack of experience or exposure to this delivery method. Thus, it is important to understand the optimal organisational structures and the effective management of BSLE courses to facilitate student learning and interaction. Seeking to understand this teaching method, an exploratory mixed-method study was conducted to examine graduate students’ perceptions of the BSLE. Quantitative and qualitative data was collected from a questionnaire and analysed. The findings revealed that students were satisfied with the BSLE, interactions, and the instructor. However, findings showed that the instructor divided attention between face-to-face and online synchronous students, which can cause cognitive overload and compromise the quality of instruction. Additionally, this study suggests that technical difficulties can affect students’ satisfaction with BSLE courses. Implications for further research and limitations are discussed.

  14. Blended learning

    DEFF Research Database (Denmark)

    Dau, Susanne

    2016-01-01

    Blended Learning has been implemented, evaluated and researched for the last decades within different educational areas and levels. Blended learning has been coupled with different epistemological understandings and learning theories, but the fundamental character and dimensions of learning...... in blended learning are still insufficient. Moreover, blended learning is a misleading concept described as learning, despite the fact that it fundamentally is an instructional and didactic approach (Oliver & Trigwell, 2005) addressing the learning environment (Inglis, Palipoana, Trenhom & Ward, 2011......) instead of the learning processes behind. Much of the existing research within the field seems to miss this perspective. The consequence is a lack of acknowledgement of the driven forces behind the context and the instructional design limiting the knowledge foundation of learning in blended learning. Thus...

  15. Educational Ethnography in Blended Learning Environments

    Science.gov (United States)

    Antoniadou, Victoria; Dooly, Melinda

    2017-01-01

    This chapter aims to answer some of the questions that emerge when carrying out educational ethnography in a blended learning environment. The authors first outline how Virtual Ethnography (VE) has been developed and applied by other researchers. Then, to better illustrate the approach, they describe a doctoral research project that implemented…

  16. Practical Applications and Experiences in K-20 Blended Learning Environments

    Science.gov (United States)

    Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.

    2014-01-01

    Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments"…

  17. Blended learning in paediatric emergency medicine: preliminary analysis of a virtual learning environment.

    Science.gov (United States)

    Spedding, Ruth; Jenner, Rachel; Potier, Katherine; Mackway-Jones, Kevin; Carley, Simon

    2013-04-01

    Paediatric emergency medicine (PEM) currently faces many competing educational challenges. Recent changes to the working patterns have made the delivery of effective teaching to trainees extremely difficult. We developed a virtual learning environment, on the basis of socioconstructivist principles, which allows learning to take place regardless of time or location. The aim was to evaluate the effectiveness of a blended e-learning approach for PEM training. We evaluated the experiences of ST3 trainees in PEM using a multimodal approach. We classified and analysed message board discussions over a 6-month period to look for evidence of practice change and learning. We conducted semistructured qualitative interviews with trainees approximately 5 months after they completed the course. Trainees embraced the virtual learning environment and had positive experiences of the blended approach to learning. Socioconstructivist learning did take place through the use of message boards on the virtual learning environment. Despite their initial unfamiliarity with the online learning system, the participants found it easy to access and use. The participants found the learning relevant and there was an overlap between shop floor learning and the online content. Clinical discussion was often led by trainees on the forums and these were described as enjoyable and informative. A blended approach to e-learning in basic PEM is effective and enjoyable to trainees.

  18. Blended Learning

    Science.gov (United States)

    Imbriale, Ryan

    2013-01-01

    Teachers always have been and always will be the essential element in the classroom. They can create magic inside four walls, but they have never been able to create learning environments outside the classroom like they can today, thanks to blended learning. Blended learning allows students and teachers to break free of the isolation of the…

  19. Effects of Blended Learning Environment on Professional Competence and Motivation Levels of Coach Candidates

    Directory of Open Access Journals (Sweden)

    Turker Turan Yildiz

    2016-01-01

    Full Text Available Impeding factors which restrain educational activities such as physical impracticability exist in coach training courses, which are mainly caused by organizations, ineffective and insufficient duration of courses to resolve these problems, it is possible to use blended learning methods in coach training courses. Thus, we developed a traditional face-to-face environment for a special education course and an online environment for a fundamental education course using blending approach. The study aimed to investigate the effects of blended learning model proposed for coaching education courses on the motivation levels and professional competence of coach candidates. Participants were the trainees who wanted to participate in the first stage of the coach training course at volleyball branch. The coach candidates in the blended learning environment showed significantly higher motivation levels compared to the others in the control group. In addition, a significant difference between the control and the experiment groups of coach candidates in regard to their professional competence was detected. This study is compelling in terms of strengthening the significance of the blended learning environment, even in coach training.

  20. Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment

    Directory of Open Access Journals (Sweden)

    Sanja Bauk

    2014-01-01

    Full Text Available Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at “Mediterranean” University in Montenegro. The (dysfunctional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis.

  1. A Preliminary Investigation of Self-Directed Learning Activities in a Non-Formal Blended Learning Environment

    Science.gov (United States)

    Schwier, Richard A.; Morrison, Dirk; Daniel, Ben K.

    2009-01-01

    This research considers how professional participants in a non-formal self-directed learning environment (NFSDL) made use of self-directed learning activities in a blended face-to-face and on line learning professional development course. The learning environment for the study was a professional development seminar on teaching in higher education…

  2. Factors affecting metacognition of undergraduate nursing students in a blended learning environment.

    Science.gov (United States)

    Hsu, Li-Ling; Hsieh, Suh-Ing

    2014-06-01

    This paper is a report of a study to examine the influence of demographic, learning involvement and learning performance variables on metacognition of undergraduate nursing students in a blended learning environment. A cross-sectional, correlational survey design was adopted. Ninety-nine students invited to participate in the study were enrolled in a professional nursing ethics course at a public nursing college. The blended learning intervention is basically an assimilation of classroom learning and online learning. Simple linear regression showed significant associations between frequency of online dialogues, the Case Analysis Attitude Scale scores, the Case Analysis Self Evaluation Scale scores, the Blended Learning Satisfaction Scale scores, and Metacognition Scale scores. Multiple linear regression indicated that frequency of online dialogues, the Case Analysis Self Evaluation Scale and the Blended Learning Satisfaction Scale were significant independent predictors of metacognition. Overall, the model accounted for almost half of the variance in metacognition. The blended learning module developed in this study proved successful in the end as a catalyst for the exercising of metacognitive abilities by the sample of nursing students. Learners are able to develop metacognitive ability in comprehension, argumentation, reasoning and various forms of higher order thinking through the blended learning process. © 2013 Wiley Publishing Asia Pty Ltd.

  3. The importance of sense of coherence when implementing blended learning environments

    DEFF Research Database (Denmark)

    Dau, Susanne

    2013-01-01

    Constraints in the implementation of models of blended learning can be explained by several causes, but in this paper, it is illustrated that lack of sense of coherence is a major factor of these constraints along with the referential whole of the perceived learning environments. The question...... examined is how activation of models of blended learning in undergraduate education for teacher and radiograph affects the knowledge development. The empirical data consists of data from surveys as well as focus group interviews and some observation studies. These data are analyzed and interpreted through...... a critical hermeneutical process of prefiguration, configuration and refiguration. The findings illustrate significant importance of sense of coherence among participants as a condition for implementing new designs and new learning environments....

  4. THE BLENDED LEARNING ENVIRONMENT ON THE FOREIGN LANGUAGE LEARNING PROCESS: A Balance for Motivation and Achievement

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    Bahar ISIGUZEL

    2014-07-01

    Full Text Available The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative sciences at the Nevsehir Hacı Bektas Veli University (Turkey in fall semester of the 2012-2013 academic year. The research group consists of 62 students and there of 35 students belong to the experimental group and the other 27 persons belong to the control group. While the experimental group was subject to 14 hours online and 6 hours traditional face to face learning, the control group was subject to only 6 hours traditional face to face learning. The research has been completed after a 10 week application. The data on the research have been collected with German course achievement tests via the German Language Learning Motivation Scale. The results reveal that the experimental group of students attending the German classes in blended learning environments has more success and higher motivation compared to the control group attending German language classes in the traditional learning environment. Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved.

  5. The Webinar Integration Tool: A Framework for Promoting Active Learning in Blended Environments

    Science.gov (United States)

    Lieser, Ping; Taf, Steven D.; Murphy-Hagan, Anne

    2018-01-01

    This paper describes a three-stage process of developing a webinar integration tool to enhance the interaction of teaching and learning in blended environments. In the context of medical education, we emphasize three factors of effective webinar integration in blended learning: fostering better solutions for faculty and students to interact…

  6. Presence and Perceived Learning in Different Higher Education Blended Learning Environments

    Science.gov (United States)

    Khodabandelou, Rouhollah; Jalil, Habibah Ab; Ali, Wan Zah Wan; Daud, Shaffe Mohd

    2015-01-01

    Blended learning as "third generation" of distance learning has the potential to offer multimethod instruction through the blend, to leverage the strengths of current online and traditional instructions. Therefore, higher education institutions having recognized the fact that blended learning is beneficial, adopted this alternative…

  7. Preliminary Study on the Role of Social Presence in Blended Learning Environment in Higher Education

    Science.gov (United States)

    Jusoff, Kamaruzaman; Khodabandelou, Rouhollah

    2009-01-01

    This paper contributes to the growing body of knowledge which identifies benefits for Blended Learning in the understanding of social processes role. It reports on an exploratory study into the role of social presence in blended learning environment. Employing a qualitative methodology, the study sought to understand social presence of learners in…

  8. Classroom Habit(us) and Physical Co-presence in a Blended Learning Environment

    DEFF Research Database (Denmark)

    Borsotti, Valeria; Møllenbach, Emilie

    2016-01-01

    In this exploratory case study we map the educational practice of teachers and students in a professional master of Interaction Design. Through a grounded analysis of the context we describe and reflect on: 1) the use of digital learning tools in a blended learning environment, 2) co...

  9. Engaging Students' Learning Through a Blended Environment

    Directory of Open Access Journals (Sweden)

    Andrew Stuart

    2013-05-01

    Full Text Available Within the furniture manufacturing industry a high proportion of occupational accidents are as a result of non-compliance to machining regulations and incorrect work practices. Safety training plays an important role in reducing accidents and promoting a safety culture within this sector. This article details an action research study undertaken during the first year of a new Degree in Timber Product Technology, which set out to evaluate the impact a blended learning environment and reusable learning objects (RLOs could have on promoting safe work practices and a safety culture amongst students. A constructivist approach was taken and the module design was underpinned by Kolb’s model of experiential learning, placing more responsibility on the learners for their own learning and encouraging them to reflect upon their experiences. The findings of this study suggest that students with prior industry machining experience required a change in their attitude to machining which was achieved within the practical labs, while students with no machining experiences were intimidated by the learning environment in the practical labs but whose learning experience was enhanced through the use of RLOs and other eLearning resources. In order to reduce occupational accidents in the furniture manufacturing industry the promotion of continuing professional development (CPD training courses is required in order to change workers’ behaviour to machine safety and encourage lifelong learning so as to promote a safety culture within the furniture manufacturing industry.

  10. Constructivism Based Blended Learning in Higher Education

    OpenAIRE

    Al-Huneidi, Ahmad

    2011-01-01

    Blended Learning, which is a mix of online and face-to-face learning, can combine the benefits of both, traditional classroom learning and e-learning environments.3 The aim of this thesis is to explore how to design and implement Blended Learning environment based on Constructivism theory, which focuses on students’ experience to construct the knowledge, in order to increase learning outcomes, performance, and quality in academic institutions. An affective and successful learni...

  11. Note Taking Activity and its assessment in a Blended Learning Environment

    OpenAIRE

    Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

    2017-01-01

    "Note-taking" is a popular skill for all types of learning activities. In recent years, the online educational environment has began spreading rapidly at institutes of higher educational, obviating the need for printed materials or written notes. This means that students’ ability to take notes may decline and this may influence the success of their learning.  In order to examine this phenomenon, students' notes were surveyed during a blended learning course in a bachelor level program at...

  12. Finding a balance in dimensions of blended learning

    NARCIS (Netherlands)

    Verkroost, M.; Meijerink, L.; Lintsen, H.W.; Veen, W.

    2008-01-01

    This article is a formative evaluation of a course in which a blended learning environment was created and a good balance in dimensions of blended learning was sought. Blended learning is defined as the total mix of pedagogical methods, using a combination of different learning strategies, both with

  13. Examining the Roles of Blended Learning Approaches in Computer-Supported Collaborative Learning (CSCL) Environments: A Delphi Study

    Science.gov (United States)

    So, Hyo-Jeong; Bonk, Curtis J.

    2010-01-01

    In this study, a Delphi method was used to identify and predict the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments. The Delphi panel consisted of experts in online learning from different geographic regions of the world. This study discusses findings related to (a) pros and cons of blended…

  14. Enhancing Students' Language Skills through Blended Learning

    Science.gov (United States)

    Banditvilai, Choosri

    2016-01-01

    This paper presents a case study of using blended learning to enhance students' language skills and learner autonomy in an Asian university environment. Blended learning represents an educational environment for much of the world where computers and the Internet are readily available. It combines self-study with valuable face-to-face interaction…

  15. Blended learning in a first-year language class: Evaluating the acceptance of an interactive learning environment

    Directory of Open Access Journals (Sweden)

    Jako Olivier

    2016-10-01

    Full Text Available Increasingly blended learning, as a combination of face-to-face and online instruction is applied in university classrooms. In this study the use of an interactive learning environment (ILE, within a Sakai-based learning management system, as well as face-to-face teaching and learning in a first-year Afrikaans language class is explored. The Technology Acceptance Model (TAM was employed by means of a survey and the Structure Equation Model was used to explore factors relevant to this first-year class. In addition, qualitative research was conducted through an open questionnaire in order to determine the perceptions regarding the blended learning context and the ILE. It was found that students are generally able to function within the ILE and they are quite positive towards the use of the learning environment for learning and teaching. However, it is clear that some students still prefer printed study material. Despite the fact that students indicated that they use the ILE daily, actual usage statistics did not always correspond. Finally, this paper makes suggestions with regard to adapting teaching in terms of students’ behaviour based on their computer anxiety and Internet self-efficacy as well as the perceived usefulness and ease of use of the ILE.

  16. Global Blended Learning Practices for Teaching and Learning, Leadership and Professional Development

    Science.gov (United States)

    Hilliard, Ann Toler

    2015-01-01

    Blended learning is a combination of online and face-to-face activities for classroom instruction or other training modalities to help develop new knowledge and skills that can be transferred to the workplace environment. The use of blended learning is expanding globally (Vaughn, 2007). Blended learning is evident in professional development…

  17. Who Profits Most from Blended Learning?

    Science.gov (United States)

    Tempelaar, Dirk T.; Rienties, Bart; Giesbers, Bas

    2009-01-01

    The authors investigate the relationship between student learning choices and learning styles in the use of an innovative learning environment for statistics. For teaching introductory statistics to first-year students in economics and business, Maastricht University uses a blended learning environment. It allows students to individualize learning…

  18. The Optimum Blend: Affordances and Challenges of Blended Learning For Students

    Directory of Open Access Journals (Sweden)

    Nuray Gedik

    2012-03-01

    Full Text Available The purpose of this study was to elicit students’ perceptions regarding the most facilitative and most challenging features (affordances and barriers in a blended course design. Following the phenomenological approach of qualitative inquiry, data were collected from ten undergraduate students who had experiences in a blended learning environment. Data were collected from the students’ weekly reşection papers, interviews with students, and documents, and analyzed by structurally and texturally describing the resulting experiences and perceptions. The findings of the study indicate that used together, online and face-to-face course structures offer several opportunities and challenges for students. The participating students mentioned interaction and communication opportunities, increased motivation, increased opportunities to voice their opinions, and reinforcement of learning as the affordances in the blended learning environment. The barriers included increased workload, cultural and technical barriers, and the inter-dependence of the two environments. Implications and suggestions are offered for instructors in higher education settings

  19. The Optimum Blend: Affordances and Challenges of Blended Learning For Students

    Directory of Open Access Journals (Sweden)

    Nuray Gedik

    2012-07-01

    Full Text Available The purpose of this study was to elicit students’ perceptions regarding the most facilitative and most challenging features (affordances and barriers in a blended course design. Following the phenomenological approach of qualitative inquiry, data were collected from ten undergraduate students who had experiences in a blended learning environment. Data were collected from the students’ weekly reflection papers, interviews with students, and documents, and analyzed by structurally and texturally describing the resulting experiences and perceptions. The findings of the study indicate that used together, online and face-to-face course structures offer several opportunities and challenges for students. The participating students mentioned interaction and communication opportunities, increased motivation, increased opportunities to voice their opinions, and reinforcement of learning as the affordances in the blended learning environment. The barriers included increased workload, cultural and technical barriers, and the inter-dependence of the two environments. Implications and suggestions are offered for instructors in higher education settings.

  20. Students' Perceptions of the Introduction of a Blended Learning Environment: An Exploratory Case Study

    Science.gov (United States)

    Osgerby, Julia

    2013-01-01

    Virtual Learning Environments (VLE) provide the opportunity to deliver blended learning approaches that combine mixes of Information and Communications Technology (ICT) with various delivery methods and media. In 2008 and 2009, the University of Winchester in the UK redesigned a variety of accounting and financial management modules for…

  1. Transactional distance in a blended learning environment

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    Jon Dron

    2004-12-01

    Full Text Available This paper presents a case study that describes and discusses the problems encountered during the design and implementation of a blended learning course, largely taught online through a web-based learning environment. Based on Moore's theory of transactional distance, the course was explicitly designed to have dialogue at its heart. However, the reality of systemic behaviours caused by delivering such a course within a group of conventional further and higher educational institutions has led to an entirely unanticipated reversion to structure, with unpleasant consequences for both quality and quantity of dialogue. The paper looks at some of the reasons for this drift, and suggests that some of the disappointing results (in particular in terms of the quality of the students' experience and associated poor retention can be attributed to the lack of dialogue, and consequent increase in transactional distance. It concludes with a description and evaluation of steps currently being taken to correct this behaviour.

  2. Educator Experiences Transitioning to Blended Learning Environment in K-6 Public Schools

    Science.gov (United States)

    Somera, Sandra Lopez

    2018-01-01

    Enrollments in blended learning programs are growing, creating a challenge to find educators who understand blended learning pedagogy. The purpose of this study was to identify and understand the challenges and pedagogical transformations of elementary educators who recently adopted blended learning. The concerns-based adoption model provided a…

  3. E-learning and blended learning in orthodontic education

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    Avinash Kumar

    2017-01-01

    Full Text Available The purpose of this article is to evaluate how effective and efficient e-learning and blended learning is when compared with traditional face-to-face learning in orthodontic education. This article also provides a comparison between face-to-face learning, e-learning, and blended learning. An open PubMed literature search was done from 1980 to 2015, and a total of 23 relevant key articles were reviewed. Information emerging from studies in orthodontic education has indicated that e-learning classes are at least as good as and/or better than face-to-face classroom learning. Till date, only one study stated that the face-to-face conventional learning is better than e-learning. Two studies stated that blended approach using both traditional face-to-face learning and e-learning is the best method. In one study, the advantages of e-learning observed in the theoretical fields of orthodontics were not achieved in learning practical procedures for manual skills. Few studies found improvements in the efficiency of learning with e-learning program. Studies performed through questionnaires showed that student's attitude and acceptance toward the use of e-learning was positive and favorable; however, blended learning was always rated high. Future research should be based on experiences of both faculty and student on a large scale for implementation of e-learning and blended learning in academic institutions. There is also need to provide professional development for faculty who will be teaching both in the physical and virtual environments.

  4. Big Data and Learning Analytics in Blended Learning Environments: Benefits and Concerns

    Directory of Open Access Journals (Sweden)

    Anthony G. Picciano

    2014-09-01

    Full Text Available The purpose of this article is to examine big data and learning analytics in blended learning environments. It will examine the nature of these concepts, provide basic definitions, and identify the benefits and concerns that apply to their development and implementation. This article draws on concepts associated with data-driven decision making, which evolved in the 1980s and 1990s, and takes a sober look at big data and analytics. It does not present them as panaceas for all of the issues and decisions faced by higher education administrators, but sees them as part of solutions, although not without significant investments of time and money to achieve worthwhile benefits.

  5. Blended Learning

    OpenAIRE

    Bauerová, Andrea

    2013-01-01

    This thesis is focused on a new approach of education called blended learning. The history and developement of Blended Learning is described in the first part. Then the methods and tools of Blended Learning are evaluated and compared to the traditional methods of education. At the final part an efficient developement of the educational programs is emphasized.

  6. EFFECTIVE BLENDED LEARNING PRACTICES: Evidence-based Perspectives in ICT-facilitated Education

    Directory of Open Access Journals (Sweden)

    Reviewed by Yasin OZARSLAN

    2009-07-01

    Full Text Available EFFECTIVE BLENDED LEARNING PRACTICES:Evidence-based Perspectives in ICT-facilitated EducationEdited by Elizabeth Stacey and Philippa Gerbic, Information ScienceReference; 1 edition (March 30, 2009, ISBN-10: 1605662968, 358 pp.Reviewed by Yasin OZARSLANFaculty of Education,Eskisehir Osmangazi University,Eskisehir-TURKEYBlended learning refers to the integration of faceto-face and online learning activities with the goal of maximizing the value of students' experiences in both settings. This book collects new international research into many aspects of blended learningfrom the perspectives of learners, teachers, designers, and professional and academic developers in various disciplines, learningcommunities and universities from around the world. This book addresses the relative newness of online learning within blended environments. The book's broader audience is anyone who isinterested in areas such as blended learning, communities of learning, virtual education, professional learning and community development, instructional technology, flexible learning, distance education and collaborative learning.Blended approaches in teacher education, blending collaborative online learning,blended learning and teaching philosophies, campus-based student learning environments, ICT-enhanced blended learning, learning communities for K-12 teachers, professional development for blended learning, reciprocal mentoring,redesigning initial teacher education, responses to blended environments, strategiesfor blended teaching and learning, virtual learning and real communities are the topics covered in this book.It reviews literature about blended learning in relation to the three sections of the book and discusses strategies for teaching and learning and establishing communities in its different contexts. The chapters of this book provide research perspectives on a range of blended learning issues and contexts and discuss implications for teaching and learning. The

  7. What Is The Hoopla About Blended Learning: Something Old Is New Again

    Directory of Open Access Journals (Sweden)

    Hassan Rastegarpour

    2011-04-01

    Full Text Available The recent focus on blended learning has led so many educationalists in corporate training and academia to believe that a new educational phenomenon has been discovered. In reality, the blending of face-to-face instruction with various types of non-classroom technology mediated delivery has been practiced within the academic and non academic environments for more than four decades. Who does really want to know the real story of blended learning? Blended learning sounds like a nice idea- mixing a traditional classroom environment with online components – but is it actually effective? However, with the explosion of blended course delivery in recent years- despite the lack of research in this area- educational institution and corporate training take this position for granted. This study explores capabilities of blended learning and its impact on the future of learning environments. Particular focus in this article is given to the role of affective domain in face to face learning, and how to design a blend.

  8. Relations between blended learning possibilities and teachers' approaches to blended learning

    DEFF Research Database (Denmark)

    Stenalt, Maria Hvid; Nielsen, Tobias Alsted; Bager-Elsborg, Anna

    Higher Education has embraced blended learning as a way of enhancing quality in teaching and helping students to learn. This presentation addresses relations between blended learning possiblities presented to teachers in a teacher training project and teachers’ approaches to blended learning. We...... suggest that in order to identify the level of impact of integrating technologies in teaching and learning, we need to understand the factors influencing approaches to design of courses for blended contexts. Participants in the teacher training project come from the Department of Law at Aarhus University......: • Optain locally-embedded knowledge about blended learning • Develop opportunities for law students to receive (more) feedback • Comply with strategic aims The results so far suggest that teachers provide a disciplinary perspective on the key dimensions of blended learning, which influences...

  9. Designing and Improving a Blended Synchronous Learning Environment: An Educational Design Research

    Science.gov (United States)

    Wang, Qiyun; Lang Quek, Choon; Hu, Xiaoyong

    2017-01-01

    In this study, a blended synchronous learning environment (BSLE) was created to support a group of graduate students when they were taking a course. Instruction was delivered to both face-to-face (F2F) and online students simultaneously. The purpose of this paper is to present how this BSLE was gradually designed, implemented, and improved by…

  10. "Comfort" as a Critical Success Factor in Blended Learning Courses

    Science.gov (United States)

    Futch, Linda S.; deNoyelles, Aimee; Thompson, Kelvin; Howard, Wendy

    2016-01-01

    There are substantial quantitative research and anecdotal reports on blended learning and blended learning courses. However, few research studies focus on what happens at the classroom level. This research study aims to consider the highly contextual environment of effective blended learning courses by identifying the strategies instructors use to…

  11. The Blended Learning Environment on the Foreign Language Learning Process: A Balance for Motivation and Achievement

    Science.gov (United States)

    Isiguzel, Bahar

    2014-01-01

    The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative…

  12. Blended Learning at the Boundary: Designing a New Internship

    Science.gov (United States)

    Heckman, Robert; Østerlund, Carsten S.; Saltz, Jeffrey

    2015-01-01

    This paper explores how blended learning can enhance learning at the boundary between academia and industry, and make possible the design of a new kind of internship. Boundary theory proposes that socio-cultural discontinuities between different environments create opportunities for learning. Blended learning pedagogy makes it possible to make the…

  13. The Use of Engineering Design Concept for Computer Programming Course: A Model of Blended Learning Environment

    Science.gov (United States)

    Tritrakan, Kasame; Kidrakarn, Pachoen; Asanok, Manit

    2016-01-01

    The aim of this research is to develop a learning model which blends factors from learning environment and engineering design concept for learning in computer programming course. The usage of the model was also analyzed. This study presents the design, implementation, and evaluation of the model. The research methodology is divided into three…

  14. Blended learning in anatomy

    DEFF Research Database (Denmark)

    Østergaard, Gert Værge; Brogner, Heidi Marie

    behind DBR is that new knowledge is generated through processes that simultaneously develop, test and improve a design, in this case, an educational design (1) The main principles used in the project is blended learning and flipped learning (2). …"I definitely learn best in practice, but the theory...... in working with the assignments in the classroom."... External assesor, observer and interviewer Based on the different evaluations, the conclusion are that the blended learning approach combined with the ‘flipped classroom’ is a very good way to learn and apply the anatomy, both for the students......The aim of the project was to bridge the gap between theory and practice by working more collaboratively, both peer-to-peer and between student and lecturer. Furthermore the aim was to create active learning environments. The methodology of the project is Design-Based Research (DBR). The idea...

  15. Supporting School Leaders in Blended Learning with Blended Learning

    Science.gov (United States)

    Acree, Lauren; Gibson, Theresa; Mangum, Nancy; Wolf, Mary Ann; Kellogg, Shaun; Branon, Suzanne

    2017-01-01

    This study provides a mixed-methods case-study design evaluation of the Leadership in Blended Learning (LBL) program. The LBL program uses blended approaches, including face-to-face and online, to prepare school leaders to implement blended learning initiatives in their schools. This evaluation found that the program designers effectively…

  16. Blended Learning

    NARCIS (Netherlands)

    Van der Baaren, John

    2009-01-01

    Van der Baaren, J. (2009). Blended Learning. Presentation given at the Mini symposium 'Blended Learning the way to go?'. November, 5, 2009, The Hague, The Netherlands: Netherlands Defence Academy (NDLA).

  17. Blended learning as an effective pedagogical paradigm for biomedical science

    Directory of Open Access Journals (Sweden)

    Perry Hartfield

    2013-11-01

    Full Text Available Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments, and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science.   DOI: 10.18870/hlrc.v3i4.169

  18. Design of a Blended Learning Environment Based on Merrill’s Principles

    Science.gov (United States)

    Simarmata, Janner; Djohar, Asari; Purba, Janulis; Juanda, Enjang A.

    2018-01-01

    Designing blended learning courses requires a systematic approach, in instructional design decisions and implementations, instructional principles help educators not only to specify the elements of the course, but also to provide a solid base from which to build the technology. The blended learning course was designed based on Merrill’s First Principles of Instruction with five phases. This paper helps inform educators about how to develop appropriate learning styles and preferences according to students’ learning needs.

  19. Blended learning

    DEFF Research Database (Denmark)

    Staugaard, Hans Jørgen

    2012-01-01

    Forsøg på at indkredse begrebet blended learning i forbindelse med forberedelsen af projekt FlexVid.......Forsøg på at indkredse begrebet blended learning i forbindelse med forberedelsen af projekt FlexVid....

  20. Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment?

    Science.gov (United States)

    Tang, Chun Meng; Chaw, Lee Yen

    2016-01-01

    Blended learning has propelled into mainstream education in recent years with the help of digital technology. Commonly available digital devices and the Internet have made access to learning resources such as learning management systems, online libraries, digital media, etc. convenient and flexible for both lecturers and students. Beyond the…

  1. Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study

    Science.gov (United States)

    2014-01-01

    Background While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students’ satisfaction towards assessing its benefits on enhancement of knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students of orthopedics and traumatology in the context of a problem-based learning environment. Methods The project NESTOR (network for students in traumatology and orthopedics) was offered to students in a problem-based learning course. Participants completed written tests before and directly after the course, followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation questionnaire at the end of the semester. Results were compared within the group of NESTOR users and non-users and between these two groups. Results Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found directly after the course and at the final written test for both groups (p blended learning approach on knowledge enhancement and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this approach and internet-based technologies for possibilities to improve also practical examination skills. PMID:24690365

  2. Norwegian Nurses’ Experiences with Blended Learning: An Evaluation Study

    Directory of Open Access Journals (Sweden)

    Edda Johansen

    2012-11-01

    Full Text Available An increasing number of nurses undertake continuing education via information and communication technologies. Development of best practice, based on students’ own experiences, is vital in order to create the most effective learning environment. This paper describes the challenges to and facilitators of learning for a group of Norwegian nurses enrolled in a postgraduate course in wound management delivered by blended learning, which combines face-to-face and online components. Data was gathered through a focus group interview and inductive content analysis was used to identify themes emerging from the data. A number of both personal and academic facilitators, and challenges impacted on these adult learners. Technical and academic problems combined with a lack of time created a steep learning curve for these adult students. Valuable feedback, IT support at home and an increased competence eventually gave them a foundation for lifelong learning. Blended learning is an important way to offer postgraduate courses to give adults access to continuing educational programmes independent of geographical location. Both academic and personal challenges and facilitators should be taken into account when educators design blended learning courses in order to facilitate an effective learning environment for adults through the best blend of face-to-face and online learning.

  3. Blended learning in K-12 mathematics and science instruction -- An exploratory study

    Science.gov (United States)

    Schmidt, Jason

    Blended learning has developed into a hot topic in education over the past several years. Flipped classrooms, online learning environments, and the use of technology to deliver educational content using rich media continue to garner national attention. While generally well accepted and researched in post-secondary education, not much research has focused on blended learning in elementary, middle, and high schools. This thesis is an exploratory study to begin to determine if students and teachers like blended learning and whether or not it affects the amount of time they spend in math and science. Standardized achievement test data were also analyzed to determine if blended learning had any effect on test scores. Based on student and teacher surveys, this population seems to like blended learning and to work more efficiently in this environment. There is no evidence from this study to support any effect on student achievement.

  4. An Exploration into First-Year University Students' Approaches to Inquiry and Online Learning Technologies in Blended Environments

    Science.gov (United States)

    Ellis, Robert A.; Bliuc, Ana-Maria

    2016-01-01

    The use of online learning technologies in experiences of inquiry is increasingly ubiquitous in university contexts. In blended environments, research into university experiences suggests that student approaches to learning are a key determiner of the quality of outcomes. The purpose of this study was to develop relevant measures which help…

  5. Blended learning in ethics education: a survey of nursing students.

    Science.gov (United States)

    Hsu, Li-Ling

    2011-05-01

    Nurses are experiencing new ethical issues as a result of global developments and changes in health care. With health care becoming increasingly sophisticated, and countries facing challenges of graying population, ethical issues involved in health care are bound to expand in quantity and in depth. Blended learning rather as a combination of multiple delivery media designed to promote meaningful learning. Specifically, this study was focused on two questions: (1) the students' satisfaction and attitudes as members of a scenario-based learning process in a blended learning environment; (2) the relationship between students' satisfaction ratings of nursing ethics course and their attitudes in the blended learning environment. In total, 99 senior undergraduate nursing students currently studying at a public nursing college in Taiwan were invited to participate in this study. A cross-sectional survey design was adopted in this study. The participants were asked to fill out two Likert-scale questionnaire surveys: CAAS (Case Analysis Attitude Scale), and BLSS (Blended Learning Satisfaction Scale). The results showed what students felt about their blended learning experiences - mostly items ranged from 3.27-3.76 (the highest score is 5). Another self-assessment of scenario analysis instrument revealed the mean scores ranged from 2.87-4.19. Nearly 57.8% of the participants rated the course 'extremely helpful' or 'very helpful.' This study showed statistically significant correlations (r=0.43) between students' satisfaction with blended learning and case analysis attitudes. In addition, results testified to a potential of the blended learning model proposed in this study to bridge the gap between students and instructors and the one between students and their peers, which are typical of blended learning, and to create meaningful learning by employing blended pedagogical consideration in the course design. The use of scenario instruction enables students to develop critical

  6. Students' Perspectives on the Design and Implementation of a Blended Synchronous Learning Environment

    Science.gov (United States)

    Wang, Qiyun; Huang, Changquin; Quek, Choon Lang

    2018-01-01

    This study investigated a blended synchronous learning environment (BSLE), which was designed for a group of master's students taking a course at a teacher education institute. The BSLE was created for the majority of the students to attend the course face-to-face and at the same time allowed the rest to join the identical sessions using…

  7. BLENDED LEARNING AS AN INNOVATIVE FORM OF TEACHING AND LEARNING AT SCHOOL

    Directory of Open Access Journals (Sweden)

    Olga Kuzmenko

    2017-09-01

    Full Text Available In the paper the theoretical background of blended learning is examined, traditional brick-and-mortar and blended learning are compared, the advantages of blended learning are outlined and it effectiveness in foreign language teaching is proven. The topicality of this research is determined by the prospect of implementing the blended learning models to achieve the goals set by the National Strategy for the Development of Education in Ukraine for 2012-2021, namely: improving the quality of education on an innovative basis, creating and providing opportunities for implementing various learning models, forms and means of getting education. In this context, a modern educational institution is required to set up a combination of traditional and innovative forms of learning, and constantly update its information and communication resources, which cause the need to introduce the blended learning approach. Blended learning is a relatively new approach in the field of education in Ukraine. The great prospect of blended learning consists in its potential to combine the best of traditional and online practices. This is a formal education program in which pupils learn partially through online learning with some element of self-control over time, place and pace; and partially in a traditional classroom setting. It provides more efficiency and flexibility in comparison with traditional learning as well as online or distance learning. Moreover, blended learning implies a mastery-based approach ensuring that pupils achieve the required level of mastery at the end of the course. It also prepares learners to collaborate in an online environment and meet the demands of the modern labour market. This is particularly important for schools, because modern pupils are tech-savvy and their motivation is determined by the need for autonomy, personalization, communicatively-oriented and mastery-based learning. For the teaching staff, blended learning can improve teaching

  8. Blended Learning as Transformational Institutional Learning

    Science.gov (United States)

    VanDerLinden, Kim

    2014-01-01

    This chapter reviews institutional approaches to blended learning and the ways in which institutions support faculty in the intentional redesign of courses to produce optimal learning. The chapter positions blended learning as a strategic opportunity to engage in organizational learning.

  9. Students' experiences of blended learning across a range of postgraduate programmes.

    Science.gov (United States)

    Smyth, Siobhan; Houghton, Catherine; Cooney, Adeline; Casey, Dympna

    2012-05-01

    The article describes the students' experiences of taking a blended learning postgraduate programme in a school of nursing and midwifery. The indications to date are that blended learning as a pedagogical tool has the potential to contribute and improve nursing and midwifery practice and enhance student learning. Little is reported about the students' experiences to date. Focus groups were conducted with students in the first year of introducing blended learning. The two main themes that were identified from the data were (1) the benefits of blended learning and (2) the challenges to blended learning. The blended learning experience was received positively by the students. A significant finding that was not reported in previous research was that the online component meant little time away from study for the students suggesting that it was more invasive on their everyday life. It is envisaged that the outcomes of the study will assist educators who are considering delivering programmes through blended learning. It should provide guidance for further developments and improvements in using Virtual Learning Environment (VLE) and blended learning in nurse education. Copyright © 2011 Elsevier Ltd. All rights reserved.

  10. Teaching Shakespeare through blended learning

    Directory of Open Access Journals (Sweden)

    Lesley Hawkes

    2018-03-01

    Full Text Available This paper describes and discusses experimentation with the use of blended learning in teaching Shakespeare. Previous iterations of the subject in a traditional lecture and tutorial format had seen a decline in student attendance and a fall in student achievement at the higher grade levels. A further complicating issue was the range of expectations from the cohort, which comprised students from Creative Writing, Drama, and Education, a factor which also highlights the cross-disciplinary nature of teaching Shakespeare. A blended learning and lectorial format was employed to facilitate small group discussion of the plays in conjunction with a wider social and historical overview. Student feedback indicated that the changes to the delivery method were received positively, although some questions do remain concerning levels of student engagement and the specific disciplinary needs of student cohorts. The findings of the teaching of this subject will translate usefully to other fields and disciplines, especially as more and more subjects take up blended learning. The findings indicate that it is not enough to take up new technologies in the teaching of a unit. The learning environment must also be rethought and reconceptualised.

  11. Blended Learning Environments in Higher Education: A Case Study of How Professors Make It Happen

    Science.gov (United States)

    King, Sarah E.; Arnold, Katie Cerrone

    2012-01-01

    Blended learning has become a prominent method of course content delivery in higher education. Researchers have found that motivation, communication, and course design are three factors that contribute to the overall success of blended learning courses and students' satisfaction with blended learning courses. This qualitative study also found that…

  12. Using Blended Learning Design to Enhance Learning Experience in Teacher Education

    Science.gov (United States)

    Zhou, Mingming; Chua, Bee Leng

    2016-01-01

    This study examined students' views on a blended learning environment designed for 29 in-service teachers in Singapore enrolled in an educational research method course. Their self-report data highlighted that students' prior knowledge and the amount and difficulty of content covered in the course affected the effectiveness of blended learning…

  13. Engaging diverse student audiences in contemporary blended learning environments in Australian higher business education: Implications for Design and Practice

    Directory of Open Access Journals (Sweden)

    Graeme Pye

    2015-11-01

    Full Text Available This research reports on a student audience engaging in an Australian university’s undergraduate commerce program core unit that is offered across three separate geographic campus locations and online. The research extends upon work undertaken on student engagement in online settings and lies in the domain of blended learning design and practice in the Australian higher education business context. Findings, inter alia, are presented across six major student engagement dimensions as applied to the interplay between online and located/campus learning (i.e. Online Active Learning, Online Social Interaction, Online Collaboration, Online Teaching, Online Assessment, and Online Contact with Staff. Implications for blended learning design, eLearning and practice in such complex environments are examined.

  14. Development and Study the Usage of Blended Learning Environment Model Using Engineering Design Concept Learning Activities to Computer Programming Courses for Undergraduate Students of Rajabhat Universities

    Directory of Open Access Journals (Sweden)

    Kasame Tritrakan

    2017-06-01

    Full Text Available The objectives of this research were to study and Synthesise the components, to develop, and to study the usage of blended learning environment model using engineering design concept learning activities to computer programming courses for undergraduate students of Rajabhat universities. The research methodology was divided into 3 phases. Phase I: surveying presents, needs and problems in teaching computer programming of 52 lecturers by using in-depth interview from 5 experienced lecturers. The model’s elements were evaluated by 5 experts. The tools were questionnaire, interview form, and model’s elements assessment form. Phase II: developing the model of blended learning environment and learning activities based on engineering design processes and confirming model by 8 experts. The tools were the draft of learning environment, courseware, and assessment forms. Phase III evaluating the effects of using the implemented environment. The samples were students which formed into 2 groups, 25 people in the experiment group and 27 people in the control group by cluster random sampling. The tools were learning environment, courseware, and assessment tools. The statistics used in this research were means, standard deviation, t-test dependent, and one-way MANOVA. The results found that: 1 Lecturers quite agreed with the physical, mental, social, and information learning environment, learning processes, and assessments. There were all needs in high level. However there were physical environment problems in high level yet quite low in other aspects. 2 The developed learning environment had 4 components which were a 4 types of environments b the inputs included blended learning environment, learning motivation factors, and computer programming content c the processes were analysis of state objectives, design learning environment and activities, developing learning environment and testing materials, implement, ation evaluation and evaluate, 4 the outputs

  15. Blended Learning: enabling Higher Education Reform

    Directory of Open Access Journals (Sweden)

    Kathleen Matheos

    2018-01-01

    Full Text Available Blended learning research and practice have been areas of growth for two decades in Canada, with over 95% of Canadian higher education institutions involved in some form of blended learning. Despite strong evidence based research and practice blended learning, for the most part, has remained at sidelined in Canadian universities. The article argues the need for blended learning to situate itself within the timely and crucial Higher Education Reform (HER agenda. By aligning the affordances of blended learning with the components of HER, blended learning can clearly serve as an enabler for HER.

  16. Blended Learning Educational Format for Third-Year Pediatrics Clinical Rotation.

    Science.gov (United States)

    Langenau, Erik E; Lee, Robert; Fults, Marci

    2017-04-01

    clinical training environment. As more medical educators use blended learning, it is important to investigate the best balance between learning with technology and learning in a face-to-face setting. Online activities may enhance but should never fully replace face-to-face learning with real patients.

  17. Reflection on the Use of Blended Learning at a Korean University

    Science.gov (United States)

    Klemsen, Katie Mae; Seong, Myeong Hee

    2012-01-01

    The purpose of this study was to examine students' satisfaction and investigate the potential of improved learning outcomes in smart and blended learning environments. This paper reflects on the experience of the delivery of a program at H University in Seoul, Korea using smart and blended learning. The goal was to apply the findings to current…

  18. THE BLENDED LEARNING OF ELECTRICITY USING LEARNING OBJECTS IN ENGINEERING

    Directory of Open Access Journals (Sweden)

    Lilia Maria Siqueira

    2010-09-01

    Full Text Available This work presents a proposal for the blended learning of Electricity education in Engineering, using resources called learning objects. The experience occurred with students enrolled on the Electrical Engineering and Computer Engineering courses at PUCPR University. It made possible the contact with interdisciplinary themes related to the study of electricity and the professional curriculum contents. The learning objects, offered during the semester, were anchored on PUCPR’s proprietary virtual educational environment, called Eureka. The students’ evaluation results showed that the study through learning objects in a virtual environment is significant for learning.

  19. Blending Online Asynchronous and Synchronous Learning

    Directory of Open Access Journals (Sweden)

    Lisa C. Yamagata-Lynch

    2014-04-01

    Full Text Available In this article I will share a qualitative self-study about a 15-week blended 100% online graduate level course facilitated through synchronous meetings on Blackboard Collaborate and asynchronous discussions on Blackboard. I taught the course at the University of Tennessee (UT during the spring 2012 semester and the course topic was online learning environments. The primary research question of this study was: How can the designer/instructor optimize learning experiences for students who are studying about online learning environments in a blended online course relying on both synchronous and asynchronous technologies? I relied on student reflections of course activities during the beginning, middle, and the end of the semester as the primary data source to obtain their insights regarding course experiences. Through the experiences involved in designing and teaching the course and engaging in this study I found that there is room in the instructional technology research community to address strategies for facilitating online synchronous learning that complement asynchronous learning. Synchronous online whole class meetings and well-structured small group meetings can help students feel a stronger sense of connection to their peers and instructor and stay engaged with course activities. In order to provide meaningful learning spaces in synchronous learning environments, the instructor/designer needs to balance the tension between embracing the flexibility that the online space affords to users and designing deliberate structures that will help them take advantage of the flexible space.

  20. An Ethnographic Case Study on the Phenomena of Blended Learning Teachers

    Science.gov (United States)

    Tiell, Lauren Renae

    2017-01-01

    This study determined the teacher-perceived experiences within the blended learning environment to fill a void in previous data. The three research questions defined blended learning, explained strengths and challenges, and provided feedback on teaching programs. This qualitative case study used an ethnographic framework through interviews,…

  1. Blended Learning over Two Decades

    Science.gov (United States)

    Zhonggen, Yu; Yuexiu, Zhejiang

    2015-01-01

    The 21st century has witnessed vast amounts of research into blended learning since the conception of online learning formed the possibility of blended learning in the early 1990s. The theme of this paper is blended learning in mainstream disciplinary communities. In particular, the paper reports on findings from the last two decades which looked…

  2. Blended Identities: Identity Work, Equity and Marginalization in Blended Learning

    Science.gov (United States)

    Heikoop, Will

    2013-01-01

    This article is a theoretical study of the self-presentation strategies employed by higher education students online; it examines student identity work via profile information and avatars in a blended learning environment delivered through social networking sites and virtual worlds. It argues that students are faced with difficult choices when…

  3. Performance of Blended Learning in University Teaching:

    Directory of Open Access Journals (Sweden)

    Michael Reiss

    2010-07-01

    Full Text Available Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc. does not play the role of a performance driver but serves as an enabler for blended learning.

  4. Blended Learning: An Innovative Approach

    Science.gov (United States)

    Lalima; Dangwal, Kiran Lata

    2017-01-01

    Blended learning is an innovative concept that embraces the advantages of both traditional teaching in the classroom and ICT supported learning including both offline learning and online learning. It has scope for collaborative learning; constructive learning and computer assisted learning (CAI). Blended learning needs rigorous efforts, right…

  5. Classroom Habit(us): Digital Learning Tools in a Blended Learning Program

    DEFF Research Database (Denmark)

    Borsotti, Valeria; Møllenbach, Emilie

    2016-01-01

    In this exploratory case study we map the educational practice of teachers and students in a professional master of Interaction Design. Through a grounded analysis of the context we describe and reflect on: 1) the use of digital learning tools in a blended learning environment, 2) co...

  6. Blended Learning Design

    DEFF Research Database (Denmark)

    Pedersen, Lise

    2015-01-01

    University College Lillebaelt has decided that 30 percent of all educational elements must be generated as blended learning by the end of the year 2015 as part of a modernization addressing following educational needs: 1. Blended learning can help match the expectations of the future students who...... learning. 4. Blended learning can contribute to supporting and improving efficiency of educational efforts. This can for instance be done through programmes for several classes by using video conferencing, allocating traditional face to face teaching to synchronous and asynchronous study activities produce...... digital materials which can be employed didactically and reused by the teachers. This can also mean that the particular competencies which teaches have in Svendborg can be used at other locations in UCL and disseminated to a larger group of students without further costs. Educational Innovation...

  7. Towards an intelligent learning management system under blended learning trends, profiles and modeling perspectives

    CERN Document Server

    Dias, Sofia B; Hadjileontiadis, Leontios J

    2013-01-01

    This book offers useful information that evokes initiatives towards rethinking of the value, efficiency, inclusiveness, effectiveness and personalization of the intelligent learning management systems-based blended-learning environment.

  8. Blended Learning on Campus

    DEFF Research Database (Denmark)

    Heilesen, Simon; Nielsen, Jørgen Lerche

    2004-01-01

    On the basis of a large-scale project implementing information and communication technology at Roskilde University, Denmark, this paper discusses ways of introducing technology-based blended learning in academic life. We examine some examples of use of systems for computer-mediated collabora......-tive learning and work in Danish Open University education as well as in courses on campus. We further suggest some possi-bilities for using technology in innovative ways, arguing that innovation is to be found, not in isolated instantiations of sys-tems, but in the form of a deliberate integration of all...... relevant ICT-features as a whole into the learning environment....

  9. Learning Design Development for Blended Learning

    DEFF Research Database (Denmark)

    Hansen, Janne Saltoft

    Learning design development for blended learning We started implementing Blackboard at Aarhus University in 2013. At the Health Faculty Blackboard replaced AULA which was a LMS with functionality for file distribution and only a vague focus on learning tools. Most teachers therefore had...... no experiences with blended leaning and technology supported out-of-class activities. At the pedagogical unit at the Health faculty we wanted to follow the Blackboard implementation with pedagogical tools for learning design to evolve the pedagogical use of the system. We needed to make development of blended...... learning courses easier for the teachers and also ensure quality in the courses. This poster describes the process from development of the learning design to implementation of the learning design at the faculty: 1. How to place demands on a learning design-model and how to develop and use such a model. 2...

  10. Pedagogical and Design Aspects of a Blended Learning Course

    Directory of Open Access Journals (Sweden)

    Karen Precel, Yoram Eshet-Alkalai, Yael Alberton

    2009-04-01

    Full Text Available Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is ambiguity in the literature and in the field regarding the proper implementation of blended learning and the optimal proportions between online and F2F components in various learning scenarios. The range of contradictory reports in recent literature on the potential of different blended learning models shows the need for more research on specific blended learning courses in order to establish proper standards for effective course design and implementation. The present evaluation study focuses on students’ perceptions of pedagogical and design issues related to a new model for blended learning used in a graduate-level course at the Open University of Israel. Fifty-eight of the course’s 91 students participated in the study and completed a questionnaire regarding three major aspects of the course design: (1 pedagogy, (2 textbook format (print vs. digital, and (3 learning environment usability. The results illustrate the importance of completing the pedagogical and visual design of online learning in advance. Also, the course model suggests ways to bridge the gaps between students and instructors and students and their peers, which are typical of online learning in general and of open universities in particular.

  11. Blended Learning or E-learning?

    OpenAIRE

    Tayebinik, Maryam; Puteh, Marlia

    2013-01-01

    ICT or Information and Communication Technology has pervaded the fields of education.In recent years the term e-learning has emerged as a result of the integration of ICT in the education fields. Following the application this technology into teaching, some pitfalls have been identified and this have led to the Blended learning phenomenon.However the preference on this new method has been debated quite extensively.The aim of this paper is to investigate the advantages of blended learning over...

  12. Time Spent, Workload, and Student and Faculty Perceptions in a Blended Learning Environment

    Science.gov (United States)

    Schumacher, Christie; Arif, Sally

    2016-01-01

    Objective. To evaluate student perception and time spent on asynchronous online lectures in a blended learning environment (BLE) and to assess faculty workload and perception. Methods. Students (n=427) time spent viewing online lectures was measured in three courses. Students and faculty members completed a survey to assess perceptions of a BLE. Faculty members recorded time spent creating BLEs. Results. Total time spent in the BLE was less than the allocated time for two of the three courses by 3-15%. Students preferred online lectures for their flexibility, students’ ability to apply information learned, and congruence with their learning styles. Faculty members reported the BLE facilitated higher levels of learning during class sessions but noted an increase in workload. Conclusion. A BLE increased faculty workload but was well received by students. Time spent viewing online lectures was less than what was allocated in two of the three courses. PMID:27667839

  13. KOREA'S BLENDED LEARNING IN NURSING: ISSUES AND THE WAY FORWARD

    Directory of Open Access Journals (Sweden)

    Claire Su-Yeon Park

    2017-01-01

    Full Text Available Blended learning is receiving significant scholarly attention in Korean nursing education for a number of reasons: the downsizing of universities due to low birth rates; the high demand for nurses in a super-aged society; and nursing’s distinctive characteristics, i.e., theory-driven practical scholarship (Park, 2016. However, the lack of scholarly evidence on this subject suggests that current nursing scholarship is not satisfying the needs of the times. This article thus addressed problems in the current literature on Korea’s blended learning in nursing and suggested a way forward for the future. A rigorous literature review and synthesis were conducted from July 01 to August 10, 2016 using an electronic database operated by Korea Education & Research Information Service. The key words were “blended learning” and “nursing.” The search result included twelve publications on “blended learning” and “nursing” in Korea and thirty publications on “blended learning” and “nursing” in other countries. All articles were first scrutinized by the author for relevance to blended learning in nursing and were then compared and synthesized. Korean articles had straight research structures from central casting in contrast to the articles from other countries. Specifically, these structures included 1 an ambiguous definition of the scope of blended learning: i.e., multiple instructional methods or delivery media, rather than an integration of technology-mediated instruction into a face-to-face (F2F learning environment (Bonk & Graham, 2005; “enhancing blends[1]” rather than “enabling blends” or “transforming blends” (Bonk & Graham, 2005, see Table 1: Different categories of blended learning systems, 2 a very small sample size with a limited location, 3 the use of very basic descriptive statistical analyses, 4 undifferentiated types of a blended learning: i.e., most articles referred to blended learning in nursing

  14. A Multimodal Interaction Framework for Blended Learning

    DEFF Research Database (Denmark)

    Vidakis, Nikolaos; Kalafatis, Konstantinos; Triantafyllidis, Georgios

    2016-01-01

    Humans interact with each other by utilizing the five basic senses as input modalities, whereas sounds, gestures, facial expressions etc. are utilized as output modalities. Multimodal interaction is also used between humans and their surrounding environment, although enhanced with further senses ...... framework enabling deployment of a vast variety of modalities, tailored appropriately for use in blended learning environment....

  15. Blended Learning of Programming in the Internet Age

    Science.gov (United States)

    Djenic, S.; Krneta, R.; Mitic, J.

    2011-01-01

    This paper presents an advanced variant of learning programming by the use of the Internet and multimedia. It describes the development of a blended learning environment, which, in addition to classroom (face-to-face) lessons, introduces lessons delivered over the Internet: the use of multimedia teaching material with completely dynamic…

  16. The Model of Blended Learning and Its Use at Foreign Language Teaching

    OpenAIRE

    A. A. Kudysheva; A. N. Kudyshev

    2013-01-01

    In present article the model of Blended Learning, its advantage at foreign language teaching, and also some problems that can arise during its use are considered. The Blended Learning is a special organization of learning, which allows to combine classroom work and modern technologies in electronic distance teaching environment. Nowadays a lot of European educational institutions and companies use such technology. Through this method: student gets the opportunity to learn in a group (classroo...

  17. Supporting Blended-Learning: Tool Requirements and Solutions with OWLish

    Science.gov (United States)

    Álvarez, Ainhoa; Martín, Maite; Fernández-Castro, Isabel; Urretavizcaya, Maite

    2016-01-01

    Currently, most of the educational approaches applied to higher education combine face-to-face (F2F) and computer-mediated instruction in a Blended-Learning (B-Learning) approach. One of the main challenges of these approaches is fully integrating the traditional brick-and-mortar classes with online learning environments in an efficient and…

  18. INFORMATION EDUCATIONAL ENVIRONMENT AS A PLATFORM FOR IMPLEMENTING BLENDED LEARNING IN HIGHER EDUCATION INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Alla P. Kobysia

    2017-02-01

    Full Text Available The article deals with the organization of blended learning for students on the basis of information educational environment using electronic teaching methods courses. It was considered the use of modern information technology, interactive learning, the use of computer-oriented technologies for structuring educational information and presenting it in different formats, creating an electronic notebook - portfolio of student’s work on appropriate discipline. The portfolio does not only qualitatively assess the performance of students and their level of competence, but also intensify educational interests through the reflection of their professional activity, self-control and self-monitoring their achievement, analysis, reasoning and planning future actions, decisions, and finally changes personal success.

  19. Face-to-Face Activities in Blended Learning

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette

    While blended learning combines online and face-to-face teaching, research on blended learning has primarily focused on the role of technology and the opportunities it creates for engaging students. Less focus has been put on face-to-face activities in blended learning. This paper argues...... that it is not only the online activities in blended learning that provide new opportunities for rethinking pedagogy in higher education, it is also imperative to reconsider the face-to-face activities when part of the learning is provided online. Based on a review of blended learning in business and management...... education, we identify what forms of teaching and learning are suggested to take place face-to-face when other activities are moved online. We draw from the Community of Inquiry framework to analyze how face-to-face activities contribute to a blended learning pedagogy and discuss the implications...

  20. A case study of blended learning in a secondary biotechnology class

    Science.gov (United States)

    Coe, Jacqueline

    An increase in the use of technology in high schools, coupled with the need to facilitate the development of 21st century skills in our students, give us opportunity and impetus to examine the use of blended learning. This study provides important insight into how blended learning translates into the secondary school environment. For the purpose of this study, blended learning is defined by Staker & Horn (2012) as a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace and at least in part at a supervised brick-and-mortar location away from home. (p. 4) This descriptive single case study used qualitative analyses in an effort to answer the research questions, What are the experiences of secondary students when blended learning methods are introduced in a Biotechnology I class and how might these impact (a) the cognitive complexity of the course, (b) the level of choice students perceive they have, (c) the amount of time spent on working with the content, (d) student and teacher perceptions of blended learning, and (e) overall student achievement. Additionally, the impact of a learning-centered approach was explored. Data was gathered through teacher interviews, student interviews, classroom observations, student work, including formative and summative assignments, exit slips, surveys, and grades. Keywords: blended learning, cognitive complexity, learning-centered

  1. Profiling Student Behaviour in a Blended Course: Closing the Gap Between Blended Teaching and Blended Learning

    NARCIS (Netherlands)

    Bos, Nynke; Brand-Gruwel, Saskia

    2018-01-01

    Blended learning is often associated with student-oriented learning in which students have varying degrees of control over their learning process. However, the current notion of blended learning is often a teacher- oriented approach in which the teacher identifies the used learning technologies and

  2. Learning Outcomes and Affective Factors of Blended Learning of English for Library Science

    Science.gov (United States)

    Wentao, Chen; Jinyu, Zhang; Zhonggen, Yu

    2016-01-01

    English for Library Science is an essential course for students to command comprehensive scope of library knowledge. This study aims to compare the learning outcomes, gender differences and affective factors in the environments of blended and traditional learning. Around one thousand participants from one university were randomly selected to…

  3. Introducing blended e-learning course design

    DEFF Research Database (Denmark)

    Gyamfi, Samuel Adu; Ryberg, Thomas

    2012-01-01

    In the face of diminishing education budgets in higher education, blended learning has been found to be a viable and effective approach to deliver high-quality, up-to-date, on-demand solutions to developing cross-curricular skills of undergraduates. However, research has also shown that blended...... learning solutions do not often live up to the potential of the approach or fail to produce the intended results because the students are not always equipped to handle the technical, psychological and organisational challenges of blended learning approaches. This project surveyed seventy-five first year...... the students’ e-readiness for an implementation of a blend-ed course design....

  4. Classifying K-12 Blended Learning

    Science.gov (United States)

    Staker, Heather; Horn, Michael B.

    2012-01-01

    The growth of online learning in the K-12 sector is occurring both remotely through virtual schools and on campuses through blended learning. In emerging fields, definitions are important because they create a shared language that enables people to talk about the new phenomena. The blended-learning taxonomy and definitions presented in this paper…

  5. A blended learning program on undergraduate nursing students' learning of electrocardiography.

    Science.gov (United States)

    Jang, Keum-Seong; Kim, Yun-Min; Park, Soon-Joo

    2006-01-01

    This study sought to evaluate the feasibility of applying the blended learning program that combines the advantages of face-to-face(FTF) learning and e-learning. The blended learning program was developed by the authors and implemented for 4 weeks. 56 senior nursing students were recruited at a university in Korea. Significant improvement was noted in learning achievement. No significant differences were noted between FTF and web-based learning in learning motivation. Learning satisfaction and students' experience in taking this course revealed some positive effects of blended learning. The use of blended learning program for undergraduate nursing students will provide an effective learning model.

  6. BLENDED LEARNING STRATEGY IN TEACHER TRAINING PROGRAMS

    Directory of Open Access Journals (Sweden)

    Marian F. Byrka

    2017-12-01

    Full Text Available The article examines the implementation of blended learning strategy in teacher training programs as an innovation in online learning. The blended learning idea comes from blending elements which use online technology with more traditional face-to-face teaching in the same course. The article analyses teacher training programs offered by Chernivtsi Regional Institute of Postgraduate Pedagogical Education. Additional data were gathered through a questionnaire administered to teachers who attended training courses. The characteristics of blended learning strategy, its benefits and limitations for teacher training are supported by a review of literature. The article closes with the comparison of curriculum components (content delivery, learner activities, materials, and required competences between traditional and blended learning teacher training programs. Having obvious benefits in teacher training programs, the implementation of blended learning strategy sets some additional requirements to a learner, as well as to course instructors and lectors.

  7. Qualitative assessment of a blended learning intervention in an undergraduate nursing course.

    Science.gov (United States)

    Hsu, Li-Ling

    2012-12-01

    Nurses are experiencing new ethical issues because of global developments and changes in the healthcare environment. Blended learning is one of the various methods used to deliver meaningful learning experiences. Well-designed, properly administered nursing ethics education is essential for nursing students to visualize the role of professional nurses. However, a literature review shows that only a few existing studies have touched on the subject of nursing student experiences with blended learning in a nursing ethics course. This study examines how undergraduate nursing students respond to a blended learning approach in a nursing ethics course and how blended learning affects the learning process. We used a qualitative research design with in-depth interviews. Participants included 28 female undergraduate nursing students who had completed the nursing ethics course. Each interview lasted 50-100 minutes. The researcher conducted all interviews in 2009. The researcher identified six major themes and 13 subthemes from the data. The six themes included (a) enhancing thinking ability, (b) improving problem-solving skills, (c) reflecting in and on practice, (d) perceiving added workload, (e) encouraging active learning, and (f) identifying the value of nursing. Participants felt that the blended learning experience was a generally positive experience. Most participants appreciated the opportunity to take a more active role in the learning process, think about issues profoundly and critically, and exercise metacognitive powers in the thinking and decision-making process. Study findings may suggest productive ideas for fine-tuning blended learning models.

  8. Facilitating the Development of Study Skills through a Blended Learning Approach

    Science.gov (United States)

    Smith, Julian; Groves, Mark; Bowd, Belinda; Barber, Alison

    2012-01-01

    This study examined the effectiveness of a Blended Learning (BL) environment designed to facilitate the learning of study skills with a large (over 200) and diverse undergraduate student cohort in a Higher Education (HE) institution in the UK. A BL environment was designed using the model provided by Kerres & De Witt (2003), and was also…

  9. Blended Learning: A Dangerous Idea?

    Science.gov (United States)

    Moskal, Patsy; Dziuban, Charles; Hartman, Joel

    2013-01-01

    The authors make the case that implementation of a successful blended learning program requires alignment of institutional, faculty, and student goals. Reliable and robust infrastructure must be in place to support students and faculty. Continuous evaluation can effectively track the impact of blended learning on students, faculty, and the…

  10. Empowering Learners through Blended Learning

    Science.gov (United States)

    Owston, Ron

    2018-01-01

    Blended learning appears to facilitate learner empowerment more readily than either face-to-face or fully online courses. This contention is supported by a review of literature on the affordances of blended learning that support Thomas and Velthouse's (1990) four conditions of empowerment: choice, meaningfulness, competence, and impact. Blended…

  11. Teaching of anatomical sciences: A blended learning approach.

    Science.gov (United States)

    Khalil, Mohammed K; Abdel Meguid, Eiman M; Elkhider, Ihsan A

    2018-04-01

    Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with authentic online methodologies. Although advances in educational technology have helped to expand the selection of different pedagogies, the teaching of anatomical sciences has been challenged by implementation difficulties and other limitations. These challenges are reported to include lack of time, costs, and lack of qualified teachers. Easy access to online information and advances in technology make it possible to resolve these limitations by adopting blended learning approaches. Blended learning strategies have been shown to improve students' academic performance, motivation, attitude, and satisfaction, and to provide convenient and flexible learning. Implementation of blended learning strategies has also proved cost effective. This article provides a theoretical foundation for blended learning and proposes a validated framework for the design of blended learning activities in the teaching and learning of anatomical sciences. Clin. Anat. 31:323-329, 2018. © 2018 Wiley Periodicals, Inc. © 2018 Wiley Periodicals, Inc.

  12. Blending formal and informal learning

    DEFF Research Database (Denmark)

    Frølund, Gro

    The aim of this paper is to explore the possibilities collaboration offers in the virtual learning environments of the armed forces. I will argue that for reasons of culture and structure in the armed forces, the opportunities created by collaborative learning activities in e-learning and blended...... learning are especially fruitful here. Collaboration is a pervasive, foundational form of activity in our armies, air forces and navies. It expresses itself in cultural traits such as never leaving a soldier behind, taking your share and being someone you can count on, to name a few. Moreover, most armed...... forces activities are structured forms of collaboration; staff work, tactical planning, active duty and so forth are all day-to-day examples. Collaborative activities in virtual learning spaces tap into that culture. However, and perhaps confusingly, a study I conducted last year at the Royal Danish...

  13. Enacting Conceptual Metaphor through Blending: Learning activities embodying the substance metaphor for energy

    Science.gov (United States)

    Close, Hunter G.; Scherr, Rachel E.

    2015-04-01

    We demonstrate that a particular blended learning space is especially productive in developing understanding of energy transfers and transformations. In this blended space, naturally occurring learner interactions like body movement, gesture, and metaphorical speech are blended with a conceptual metaphor of energy as a substance in a class of activities called Energy Theater. We illustrate several mechanisms by which the blended aspect of the learning environment promotes productive intellectual engagement with key conceptual issues in the learning of energy, including distinguishing among energy processes, disambiguating matter and energy, identifying energy transfer, and representing energy as a conserved quantity. Conceptual advancement appears to be promoted especially by the symbolic material and social structure of the Energy Theater environment, in which energy is represented by participants and objects are represented by areas demarcated by loops of rope, and by Energy Theater's embodied action, including body locomotion, gesture, and coordination of speech with symbolic spaces in the Energy Theater arena. Our conclusions are (1) that specific conceptual metaphors can be leveraged to benefit science instruction via the blending of an abstract space of ideas with multiple modes of concrete human action, and (2) that participants' structured improvisation plays an important role in leveraging the blend for their intellectual development.

  14. Evaluation of quality of pedagogic model for blended learning on course “Life safety”

    Directory of Open Access Journals (Sweden)

    M. V. Legan

    2016-01-01

    Full Text Available The article is devoted to evaluating the quality of the pedagogical model for the students’ blended learning on the course «Health and Safety». A choice of the used technologies, forms, active and interactive methods in the learning process, learning tools is made; a new generation of multi-media resources is developed; the quality of teaching evaluation by blended learning model according to the process approach is carried out.The purpose of the study was to assess the quality blended learning model with different ratios of classroom and e-learning component of students on the course “Health and Safety”.Two groups of students were involved in the experiment:1st experimental group (152 persons were the students of all areas of training, learning on the course “Health and Safety”, using a blended approach. E-learning technologies were used to provide the access to information resources (electronic educational-methodical complex on discipline, placed in the electronic educational environment of the University, the organization of self-study, sending the lecturer coursework and examinations, passing the intermediate and final testing for the purpose of monitoring assessment of the knowledge quality. This kind of blended learning models («with a web-enabled learning» is characterized by the addition of electronic educational resources without reducing the hours of a traditional component.2nd experimental group: (164 persons – students enrolled in the course «Health and Safety» in the blended learning model. Students have been using the distance technology for self-study according to the curriculum – 80% of university hours. Personal communication («face to face» was with the lecturer during the session.We have tested two groups of students who participated in the experiment (final control via a module testing electronic environment. In order to assess the quality of blended learning model we used a process approach. An

  15. Adjusted Framework of M-Learning in Blended Learning System for Mathematics Study Field of Junior High School Level VII

    Science.gov (United States)

    Sugiyanta, Lipur; Sukardjo, Moch.

    2018-04-01

    The 2013 curriculum requires teachers to be more productive, creative, and innovative in encouraging students to be more independent by strengthening attitudes, skills and knowledge. Teachers are given the options to create lesson plan according to the environment and conditions of their students. At the junior level, Core Competence (KI) and Basic Competence (KD) have been completely designed. In addition, there had already guidebooks, both for teacher manuals (Master’s Books) and for learners (Student Books). The lesson plan and guidebooks which already exist are intended only for learning in the classroom/in-school. Many alternative classrooms and alternatives learning models opened up using educational technology. The advance of educational technology opened opportunity for combination of class interaction using mobile learning applications. Mobile learning has rapidly evolved in education for the last ten years and many initiatives have been conducted worldwide. However, few of these efforts have produced any lasting outcomes. It is evident that mobile education applications are complex and hence, will not become sustainable. Long-term sustainability remains a risk. Long-term sustainability usually was resulted from continuous adaptation to changing conditions [4]. Frameworks are therefore required to avoid sustainability pitfalls. The implementation should start from simple environment then gradually become complex through adaptation steps. Therefore, our paper developed the framework of mobile learning (m-learning) adaptation for grade 7th (junior high school). The environment setup was blended mobile learning (not full mobile learning) and emphasize on Algebra. The research is done by R&D method (research and development). Results of the framework includes requirements and adaptation steps. The adjusted m-learning framework is designed to be a guidance for teachers to adopt m-learning to support blended learning environments. During mock-up prototype, the

  16. Blended learning in health education: three case studies.

    Science.gov (United States)

    de Jong, Nynke; Savin-Baden, Maggi; Cunningham, Anne Marie; Verstegen, Daniëlle M L

    2014-09-01

    Blended learning in which online education is combined with face-to-face education is especially useful for (future) health care professionals who need to keep up-to-date. Blended learning can make learning more efficient, for instance by removing barriers of time and distance. In the past distance-based learning activities have often been associated with traditional delivery-based methods, individual learning and limited contact. The central question in this paper is: can blended learning be active and collaborative? Three cases of blended, active and collaborative learning are presented. In case 1 a virtual classroom is used to realize online problem-based learning (PBL). In case 2 PBL cases are presented in Second Life, a 3D immersive virtual world. In case 3 discussion forums, blogs and wikis were used. In all cases face-to-face meetings were also organized. Evaluation results of the three cases clearly show that active, collaborative learning at a distance is possible. Blended learning enables the use of novel instructional methods and student-centred education. The three cases employ different educational methods, thus illustrating diverse possibilities and a variety of learning activities in blended learning. Interaction and communication rules, the role of the teacher, careful selection of collaboration tools and technical preparation should be considered when designing and implementing blended learning.

  17. The POL Model: Using a Social Constructivist Framework to Develop Blended and Online Learning

    DEFF Research Database (Denmark)

    Dalsgaard, Christian; Godsk, Mikkel

    2007-01-01

    The paper presents a model for developing blended and online learning based on a given curriculum and typical learning objectives for university courses. The model consists of a three-step-process in which the instructor formulates product-oriented tasks, develops and structures the learning...... materials and tools, outlines a schedule, and supports the students' learning activity in developing a product. The model is based on our experiences with transforming traditional lecture-based lessons into problem-based blended and online learning using a social constructivist approach and a standard...... virtual learning environment (VLE). Our initial experiments indicate that our model is useful to develop blended and online modules and, furthermore, it seems fruitful to use a social constructivist framework and orienting learning activities towards the development of products....

  18. Blended Learning in Biochemistry Education: Analysis of Medical Students' Perceptions

    Science.gov (United States)

    Wardenski, Rosilaine de Fatima; de Espindola, Marina Bazzo; Struchiner, Miriam; Giannella, Tais Rabetti

    2012-01-01

    The objective of this study was to analyze first-year UFRJ medical students' perceptions about the implementation of a blended learning (BL) experience in their Biochemistry I course. During the first semester of 2009, three Biochemistry professors used the Constructore course management system to develop virtual learning environments (VLEs) for…

  19. Improving Curriculum through Blended Learning Pedagogy

    Science.gov (United States)

    Darojat, Ojat

    2016-01-01

    This paper is a study of blended learning pedagogy in open and distance learning (ODL), involving two universities in Southeast Asia, STOU Thailand and UT Indonesia. The purpose of this study is to understand the issues related to the implementation of blended-learning pedagogy. Qualitative case study was employed to optimize my understanding of…

  20. Blended Learning in International Nuclear Education

    Energy Technology Data Exchange (ETDEWEB)

    James, Z. [KEPCO International Nuclear Graduate School, Ulsan (Korea, Republic of)

    2012-03-15

    The spread of nuclear power ambitions beyond the few early-adopter nations requires more globalized education. Two of the learning problems specific to international education are the need for a common instructional language and different cultural styles of learning. Blended learning, a mix of personal interaction between teacher and impersonal computer-based learning, can solve these problems. The new KEPCO International Nuclear Graduate School outside Ulsan, Korea is investing heavily in blended learning.

  1. Blended Learning in International Nuclear Education

    International Nuclear Information System (INIS)

    James, Z.

    2012-01-01

    The spread of nuclear power ambitions beyond the few early-adopter nations requires more globalized education. Two of the learning problems specific to international education are the need for a common instructional language and different cultural styles of learning. Blended learning, a mix of personal interaction between teacher and impersonal computer-based learning, can solve these problems. The new KEPCO International Nuclear Graduate School outside Ulsan, Korea is investing heavily in blended learning

  2. Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum

    Science.gov (United States)

    Milic, Natasa M.; Trajkovic, Goran Z.; Bukumiric, Zoran M.; Cirkovic, Andja; Nikolic, Ivan M.; Milin, Jelena S.; Milic, Nikola V.; Savic, Marko D.; Corac, Aleksandar M.; Marinkovic, Jelena M.; Stanisavljevic, Dejana M.

    2016-01-01

    Background Although recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face) learning to further assess the potential value of web-based learning in medical statistics. Methods This was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545) the final exam of the obligatory introductory statistics course during 2013–14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course. Results Mean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001) and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023) with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA) was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (plearning environments for teaching medical statistics to undergraduate medical students. Blended and on-site training formats led to similar knowledge acquisition; however, students with higher GPA preferred the technology assisted learning format. Implementation of blended learning approaches can be considered an attractive, cost-effective, and efficient alternative to traditional classroom training in medical statistics. PMID:26859832

  3. Virtual classroom design for Blended Learning: Human Development and Quality of Life

    Directory of Open Access Journals (Sweden)

    Juan Carlos Morales Intriago

    2017-03-01

    Full Text Available The explosive development in all areas of knowledge has evolved the scenarios of generation and transfer of knowledge, in terms of media, channels and supports, parallel to this appear new resources that optimize the processes of vocational training, whether formal, non-formal and informal. The EVA or Virtual Learning Environments evolve the traditional way of teaching a Blended environment, which is, combining classroom education with online training processes. The present work designs a training process set in Blended Learning for the subject Human Development and Quality of Life, summarizing in 8 steps the construction of the virtual and face-to-face environment, where starting from the common to the specific, the system is described systemically. The methodology applied in the present work was of Bibliographic and documentary type. To achieve the proposed objective, a systemic design was designed that divided the research into two stages: the exploration stage and the design stage. In the exploration stage, a large bibliographical collection was revised and in the design stage the virtual classroom model of the subject was constructed. Product of the investigation is a guide that guides step by step in the construction of virtual environments set in the Blended Learning.

  4. SYSTEM APPROACH TO THE BLENDED LEARNING

    Directory of Open Access Journals (Sweden)

    Vladimir Kukharenko

    2015-10-01

    Full Text Available Currently, much attention is paid to the development of learning sour cream – a combination of traditional and distance (30-70% of training. Such training is sometimes called hybrid and referred to disruptive technologies. Purpose – to show that the use of systemic campaign in blended learning provides a high quality of education, and the technology can be devastating. The subject of the study – blended learning, object of study – Mixed learning process. The analysis results show that the combined training increases the motivation of students, qualification of teachers, personalized learning process. At the same time there are no reliable methods of assessing the quality of education and training standards. It is important that blended learning strategy to support the institutional goals and had an effective organizational model for support.

  5. Supporting More Inclusive Learning with Social Networking: A Case Study of Blended Socialised Design Education

    Science.gov (United States)

    Rodrigo, Russell; Nguyen, Tam

    2013-01-01

    This paper presents a qualitative case study of socialised blended learning, using a social network platform to investigate the level of literacies and interactions of students in a blended learning environment of traditional face-to-face design studio and online participatory teaching. Using student and staff feedback, the paper examines the use…

  6. Blended e-learning Design: Discussion of Cultural Issues

    OpenAIRE

    Ahmed A Al-Hunaiyyan; Salah AL-Sharhan; Nabeel Al-Huwail

    2008-01-01

    Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. Educators as the question: can we design these systems to accommodate different cultural groups and various learning strategies. This paper addresses some design issues when selecting a blended e-learning approach; it discusses some cultural elements that affect the design of blended e-learning. The paper also explores issues related to learning design, then emph...

  7. Blended learning in radiology: Is self-determined learning really more effective?

    Energy Technology Data Exchange (ETDEWEB)

    Mahnken, Andreas H., E-mail: mahnken@rad.rwth-aachen.de [Department of Diagnostic and Interventional Radiology, RWTH Aachen University, Aachen (Germany); Applied Medical Engineering, Helmholtz Institute of Biomedical Engineering, RWTH Aachen University, Aachen (Germany); Baumann, Martin [Applied Medical Engineering, Helmholtz Institute of Biomedical Engineering, RWTH Aachen University, Aachen (Germany); Meister, Michael; Schmitt, Verena [Department of Diagnostic and Interventional Radiology, RWTH Aachen University, Aachen (Germany); Fischer, Martin R. [Institute for Teaching and Educational Research in Health Sciences, Witten/Herdecke University, Witten (Germany)

    2011-06-15

    Objective To investigate whether there are differences in learning outcomes after the application of self-determined (intrinsic motivation) or mandatory (extrinsic motivation) use of e-learning units in an undergraduate radiology internship. Methods 96 medical students undergoing a one-week radiology internship were included in this study. Ten electronic cases (e-cases) were created for a blended learning approach. The e-learning environment was accessed on a self-determined (group B; n = 32) or a mandatory basis (group C; n = 32). A group without access to the e-learning environment served as control group (group A; n = 32). Usage parameters of the e-cases were recorded. Results of a pre- and post-course assessment were used to quantitatively analyze learning outcomes. Results In group B 19/32 (59%) students processed at least one e-case, while in group C all students processed at least one e-case. There was a trend towards a higher improvement in knowledge in students exposed to a blended learning approach (group B: 13.7%; group C: 15.4%) than in the control group (group A: 8.5%; p = 0.5356). Group C processed (p = 0.0093) and passed (p = 0.0078) significantly more e-cases, than with group B. There were no significant differences in the mean time per e-case and the total time on e-cases between both groups. Conclusion Extrinsic motivation results in a more extensive use of e-learning units in an undergraduate radiology internship when compared with intrinsic motivation. The choice of the teaching strategy has a bigger influence on learning outcomes than the type of motivation, highlighting the need for qualified medical teachers.

  8. Blended learning in radiology: Is self-determined learning really more effective?

    International Nuclear Information System (INIS)

    Mahnken, Andreas H.; Baumann, Martin; Meister, Michael; Schmitt, Verena; Fischer, Martin R.

    2011-01-01

    Objective To investigate whether there are differences in learning outcomes after the application of self-determined (intrinsic motivation) or mandatory (extrinsic motivation) use of e-learning units in an undergraduate radiology internship. Methods 96 medical students undergoing a one-week radiology internship were included in this study. Ten electronic cases (e-cases) were created for a blended learning approach. The e-learning environment was accessed on a self-determined (group B; n = 32) or a mandatory basis (group C; n = 32). A group without access to the e-learning environment served as control group (group A; n = 32). Usage parameters of the e-cases were recorded. Results of a pre- and post-course assessment were used to quantitatively analyze learning outcomes. Results In group B 19/32 (59%) students processed at least one e-case, while in group C all students processed at least one e-case. There was a trend towards a higher improvement in knowledge in students exposed to a blended learning approach (group B: 13.7%; group C: 15.4%) than in the control group (group A: 8.5%; p = 0.5356). Group C processed (p = 0.0093) and passed (p = 0.0078) significantly more e-cases, than with group B. There were no significant differences in the mean time per e-case and the total time on e-cases between both groups. Conclusion Extrinsic motivation results in a more extensive use of e-learning units in an undergraduate radiology internship when compared with intrinsic motivation. The choice of the teaching strategy has a bigger influence on learning outcomes than the type of motivation, highlighting the need for qualified medical teachers.

  9. THE USE OF BLENDED LEARNING MODELS IN THE PROCESS OF FOREIGN LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Oleksandra Bezverkha

    2017-09-01

    Full Text Available In the article, the acute problem of implementation of pedagogical innovations and online technologies into the educational process is analyzed. The article explores the advantages of blended learning as a latter-day educational program in comparison with traditional campus learning. Blended learning is regarded worldwide as the combination of classroom face-to-face sessions with interactive learning opportunities created online. The purpose of the article is to identify blended learning transformational potential impacting students and teachers by ensuring a more personalized learning experience. The concept of blended learning, as a means to enhance foreign language teaching and learning in the classroom during the traditional face-to-face interaction between a teacher and a student, combined with computer-mediated activities, is examined. In the article, the main classification of blended learning models is established. There are four main blended learning models which include both face-to-face instruction time and online learning: Rotation Model, Flex Model, A La Carte Model, and Enriched Virtual Model. Once implemented successfully, a blended model can take advantage of both brick-and-mortar and digital worlds, providing significant benefits for the educational establishments and learners. To integrate any of the blended learning models, a teacher can create online activities that enable learners to explore the topic online at home, and then develop face-to-face interactions to dig deeper into the subject matter at the lesson. The use of blended learning models in order to expand educational opportunities for students while the foreign language acquisition, by increasing the availability and flexibility of education, taking into account student individual learning needs, with some element of student control over time, place and pace, is explored. The realization of blended learning models in regards to age and physiological peculiarities of

  10. BLENDED LEARNING COURSE FOR FUTURE PRIMARY SCHOOL TEACHERS IMPLEMENTATION

    Directory of Open Access Journals (Sweden)

    Vira V. Kotkova

    2017-09-01

    Full Text Available Ukrainian and foreign scientists’ views on the essence of blended learning are analyzed in the article. The author's definition of a blended learning course is presented. The process of such course designing is described according to target, motivational, substantive, operational and diagnostic components. Both the structure of the blended learning course implementation as well as students’ educational-cognitive activity distribution between classroom learning and distance course are shown. The problems for students, teachers, and educational institutions of blended courses effective implementation are summarized. Students’ academic performance of three years study is analyzed. The results of students’ questioning to determine their perception of blended learning course are described according to the following categories: the effectiveness of blended course, evaluation objectivity, motivation to study, the use of plagiarism in studies, understanding of blended learning course.

  11. Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses

    Directory of Open Access Journals (Sweden)

    Fred Rovai and Hope Jordan

    2004-08-01

    Full Text Available Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.

  12. Identifying Key Stakeholders in Blended Tertiary Environments: Experts' Perspectives

    Science.gov (United States)

    Tuapawa, Kimberley

    2017-01-01

    Although key stakeholders in blended tertiary environments (BTEs) fulfil an extraordinary role in higher education, significant gaps in knowledge about their identities may be impeding the provision of stakeholder support, limiting their ability to promote effective learning and teaching. As online growth intensifies, it is critical that tertiary…

  13. Facilitating peer based learning through summative assessment - An adaptation of the Objective Structured Clinical Assessment tool for the blended learning environment.

    Science.gov (United States)

    Wikander, Lolita; Bouchoucha, Stéphane L

    2018-01-01

    Adapting a course from face to face to blended delivery necessitates that assessments are modified accordingly. In Australia the Objective Structured Clinical Assessment tool, as a derivative from the Objective Structured Clinical Examination, has been used in the face-to-face delivery mode as a formative or summative assessment tool in medicine and nursing since 1990. The Objective Structured Clinical Assessment has been used at Charles Darwin University to assess nursing students' simulated clinical skills prior to the commencement of their clinical placements since 2008. Although the majority of the course is delivered online, students attend a one-week intensive clinical simulation block yearly, prior to attending clinical placements. Initially, the Objective Structured Clinical Assessment was introduced as a lecturer assessed summative assessment, over time it was adapted to better suit the blended learning environment. The modification of the tool from an academic to peer assessed assessment tool, was based on the empirical literature, student feedback and a cross-sectional, qualitative study exploring academics' perceptions of the Objective Structured Clinical Assessment (Bouchoucha et al., 2013a, b). This paper presents an overview of the process leading to the successful adaptation of the Objective Structured Clinical Assessment to suit the requirements of a preregistration nursing course delivered through blended learning. This is significant as many universities are moving their curriculum to fully online or blended delivery, yet little attention has been paid to adapting the assessment of simulated clinical skills. The aim is to identify the benefits and drawbacks of using the peer assessed Objective Structured Clinical Assessment and share recommendations for successful implementation. Copyright © 2017 Elsevier Ltd. All rights reserved.

  14. Challenges Faced by Key Stakeholders Using Educational Online Technologies in Blended Tertiary Environments

    Science.gov (United States)

    Tuapawa, Kimberley

    2016-01-01

    Traditional learning spaces have evolved into dynamic blended tertiary environments (BTEs), providing a modern means through which tertiary education institutes (TEIs) can augment delivery to meet stakeholder needs. Despite the significant demand for web-enabled learning, there are obstacles concerning the use of EOTs, which challenge the…

  15. Blended Learning in Vocational Education: Teachers' Conceptions of Blended Learning and Their Approaches to Teaching and Design

    Science.gov (United States)

    Bliuc, Ana-Maria; Casey, Grant; Bachfischer, Agnieszka; Goodyear, Peter; Ellis, Robert A.

    2012-01-01

    This paper presents research exploring teachers' experiences of using blended learning in vocational education. Teachers involved in designing and teaching using blended learning from a major Australian vocational education provider participated in the study. They received open-ended questionnaires asking to describe their conceptions of blended…

  16. A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement--Insights from Norway

    Science.gov (United States)

    Hussein, Bassam A.

    2015-01-01

    The paper demonstrates and evaluates the effectiveness of a blended learning approach to create a meaningful learning environment. We use the term blended learning approach in this paper to refer to the use of multiple or hybrid instructional methods that emphasize the role of learners as contributors to the learning process rather than recipients…

  17. Blended Learning Opportunities in Ukrainian IT Public Education

    Science.gov (United States)

    Szimkovics, Tamás

    2017-01-01

    Based on previous surveys the usage of ICT and blended learning is at a low level in Ukraine. To catch up with the European average, it is important to familiarize the students and teachers with blended learning in the secondary school. The information technology classes provide the best opportunity to introduce the blended learning, because they…

  18. Blended e-learning Design: Discussion of Cultural Issues

    Directory of Open Access Journals (Sweden)

    Ahmed A Al-Hunaiyyan

    2008-06-01

    Full Text Available Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. Educators as the question: can we design these systems to accommodate different cultural groups and various learning strategies. This paper addresses some design issues when selecting a blended e-learning approach; it discusses some cultural elements that affect the design of blended e-learning. The paper also explores issues related to learning design, then emphasizes on the importance of cultural learning objects (CLO and its role in the design of multimedia-based e-learning systems.

  19. Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum.

    Directory of Open Access Journals (Sweden)

    Natasa M Milic

    Full Text Available Although recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face learning to further assess the potential value of web-based learning in medical statistics.This was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545 the final exam of the obligatory introductory statistics course during 2013-14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course.Mean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001 and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023 with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (p<0.001.This study provides empirical evidence to support educator decisions to implement different learning environments for teaching medical statistics to undergraduate medical students. Blended and on-site training formats led to similar knowledge acquisition; however, students with higher GPA preferred the technology assisted learning format. Implementation of blended learning approaches can be considered an attractive, cost-effective, and efficient alternative to traditional

  20. Blended Learning in Action: A Practical Guide toward Sustainable Change

    Science.gov (United States)

    Tucker, Catlin R.; Wycoff, Tiffany; Green, Jason T.

    2017-01-01

    Blended learning has the power to reinvent education, but transitioning to a blended model is challenging. Blended learning requires a fundamentally new approach to learning as well as a new skillset for both teachers and school leaders. Loaded with research, examples, and resources, "Blended Learning in Action" demonstrates the…

  1. THE HANDBOOK OF BLENDED LEARNING:Global Perspectives, Local Designs

    Directory of Open Access Journals (Sweden)

    Reviewed by Alev ATES

    2009-10-01

    are discussed.In Part Eight: Future trends in blended learning, emerging technologies such as simulations, mobile technologies, augmented reality and reusable content objects which will affect BL opportunities are presented. The chapters in this part, provideinteresting examples regarding BL in military training, mixed and virtual reality technologies and future trends besides predictions.Finally, the authors concluded that BL can provide adults numerous learning options ―without ever showing up on campus‖ and they mention that most of what has been introduced as learning options in this book would outdate in ten or twenty years. When considering the fact that different economic conditions and situations of developed and developing countries and digital divide, I disagree with this notion. Those learning options might be outdated for some developed countries while still in-use for theothers.In conclusion, ―The Handbook of Blended Learning: Global Perspectives, Local Designs‖is a quite comprehensive reference with the contributions of prominent experts in instructional technology and a helpful handbook for those who wish to learn more about blended learning, BL design models and example case studies of worldwideimplementations in local higher education institutes and also in organizations.As one of our studies‘ about the pre-service teachers‘ views on blended learning (Ateş,Turalı and Güneyce, 2008 indicates, traditional face to face learning environment isindispensable for social aspect of teaching and learning however Internet based asynchronous technologies such as e-mail, forum, listserv, blog, e-portfolio, webfolio..etc. can provide learners more flexible and interactive learning environments independent from time and space. Also, synchronous technologies such as chat,videoconferencing, instant messaging tools. etc. can enhance interaction between instructors and learners which may provide motivation for learning.Thus, it is rationale to take

  2. Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

    Science.gov (United States)

    Napier, Nannette P.; Dekhane, Sonal; Smith, Stella

    2011-01-01

    This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the…

  3. Meeting Diverse Learner Needs with Blended Learning

    Science.gov (United States)

    Owen, Hazel

    2010-01-01

    This article describes a 40-week Computer, Research Skills, and Projects (CRSP) blended learning course designed and implemented at Dubai Men's College. The learning employed a design using socio-constructivist principles in the blended approach to cater to the learning preferences of students. (Contains 2 figures and 1 footnote.)

  4. Critical Success Factor for Implementing Vocational Blended Learning

    Science.gov (United States)

    Dewi, K. C.; Ciptayani, P. I.; Surjono, H. D.; Priyanto

    2018-01-01

    Blended learning provides many benefits to the flexibility of time, place and situation constraints. The research’s objectives was describing the factors that determine the successful implementation of blended learning in vocational higher education. The research used a qualitative approach, data collected through observations and interviews by questionnare based on the CSFs indicators refers to TAM and Kliger. Data analysis was inductive method. The result provided an illustration that the success of vocational blended learning implementation was largely determined by the selection of instructional models that are inline with learning achievement target. The effectiveness of blended learning required the existence of policy support, readiness of IT infrastructure. Changing lecturer’s culture by utilizing ICT can also encourage the accelerated process of successful implementation. It can concluded that determinant factor of successful implementation of blended learning in vocational education is determined by teacher’s ability in mastering the pedagogical knowledge of designing instructional models.

  5. Teaching Parametric Urban Design in a Blended Learning Format

    DEFF Research Database (Denmark)

    Steinø, Nicolai

    2015-01-01

    On the basis of a theoretical discussion of the concept of blended learning, this paper presents the pre- paration, execution and evaluation of a 5 ECTS blended learning course on parametric urban design for a group of some 50 BSc students of architecture and design at Aalborg university...... and curriculum develop- ment, and di culties to nd time for research. Despite the general consensus that developing online/blended learning courses requires both technical support, complex software installations, and substantial preparation time, it is shown that free web ser- vices and low-tech adaptations...... of traditional teaching assets are su cient to get started with blended learning with only little extra e ort. While the pilot blended learning course which provided the insights for this paper has room for impro- vement, it represents a decent rst shot at developing blended learning courses for higher education...

  6. MOOC Blended learning ontwikkelen

    NARCIS (Netherlands)

    Verjans, Steven

    2015-01-01

    Presentatie over het ontwerpen van leeractiviteiten (learning design) tijdens de zesde live sessie van de MOOC Blended learning ontwikkelen. Met gebruikmaking van presentatiematerialen van Diana Laurillard, Grainne Conole, Helen Beetham, Jos Fransen, Pieter Swager, Helen Keegan, Corinne Weisgerber.

  7. Trabajo colaborativo entre líderes facilitadores en entornos de aprendizaje mixto (Blended Learning

    Directory of Open Access Journals (Sweden)

    Cristina Trujillo

    2016-11-01

    Full Text Available En este trabajo presentamos el concepto de aprendizaje mixto que hemos desarrollado en nuestro centro de trabajo en el que las clases presenciales se combinan con el trabajo asíncrono en la plataforma Moodle y con sesiones síncronas en webconferencias. Nos detenemos brevemente en los papeles que según el constructivismo pedagógico – teoría que subyace a nuestro concepto – desempeñan los tres actores principales del proceso de aprendizaje: alumno, metodología y docente. A manera de ejemplo presentamos una unidad didáctica explotada de acuerdo con este concepto para poner de manifiesto de forma práctica la actuación del alumno, el trabajo colaborativo como base de la metodología constructivista de aprendizaje y la necesaria colaboración entre docentes facilitadores cuando se trata de trabajar en el marco de un mismo curso pero en diferentes escenarios: virtuales y presenciales.   Palabras clave: aprendizaje mixto, constructivismo, líder facilitador, trabajo colaborativo.   Collaborative work between leading facilitators in blended learning environments Abstract: In the present work we introduce our self-designed concept of blended learning for our faculty, following the premises of the constructivist theory. We introduce briefly the roles of the three principal agents in the learning-teaching process understood as the student, the methology and the teaching person. Moreover we report about a practical experience in a blended learning language course which is based on the cooperative approach for both students and facilitator team. Finally, we discuss the importance of co-teaching in blended learning environments.   Keywords: blended learning, constructivism, facilitating leadership, collaborative learning approach.

  8. Effect of Blended Learning Strategy on Achievement in Biology and Social and Environmental Attitude of Students at Secondary Level

    Science.gov (United States)

    Nair, Tara S.; Bindu, R. L.

    2016-01-01

    Blended Learning is mostly understood as the use of resources which combine e-learning with other educational resources. In this study, a blended learning strategy was designed with a variety of factors addressed to create a meaningful learning environment facilitated by a variety of modes, methods and moments through a combination of Objectives…

  9. Blended learning: strengths, challenges, and lessons learned in an interprofessional training program.

    Science.gov (United States)

    Lotrecchiano, G R; McDonald, P L; Lyons, L; Long, T; Zajicek-Farber, M

    2013-11-01

    This field report outlines the goals of providing a blended learning model for an interdisciplinary training program for healthcare professionals who care for children with disabilities. The curriculum blended traditional face-to-face or on-site learning with integrated online interactive instruction. Credit earning and audited graduate level online coursework, community engagement experiences, and on-site training with maternal and child health community engagement opportunities were blended into a cohesive program. The training approach emphasized adult learning principles in different environmental contexts integrating multiple components of the Leadership Education in Neurodevelopmental and Related Disabilities Program. This paper describes the key principles adopted for this blended approach and the accomplishments, challenges, and lessons learned. The discussion offers examples from training content, material gathered through yearly program evaluation, as well as university course evaluations. The lessons learned consider the process and the implications for the role of blended learning in this type of training program with suggestions for future development and adoption by other programs.

  10. Blended Learning Implementation in “Guru Pembelajar” Program

    Science.gov (United States)

    Mahdan, D.; Kamaludin, M.; Wendi, H. F.; Simanjuntak, M. V.

    2018-02-01

    The rapid development of information and communication technology (ICT), especially the internet, computers and communication devices requires the innovation in learning; one of which is Blended Learning. The concept of Blended Learning is the mixing of face-to-face learning models by learning online. Blended learning used in the learner teacher program organized by the Indonesian department of education and culture that a program to improve the competence of teachers, called “Guru Pembelajar” (GP). Blended learning model is perfect for learning for teachers, due to limited distance and time because online learning can be done anywhere and anytime. but the problems that arise from the implementation of this activity are many teachers who do not follow the activities because teachers, especially the elderly do not want to follow the activities because they cannot use computers and the internet, applications that are difficult to understand by participants, unstable internet connection in the area where the teacher lives and facilities and infrastructure are not adequate.

  11. Perception of blended learning inventory (POBLI) - development and validation

    DEFF Research Database (Denmark)

    Lassesen, Berit; Rossen, Dorte Sidelmann; Stenalt, Maria Hvid

    and explore how the use of blended learning affects teachers’ approaches to teaching and students’ approaches to learning in higher education. So far, there has been relatively limited research on approaches to teaching in blended learning (González 2010; Lameras et al., 2012). In one study, Ellis et al....... In order to identify appropriate uses of blended learning in Higher Education and to enable the tailoring of teaching approaches to the different needs of an increasingly diverse student body, more knowledge is needed on how to integrate blended learning in educational settings and how best to address...... a new strategic focus on 'Educational IT’ with the purpose of strengthening teaching and learning through use of online interactions. Some of the major challenges in the development of this strategy include how to, identify rationales for using blended learning, stimulate pedagogical reflections...

  12. Blended Learning: How Teachers Balance the Blend of Online and Classroom Components

    Science.gov (United States)

    Jeffrey, Lynn M.; Milne, John; Suddaby, Gordon

    2014-01-01

    Despite teacher resistance to the use of technology in education, blended learning has increased rapidly, driven by evidence of its advantages over either online or classroom teaching alone. However, blended learning courses still fail to maximize the benefits this format offers. Much research has been conducted on various aspects of this problem,…

  13. Blended learning: how can we optimise undergraduate student engagement?

    Science.gov (United States)

    Morton, Caroline E; Saleh, Sohag N; Smith, Susan F; Hemani, Ashish; Ameen, Akram; Bennie, Taylor D; Toro-Troconis, Maria

    2016-08-04

    Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs. An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students' engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically. Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education. Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the 'blend' was beneficial rather than purely online learning.

  14. Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study.

    Science.gov (United States)

    Shorey, Shefaly; Kowitlawakul, Yanika; Devi, M Kamala; Chen, Hui-Chen; Soong, Swee Kit Alan; Ang, Emily

    2018-02-01

    Effective communication is important for nurse and patient outcomes. Nursing students often feel unprepared to communicate effectively with patients and other healthcare workers within the clinical environment. Blended learning pedagogy-based communication skills training can provide an alternative to traditional methods of teaching to enhance students' satisfaction and self-efficacy levels in communicating with others. To examine the effectiveness of blended learning pedagogy in a redesigned communication module among nursing undergraduates in enhancing their satisfaction levels and attitudes towards learning communication module as well as self-efficacy in communication. A single group pre-test and post-test quasi-experimental design was adopted. Data were collected from August 2016 to November 2016 from 124 nursing undergraduates from a leading nursing school. Blended learning pedagogy was adopted to redesign a communication module that offered a wide array of learning opportunities via face-to-face classroom and online sessions. Validated and reliable instruments were used to measure satisfaction levels with blended learning pedagogy, attitudes towards learning communication, and communication self-efficacy. Descriptive and inferential statistics were used to analyze the data. Participants had enhanced satisfaction levels with blended learning pedagogy, better attitudes in learning communication skills, and improved communication self-efficacies at posttest (week 13 of the semester) when compared with their pre-test scores (week one of the semester). Participants scored higher in the Blended Learning Satisfaction Scale, the Communication Skills Attitude Scale, and the communication skills subscale of the Nursing Students Self-Efficacy Scale. Blended learning pedagogy can be effectively used in facilitating communication modules and enhancing student outcomes among nursing undergraduates. The long-term effectiveness of using blended learning pedagogy in

  15. Teaching Problem Based Learning as Blended Learning

    DEFF Research Database (Denmark)

    Kolbæk, Ditte; Nortvig, Anne-Mette

    2018-01-01

    Problem-based and project organized learning (PBL) was originally developed for collaboration between physically present students, but political decisions at many universities require that collaboration, dialogues, and other PBL activities take place online as well. With a theoretical point...... of departure in Dewey and a methodological point of departure in netnography, this study focuses on an online module at Aalborg University where teaching is based on PBL. With the research question ‘How can teachers design for PBL online,’ this study explores the teacher’s role in a six weeks’ blended learning...... program, and we present suggestions for designs for blended learning PBL based on case studies from two PBL courses...

  16. Blended learning in surgery using the Inmedea Simulator.

    Science.gov (United States)

    Funke, Katrin; Bonrath, Esther; Mardin, Wolf Arif; Becker, Jan Carl; Haier, Joerg; Senninger, Norbert; Vowinkel, Thorsten; Hoelzen, Jens Peter; Mees, Soeren Torge

    2013-02-01

    Recently, medical education in surgery has experienced several modifications. We have implemented a blended learning module in our teaching curriculum to evaluate its effectiveness, applicability, and acceptance in surgical education. In this prospective study, the traditional face-to-face learning of our teaching curriculum for fourth-year medical students (n = 116) was augmented by the Inmedea Simulator, a web-based E-learning system, with six virtual patient cases. Student results were documented by the system and learning success was determined by comparing patient cases with comparable diseases (second and sixth case). The acceptance among the students was evaluated with a questionnaire. After using the Inmedea Simulator, correct diagnoses were found significantly (P blended learning (score 2.5 ± 1.2) to conventional teaching. The blended learning approach using the Inmedea Simulator was highly appreciated by our medical students and resulted in a significant learning success. Blended learning appears to be a suitable tool to complement traditional teaching in surgery.

  17. Educational Online Technologies in Blended Tertiary Environments: A Review of Literature

    Science.gov (United States)

    Tuapawa, Kimberley N.

    2013-01-01

    This is a review of the literature surrounding five popular media-rich educational online technologies (EOTs) currently being used by educationalists to support blended learning within tertiary environments. This review considers the following EOTs: 1) connective media, 2) interactive gaming, 3) virtual worlds, 4) web conferencing and 5) learning…

  18. A blended learning concept for an engineering course in the field of color representation and display technologies

    Science.gov (United States)

    Vauderwange, Oliver; Wozniak, Peter; Javahiraly, Nicolas; Curticapean, Dan

    2016-09-01

    The Paper presents the design and development of a blended learning concept for an engineering course in the field of color representation and display technologies. A suitable learning environment is crucial for the success of the teaching scenario. A mixture of theoretical lectures and hands-on activities with practical applications and experiments, combined with the advantages of modern digital media is the main topic of the paper. Blended learning describes the didactical change of attendance periods and online periods. The e-learning environment for the online period is designed toward an easy access and interaction. Present digital media extends the established teaching scenarios and enables the presentation of videos, animations and augmented reality (AR). Visualizations are effective tools to impart learning contents with lasting effect. The preparation and evaluation of the theoretical lectures and the hands-on activities are stimulated and affects positively the attendance periods. The tasks and experiments require the students to work independently and to develop individual solution strategies. This engages and motivates the students, deepens the knowledge. The authors will present their experience with the implemented blended learning scenario in this field of optics and photonics. All aspects of the learning environment will be introduced.

  19. From E-learning to Blended Learning

    DEFF Research Database (Denmark)

    Hansen, Line Skov; Hansen, Ole

    2013-01-01

    . The project uses a ?capacity building strategy where new practice and skills are built through pedagogical interventions mostly designed as courses based on blended learning with a dialogue oriented and practice related team-work as an important part. Through this work the team learns how to use a specific...

  20. FEATURES OF ORGANIZATION OF BLENDED LEARNING IN PREPARATION OF FUTURE TEACHERS OF INFORMATICS

    Directory of Open Access Journals (Sweden)

    Inna Stoliarenko

    2015-10-01

    Full Text Available The term "blended learning" described by domestic and foreign scientists is considered in the article. A number of advantages of blended learning have been marked out in comparison with traditional one: flexibility, learning personification, increase of motivation of students to training, variety of forms of arrangement of educational process and forms of presentation of teaching material and increase of efficiency of activity of the teacher. A set of key competencies a teacher should possess to support effective activity in the mixed educational environment has been analyzed. The scientists of the Learning Accelerator organization engaged in support of introduction of blended learning in American schools presented it. It is determined that its main difference from a teacher who uses traditional methods and training forms – desire to experiment, introducing various innovative pedagogical technologies in educational process to achieve maximum result. There is also a desire to create favorable conditions for successful learning of each student considering strong and weak sides. The scientists of Clayton Christensen Institute designed the models of organization of blended learning. These models were analyzed. Two expedient models for implementation in higher school, in particular, in preparation of future teachers of informatics have been defined: station rotation and "flipped classroom".

  1. Blended Learning in the Vocational Education and Training System in Tanzania: Understanding Vocational Educators’ Perceptions

    Directory of Open Access Journals (Sweden)

    Haruni J. Machumu

    2016-04-01

    Full Text Available In a constructivist world of teaching and learning, opportunities to acquire and develop the knowledge and practical skills necessary to design, establish, and deploy blended learning in vocational education and training (VET programs delivery is a labour-market-driven. The paper examines VET educator’s pleas about the need for the design, adoption and deployment of blended learning in VET programs delivery in Tanzania. A single case study design with an in-depth interview and focus group discussion was conducted with 15 VET educators in three VET colleges in both Morogoro and Dar es Salaam regions. Snowball and purposive sampling were used to obtain sample respondents. For the data analysis, content analysis was employed to condense data obtained from interviews and focus group discussion. It was found that continuous professional development, institutional arrangements, and support should be provided online to facilitate the design, adoption and use of blended learning in VET. We recommend that locally designed blended learning should be relevant to the environment of both students and teachers. In reality, the interplay between blended learning, imparting knowledge and practical skills remain the key focus of future research.

  2. The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context

    Directory of Open Access Journals (Sweden)

    Richard Lynch

    2004-08-01

    Full Text Available This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one. Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance.

  3. The Effect of Blended Learning in Mathematics Course

    Science.gov (United States)

    Lin, Ya-Wen; Tseng, Chih-Lung; Chiang, Po-Jui

    2017-01-01

    With the advent of the digital age, traditional didactic teaching and online learning have been modified and gradually replaced by "Blended Learning." The purpose of this study was to explore the influences of blended learning pedagogy on junior high school student learning achievement and the students' attitudes toward mathematics. To…

  4. HIGH SCHOOL STUDENTS’ VIEWS ON BLENDED LEARNING

    Directory of Open Access Journals (Sweden)

    Ibrahim Umit YAPICI,

    2012-08-01

    Full Text Available In this study, it is aimed to determine the high school students’ views on blended learning. The study was carried out in biology course for the lesson unit of “Classification of Living Things and Biodiversity” with 47 9th grade students attending Nevzat Ayaz Anatolian High School in the second term of the academic year of 2009-2010. The lessons were taught in a way appropriate to the blended learning model both via the Internet and on face-to-face basis. As the online dimension of the blended learning model, Moodle, a Learning Management System (LMS, was used. The application lasted 10 weeks. The scale of learners’ views on blended learning was applied and interviews were held to determine the views. As a result of the analysis of the scale, it was seen that their views were “highly” positive. The interviews held with the students revealed that the blended learning model provided students with various opportunities such as getting prepared for the lessons, reviewing the lessons as many times as wanted, reaching the subject-related materials without being dependent on time and place, testing oneself and communicating with the teacher and other students out of the school. The interviews also revealed that there were various problems though such as lack of Internet connection at home and problems experienced while playing the videos.

  5. How do you design a good study start for blended and distance learning courses?

    DEFF Research Database (Denmark)

    Christensen, Inger-Marie F.

    2016-01-01

    One of the challenges of blended and distance learning is to engage and motivate students to particpate actively online. This paper describes how Gilly Salmon's 5-stage model and e-tivities concept can be used to scaffold students' learning online and support the development of a dynamic learning...... environment in which students are comfortable contributing and responding to each other's contributions. The author, furthermore, presents a 4-stage model, an adapted version of the 5-stage model recommended for blended learning contexts and in contexts where you work with experienced online students....... The main point of both models is that initially in a course 1 or 2 phases with informal and social activities online must be included to support students in getting access to the virtual learning environments and becoming confident with the role of online student. Then one can move on to activities...

  6. Supporting Student Learning in Computer Science Education via the Adaptive Learning Environment ALMA

    Directory of Open Access Journals (Sweden)

    Alexandra Gasparinatou

    2015-10-01

    Full Text Available This study presents the ALMA environment (Adaptive Learning Models from texts and Activities. ALMA supports the processes of learning and assessment via: (1 texts differing in local and global cohesion for students with low, medium, and high background knowledge; (2 activities corresponding to different levels of comprehension which prompt the student to practically implement different text-reading strategies, with the recommended activity sequence adapted to the student’s learning style; (3 an overall framework for informing, guiding, and supporting students in performing the activities; and; (4 individualized support and guidance according to student specific characteristics. ALMA also, supports students in distance learning or in blended learning in which students are submitted to face-to-face learning supported by computer technology. The adaptive techniques provided via ALMA are: (a adaptive presentation and (b adaptive navigation. Digital learning material, in accordance with the text comprehension model described by Kintsch, was introduced into the ALMA environment. This material can be exploited in either distance or blended learning.

  7. Model for blended learning i de tekniske uddannelser

    DEFF Research Database (Denmark)

    Ringtved, Ulla Lunde; Leth, Lilli-Ann Thomsen; Olsen, Frank

    2012-01-01

    Anvendelse af blended learning i de tekniske uddannelser i UCN med udgangspunkt i bygningskonstruktøruddannelsen......Anvendelse af blended learning i de tekniske uddannelser i UCN med udgangspunkt i bygningskonstruktøruddannelsen...

  8. Design Principles for the Blend in Blended Learning: A Collective Case Study

    Science.gov (United States)

    Lai, Ming; Lam, Kwok Man; Lim, Cher Ping

    2016-01-01

    This paper reports on a collective case study of three blended courses taught by different instructors in a higher education institution, with the purpose of identifying the different types of blend and how the blend supports student learning. Based on the instructors' and students' interviews, and document analysis of course outlines, two major…

  9. Blended learning in health education: three case studies

    NARCIS (Netherlands)

    de Jong, N.; Savin-Baden, M.; Cunningham, A.M.; Verstegen, D.M.L.

    2014-01-01

    Blended learning in which online education is combined with face-to-face education is especially useful for (future) health care professionals who need to keep up-to-date. Blended learning can make learning more efficient, for instance by removing barriers of time and distance. In the past

  10. Blended learning within an undergraduate exercise physiology laboratory.

    Science.gov (United States)

    Elmer, Steven J; Carter, Kathryn R; Armga, Austin J; Carter, Jason R

    2016-03-01

    In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (∼15 min). Laboratory section 1 (n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 (n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (∼79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories (P = 0.62) or between sections (P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased (P learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance. Copyright © 2016 The American Physiological Society.

  11. Blended Learning Approach for Enhancing Students' Learning Experiences in a Knowledge Society

    Science.gov (United States)

    Suprabha, K.; Subramonian, G.

    2015-01-01

    Blended learning which, its name suggests, blends online learning with traditional methods of learning and development. It is a new instructional strategy, based on the non-linear and interactive features of the digital learning and instruction through the web. Exploring the literature review, the purpose of the study was to get a deeper…

  12. Blended Learning via Mobile Social Media & Implementation of "EDMODO" in Reading Classes

    Science.gov (United States)

    Yagci, Tahsin

    2015-01-01

    Almost there is nowhere that we don't use permeated smart technology. Increasingly developing mobile and wireless innovations forced us to integrate them to all fields in our lives. The latest trend in education is now blended learning and applications of mobile learning in educational environments. Pervasive and augmented usage of social media…

  13. The use of Edmodo in teaching writing in a blended learning setting

    OpenAIRE

    Pupung Purnawarman; Susilawati Susilawati; Wachyu Sundayana

    2016-01-01

    The advancement of technology provides education with varioussolutions to create new learning environments. Edmodo as a learning platform is believed to offera solution in the teaching of English, particularly for teaching writing. This research was aimed to investigate how Edmodo as a learning platform,in a blended learning setting, was implemented in teaching writing in its combination with Genre-based Approach, how Edmodo facilitated students’ engagement, and how students perceived the use...

  14. Blended learning experience in teacher education: the trainees´ perspective

    Directory of Open Access Journals (Sweden)

    Monika Černá

    2009-03-01

    Full Text Available The article deals with blended learning in the context of pre-graduate English language teacher education. Firstly, the concept of blended learning is defined, then, the attention is focused on the online component of a blend, namely on the issue of interpersonal interaction including the challenges, which learning through online networking poses. Finally, results of a small–scale research are provided to offer insights into teacher trainees´ perspective of the blended learning experience at the University of Pardubice, Czech Republic.

  15. Student acceptance of blended learning in Nigeria: a case study of ...

    African Journals Online (AJOL)

    Student acceptance of blended learning in Nigeria: a case study of Landmark University. ... instrument and the acceptance of blended learning was tested using UTAUT model. ... Keywords: Blended learning, UTAUT, technology acceptance ...

  16. Blended learning as an effective pedagogical paradigm for biomedical science

    OpenAIRE

    Perry Hartfield

    2013-01-01

    Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blende...

  17. Blended Learning and Student Engagement in an Urban High School

    Science.gov (United States)

    Johnson, Courtney

    2017-01-01

    A metropolitan school district wanted to understand blended learning as it existed in one of their high schools. Blended learning had been school-wide for four years, and district administrators wanted to know how students, teachers, and school administrators perceived blended learning and its impact on student engagement. This was a…

  18. Implementation of Blended Learning in Higher Learning Institutions: A Review of the Literature

    Science.gov (United States)

    Ma'arop, Amrien Hamila; Embi, Mohamed Amin

    2016-01-01

    While many educational premises including higher learning institutions favor blended learning over traditional approach and merely online learning, some academicians are still apprehensive about teaching in blended learning. The aim of this review is to synthesize the available evidence in the literature on challenges faced in implementing blended…

  19. Is blended learning and problem-based learning course design suited to develop future public health leaders? An explorative European study.

    Science.gov (United States)

    Könings, Karen D; de Jong, Nynke; Lohrmann, Christa; Sumskas, Linas; Smith, Tony; O'Connor, Stephen J; Spanjers, Ingrid A E; Van Merriënboer, Jeroen J G; Czabanowska, Katarzyna

    2018-01-01

    Public health leaders are confronted with complex problems, and developing effective leadership competencies is essential. The teaching of leadership is still not common in public health training programs around the world. A reconceptualization of professional training is needed and can benefit from innovative educational approaches. Our aim was to explore learners' perceptions of the effectiveness and appeal of a public health leadership course using problem-based, blended learning methods that used virtual learning environment technologies. In this cross-sectional evaluative study, the Self-Assessment Instrument of Competencies for Public Health Leaders was administered before and after an online, blended-learning, problem-based (PBL) leadership course. An evaluation questionnaire was also used to measure perceptions of blended learning, problem-based learning, and tutor functioning among 19 public health professionals from The Netherlands ( n  = 8), Lithuania ( n  = 5), and Austria ( n  = 6).Participants showed overall satisfaction and knowledge gains related to public health leadership competencies in six of eight measured areas, especially Political Leadership and Systems Thinking. Some perceptions of blended learning and PBL varied between the institutions. This might have been caused by lack of experience of the educational approaches, differing professional backgrounds, inexperience of communicating in the online setting, and different expectations towards the course. Blended, problem-based learning might be an effective way to develop leadership competencies among public health professionals in international and interdisciplinary context.

  20. A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

    Science.gov (United States)

    Bayu Bati, Tesfaye; Gelderblom, Helene; van Biljon, Judy

    2014-01-01

    The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

  1. Challenges Facing Blended Learning in Higher Education in Asia

    Science.gov (United States)

    Tham, Raymond; Tham, Lesley

    2013-01-01

    This paper examines the current stage of development of blended learning in higher education in China, South Korea and Japan, with a comparison to the city state of Singapore. It is noted that blended learning and e-learning are introduced at institutes of higher learning in these countries with varying

  2. Blended Learning: The Student Viewpoint

    African Journals Online (AJOL)

    Student perceptions were assessed using Mann–Whitney. U‑test and ... Keywords: Blended learning, Online learning, Students' perceptions. Access this article online ..... performance, EC: Educational counseling, MIB: Medical insurance billing, MT: .... distance in education at the harvard business school. Educ. Technol ...

  3. Blended learning – integrating E-learning with traditional learning methods in teaching basic medical science

    OpenAIRE

    J.G. Bagi; N.K. Hashilkar

    2014-01-01

    Background: Blended learning includes an integration of face to face classroom learning with technology enhanced online material. It provides the convenience, speed and cost effectiveness of e-learning with the personal touch of traditional learning. Objective: The objective of the present study was to assess the effectiveness of a combination of e-learning module and traditional teaching (Blended learning) as compared to traditional teaching alone to teach acid base homeostasis to Phase I MB...

  4. Improving interprofessional competence in undergraduate students using a novel blended learning approach.

    Science.gov (United States)

    Riesen, Eleanor; Morley, Michelle; Clendinneng, Debra; Ogilvie, Susan; Ann Murray, Mary

    2012-07-01

    Interprofessional simulation interventions, especially when face-to-face, involve considerable resources and require that all participants convene in a single location at a specific time. Scheduling multiple people across different programs is an important barrier to implementing interprofessional education interventions. This study explored a novel way to overcome the challenges associated with scheduling interprofessional learning experiences through the use of simulations in a virtual environment (Web.Alive™) where learners interact as avatars. In this study, 60 recent graduates from nursing, paramedic, police, and child and youth service programs participated in a 2-day workshop designed to improve interprofessional competencies through a blend of learning environments that included virtual face-to-face experiences, traditional face-to-face experiences and online experiences. Changes in learners' interprofessional competence were assessed through three outcomes: change in interprofessional attitudes pre- to post-workshop, self-perceived changes in interprofessional competence and observer ratings of performance across three clinical simulations. Results from the study indicate that from baseline to post-intervention, there was significant improvement in learners' interprofessional competence across all outcomes, and that the blended learning environment provided an acceptable way to develop these competencies.

  5. Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis.

    Science.gov (United States)

    Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

    2015-01-01

    This study examined the relationships between the different aspects of students' course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale "quality of teaching" directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students' peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students' examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. The results of this study will have important implications for designing blended learning courses in medical schools.

  6. Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

    Science.gov (United States)

    Sajid, Muhammad R; Laheji, Abrar F; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

    2016-09-04

    To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.

  7. Transition to blended learning: experiences from the first year of our blended learning Bachelor of Nursing Studies programme.

    Science.gov (United States)

    Sweeney, Mary-Rose; Kirwan, Anne; Kelly, Mary; Corbally, Melissa; O Neill, Sandra; Kirwan, Mary; Hourican, Susan; Matthews, Anne; Hussey, Pamela

    2016-10-01

    The School of Nursing at Dublin City University offered a new blended learning Bachelor of Nursing Studies programme in the academic year 2011. To document the experiences of the academic team making the transition from a face-to-face classroom-delivered programme to the new blended learning format. Academics who delivered the programme were asked to describe their experiences of developing the new programme via two focus groups. Five dominant themes were identified: Staff Readiness; Student Readiness; Programme Delivery and Student Engagement; Assessment of Module Learning Outcomes and Feedback; and Reflecting on the First Year and Thinking of the Future. Face-to-face tutorials were identified as very important to both academics and students. Reservations about whether migrating the programme to an online format encouraged students to engage in additional practices of plagiarism were expressed by some. Student ability/readiness to engage with technology-enhanced learning was an important determinant of their own success academically. In the field of nursing blended learning is a relatively new and emerging field which will require huge cultural shifts for staff and students alike.

  8. Blended learning models for directing the self-learning activity of “Software Engineering” specialty students

    Directory of Open Access Journals (Sweden)

    Vera V. Lyubchenko

    2014-12-01

    Full Text Available The adoption of Law of Ukraine “On Higher Education” (2014 involves the increase in students’ self-learning activity part in the curriculum. Therefore the self-learning activities’ arrangement in a way augmenting the result quality becomes a top priority task. This research objective consists in elaborating the scenario for organization of the students’ qualitative self-study, based on blended learning models. The author analyzes four blended learning models: the rotation model, flex-model, self-blend model and online driver model, and gives examples of their use. It is shown that first two models are the most suitable for full-time students. A general scenario for the use of blended learning models is described. Although the use of blended learning models causes several difficulties, it also essentially contributes into students’ self-study monitoring and control support.

  9. Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

    Science.gov (United States)

    Sajid, Muhammad R.; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

    2016-01-01

    Objectives To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. Methods This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. Results A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Conclusions Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.  PMID:27591930

  10. Development of a Blended Learning Environment to Support Achievement of Graduate Outcomes through Optimal Learning in an Undergraduate Pharmacy Course

    Directory of Open Access Journals (Sweden)

    Alyson Brown

    2013-10-01

    Full Text Available The development of graduate attributes through health professional courses requires the opportunity to engage with learning and teaching activities that reflect the work-based role to which the student aspires. Such activities allow the contextualisation of discipline-specific knowledge, forging a critical understanding of the underpinning theory, and providing a firm foundation for the development of lifelong learning skills. A blended learning approach can be particularly valuable in supporting achievement of the learning outcomes in modules where performance is measured in terms of competency in work-based scenarios. An action research approach was taken to develop and evaluate a cardiovascular risk assessment as the basis for clinically and professionally relevant problem-based learning. Support for this was provided by means of blended learning including a number of online activities. Talking wall focus groups were used to evaluate the student experience, and this was combined with quantitative data regarding student examination performance. Student performance in the cardiovascular section of the examination paper was significantly higher than in other sections. Students reported very favorably on the use of this approach to support not only examination preparation, but also in terms of developing professional identity and enhancing employability skills.

  11. A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement: Insights from Norway

    Directory of Open Access Journals (Sweden)

    Bassam A. Hussein

    2015-04-01

    Full Text Available The paper demonstrates and evaluates the effectiveness of a blended learning approach to create a meaningful learning environment. We use the term blended learning approach in this paper to refer to the use of multiple or hybrid instructional methods that emphasize the role of learners as contributors to the learning process rather than recipients of learning. Contribution to learning is attained by using in class gaming as pathways that ensure active involvement of learners. Using a blended learning approach is important in order to be able to address different learning styles of the target group. The approach was also important in order to be able to demonstrate different types of challenges, issues and competences needed in project management. Student evaluations of the course confirmed that the use of multiple learning methods and, in particular, in class gaming was beneficial and contributed to a meaningful learning experience.

  12. Student Engagement and Blended Learning: Making the Assessment Connection

    Science.gov (United States)

    Vaughan, Norman

    2014-01-01

    There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student engagement with course concepts, their peers, faculty…

  13. Blend or not to blend: a study investigating faculty members perceptions of blended teaching

    Directory of Open Access Journals (Sweden)

    Mehmet A Ocak

    2010-12-01

    Full Text Available This study examined faculty members’ perceptions of blended teaching from several perspectives. A total of 73 faculty members in Turkish Higher Education context participated in the study by completing an online survey that combined quantitative and qualitative approaches. Based on a data analysis, the faculty members’ perceptions were sorted into six categories: (a satisfaction with blended teaching, (b perceived impact on the role of the faculty, (c perceived impact on student learning, (d perceived impact on student motivation, (e advantages of blended teaching, and (f disadvantages of blended teaching. Findings indicated that faculty members were likely to agree that blended teaching provides a high degree of satisfaction and that it requires more time and commitment from the faculty. The faculty members perceived that blended teaching improves student learning and, to some extent, improves motivation. The faculty members also emphasized the importance of institutional support and the use of technology to mitigate student problems. This study presents these faculty members’ perceptions, which are helpful for those planning to implement a blended teaching approach, and makes suggestions for trouble-shooting and taking advantage of the opportunities in a blended environment successfully.

  14. A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students

    Science.gov (United States)

    Rosenbaum, Paul-Erik Lillholm; Mikalsen, Øyvind; Lygre, Henning; Solheim, Einar; Schjøtt, Jan

    2012-01-01

    Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher’s role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components. PMID:23248716

  15. Wiki-based Collaborative Learning Experience in a Foreign Language Blended Course

    OpenAIRE

    Krasnova, Tatiana Ivanovna; Gorbatova, Tatiana Nikolaevna; Kudryashova, Aleksandra Vladimirovna; Popova, Anna Nikolaevna

    2016-01-01

    The article emphasizes the educational potential of wikis for learning foreign languages. It focuses on students’ collaboration based on integration of different types of activities within a highly motivating blended learning environment where learners can interact and share their ideas. The study aims to understand if wikis could enhance online collaboration and positively affect students’ attitudes to group work. It tries to explore the level of participation and contribution of students in...

  16. An Integrated BIM and Cost Estimating Blended Learning Model--Acceptance Differences between Experts and Novice

    Science.gov (United States)

    Wu, Yun-Wu; Wen, Ming-Hui; Chen, Ching-Ming; Hsu, I-Ting

    2016-01-01

    "Building information technology" and "cost estimating" are two core skills of construction education. However, in traditional education, students learn these two important subjects in separate courses. This study proposes a blended learning environment which can provide students with support for their face-to-face learning…

  17. Encouraging User Participation in Blended Learning: Course Reorientation

    Science.gov (United States)

    Fairchild, Alea M.

    2015-01-01

    Blended learning, structured as a combination of traditional course instruction and additional supporting multimedia course content, can be used in higher education for a variety of reasons. In the case study that we examine, the introduction of blended learning was initiated three years ago with the purpose of creating more resources for…

  18. Enhancing the blended learning experience of Calculus I students

    Directory of Open Access Journals (Sweden)

    A. Al-Ghassani

    2015-08-01

    Full Text Available Blended Learning showed in the last two decades to be one of the effective ways in education and training. We illustrate our initiative experience with blended learning in the course Calculus I. The main goals we want to achieve are improving students understanding of the course concepts, increasing the level of uniformity in this multi-sections course and enhancing students blended learning experience online and offline. Consequently, this affects positively students' academic performance. We describe and discuss the results that we achieved and the challenges we encountered in view of the initiative aims and goals. The blended learning delivery methods were through Learning Management System (LMS as the online medium and through new offline activities inside and outside the classroom. The LMS we used is Moodle. We designed the resources and activities to cater for the learners different needs. The offline activities were chosen and designed to strengthen the weakness in students study skills based in our experience.

  19. Serious games and blended learning; effects on performance and motivation in medical education.

    Science.gov (United States)

    Dankbaar, Mary

    2017-02-01

    More efficient, flexible training models are needed in medical education. Information technology offers the tools to design and develop effective and more efficient training. The aims of this thesis were: 1) Compare the effectiveness of blended versus classroom training for the acquisition of knowledge; 2) Investigate the effectiveness and critical design features of serious games for performance improvement and motivation. Five empirical studies were conducted to answer the research questions and a descriptive study on an evaluation framework to assess serious games was performed. The results of the research studies indicated that: 1) For knowledge acquisition, blended learning is equally effective and attractive for learners as classroom learning; 2) A serious game with realistic, interactive cases improved complex cognitive skills for residents, with limited self-study time. Although the same game was motivating for inexperienced medical students and stimulated them to study longer, it did not improve their cognitive skills, compared with what they learned from an instructional e‑module. This indicates an 'expertise reversal effect', where a rich learning environment is effective for experts, but may be contra-productive for novices (interaction of prior knowledge and complexity of format). A blended design is equally effective and attractive as classroom training. Blended learning facilitates adaptation to the learners' knowledge level, flexibility in time and scalability of learning. Games may support skills learning, provided task complexity matches the learner's competency level. More design-based research is needed on the effects of task complexity and other design features on performance improvement, for both novices and experts.

  20. The Effects of Self-Paced Blended Learning of Mathematics

    Science.gov (United States)

    Balentyne, Phoebe; Varga, Mary Alice

    2016-01-01

    As online and blended learning gain more popularity in education, it becomes more important to understand their effects on student learning. The purpose of this study was to explore the effects of self-paced blended learning of mathematics on the attitudes and achievement of 26 high ability middle school students, and investigate the relationship…

  1. Assessing the Acceptance of a Blended Learning University Course

    Science.gov (United States)

    Tselios, Nikolaos; Daskalakis, Stelios; Papadopoulou, Maria

    2011-01-01

    Usefulness and ease of use proved to be key determinants of the acceptance and usage of e-learning. On the contrary, little is known about students' perceptions in a blended learning setting. In this paper, the Technology Acceptance Model (TAM) was utilised, in order to investigate Greek university students' attitudes toward blended learning. The…

  2. Blended Learning within an Undergraduate Exercise Physiology Laboratory

    Science.gov (United States)

    Elmer, Steven J.; Carter, Kathryn R.; Armga, Austin J.; Carter, Jason R.

    2016-01-01

    In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning…

  3. Exploring the Effectiveness of Blended Learning in Interior Design Education

    Science.gov (United States)

    Afacan, Yasemin

    2016-01-01

    This study explores how blended learning can contribute to interior design students' learning outcomes, their engagement with non-studio courses and affect their learning achievements. Within the framework of the study, a blended learning experience was carried out in "IAED 342 Building Performance" module at Bilkent University, Turkey.…

  4. Blended Learning via Mobile Social Media & Implementation of “EDMODO” in Reading Classes

    Directory of Open Access Journals (Sweden)

    Tahsin Yagci

    2015-08-01

    Full Text Available Almost there is nowhere that we don’t use permeated smart technology. Increasingly developing mobile and wireless innovations forced us to integrate them to all fields in our lives. The latest trend in education is now blended learning and applications of mobile learning in educational environments. Pervasive and augmented usage of social media such as Facebook, YouTube, Twitter, Instagram, Bloggers etc. forced educators consider integrating social educational platforms into their academic curriculum. Furthermore the advancement in mobile device technologies with internet connectivity made mobile blended learning inevitable. Thus, for a long time educators are determent to adapt mobile learning for their lessons. So teaching evolves 7/24 through social mobile platforms. In my study I will clarify how to use social mobile media and devices in EFL teaching. Especially, there will be significant strategies how to enhance students’ reading skills using Edmodo in my lessons practically. Advantages and disadvantages of mobile learning will be discussed in my paper. We will have an overview of learners’ attitudes about social media and mobile learning platforms. What kind of reading tasks could be given through on Edmodo? How will be the assessment in this process? Are there any collaborative learning methods in Edmodo? All these and more questions are going to be enlightened in this study. Keywords: Blended learning, mobile devices, social mobile media, reading comprehension skills, student centered approach

  5. Blended Learning Design

    DEFF Research Database (Denmark)

    Pedersen, Lise

    2015-01-01

    learning. 4. Blended learning can contribute to supporting and improving efficiency of educational efforts. This can for instance be done through programmes for several classes by using video conferencing, allocating traditional face to face teaching to synchronous and asynchronous study activities produce...... digital materials which can be employed didactically and reused by the teachers. This can also mean that the particular competencies which teaches have in Svendborg can be used at other locations in UCL and disseminated to a larger group of students without further costs. Educational Innovation...

  6. Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science

    Science.gov (United States)

    Hartfield, Perry

    2013-01-01

    Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication…

  7. Beyond blended learning! Undiscovered potentials for e-learning in organizational learning

    DEFF Research Database (Denmark)

    Bang, Jørgen; Dalsgaard, Christian; Kjær, Arne

    2007-01-01

    The basic question raised in this article is: Is pure e-learning able to support learning in organizations better today than 4-5 years ago? Based on two case studies on blended learning courses for company training, the article discusses whether use of new Web 2.0 and social software tools may help...... overcome previous limitations of e-learning....

  8. EFL Secondary School Teachers' Views on Blended Learning in Tabuk City

    Science.gov (United States)

    Alfahadi, Abdulrahman M.; Alsalhi, Abdulrhman A.; Alshammari, Abdullah S.

    2015-01-01

    The aim of this study is to investigate EFL Secondary School Teachers' Views on Blended Learning. It also aims to investigate (a) the teachers' views on blended learning content and process, and (b) how blended learning is effective in developing teachers' performance. The study sample included 35 EFL Saudi teachers in Tabuk City, KSA. In order to…

  9. Revisiting the Blended Learning Literature: Using a Complex Adaptive Systems Framework

    Science.gov (United States)

    Wang, Yuping; Han, Xibin; Yang, Juan

    2015-01-01

    This research has two aims: (1) to bridge a gap in blended learning research--the lack of a systems approach to the understanding of blended learning research and practice, and (2) to promote a more comprehensive understanding of what has been achieved and what needs to be achieved in blended learning research and practice. To achieve these aims,…

  10. Comparing Learning Outcomes of Blended Learning and Traditional Face-to-Face Learning of University Students in ESL Courses

    Science.gov (United States)

    Zhang, Wei; Zhu, Chang

    2018-01-01

    Combining elements of online and face-to-face education, blended learning is emerging as an important teaching and learning model in higher education. In order to examine the effectiveness of blended learning, as compared to the traditional face-to-face learning mode, this research investigated the learning outcomes of students following English…

  11. Pengembangan Pembelajaran Blended Learning Pada Generasi Z

    Directory of Open Access Journals (Sweden)

    Agus Purnomo

    2017-10-01

    Full Text Available Every generation has beliefs, values, cultures, perspectives, interests, and different skills for life and work. The generation born in the early 2000s when the rapid development of such technology referred to as generation-z or net generation. Characters of this generation is very sensitive to technology and communication, meaning they have an advantage in the field of information and knowledge development. While the educators who were born in an earlier era are still not familiar with it so that educators often claimed to be "clueless" (stuttering technology. To address this need no new innovations in the learning process so that it complies with these characters. Combines conventional learning with communication media such as whatsapp and google drive is one easy solution social studies lesson on the generation-z. Learners who are accustomed to communicate using social networks can access the material and lesson plans that have been prepared with structured each meeting. So that they can read or prepare questions before the learning begins. The proportion of the use of e-learning in this study reached 35% so that it can be summed up as learning blended learning. This learning to stand on its information technology infrastructure and can be done anytime and anywhere. So learning blended learning has characteristics that are open, flexible, and can occur anywhere. Keywords: Generation Z and blended learning   http://dx.doi.org/10.17977/um022v1i12016p070

  12. Developing a Blended Learning-Based Method for Problem-Solving in Capability Learning

    Science.gov (United States)

    Dwiyogo, Wasis D.

    2018-01-01

    The main objectives of the study were to develop and investigate the implementation of blended learning based method for problem-solving. Three experts were involved in the study and all three had stated that the model was ready to be applied in the classroom. The implementation of the blended learning-based design for problem-solving was…

  13. Using Virtual Laboratories as Interactive Textbooks: Studies on Blended Learning in Biotechnology Classrooms

    Directory of Open Access Journals (Sweden)

    Hemalatha Sasidharakurup

    2015-07-01

    Full Text Available Virtual laboratories, an ICT-based initiative, is a new venture that is becoming more prevalent in universities for improving classroom education. With geographically remote and economically constrained institutes in India as the focus, we developed web-based virtual labs for virtualizing the wet-lab techniques and experiments with the aid of graphics favoured animations, mathematical simulators and remote triggered experimentations. In this paper, we analysed perceived usefulness of Biotechnology virtual labs amongst student groups and its role in improving the student’s performance when introduced as a learning tool in a blended classroom scenario. A pedagogical survey, via workshops and online feedback, was carried out among 600 university-level students and 100 remote users of various Indian universities. Comparing learning groups on usage of blended learning approach against a control group (traditional classroom methods and an experimental group (teacher-mediated virtual labs, our studies indicate augmented academic performance among students in blended environments. Findings also indicated usage of remotely-triggered labs aided enhancing interaction-based lab education enabling anytime-anywhere student participation scenarios.

  14. PENGARUH BLENDED LEARNING TERHADAP PENGUASAAN KONSEP DAN PENALARAN FISIKA PESERTA DIDIK KELAS X

    Directory of Open Access Journals (Sweden)

    Hermawanto -

    2013-01-01

    Full Text Available Penelitian ini bertujuan 1 Mengetahui pengaruh blended learning terhadap penguasaan konsep fisika 2 Mengetahui pengaruh blended learning terhadap penalaran fisika. Rancangan yang digunakan adalah Randomized Posttest only Control Group Design. Populasinya adalah peserta didik kelas X SMA Negeri 1 Batu. Sampelnya yaitu kelas X-6 dan X-10 sebagai kelas eksperimen, kelas X-11 dan X-12 sebagai kelas kontrol. Hasil uji t penguasan konsep didapat thitung = 6,64 > = ttabel =1,66, menunjukkan ada perbedaan, sedangkan untuk uji lanjut yaitu uji Tuckey menunjukkan Qhitung = 7,55 > Q tabel = 2,85, menunjukan bahwa penguasaan konsep peserta didik yang menggunakan blended learning lebih tinggi dari pada konvensional. Berkaitan dengan penalaran, hasil uji t menunjukkan thitung = 2,65 > ttabel = 1,66, menunjukkan ada perbedaan. Sedangkan untuk uji lanjut yaitu uji Tuckey menunjukkan Qhitung = 3,19 > Qtabel = 2,85, menunjukkan bahwa penalaran peserta didik yang menggunakan blended learning lebih tinggi dari pada konvensional. Simpulan penelitian ini adalah 1 Ada pengaruh blended learning terhadap penguasaan konsep fisika, 2 Ada pengaruh blended learning terhadap penalaran fisika. Pembelajaran blended learning dapat meningkatkan penguasaan konsep dan penalaran fisika serta melatih peserta didik untuk mandiri dan aktif. TThe aims of this research are 1 knowing the influence of blended learning study toward concept physics achievement and 2 knowing the influence of blended learning toward physics reasoning. This research used Randomized Posttest only Control Group Design and conducted in odd semester 2012-2013 academic year. The research population were students of grade X in senior high school 1 Batu. The research samples were four classes: X-6 and X-10 as the experiment classes and X-11 and X-12 as the control classes. The instrument is test of physics concept achievement and physics reasoning in multiple choice form. The results showed that there was no

  15. New Faces of Blended Learning

    Science.gov (United States)

    Horn, Michael B.; Fisher, Julia Freeland

    2017-01-01

    The Clayton Christiansen Institute maintains a database of more than 400 schools across the United States that have implemented some form of blended learning, which combines online learning with brick-and-mortar classrooms. Data the Institute has collected over the past six months suggests three trends as this model continues to evolve and mature.…

  16. Facilitating Cooperative Learning in Online and Blended Courses: An Example from an Integrated Marketing Communications Course

    Science.gov (United States)

    Johnson, Katryna

    2013-01-01

    Employers today expect that students will be able to work in teams. Cooperative learning theory addresses how skills such as decision making, problem solving and communication can be learned by individuals in group settings. This paper discusses how cooperative learning can be used in an online and blended environment to increase active learning…

  17. Are we ready for blended learning in medical education?

    Directory of Open Access Journals (Sweden)

    Aneesh Basheer

    2016-10-01

    Full Text Available Blended learning has other indirect positive effects as well. One innovative byproduct of blended learning is the flipped classroom; the sequence of events customary to the traditional classroom teaching are reversed.2 Traditional learning starts with the teacher providing a predominant cognitive (knowledge component and requires the students to follow it up with self-study and expansion of knowledge leading to higher levels of learning. The teacher plays the role of subject expert in general. In contrast, the learning material or at least a major part of it is provided to students before the scheduled class. The teacher uses the face to face session to engage students in interactive discussions, group tasks and other activities. This also has the advantage of making the learning process active, learner-centered and more retentive, reducing distraction and promoting higher levels of learning.3,4 Moreover, there is enough data to indicate that students are highly satisfied with the blended learning experience, particularly flipped classrooms.

  18. A Blended Learning Solution and the Impacts on Attendance and Learning Outcomes

    Directory of Open Access Journals (Sweden)

    Ismo Hakala

    2011-05-01

    Full Text Available Blended learning based on lecture videos and face-to-face teaching provides good opportunities for students for participation in education, regardless of time or place. The article describes a blended learning solution that is based on face-to-face teaching and the use of streaming lecture videos as it has developed in connection with master studies in mathematical information technology. The particular focus of this article is on the use of lecture videos and the impacts of blended learning on participation in education and on learning outcomes. According to the results, lecture videos have become very popular among students. Moreover the use of lecture videos increases participation activeness, and the increase in participation has a positive impact on completion of courses. However, the use of lecture videos does not seem to have any clear-cut effect on grades obtained.

  19. A network analysis of blended learning: Perceived causal relations between use of learning resources, regulation strategies and course performance

    NARCIS (Netherlands)

    Bos, Nynke; Meijer, Bren; Brand-Gruwel, Saskia

    2018-01-01

    Blended learning is often associated with student-oriented learning in which students have more control over the learning path, which will stimulate self-regulated and deeper learning. Although the perceived value of blended learning is clear, less is known if and how blended learning contributes to

  20. Beyond the Factory Model: Oakland Teachers Learn How to Blend

    Science.gov (United States)

    Jacobs, Joanne

    2014-01-01

    This article describes an Oakland Unified schools program of "blended learning" that is designed to reach students who are academically all over the map. Blended learning combines brick-and-mortar schooling with online education "with some element of student control over time, place, path, and/or pace" of learning. The program…

  1. The Impact of Leadership Support for Blended Learning on Teachers and Students

    Science.gov (United States)

    Bodden-White, Michelle Marie

    2015-01-01

    This quantitative study examined the relationship between teachers' perceptions of leadership support for their use of a blended learning approach to teach math in fourth or fifth grade and their use of blended learning. The study also examined teachers' perceptions of leadership support for incorporating blended learning and student engagement.…

  2. An experimental research on blended learning in the development ...

    African Journals Online (AJOL)

    The experimental research conducted for this study is based on a blended learning (BL) approach to the teaching of English as a Foreign Language (EFL) in China. The purpose of the study was to investigate the effectiveness of a blended learning approach aimed at improving students' listening and speaking skills.

  3. A Rotational Blended Learning Model: Enhancement and Quality Assurance

    Science.gov (United States)

    Ghoul, Said

    2013-01-01

    Research on blended learning theory and practice is growing nowadays with a focus on the development, evaluation, and quality assurance of case studies. However, the enhancement of blended learning existing models, the specification of their online parts, and the quality assurance related specifically to them have not received enough attention.…

  4. A Thematic Review of Blended Learning in Higher Education

    Science.gov (United States)

    Pima, John Marco; Odetayo, Michael; Iqbal, Rahat; Sedoyeka, Eliamani

    2018-01-01

    This article reviews the international literature on blended learning in view of establishing its thematic trends in higher education. The systematic review through PRISMA, sought to answer three research questions: First, how have publications evolved from 2000 to 2016 in blended learning in higher education? Secondly, what themes are frequently…

  5. Effectiveness of a blended learning course and flipped classroom in first year anaesthesia training.

    Science.gov (United States)

    Marchalot, Antoine; Dureuil, Bertrand; Veber, Benoit; Fellahi, Jean-Luc; Hanouz, Jean-Luc; Dupont, Hervé; Lorne, Emmanuel; Gerard, Jean-Louis; Compère, Vincent

    2017-11-22

    Blended learning, which combines internet-based platform and lecturing, is used in anaesthesiology and critical care teaching. However, the benefits of this method remain unclear. We conducted a prospective, multicentre, non-randomised work between 2007 and 2014 to study the effect of blended learning on the results of first year anaesthesia and critical care residents in comparison with traditional teaching. Blended learning was implemented in Rouen University Hospital in 2011 and residents affiliated to this university corresponded as the blended learning group. The primary outcome was the resident's results as measured with multiple-choice questions between blended learning and control groups after beginning blended learning (post-interventional stage). The secondary outcomes included residents' results between pre and post-interventional stages and homework's time. Moreover, comparison between control and blended learning group before beginning blended learning (pre-interventional stage) was performed. From 2007 to 2014, 308 residents were included. For the pre-interventional period, the mean score in the blended learning group (n=53) was 176 (CI 95% 163 to 188) whereas the mean score in the control group (n=106) was 167 (CI 95% 160 to 174) (no difference). For the post-interventional period, the mean score in blended learning group (n=54) was 232 on 300 (CI95% 227-237) whereas the mean score in the control group (n=95) is 215 (CI95% 209-220) (Pblended learning group (32% and 28% in blended learning and control group, Pblended learning group was 27h (CI 95% 18.2-35.8) and 10h in the control group (CI 95% 2-18) (Pblended learning (associating internet-based learning and flipped classroom) on the anaesthesia and critical care residents' knowledge by increasing their homework's time. Copyright © 2017. Published by Elsevier Masson SAS.

  6. D4 S4: A Four Dimensions Instructional Strategy for Web-based and Blended Learning

    Directory of Open Access Journals (Sweden)

    Hamdy A. ABDELAZIZ,

    2012-08-01

    Full Text Available Web-based education is facing a paradigm shift under the rapid development of information and communication technology. The new paradigm of learning requires special techniques of course design, special instructional models, and special methods of evaluation. This paper investigates the effectiveness of an adaptive instructional strategy for teaching and learning through the Web and blended learning environments. The central theme of this strategy is that instructional strategies give instructors and students a conceptual as well as a practical mode of delivery from which to teach and learn. Considering and applying new instructional strategy can help instructors to understand the uses of pedagogical content knowledge, as well as to reflect the role of technological content knowledge that can be adapted and/or adopted in teaching in all educational levels and environments. The main objective of this paper was to develop a holonomic instructional strategy for Web-based and blended learning. This strategy is guided by the non-linear and interactive features of learning environments. The strategy is consisted of four dimensions: designing, developing, delving and distributing. In this new instructional strategy, learning is holonomic and adaptive. Learning occurs in an open learning environment, in which instructors are designing a shared vision, developing a sharable e-learning task, delving students’ learning through scaffolding and salvaging students’ knowledge. The expected outcome of this instructional strategy is that each learner will develop a cognitive schema to be used to organize and construct knowledge and meaning in similar context of learning which may increase the generalizability, trustworthiness and transferability of learning. The results of applying this new strategy showed that this strategy is effective on developing both achievement and deep learning levels among a sample of graduate students.

  7. Learners' Perceptions of Blended Learning and the Roles and Interaction of f2f and Online Learning

    Science.gov (United States)

    Huang, Qiang

    2016-01-01

    The present study aims to probe into learners' perceptions of blended learning in relation to the respective roles of face-to-face learning (f2f learning) and online learning as well as their interaction in the blended EFL contexts. Questionnaires were used in the study to examine the attitudes of 296 university students towards a blended English…

  8. An Analysis of High Impact Scholarship and Publication Trends in Blended Learning

    Science.gov (United States)

    Halverson, Lisa R.; Graham, Charles R.; Spring, Kristian J.; Drysdale, Jeffery S.

    2012-01-01

    Blended learning is a diverse and expanding area of design and inquiry that combines face-to-face and online modalities. As blended learning research matures, numerous voices enter the conversation. This study begins the search for the center of this emerging area of study by finding the most cited scholarship on blended learning. Using Harzing's…

  9. THE HANDBOOK OF BLENDED LEARNING:Global Perspectives, Local Designs

    OpenAIRE

    Reviewed by Alev ATES

    2009-01-01

    THE HANDBOOK OF BLENDED LEARNING:Global Perspectives, Local Designs Curtis J. Bonk (ed.) and Charles R. Graham (ed.), Jay Cross (Foreword),Micheal G. Moore Foreword) ISBN: 978-0-7879-7758-0 Publisher: John Wiley & Sons, Inc. Pfeiffer Pages: 624 March 2006.Reviewed by Alev ATESPhD Student at Curriculum and Instruction,Lecturer at Computer Education and Instructional Technologies,Faculty of Education, Ege University, Izmir, TURKEYBlended learning or blended e-learning sounds like aconfusing ter...

  10. Adopting a blended approach to learning: Experiences from Radiography at Queen Margaret University, Edinburgh

    International Nuclear Information System (INIS)

    Cockbain, M.M.; Blyth, C.M.; Bovill, C.; Morss, K.

    2009-01-01

    The perspective of the radiography teaching team at Queen Margaret University (QMU) was that a transmission mode of programme delivery was sub-optimal in helping students to learn and make links between theory and practice. Programme redesign adopted a blended learning approach with both face-to-face and online learning aimed at enhancing the students' control over their own learning. Online tasks within Web Classroom Tools (WebCT) were used as an integral part of careful programme design, which resulted in a programme enabling synthesis of the skills, knowledge and competencies acquired in the academic and clinical environments. With the move towards a more learner-centred, blended educational experience for the students the lecturers' role shifted to that of facilitator with WebCT providing the tutor with a more transparent view of student learning. Lecturers plan learning activities that build upon the skills students have developed through learning in groups, online and in class. The explicit connections that now exist between the academic programme and the opportunities for applying knowledge in practice allow students to engage more deeply in their learning.

  11. E-learning and blended learning in textile engineering education: a closed feedback loop approach

    Science.gov (United States)

    Charitopoulos, A.; Vassiliadis, S.; Rangoussi, M.; Koulouriotis, D.

    2017-10-01

    E-learning has gained a significant role in typical education and in professional training, thanks to the flexibility it offers to the time and location parameters of the education event framework. Purely e-learning scenarios are mostly limited either to Open University-type higher education institutions or to graduate level or professional degrees; blended learning scenarios are progressively becoming popular thanks to their balanced approach. The aim of the present work is to propose approaches that exploit the e-learning and the blended-learning scenarios for Textile Engineering education programmes, especially for multi-institutional ones. The “E-Team” European MSc degree programme organized by AUTEX is used as a case study. The proposed solution is based on (i) a free and open-source e-learning platform (moodle) and (ii) blended learning educational scenarios. Educational challenges addressed include student engagement, student error / failure handling, as well as collaborative learning promotion and support.

  12. Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases

    Science.gov (United States)

    Dias, Sofia B.; Diniz, José A.; Hadjileontiadis, Leontios J.

    2014-01-01

    The combination of the process of pedagogical planning within the Blended (b-) learning environment with the users' quality of interaction ("QoI") with the Learning Management System (LMS) is explored here. The required "QoI" (both for professors and students) is estimated by adopting a fuzzy logic-based modeling approach,…

  13. Interaction in a Blended Environment for English Language Learning

    Science.gov (United States)

    Romero Archila, Yuranny Marcela

    2014-01-01

    The purpose of this research was to identify the types of interaction that emerged not only in a Virtual Learning Environment (VLE) but also in face-to-face settings. The study also assessed the impact of the different kinds of interactions in terms of language learning. This is a qualitative case study that took place in a private Colombian…

  14. Blended learning pedagogy: the time is now!

    Science.gov (United States)

    Pizzi, Michael A

    2014-07-01

    Pedagogy is rapidly changing. To develop best practice in academia, it is important that we change with the changing needs of students. This article suggests that blended learning is one of the most important pedagogical formats that can enhance student learning, optimize the use of active learning strategies, and potentially improve student learning outcomes.

  15. Implementing Flipped Classroom in Blended Learning Environments: A Proposal Based on the Cognitive Flexibility Theory

    Science.gov (United States)

    Andrade, Mariel; Coutinho, Clara

    2017-01-01

    Flipped Classroom is an issue that gains increased attention in Blended Learning models. Generally, in the traditional classroom, the teacher uses the time in the classroom to explain the theoretical and conceptual body content and leaves the practices and exercises as extracurricular activities. In the Flipped Classroom, students study at home…

  16. CEDS Addresses: Virtual and Blended Learning

    Science.gov (United States)

    US Department of Education, 2015

    2015-01-01

    The Common Education Data Standards (CEDS) common data vocabulary supports the collection and use of information about virtual and blended learning. The data element "Virtual Indicator", introduced in version 3 of CEDS, supports a range of virtual learning-related use cases. The Virtual Indicator element may be related to a Course…

  17. Reframing the Principle of Specialisation in Legitimation Code Theory: A Blended Learning Perspective

    Science.gov (United States)

    Owusu-Agyeman, Yaw; Larbi-Siaw, Otu

    2017-01-01

    This study argues that in developing a robust framework for students in a blended learning environment, Structural Alignment (SA) becomes the third principle of specialisation in addition to Epistemic Relation (ER) and Social Relation (SR). We provide an extended code: (ER+/-, SR+/-, SA+/-) that present strong classification and framing to the…

  18. Knocking Down Barriers: How California Superintendents Are Implementing Blended Learning

    Science.gov (United States)

    Horn, Michael B.; Gu, Anna; Evans, Meg

    2014-01-01

    School districts across the United States are implementing blended learning to boost student achievement. The authors convened several California school district superintendents to answer the questions: "What are the barriers, real or perceived, to implementing blended learning in your district?" and "Have you found solutions to or…

  19. Blended Learning via Mobile Social Media & Implementation of “EDMODO” in Reading Classes

    OpenAIRE

    Tahsin Yagci

    2015-01-01

    Almost there is nowhere that we don’t use permeated smart technology. Increasingly developing mobile and wireless innovations forced us to integrate them to all fields in our lives. The latest trend in education is now blended learning and applications of mobile learning in educational environments. Pervasive and augmented usage of social media such as Facebook, YouTube, Twitter, Instagram, Bloggers etc. forced educators consider integrating social educational platforms into their academic cu...

  20. Blended learning is an effective strategy for acquiring competence in public health biostatistics.

    Science.gov (United States)

    Milic, Natasa; Masic, Srdjan; Bjegovic-Mikanovic, Vesna; Trajkovic, Goran; Marinkovic, Jelena; Milin-Lazovic, Jelena; Bukumiric, Zoran; Savic, Marko; Cirkovic, Andja; Gajic, Milan; Stanisavljevic, Dejana

    2018-04-01

    We sought to determine whether blended learning is an effective strategy for acquiring competence in public health biostatistics. The trial was conducted with 69 Masters' students of public health attending the School of Public Health at University of Belgrade. Students were exposed to the traditional and blended learning styles. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course. Curriculum development was guided by competencies as suggested by the Association of Schools of Public Health in the European Region (ASPHER). Teaching methods were compared according to the final competence score. Forty-four students were enrolled in the traditional method of education delivery, and 25 to the blended learning format. Mean exam scores for the blended learning group were higher than for the on-site group for both the final statistics score (89.65 ± 6.93 vs. 78.21 ± 13.26; p  0.8). A blended learning approach is an attractive and effective way of acquiring biostatistics competence for Masters of Public Health (MPH) graduate students.

  1. Use of blended learning in workplace learning

    DEFF Research Database (Denmark)

    Georgsen, Marianne; Løvstad, Charlotte Vange

    2014-01-01

    -based teaching materials. This paper presents the experiences of this particular project, and goes on to discuss the following points: • The blended learning design – use of IT for teaching, learning and communication • Digital learning materials – principals of design and use • Work place learning and learning......In 2014, a new system has been put in place for the inspection and approval of social welfare institutions in Denmark. In as little as 10 weeks, 330 new employees in five regional centres participated in an introductory course, designed as work place learning with extensive use of e-learning and IT...... from work – the interplay between experiences of the learner and the curriculum of the program •The approach taken to customising the e-learning design to the needs and demands of a particular case....

  2. Perception of Blended Learning Inventory (PoBLi)

    DEFF Research Database (Denmark)

    Lassesen, Berit; Stenalt, Maria Hvid; Rossen, Dorte Sidelmann

    -to-face med online læring (Blended Learning). I et studie fandt Ellis og kolleger (2006), at undervisere, der overvejende havde opfattelsen af, at de studerende lærte ved, at han/hun formidlede viden til dem, havde en simpel, fragmenteret opfattelse af potentialet ved BL. Derimod syntes en mere......) underviseres oplevelse af undervisningsmiljøet Resultater: Spørgeskema og resultaterne af de foreløbige analyser vil blive præsenteret og diskuteret. Perspektiver: PoBLi-projektet vil bidrage til den eksisterende forskning vedrørende rationalet for inddragelse af blended learning-formatet i...

  3. How 'blended' is blended learning?: students' perceptions of issues around the integration of online and face-to-face learning in a Continuing Professional Development (CPD) health care context.

    Science.gov (United States)

    Glogowska, Margaret; Young, Pat; Lockyer, Lesley; Moule, Pam

    2011-11-01

    This paper explores students' perceptions of blended learning modules delivered in a Continuing Professional Development (CPD) health care context in the UK. 'Blended learning' is the term used to describe a hybrid model of learning where traditional face-to-face teaching approaches and newer electronic learning activities and resources are utilised together. A new model of CPD for health care practitioners based on a blended learning approach was developed at a university in the south west of England. As part of the evaluation of the new modules, a qualitative study was conducted, in which 17 students who had experienced the modules were interviewed by telephone. Three main themes emerged from the interviews relating to the 'blended' nature of the blended learning modules. These were i) issues around the opportunities for discussion of online materials face-to-face; ii) issues of what material should be online versus face-to-face and iii) balancing online and face-to-face components. Teaching staff engaged in the development of blended learning courses need to pay particular attention to the ways in which they develop and integrate online and face-to-face materials. More attention needs to be paid to allowing opportunity for students to come together to create a 'community of inquiry'. Copyright © 2011 Elsevier Ltd. All rights reserved.

  4. Hybrid and Blended Learning: Modifying Pedagogy across Path, Pace, Time, and Place

    Science.gov (United States)

    O'Byrne, W. Ian; Pytash, Kristine E.

    2015-01-01

    Hybrid or blended learning is defined as a pedagogical approach that includes a combination of face-to-face instruction with computer-mediated instruction. The terms "blended learning", "hybrid learning", and "mixed-mode learning" are used interchangeably in current research; however, in the United States,…

  5. KAJIAN KONSEPTUAL MODEL PEMBELAJARAN BLENDED LEARNING BERBASIS WEB UNTUK MENINGKATKAN HASIL BELAJAR DAN MOTIVASI BELAJAR

    Directory of Open Access Journals (Sweden)

    Ahmad Kholiqul Amin

    2017-07-01

    Full Text Available Abstract: Conceptual Analysis of  Web basis Blended learning teaching model to improve the student’s achievement and motivation.. In this article, describe the content of some research result journals which is focuses on the blended learning teaching model. The research result which is analyzed based on searching result of online journal database such as database Education Resources Information Center (ERIC, The turkish Online Journal of Education Tecnology (TOJET dan Academics’ research center (ARC. In this article, for about twenty international journals focused on blended learning teaching model. This article discuss based on blended learning limitation. i.e.  the concept of blended learning, research method, technique of collecting data, research  instrument, data analysis. The discussion of this article partly as a reference to conduct further research. The result of this conceptual study from some journals show that blended learning is a mix method among conventional learning and online learning. The students expected to be actively to find out the learning technique  which is comfortable for the students. Teacher has a function as mediator, facilitator, and also as a friend who always build conducive situation for the students. Blended learning will also strength conventional model through the development of technology for education. Beside, the result of the journals can be concluded that the average of the research result in blended learning also contribute to the student’s achievement . Keywords:  Abstrak: Kjian Konseptual Model Pemebelajaran Blended Learning berbasis web untuk meningkatkan hasil belajar dan motivasi belajar. Pada artikel ini memaparkan kajian isi jurnal dari beberapa hasil penelitian yang difokuskan pada model pembelajaran blended learning. Hasil jurnal penelitian yang dianalisis berdasarkan dari hasil penelusuran database jurnal online seperti database Education Resources Information Center (ERIC, The

  6. Effects of a blended learning approach on student outcomes in a graduate-level public health course.

    Science.gov (United States)

    Kiviniemi, Marc T

    2014-03-11

    Blended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed. The impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course point total data from a baseline, "traditional" approach semester (n = 28) was compared to that from a semester utilizing a blended learning approach (n = 38). In addition, student evaluations of the blended learning approach were evaluated. There was a statistically significant increase in student performance under the blended learning approach (final course point total d = 0.57; a medium effect size), even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach. Blended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses.

  7. Utilization of blended learning to teach preclinical endodontics.

    Science.gov (United States)

    Maresca, Cristina; Barrero, Carlos; Duggan, Dereck; Platin, Enrique; Rivera, Eric; Hannum, Wallace; Petrola, Frank

    2014-08-01

    Blended learning (BL) is the integration of classroom learning with an online environment. The purpose of this study was to determine whether dental students who experienced BL in a preclinical endodontic course demonstrated better manual skills, conceptual knowledge, and learning experience compared to those experiencing traditional learning. All eighty-one students (100 percent) in a preclinical endodontics course agreed to participate and were assigned to either the traditional or BL group. A root canal procedure was used to determine the level of manual skills gained by each group. Pre- and post-intervention quizzes were given to all students to evaluate conceptual knowledge gained, and the students' perspectives on the methods were evaluated with a survey. The BL group scored better than the traditional group on the manual skills exercise at a statistically significant level (p=0.0067). There were no differences in the post-intervention quiz scores between the two groups, and the students' opinions were positive regarding BL. With BL, the students were able to learn and demonstrate dental skills at a high level.

  8. Enhancing Student Teachers' Teaching Skills through a Blended Learning Approach

    Science.gov (United States)

    Albhnsawy, Abeer Abdalhalim; Aliweh, Ahmed Mahmoud

    2016-01-01

    This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre- and post-tests were administered to assess student…

  9. Collaborative Inquiry: Expert Analysis of Blended Learning in Higher Education

    Science.gov (United States)

    Wold, Kari

    2013-01-01

    This paper reports on findings of a university focus group exploring blended learning in higher education. It first describes the findings regarding the amorphous definition of blended learning as well as whether and how universities might engage in the practice. This paper then explains the administrative, instructor, and student variables that…

  10. Evaluating a learning management system for blended learning in Greek higher education.

    Science.gov (United States)

    Kabassi, Katerina; Dragonas, Ioannis; Ntouzevits, Alexandra; Pomonis, Tzanetos; Papastathopoulos, Giorgos; Vozaitis, Yiannis

    2016-01-01

    This paper focuses on the usage of a learning management system in an educational institution for higher education in Greece. More specifically, the paper examines the literature on the use of different learning management systems for blended learning in higher education in Greek Universities and Technological Educational Institutions and reviews the advantages and disadvantages. Moreover, the paper describes the usage of the Open eClass platform in a Technological Educational Institution, TEI of Ionian Islands, and the effort to improve the educational material by organizing it and adding video-lectures. The platform has been evaluated by the students of the TEI of Ionian Islands based on six dimensions: namely student, teacher, course, technology, system design, and environmental dimension. The results of this evaluation revealed that Open eClass has been successfully used for blended learning in the TEI of Ionian Islands. Despite the instructors' initial worries about students' lack of participation in their courses if their educational material was made available online and especially in video lectures; blended learning did not reduce physical presence of the students in the classroom. Instead it was only used as a supplementary tool that helps students to study further, watch missed lectures, etc.

  11. Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning.

    Science.gov (United States)

    Luo, Li; Cheng, Xiaohua; Wang, Shiyuan; Zhang, Junxue; Zhu, Wenbo; Yang, Jiaying; Liu, Pei

    2017-09-19

    Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students' knowledge, attitudes and practices (KAP) relating to e-learning. The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents' average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents' literacy had a significant impact, as the average score increased 10.05 points (P learning KAP. Additionally, this type of blended course can be implemented in many other curriculums.

  12. Blended Learning Based on Schoology: Effort of Improvement Learning Outcome and Practicum Chance in Vocational High School

    Science.gov (United States)

    Irawan, Vincentius Tjandra; Sutadji, Eddy; Widiyanti

    2017-01-01

    The aims of this study were to determine: (1) the differences in learning outcome between Blended Learning based on Schoology and Problem-Based Learning, (2) the differences in learning outcome between students with prior knowledge of high, medium, and low, and (3) the interaction between Blended Learning based on Schoology and prior knowledge to…

  13. The Literature Landscape of Blended Learning in Higher Education: The Need for Better Understanding of Academic Blended Practice

    Science.gov (United States)

    Torrisi-Steele, Geraldine; Drew, Steve

    2013-01-01

    If we are to realise the potential of blended learning in higher education, then further research into academic practice and relevant academic development is essential. Our review of literature on blended learning in higher education reveals an interesting scholarship landscape which, when described in detail, pointedly directs attention to the…

  14. Students' perceptions of a blended learning experience in dental education.

    Science.gov (United States)

    Varthis, S; Anderson, O R

    2018-02-01

    "Flipped" instructional sequencing is a new instructional method where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking during the in-person class session; a novel approach studied in this research. The purpose of this study was to document dental students' perceptions of flipped-based blended learning and to apply a new method of displaying their perceptions based on Likert-scale data analysis using a network diagramming method known as an item correlation network diagram (ICND). In addition, this article aimed to encourage institutions or course directors to consider self-regulated learning and social constructivism as a theoretical framework when blended learning is incorporated in dental curricula. Twenty (second year) dental students at a Northeastern Regional Dental School in the United States participated in this study. A Likert scale was administered before and after the learning experience to obtain evidence of their perceptions of its quality and educational merits. Item correlation network diagrams, based on the intercorrelations amongst the responses to the Likert-scale items, were constructed to display students' changes in perceptions before and after the learning experience. Students reported positive perceptions of the blended learning, and the ICND analysis of their responses before and after the learning experience provided insights into their social (group-based) cognition about the learning experience. The ICNDs are considered evidence of social or group-based cognition, because they are constructed from evidence obtained using intercorrelations of the total group responses to the Likert-scale items. The students positively received blended learning in dental education, and the ICND analyses demonstrated marked changes in their social cognition of the learning experience based on the pre- and post-Likert survey data. Self-regulated learning and social constructivism

  15. The "Tutorless" Design Studio: A Radical Experiment in Blended Learning

    Science.gov (United States)

    Hill, Glen Andrew

    2017-01-01

    This paper describes a pedagogical experiment in which a suite of novel blended learning strategies was used to replace the traditional role of design tutors in a first year architectural design studio. The pedagogical objectives, blended learning strategies and outcomes of the course are detailed. While the quality of the student design work…

  16. Blended learning for reinforcing dental pharmacology in the clinical years: A qualitative analysis.

    Science.gov (United States)

    Eachempati, Prashanti; Kiran Kumar, K S; Sumanth, K N

    2016-10-01

    Blended learning has become the method of choice in educational institutions because of its systematic integration of traditional classroom teaching and online components. This study aims to analyze student's reflection regarding blended learning in dental pharmacology. A cross-sectional study was conducted in Faculty of Dentistry, Melaka-Manipal Medical College among 3 rd and 4 th year BDS students. A total of 145 dental students, who consented, participate in the study. Students were divided into 14 groups. Nine online sessions followed by nine face-to-face discussions were held. Each session addressed topics related to oral lesions and orofacial pain with pharmacological applications. After each week, students were asked to reflect on blended learning. On completion of 9 weeks, reflections were collected and analyzed. Qualitative analysis was done using thematic analysis model suggested by Braun and Clarke. The four main themes were identified, namely, merits of blended learning, skill in writing prescription for oral diseases, dosages of drugs, and identification of strengths and weakness. In general, the participants had a positive feedback regarding blended learning. Students felt more confident in drug selection and prescription writing. They could recollect the doses better after the online and face-to-face sessions. Most interestingly, the students reflected that they are able to identify their strength and weakness after the blended learning sessions. Blended learning module was successfully implemented for reinforcing dental pharmacology. The results obtained in this study enable us to plan future comparative studies to know the effectiveness of blended learning in dental pharmacology.

  17. A systematic review examining the effectiveness of blending technology with team-based learning.

    Science.gov (United States)

    River, Jo; Currie, Jane; Crawford, Tonia; Betihavas, Vasiliki; Randall, Sue

    2016-10-01

    Technological advancements are rapidly changing nursing education in higher education settings. Nursing academics are enthusiastically blending technology with active learning approaches such as Team Based Learning (TBL). While the educational outcomes of TBL are well documented, the value of blending technology with TBL (blended-TBL) remains unclear. This paper presents a systematic review examining the effectiveness of blended-TBL in higher education health disciplines. This paper aimed to identify how technology has been incorporated into TBL in higher education health disciplines. It also sought to evaluate the educational outcomes of blended-TBL in terms of student learning and preference. A review of TBL research in Medline, CINAHL, ERIC and Embase databases was undertaken including the search terms, team based learning, nursing, health science, medical, pharmaceutical, allied health education and allied health education. Papers were appraised using the Critical Appraisal Skills Program (CASP). The final review included 9 papers involving 2094 student participants. A variety of technologies were blended with TBL including interactive eLearning and social media. There is limited evidence that blended-TBL improved student learning outcomes or student preference. Enthusiasm to blend technology with TBL may not be as well founded as initially thought. However, few studies explicitly examined the value of incorporating technology into TBL. There is a clear need for research that can discern the impact of technology into TBL on student preference and learning outcomes, with a particular focus on barriers to student participation with online learning components. Copyright © 2016 Elsevier Ltd. All rights reserved.

  18. Beyond e-learning: from blended methodology to transmedia education

    Directory of Open Access Journals (Sweden)

    Favrin Valentina

    2015-06-01

    Full Text Available Nowadays, at the time of convergence culture, social network, and transmedia storytelling – when social interactions are constantly remediated – e-learning, especially in universities, should be conceived as a sharing educational activity. Different learning experiences should become smoother and able to fade out the closed learning environments (as software platform and classrooms (either virtual or not. In this paper, we will show some experiences of the Communication Sciences degree program of the University of Cagliari, which is supplied through an e-learning method. In the ten years since its foundation, the approach has evolved from a blended learning with two kinds of traditional activity (online activities and face-to-face lessons to a much more dynamic learning experience. Many new actors (communication companies, local government, public-service corporations, new media and social media – indeed – have been involved in educational and teaching process. But also these processes changed: collaborative working, new media comprehension, self-guided problem solving are examples of the new literacies and approaches that can be reached as new learning objectives.

  19. Effects of a blended learning approach on student outcomes in a graduate-level public health course

    Science.gov (United States)

    2014-01-01

    Background Blended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed. Method The impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course point total data from a baseline, “traditional” approach semester (n = 28) was compared to that from a semester utilizing a blended learning approach (n = 38). In addition, student evaluations of the blended learning approach were evaluated. Results There was a statistically significant increase in student performance under the blended learning approach (final course point total d = 0.57; a medium effect size), even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach. Conclusions Blended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses. PMID:24612923

  20. PENERAPAN BLENDED-PROBLEM BASED LEARNING DALAM PEMBELAJARAN BIOLOGI

    Directory of Open Access Journals (Sweden)

    Samuel Agus Triyanto

    2016-07-01

    Biologi abad 21 merupakan integrasi dan mengintegrasikan kembali sub disiplin ilmu biologi, serta integrasi biologi dengan disiplin ilmu lain untuk mengatasi permasalahan sosial. Penelitian ini bertujuan untuk mengetahui penerapan Blended-Problem Based Learning, aktivitas belajar, dan respon siswa dalam pembelajaran biologi. Penelitian ini merupakan penelitian survei dengan pendekatan deskriptif kualitatif. Data hasil penelitian menunjukkan bahwa aktivitas positif siswa dalam pembelajaran memuaskan, sedangkan respon siswa baik terhadap pembelajaran. Berdasarkan hasil penelitian, disimpulkan bahwa Blended-Problem Based Learning dapat diterapkan dan diterima sebagai model dalam pembelajaran.

  1. Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum.

    Science.gov (United States)

    Milic, Natasa M; Trajkovic, Goran Z; Bukumiric, Zoran M; Cirkovic, Andja; Nikolic, Ivan M; Milin, Jelena S; Milic, Nikola V; Savic, Marko D; Corac, Aleksandar M; Marinkovic, Jelena M; Stanisavljevic, Dejana M

    2016-01-01

    Although recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face) learning to further assess the potential value of web-based learning in medical statistics. This was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545) the final exam of the obligatory introductory statistics course during 2013-14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course. Mean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001) and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023) with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA) was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (pstatistics to undergraduate medical students. Blended and on-site training formats led to similar knowledge acquisition; however, students with higher GPA preferred the technology assisted learning format. Implementation of blended learning approaches can be considered an attractive, cost-effective, and efficient alternative to traditional classroom training in medical statistics.

  2. Assessing the impact of blended learning on student performance

    OpenAIRE

    Do Won Kwak; Flavio Menezes; Carl Sherwood

    2013-01-01

    This paper assesses quantitatively the impact on student performance of a blended learning experiment within a large undergraduate first year course in statistics for business and economics students. We employ a differences- in-difference econometric approach, which controls for differences in student characteristics and course delivery method, to evaluate the impact of blended learning on student performance. Although students in the course manifest a preference for live lectures over online...

  3. The study of effectiveness of blended learning approach for medical training courses.

    Science.gov (United States)

    Karamizadeh, Z; Zarifsanayei, N; Faghihi, A A; Mohammadi, H; Habibi, M

    2012-01-01

    Blended learning as a method of learning that includes face to face learning, pure E-learning and didactic learning. This study aims to investigate the efficacy of medical education by this approach. This interventional study was performed in 130 students at different clinical levels participating in class sessions on "congenital adrenal hyperplasia and ambiguous genitalia". Sampling was done gradually during 6 months and all of them filled a pretest questionnaire and received an educational compact disk. One week later, a presence class session was held in a question and answer and problem solving method. Two to four weeks later, they filled a posttest questionnaire. There was a significant correlation between pretest and posttest scores and the posttest scores were significantly more than the pretest ones. Sub-specialized residents had the most and the students had the least attitude towards blended learning approach. There was a significant correlation between the research samples' accessibility to computer and their attitude and satisfaction to blended learning approach. Findings generally showed that the blended learning was an effective approach in making a profound learning of academic subjects.

  4. Blended Learning: Deficits and Prospects in Higher Education

    Science.gov (United States)

    Cuesta Medina, Liliana

    2018-01-01

    This article examines the nature and evolution of the term blended learning (BL), which encompasses numerous connotations, including its conception as a strategy, delivery mode, opportunity, educational shift, or pedagogical approach. Although much has been said in this field, very few studies examine the different types of blends behind their…

  5. Blended Learning Versus Traditional Lecture in Introductory Nursing Pathophysiology Courses.

    Science.gov (United States)

    Blissitt, Andrea Marie

    2016-04-01

    Currently, many undergraduate nursing courses use blended-learning course formats with success; however, little evidence exists that supports the use of blended formats in introductory pathophysiology courses. The purpose of this study was to compare the scores on pre- and posttests and course satisfaction between traditional and blended course formats in an introductory nursing pathophysiology course. This study used a quantitative, quasi-experimental, nonrandomized control group, pretest-posttest design. Analysis of covariance compared pre- and posttest scores, and a t test for independent samples compared students' reported course satisfaction of the traditional and blended course formats. Results indicated that the differences in posttest scores were not statistically significant between groups. Students in the traditional group reported statistically significantly higher satisfaction ratings than students in the blended group. The results of this study support the need for further research of using blended learning in introductory pathophysiology courses in undergraduate baccalaureate nursing programs. Further investigation into how satisfaction is affected by course formats is needed. Copyright 2016, SLACK Incorporated.

  6. Effects of a blended learning module on self-reported learning performances in baccalaureate nursing students.

    Science.gov (United States)

    Hsu, Li-Ling; Hsieh, Suh-Ing

    2011-11-01

    This article is a report of a quasi-experimental study of the effects of blended modules on nursing students' learning of ethics course content. There is yet to be an empirically supported mix of strategies on which a working blended learning model can be built for nursing education. This was a two-group pretest and post-test quasi-experimental study in 2008 involving a total of 233 students. Two of the five clusters were designated the experimental group to experience a blended learning model, and the rest were designated the control group to be given classroom lectures only. The Case Analysis Attitude Scale, Case Analysis Self-Evaluation Scale, Blended Learning Satisfaction Scale, and Metacognition Scale were used in pretests and post-tests for the students to rate their own performance. In this study, the experimental group did not register significantly higher mean scores on the Case Analysis Attitude Scale at post-test and higher mean ranks on the Case Analysis Self-Evaluation Scale, the Blended Learning Satisfaction Scale, and the Metacognition Scale at post-test than the control group. Moreover, the experimental group registered significant progress in the mean ranks on the Case Analysis Self-Evaluation Scale and the Metacognition Scale from pretest to post-test. No between-subjects effects of four scales at post-test were found. Newly developed course modules, be it blended learning or a combination of traditional and innovative components, should be tested repeatedly for effectiveness and popularity for the purpose of facilitating the ultimate creation of a most effective course module for nursing education. © 2011 Blackwell Publishing Ltd.

  7. Correlation Between Blended Learning Model With The Perspective Of Learning Effectiveness For Nursing Student

    Directory of Open Access Journals (Sweden)

    Susila Sumartiningsih

    2015-06-01

    Full Text Available ABSTRACT The learning model is one of the enabling factors that influence the achievement of students. That students have a good learning outcomes the lecturer must choose appropriate learning models. But in fact not all lecturers choose the most appropriate learning model with the demands of learning outcomes and student characteristics.The study design was descriptive quantitative correlation. Total population of 785 the number of samples are 202 were taken by purposive sampling. Techniques of data collection is done by cross-sectional and then processed through the Spearman test. The results showed no significant relationship between classroom lecture method in the context of blended learning models to study the effectiveness perspective the p value of 0.001. There is a significant relationship between e-learning methods in the context of blended learning models with perspective of activities study of nursing students the p value of 0.028. There is a significant relationship between learning model of blended learning with the perspective of nursing students learning effectiveness p value 0.167. Researchers recommend to future researchers conduct more research on the comparison between the effectiveness of the learning model based on student learning centers with the e-learning models and its impact on student achievement of learning competencies as well as to the implications for other dimensions of learning outcomes and others.

  8. An Empirical Evaluation of Critical Factors Influencing Learner Satisfaction in Blended Learning: A Pilot Study

    Science.gov (United States)

    Chen, Won Sun; Yao, Adrian Yong Tat

    2016-01-01

    Blended learning, a convergence of e-learning approach and face-to-face learning, has been regarded as a new paradigm in modern education. The degree of learners' satisfaction with blended learning played a crucial role in evaluating the effectiveness of blended learning adoption. Therefore, this study examined the primary factors affecting…

  9. Assessment of the efficacy of blended learning in an introductory pharmacy class

    Science.gov (United States)

    Munson, Christina Elizabeth

    Blended learning is the convergence between traditional face-to-face learning typically seen in a university setting and a computer-mediated learning environment, and is increasingly being seen as a viable alternative for learning instruction. Pharmaceutical calculations (PC) is a course taken by students in the first year in the school of pharmacy at the University of Kansas (KU SOP). One of the objectives of the PC class is that students are able to perform calculations with minimal error consistently. This requires repetitive drill which is a poor use of class time. By moving presentation of material online and using class time for small learning group problem solving as well as practice exams, the transformation of the course to a blended or hybrid course is assessed for efficacy and found to have student outcomes which are comparable to previous face-to-face (F2F) classes. As KU SOP expands it class sizes from 105 to ˜150 students and its campuses (building a satellite campus in Wichita, Kansas), being able to provide quality instruction at a reasonable cost is desirable. By redesigning PC to be a hybrid course, the need to hire additional instructors and/or increase available resources is minimized. Instructors remain for the large part on the main campus in Lawrence while students are learning at remote locations, a cost-effective measure for all parties involved. Using small learning groups (consisting of not more than 3 or 4 students) to work problems in PC was demonstrated to be an effective use of F2F class time in the fall semester, 2008 at KU. The class was taught by the same instructor in the fall of 2009 using blended learning as the class format. The current computer Learning Management System (LMS) in use at KU is Blackboard((c)2010). By using Blackboard to deliver lectures and have students work through tutorials to learn the material, class time was devoted to highly-focused problem solving. Due to unequal data distribution, the non

  10. Blended learning tools for teaching and training

    CERN Document Server

    Allan, Barbara

    2007-01-01

    Offers a holistic blended learning approach, combining the best of traditional approaches to learning and teaching to make best use of the advantages of each while minimizing the disadvantages. It provides information professionals with a practical guide to the design and delivery of such training programmes.

  11. A blended learning approach to teaching sociolinguistic research methods

    Directory of Open Access Journals (Sweden)

    Olivier, Jako

    2014-12-01

    Full Text Available This article reports on the use of Wiktionary, an open source online dictionary, as well as generic wiki pages within a university’s e-learning environment as teaching and learning resources in an Afrikaans sociolinguistics module. In a communal constructivist manner students learnt, but also constructed learning content. From the qualitative research conducted with students it is clear that wikis provide for effective facilitation of a blended learning approach to sociolinguistic research. The use of this medium was positively received, however, some students did prefer handing in assignments in hard copy. The issues of computer literacy and access to the internet were also raised by the respondents. The use of wikis and Wiktionary prompted useful unplanned discussions around reliability and quality of public wikis. The use of a public wiki such as Wiktionary served as encouragement for students as they were able to contribute to the promotion of Afrikaans in this way.

  12. A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement

    Science.gov (United States)

    Nortvig, Anne-Mette; Petersen, Anne Kristine; Balle, Søren Hattesen

    2018-01-01

    In higher education, e-learning is gaining more and more impact, especially in the format of blended learning, and this new kind of traditional teaching and learning can be practiced in many ways. Several studies have compared face-to-face teaching to online learning and/or blended learning in order to try to define which of the formats provides,…

  13. Best Practices for Use of Blended Learning.

    Science.gov (United States)

    Margolis, Amanda R; Porter, Andrea L; Pitterle, Michael E

    2017-04-01

    Objective. To determine instructional best practice recommendations for use of blended learning from the students' perspective. Methods. Three focus groups were created, one for each of the first three years at a school of pharmacy. The focus group discussions were audio recorded and transcribed for content analysis. Results. Ten instructional best practices were identified from the focus groups: setting the stage, consistency when team teaching, timeliness in posting materials, time on task, accountability for online activities, use of structured active learning, instructor use of feedback on student preparation, incorporation of student feedback into the course, short reviews of online material during class, and ensuring technologies are user friendly. Conclusion. Instructors using blended learning should consider incorporating these best practices into their course design and management. More evaluation is needed to see if implementation of these practices affects student performance.

  14. Academics and Learners’ Perceptions on Blended Learning as a Strategic Initiative to Improve Student Learning Experience

    Directory of Open Access Journals (Sweden)

    Ying Adeline Ng Ling

    2017-01-01

    Full Text Available The increasingly tighter shift of socio-economic constraints on higher education sectors in the recent years has called for greater flexibilities in student learning experience both locally and abroad. To this end, we have recently implemented a Blended Learning Initiative in an attempt to provide better learning support and greater flexibility to our students. This initiative is also in line with the University’s aim of having 50% of our learning and teaching delivered on-line by 2020. In this report, we present our findings on academics and learners’ perceptions on the approach which were obtained through surveys. Results showed that blended learning approach was new to the academics and the factors for successful blended learning implementation were identified. Results also showed that learners appreciated the approach as it made learning more accessible and flexible. Furthermore, they also enjoyed the interesting online activities incorporated into their units. In addition, learners were also able to review and pace their own learning. They also perceived that they have the access to the resources and technical ability to cope with online learning materials and activities. Nonetheless, the survey also revealed that learners still prefer to have academics delivering information to them directly rather than a flipped classroom model. In conclusion, findings from this study provide insights that blended learning could be effective to supplement courses offered by the faculty.

  15. Note-Taking Evaluation Using Network Illustrations Based on Term Co-Occurrence in a Blended Learning Environment

    Science.gov (United States)

    Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

    2016-01-01

    Note contents taken by students during a blended learning course were evaluated, to improve the quality of university instruction. To conduct a quantitative comparison of the contents of all notes for effective instruction from lecturer to students to occur, the contents were mathematically compared and evaluated using two ways of summarizing the…

  16. Exploring Teachers' Blended Learning Experiences in a Rural Alabama High School

    Science.gov (United States)

    Jones, Aslean Madison

    2017-01-01

    The use of blended learning is fast becoming a practice used in public schools to address 21st century learning challenges. However, despite the growing use of instructional delivery models that blend online learning platforms with traditional instruction in brick and mortar classrooms, little is known about teachers' experiences with the…

  17. The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis.

    Science.gov (United States)

    Liu, Qian; Peng, Weijun; Zhang, Fan; Hu, Rong; Li, Yingxue; Yan, Weirong

    2016-01-04

    Blended learning, defined as the combination of traditional face-to-face learning and asynchronous or synchronous e-learning, has grown rapidly and is now widely used in education. Concerns about the effectiveness of blended learning have led to an increasing number of studies on this topic. However, there has yet to be a quantitative synthesis evaluating the effectiveness of blended learning on knowledge acquisition in health professions. We aimed to assess the effectiveness of blended learning for health professional learners compared with no intervention and with nonblended learning. We also aimed to explore factors that could explain differences in learning effects across study designs, participants, country socioeconomic status, intervention durations, randomization, and quality score for each of these questions. We conducted a search of citations in Medline, CINAHL, Science Direct, Ovid Embase, Web of Science, CENTRAL, and ERIC through September 2014. Studies in any language that compared blended learning with no intervention or nonblended learning among health professional learners and assessed knowledge acquisition were included. Two reviewers independently evaluated study quality and abstracted information including characteristics of learners and intervention (study design, exercises, interactivity, peer discussion, and outcome assessment). We identified 56 eligible articles. Heterogeneity across studies was large (I(2) ≥93.3) in all analyses. For studies comparing knowledge gained from blended learning versus no intervention, the pooled effect size was 1.40 (95% CI 1.04-1.77; Pblended learning with nonblended learning (pure e-learning or pure traditional face-to-face learning), the pooled effect size was 0.81 (95% CI 0.57-1.05; PBlended learning appears to have a consistent positive effect in comparison with no intervention, and to be more effective than or at least as effective as nonblended instruction for knowledge acquisition in health professions

  18. Reconfiguring Course Design in Virtual Learning Environments

    DEFF Research Database (Denmark)

    Mullins, Michael; Zupancic, Tadeja

    2007-01-01

    for architectural students offers some innovative insights into experientially oriented educational interfaces. A comparative analysis of VIPA courses and project results are presented in the paper. Special attention in the discussion is devoted to the improvements of e-learning solutions in architecture......Although many administrators and educators are familiar with e-learning programs, learning management systems and portals, fewer may have experience with virtual distributed learning environments and their academic relevance. The blended learning experience of the VIPA e-learning project....... The criterion of the relation between the actual applicability of selected e-learning solutions and elements of collaborative educational interfaces with VR are taken into account. A system of e-learning applicability levels in program and course development and implementation of architectural tectonics...

  19. Netbaserede uddannelser og blended learning

    DEFF Research Database (Denmark)

    Bertelsen, Jesper Vedel; Vognsgaard Hjernø, Henriette; Jensen, Michael Peter

    2016-01-01

    Denne håndbog er tænkt som inspiration til uddannelsesfaglige medarbejdere, som er eller skal i gang med at undervise på en netbaseret uddannelse i UCL. Håndbogen giver et teoretisk overblik i forhold til netbaserede uddannelser, online- og blended learning samt en indførsel i hvilke didaktiske...

  20. Cost Comparison Model: Blended eLearning versus traditional training of community health workers.

    Science.gov (United States)

    Sissine, Mysha; Segan, Robert; Taylor, Mathew; Jefferson, Bobby; Borrelli, Alice; Koehler, Mohandas; Chelvayohan, Meena

    2014-01-01

    Another one million community healthcare workers are needed to address the growing global population and increasing demand of health care services. This paper describes a cost comparison between two training approaches to better understand costs implications of training community health workers (CHWs) in Sub-Saharan Africa. Our team created a prospective model to forecast and compare the costs of two training methods as described in the Dalburge Report - (1) a traditional didactic training approach ("baseline") and (2) a blended eLearning training approach ("blended"). After running the model for training 100,000 CHWs, we compared the results and scaled up those results to one million CHWs. A substantial difference exists in total costs between the baseline and blended training programs. RESULTS indicate that using a blended eLearning approach for training community health care workers could provide a total cost savings of 42%. Scaling the model to one million CHWs, the blended eLearning training approach reduces total costs by 25%. The blended eLearning savings are a result of decreased classroom time, thereby reducing the costs associated with travel, trainers and classroom costs; and using a tablet with WiFi plus a feature phone rather than a smartphone with data plan. The results of this cost analysis indicate significant savings through using a blended eLearning approach in comparison to a traditional didactic method for CHW training by as much as 67%. These results correspond to the Dalberg publication which indicates that using a blended eLearning approach is an opportunity for closing the gap in training community health care workers.

  1. Introducing blended learning: An experience of uncertainty for students in the United Arab Emirates

    Directory of Open Access Journals (Sweden)

    Linzi J. Kemp

    2013-05-01

    Full Text Available The cultural dimension of Uncertainty Avoidance is analysed in this study of an introduction to blended learning for international students. Content analysis was conducted on the survey narratives collected from three cohorts of management undergraduates in the United Arab Emirates. Interpretation of certainty with blended learning was found in: student skills with technology; student acknowledgement of course organisation; and student appreciation of online feedback. Uncertainty with the introduction of blended learning was found: when membership was assigned for group work, higher quality research methods were introduced; where course structure lacked detail, increased time was required for new and different online activities. These international students, from countries with a high score on Uncertainty Avoidance, exhibited that dimension when introduced to blended learning. The implications of these findings are discussed, and strategies suggested for introducing blended learning to international students. The limitations of the study are considered, and a direction for future research is suggested. This is the first study on undergraduates in the Middle East for the effects of a cultural dimension when introducing blended learning. The findings increase the body of knowledge that relates to learning technology in the international business classroom.

  2. Situational Leadership Theory as a Foundation for a Blended Learning Framework

    Science.gov (United States)

    Meier, David

    2016-01-01

    Ultimately with the raise of computer technology, blended learning has found its way into teaching. The technology continues to evolve, challenging teachers and lecturers alike. Most studies on blended learning focus on the practical or applied side and use essentially pedagogical concepts. This study demonstrates that the leadership sciences can…

  3. Putting blended learning to work: A case study from a multinatonal oil company.

    NARCIS (Netherlands)

    Collis, Betty; Bianco, M.; Margaryan, A.; Waring, Burney

    2005-01-01

    Blended learning can be operationalised in many different ways. At Shell International Exploration and Production, a form of blended learning focusing on learning while in the workplace through work-based activities within technology-supported courses has been evolving since 2000, with approximately

  4. Design and Implementation of Mobile Blended Learning Model Based on WeChat Public Platform

    Directory of Open Access Journals (Sweden)

    Han Yanyan

    2017-01-01

    Full Text Available Merging together the ideas of mobile learning, blended learning and flipped classroom, a Mobile Blended Learning Model (MBLM is constructed. Based on WeChat Public Platform (WPP, MBLM can optimize the instructional process and improve the learning efficiency. A Mobile Blended Learning System(MBLS is implemented by using MBLM, and it is constructed by both WPP and auxiliary learning system which based on Java Web. This system has reasonable designed function, easy operation, and beautiful interface, so it can effectively promote the popularization of MBLM.

  5. Blended Learning - An Opportunity to Take the Best of Both Worlds

    Directory of Open Access Journals (Sweden)

    J. Lapuh Bele

    2007-09-01

    Full Text Available The paper presents theoretical foundations for effective ICT supported learning content development and course design. The practical use of these tools is described in the development of blended learning courses for improvement of computer literacy of unemployed people in Slovenia. The results of the survey about the efficiency of learning within these courses and about user satisfaction in the described courses are also presented. Findings indicate that a great majority of the participants of the courses find blended learning a convenient and efficient approach to learning and that most of them plan to use it for learning in the future.

  6. The Interaction Model in iLearning Environments and its Use in the Smart Lab Concept

    Directory of Open Access Journals (Sweden)

    Yuliya Lyalina

    2011-11-01

    Full Text Available This paper identifies and discusses current trends and challenges, offers an overview of state-of-the-art technologies in the development of remote and smart laboratories, and introduces the iLearning interaction model. The use of the model allows reconstructing already- existing iLearning environments. The smart lab model is described for face-to-face, Mobile and Blended Learning. As a result, this allows offering new information technology that organizes the educational process according to learning type (face-to-face, hands-on learning, Life Long Learning, E-Learning, M-Learning, Blended learning, Game-based learning, etc.. The remote access Architecture and Interface for the multifunctional Smart Lab will be developed.

  7. A Reactive Blended Learning Proposal for an Introductory Control Engineering Course

    Science.gov (United States)

    Mendez, Juan A.; Gonzalez, Evelio J.

    2010-01-01

    As it happens in other fields of engineering, blended learning is widely used to teach process control topics. In this paper, the inclusion of a reactive element--a Fuzzy Logic based controller--is proposed for a blended learning approach in an introductory control engineering course. This controller has been designed in order to regulate the…

  8. The potential use of mobile technology: enhancing accessibility and communication in a blended learning course

    Directory of Open Access Journals (Sweden)

    Tabisa Mayisela

    2013-01-01

    Full Text Available Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware in a blended learning course. The purpose of the study was to establish how the use of mobile technology could enhance accessibility and communication in a blended learning course. Data were solicitedfrom a purposive convenience sample of 36 students engaged in the blended learning course. The case study utilized a mixed-methods approach. An unstructured interview was conducted with the course lecturer and these data informed the design of the students' semi-structured questionnaire. It was found that students with access to mobile technology had an increased opportunity to access the courseware of the blended learning course. Mobile technology further enhanced student-to-student and student-to-lecturer communication by means of social networks. The study concludes that mobile technology has the potential to increase accessibility and communication in a blended learning course. Recommendations, limitations of the present study, and suggestionsforfuture research were made.

  9. The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis

    Science.gov (United States)

    Peng, Weijun; Zhang, Fan; Hu, Rong; Li, Yingxue

    2016-01-01

    Background Blended learning, defined as the combination of traditional face-to-face learning and asynchronous or synchronous e-learning, has grown rapidly and is now widely used in education. Concerns about the effectiveness of blended learning have led to an increasing number of studies on this topic. However, there has yet to be a quantitative synthesis evaluating the effectiveness of blended learning on knowledge acquisition in health professions. Objective We aimed to assess the effectiveness of blended learning for health professional learners compared with no intervention and with nonblended learning. We also aimed to explore factors that could explain differences in learning effects across study designs, participants, country socioeconomic status, intervention durations, randomization, and quality score for each of these questions. Methods We conducted a search of citations in Medline, CINAHL, Science Direct, Ovid Embase, Web of Science, CENTRAL, and ERIC through September 2014. Studies in any language that compared blended learning with no intervention or nonblended learning among health professional learners and assessed knowledge acquisition were included. Two reviewers independently evaluated study quality and abstracted information including characteristics of learners and intervention (study design, exercises, interactivity, peer discussion, and outcome assessment). Results We identified 56 eligible articles. Heterogeneity across studies was large (I2 ≥93.3) in all analyses. For studies comparing knowledge gained from blended learning versus no intervention, the pooled effect size was 1.40 (95% CI 1.04-1.77; Plearning with nonblended learning (pure e-learning or pure traditional face-to-face learning), the pooled effect size was 0.81 (95% CI 0.57-1.05; Pmethod showed that the effect size changed to 0.26 (95% CI -0.01 to 0.54) after adjustment. In the subgroup analyses, pre-posttest study design, presence of exercises, and objective outcome assessment

  10. Blended Learning: Communication, Locations and Work-Life Practices

    Science.gov (United States)

    Moe, Carl Erik; Rye, Stale Angen

    2011-01-01

    The article discusses blended learning and how various delivery formats affect the way learning is situated in work-life practices. The authors approached this issue through an empirical study of an in-service training programme for middle-level managers in a number of case organisations. The programme used a combination of e-learning, textbooks…

  11. Measuring the Effectiveness of Blended Learning Environment: A Case Study in Malaysia

    Science.gov (United States)

    Wai, Cho Cho; Seng, Ernest Lim Kok

    2015-01-01

    Learning environment has always been traditionally associated with the physical presence of classrooms, textbooks, pen-and-paper examinations and teachers. However, today's evolving technology has rapidly changed the face of education. Online learning, teleconferencing, internet, Computer Assisted Learning (CAL), Web-Based Distance Learning (WBDL)…

  12. A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks

    NARCIS (Netherlands)

    De Jong, Tim; Fuertes, Alba; Schmeits, Tally; Specht, Marcus; Koper, Rob

    2008-01-01

    De Jong, T., Fuertes, A., Schmeits, T., Specht, M., & Koper, R. (2009). A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks. In D. Goh (Ed.), Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education (pp.

  13. Incorporation of Blended Learning in Introductory Courses: A Research-Based Approach to Evaluation

    Science.gov (United States)

    Strey, S. T.; Charlevoix, D. J.; Guarente, B. A.; Snodgrass, E. R.

    2008-12-01

    We evaluate the learning outcomes of students in large enrollment classes comparing a blended learning course format and a traditional lecture section. Blended learning, here, describes instruction that is a combination of face-to-face meeting with asynchronous online learning, resulting in reduced class time. The course, Severe and Hazardous Weather, relies heavily on graphics and animations of weather events available online, both current and archived, and thereby lends itself well to a blended format. Severe and Hazardous Weather is a popular general education requirement course at the University of Illinois with consistently high enrollments (greater than 200 students per section) and classes at capacity. Unlike many past studies, this blended learning format is applied to a large-enrollment course of approximately 100 students. Curriculum was redesigned during fall 2007 from typical lecture to the blended format. The redesign process followed best practices grounded in peer-reviewed literature on blended and online learning. We will provide a brief overview of the course structure, but focus on the evaluation of both the curriculum design and student outcomes as compared to the traditional lecture-based course. Evaluation is based on course objectives stated in the course syllabus and is conducted following best practices; the research project received University Institutional Review Board approval prior to the start of the study.

  14. "We Had a Blast!": An Empirical Affirmation of Blended Learning as the Preferred Learning Mode for Adult Learners

    Science.gov (United States)

    Asunka, Stephen

    2017-01-01

    As many important issues pertaining to blended learning within the Sub-Saharan African context remain unexplored, this study implemented a blended learning approach in a graduate level course at a private university in Ghana, with the objective of exploring adult learners' attitudes, experiences and behaviors towards this learning approach, as…

  15. Interventions in entrepreneurial learning: Blended learning and ICT capacity

    OpenAIRE

    Stephen Burgess; Scott Bingley; Rafael Paguio; Carolyn Woodley

    2018-01-01

    The effective use of information and communications technologies (ICT) can benefit most small businesses. This article examines the design, development and delivery of a pilot blended learning program for entrepreneurial learning that targets the use of ICT by tradespeople. The study involves a case study of tradespeople in Australia who participated in a program designed to build their capacity to identify, use and evaluate ICT to enhance their business practices. The program combined tradit...

  16. A Framework for Institutional Adoption and Implementation of Blended Learning in Higher Education

    Science.gov (United States)

    Graham, Charles R.; Woodfield, Wendy; Harrison, J. Buckley

    2013-01-01

    There has been rapid growth in blended learning implementation and research focused on course-level issues such as improved learning outcomes, but very limited research focused on institutional policy and adoption issues. More institutional-level blended learning research is needed to guide institutions of higher education in strategically…

  17. A randomised controlled trial of blended learning to improve the newborn examination skills of medical students.

    Science.gov (United States)

    Stewart, Alice; Inglis, Garry; Jardine, Luke; Koorts, Pieter; Davies, Mark William

    2013-03-01

    To evaluate the hypotheses that a blended learning approach would improve the newborn examination skills of medical students and yield a higher level of satisfaction with learning newborn examination. Undergraduate medical students at a tertiary teaching hospital were individually randomised to receive either a standard neonatology teaching programme (control group), or additional online access to the PENSKE Baby Check Learning Module (blended learning group). The primary outcome was performance of newborn examination on standardised assessment by blinded investigators. The secondary outcomes were performance of all 'essential' items of the examination, and participant satisfaction. The recruitment rate was 88% (71/81). The blended learning group achieved a significantly higher mean score than the control group (p=0.02) for newborn examination. There was no difference for performance of essential items, or satisfaction with learning newborn examination. The blended learning group rated the module highly for effective use of learning time and ability to meet specific learning needs. A blended learning approach resulted in a higher level of performance of newborn examination on standardised assessment. This is consistent with published literature on blended learning and has implications for all neonatal clinicians including junior doctors, midwifes and nurse practitioners.

  18. Blended Learning: The Army’s Future in Education, Training, and Development

    Science.gov (United States)

    2011-03-24

    John Wiley & Sons, 2006), Norman Vaughan, “Perspectives on Blended Learning in Higher Education,” International Journal on ELearning . 6(1) (2007...Vaughan, “Perspectives on Blended Learning in Higher Education,” International Journal on ELearning 6(1) (2007): 81-94. 54 U.S. Army, The United

  19. BLENDED LEARNING AND FEATURES OF THE USE OF THE ROTATION MODEL IN THE EDUCATIONAL PROCESS

    Directory of Open Access Journals (Sweden)

    Tkachuk H.

    2017-12-01

    Full Text Available The article analyzes of the problem of blended learning in higher education institutions. In particular, the article analyzes the legislative documents about the implementation of information technologies in the educational process, strategies for higher education, the introduction of distance learning, that determine importance of blended learning. The author also analyzes the concept of blended learning based on the definitions that are considered in the scientific and pedagogical literature. That analysis determines the ambiguity and incorrectness of the different definitions. It was proposed author's definition for this term. For order to identify the benefits of blended learning, it was analyzed of the positive and negative aspects of all technologies that are combined in the system of blended learning. Based on the analysis of different learning models, it was determined that the most optimal models is the station rotation model and the flipped classroom. The article provides an example of the use of a combination of these models for learning the topic "Computer Structure" by the students of the direction of training "Informatics". The education session was taking place in several stages and involves changing the five stations. Based on the conducted research was identified the general didactic and methodical principles of organization of blended learning.

  20. Organizing Blended Learning for Students on the Basis of Learning Roadmaps

    Science.gov (United States)

    Andreeva, Nadezhda M.; Artyukhov, Ivan P.; Myagkova, Elena G.; Pak, Nikolay I.; Akkasynova, Zhamilya K.

    2018-01-01

    The relevance of the problem of organizing blended learning for students is related to the sharpening contradiction between the high potential of this educational technology and the poor methodological elaboration of its use in actual learning practice. With regard to this, the paper is aimed at providing grounds for the methodological system of…

  1. Is K-12 Blended Learning Disruptive? An Introduction to the Theory of Hybrids

    Science.gov (United States)

    Christensen, Clayton M.; Horn, Michael B.; Staker, Heather

    2013-01-01

    The Clayton Christensen Institute for Disruptive Innovation, formerly the Innosight Institute, has published three papers describing the rise of K-12 blended learning--that is, formal education programs that combine online learning and brick-and-mortar schools. This fourth paper is the first to analyze blended learning through the lens of…

  2. Students' Perceptions of Blended Learning and its Effectiveness As a Part of Second Year Dental Curriculum

    Science.gov (United States)

    Varthis, Spyridon

    The field of dental medical education is one of the most rapidly evolving fields in education. Newer teaching methods are being evaluated and incorporated in dental institutions. One of the promising new methods is the blended learning approach that may involve a "flipped" instructional sequencing, where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking. The author conducted a mixed method, experimental study that focused on second year dental students' perceptions of blended learning and its effectiveness. A sample size of 40 dental students in their second year from a Northeastern Regional Dental School were invited to participate in this study to evaluate a blended learning approach in comparison to a more traditional lecture format. Students who participated in the study, participated in group problem-solving, responded to Likert-type surveys, completed content exams, and were interviewed individually. Based on Likert survey data and interview responses, the participants in the blended learning treatment reported very positive opinions including positive perceptions of the organization, support of meaningful learning and potential merits for use in dental education. There also was evidence that the blended learning group achieved at least as well as the traditional lecture group, and excelled on certain content test items. The results of this study support the conclusion that blended instruction promotes active, in-depth and self-regulated learning. During blended learning, students set standards or goals regarding their learning, evaluate their progress toward these goals, and then adapt and regulate their cognition, motivation, and behavior in order to accomplish their goals. Overall, the results of this research on blended learning, including the use of problem-based learning in group discussions, supports the merits of incorporating blended earning in dental education curricula.

  3. What Drives Nurses' Blended e-Learning Continuance Intention?

    Science.gov (United States)

    Cheng, Yung-Ming

    2014-01-01

    This study's purpose was to synthesize the user network (including subjective norm and network externality), task-technology fit (TTF), and expectation-confirmation model (ECM) to explain nurses' intention to continue using the blended electronic learning (e-learning) system within medical institutions. A total of 450 questionnaires were…

  4. An Analysis of Research Trends in Dissertations and Theses Studying Blended Learning

    Science.gov (United States)

    Drysdale, Jeffery S.; Graham, Charles R.; Spring, Kristian J.; Halverson, Lisa R.

    2013-01-01

    This article analyzes the research of 205 doctoral dissertations and masters' theses in the domain of blended learning. A summary of trends regarding the growth and context of blended learning research is presented. Methodological trends are described in terms of qualitative, inferential statistics, descriptive statistics, and combined approaches…

  5. Peningkatan Hasil Belajar dan Kemandirian Belajar Metode Statistika Melalui Pembelajaran Blended Learning

    Directory of Open Access Journals (Sweden)

    Yunika Lestaria Ningsih

    2017-12-01

    Full Text Available This study aims to: (1 Know the differences in student learning outcomes between the Blended Learning model and ordinary learning both overall and based on the level of early math ability (high, medium and low, (2 Knowing the increase in student self-reliance taught by using Blended Learning models and students are taught with ordinary learning both overall and by the level of early math ability (high, medium and low. in this research use method that is quasi-experiment with pretest-postest control group design design. The population in this research consists of all 5th-semester students of Mathematics Education Study Program Universitas PGRI Palembang Academic Year 2016/2017. The sample in this research is class 5B (control class and 5C (experiment class. Data collection with self-study test and questionnaire. Data analysis was performed using t-test statistic and t'-test. The result of the research shows that (1 the improvement of students' learning outcomes taught by using Blended Learning model is higher than students who are taught with ordinary learning both overall and based on the level of early math ability (high, medium and low, (2 improvement of learning independence students who were taught using the Blended Learning model were higher than students who were taught with ordinary learning in terms of overall, high and moderate levels of math skills, but not higher at lower levels.

  6. Using Social Network and Dropbox in Blended Learning: an Application to University Education

    Directory of Open Access Journals (Sweden)

    Justo de Jorge Moreno

    2012-12-01

    Full Text Available The main objective of this study is to analyze the use of the Social Networking and dropbox in blended learning by University students. We try identifying this method, over the student’s performance. The results show that the implementation of blended learning has a positive effect on in learning outcomes. The use of the Knowledge Management process has enabled captures a three-factor structure that reflected the five types of knowledge. The segmentation of the student sample analyzed using cluster technique, has established a clear typology of four groups. Students with higher levels of learning are related to the increased use of resources used and more proactive in blended learning.

  7. Towards a Framework of Interactions in a Blended Synchronous Learning Environment: What Effects Are There on Students' Social Presence Experience?

    Science.gov (United States)

    Szeto, Elson; Cheng, Annie Y. N.

    2016-01-01

    A synchronous blend of online learning and "face-to-face" teaching is becoming a feasible instructional approach in higher education with the advent of technology. Although this learning mode is not new in higher education, little research has been done to contextualise social presence experiences in which effects of interactions were…

  8. Capturing the Magic of Classroom Training in Blended Learning

    Science.gov (United States)

    Laiken, Marilyn E.; Milland, Russ; Wagner, Jon

    2014-01-01

    Organizations today are faced with the challenges of expanding their traditional classroom-based approaches into blended learning experiences which integrate regular classrooms, virtual classrooms, social learning, independent reading, on the job learning and other methodologies. Our team converted a two-day classroom-based program, taught from…

  9. Teaching European Studies: A Blended Learning Approach

    Directory of Open Access Journals (Sweden)

    Alina Christova

    2011-12-01

    Full Text Available This paper will be looking into the teaching method developed by the Institute for European Studies in Brussels, combining an e-learning tool- the E-modules- with face-to-face training sessions and webinars. The main aim is to analyse the three different components of this “blended learning” pedagogical approach, as well as the way they complement each other and to address a few of the challenges that have emerged from the experience of working with them so far. The E-modules are an e-learning platform that has been designed with the purpose of offering a structured and interactive way of learning how the European Union functions. The face-to-face training component currently takes the form of three days in-house seminars, covering in an intensive manner the most important areas of the curriculum. The lectures are held by a mix of academics and practitioners, hereby ensuring a balanced approach, in which theory and practice come together to facilitate the learning experience. The third element of the “blended learning” method is placed in-between online and face-to-face learning: interactive seminars and debates are held online, giving the participants the chance to deepen their knowledge in certain fields of interest and to discuss the content of the course with specialists and among themselves. The mixture of delivery and interaction methods was chosen in order to accommodate a large variety of target groups, ranging from students to professionals working with EU-related issues, with different backgrounds and geographical origins. One of the main challenges is to use each medium for the functionalities it is best designed for and to ensure that the various pieces of the pedagogical puzzle fit together perfectly, while allowing the learners the flexibility that had initially directed them towards “blended learning” instead of a classical classroom approach.

  10. A formative evaluation of a high school blended learning biology course

    Science.gov (United States)

    Nellman, Stephen William

    As growing student populations continue to tax the resources of public high schools, administrators are constantly looking for ways to address the needs of all students. One option for increasing the number of students in a classroom without sacrificing quality of instruction is to use "blended learning". Blended learning is defined by Marsh et al. (2003, p.2) as a situation where "face-to-face and distance education delivery methods and resources are merged". In such a course, students receive the benefits of classroom-based instruction, while also benefiting from several aspects of distance learning. This is especially true for science courses that rely heavily on both hands-on labs and various multimedia. The purpose of this study was a formative evaluation of a high school blended learning biology course, focusing on a genetics unit. The research question addressed by the study was "Will participants increase their domain knowledge and problem-solving skills after instruction in a high school level blended distance learning biology course? Also investigated was if higher levels of self-regulation skills were correlated to higher levels of content-understanding and problem-solving. The study was composed of a pilot study and a main study. Participants were students in an urban Southern California public high school biology course. Classroom instruction was from a single instructor, and online content was managed using the "Moodle" course management system. Participants were assessed for their gains in genetics content-understanding, genetics problem-solving skills (Punnett squares), and self-regulation. Additionally, participant reactions to the blended instruction model were surveyed. Results indicated that significant increases (pself-regulation skills were not shown to be significantly correlated to increased content-understanding, or problem-solving skills. Participants reacted positively to the blended model, suggesting that it be used more often in their

  11. DISTANCE EDUCATION IN THE AGE OF GLOBALIZATION: An Overwhelming Desire towards Blended Learning

    Directory of Open Access Journals (Sweden)

    Satya Sundar SETHY

    2008-07-01

    Full Text Available ABSTRACT The aim of this paper is to discuss the nature and status of distance education in the age of globalization, i.e. how best it fits for the present educational scenario. In this connection, we will discuss how Blended Learning (hence after, BL is one among the other learning strategies mostly helpful for the learners. Keeping this view in mind, this paper is divided into three sections. The first section aims to discuss the nature of distance education in the age of globalization. The second section devotes a discussion on why we need blended learning in ODL system and in which way it plays a vital role for maximizing the benefit of the learners, tutors, and the institutions. The third section explains the pros and cons of blended learning to evaluate how successfully it can be implemented in the ODL system. The paper concludes with an established view that blended learning is a globalized approach to the distance education.

  12. An Open Portal for Blended Learning

    DEFF Research Database (Denmark)

    Grønbæk, Kaj; Bouvin, Niels Olof; Petersen, Marianne Graves

    2004-01-01

    The combination of traditional teaching and Web-based teaching, so called blended learning, is a challenge to the teachers as well as to the students. This shift in teaching demands an openness and flexibility from the technical platform which has not been found in the existing tools. Therefore...

  13. INOVASI PEMBELAJARAN AKUNTANSI BERBASIS BLENDED LEARNING

    Directory of Open Access Journals (Sweden)

    Lyna Latifah

    2016-02-01

    Full Text Available the accounting lectures have a big challengeb to improve the quality of graduates who are expected to have high knowledge and skill, to have good critical analysis and decision making. Thus: accounting lecturers are needed to improve their teaching and learning processes especially on learning design and assessment. Improving students knowledge and skill in accounting field can be created by using learning philosophy which makes students active and integrative in the class room. this articles discusses about the innovation of accounting learning with blended learning which collaborates cooperative learning and e-learning. Cooperative learning is a learning approach which emphasizes on structured behavior to cooperate in groups it can improve students interpersonal skill, cooperation, critical analysis and decision making. On the other hand, the application of cooperative learning needs more time so it can be solved by using computer with e-learning.

  14. Childhood fever management program for Korean pediatric nurses: A comparison between blended and face-to-face learning method.

    Science.gov (United States)

    Jeong, Yong Sun; Kim, Jin Sun

    2014-01-01

    A blended learning can be a useful learning strategy to improve the quality of fever and fever management education for pediatric nurses. This study compared the effects of a blended and face-to-face learning program on pediatric nurses' childhood fever management, using theory of planned behavior. A nonequivalent control group pretest-posttest design was used. A fever management education program using blended learning (combining face-to-face and online learning components) was offered to 30 pediatric nurses, and 29 pediatric nurses received face-to-face education. Learning outcomes did not significantly differ between the two groups. However, learners' satisfaction was higher for the blended learning program than the face-to-face learning program. A blended learning pediatric fever management program was as effective as a traditional face-to-face learning program. Therefore, a blended learning pediatric fever management-learning program could be a useful and flexible learning method for pediatric nurses.

  15. Analysis of Blended Learning Implementation on Waste Treatment Subjects in Agricultural Vocational School

    Science.gov (United States)

    Sugiarti, Y.; Nurmayani, S.; Mujdalipah, S.

    2018-02-01

    Waste treatment is one of the productive subjects in vocational high school in programs of Agricultural Processing Technology which is one of the objectives learning has been assigned in graduate competency standards (SKL) of Vocational High School. Based on case studies that have been conducted in SMK Pertanian Pembangunan Negeri Lembang, waste treatment subjects had still use the lecture method or conventional method, and students are less enthusiastic in learning process. Therefore, the implementation of more interactive learning models such as blended learning with Edmodo is one of alternative models to resolve the issue. So, the purpose of this study is to formulate the appropriate learning syntax for the implementation of blended learning with Edmodo to agree the requirement characteristics of students and waste treatment subject and explain the learning outcome obtained by students in the cognitive aspects on the subjects of waste treatment. This research was conducted by the method of classroom action research (CAR) with a Mc. Tagart model. The result from this research is the implementation of blended learning with Edmodo on the subjects of waste treatment can improve student learning outcomes in the cognitive aspects with the maximum increase in the value of N-gain 0.82, as well as student learning completeness criteria reaching 100% on cycle 2. Based on the condition of subject research the formulation of appropriate learning syntax for implementation of blended learning model with Edmodo on waste treatment subject are 1) Self-paced learning, 2) Group networking, 3) Live Event- collaboration, 4) Association - communication, 5) Assessment - Performance material support. In summary, implementation of blended learning model with Edmodo on waste treatment subject can improve improve student learning outcomes in the cognitive aspects and conducted in five steps on syntax.

  16. Designing blended learning interventions for the 21st century student.

    Science.gov (United States)

    Eagleton, Saramarie

    2017-06-01

    The learning requirements of diverse groups of students in higher education challenge educators to design learning interventions that meet the need of 21st century students. A model was developed to assist lecturers, especially those that are new to the profession, to use a blended approach to design meaningful learning interventions for physiology. The aim of the model is to encourage methodical development of learning interventions, while the purpose is to provide conceptual and communication tools that can be used to develop appropriate operational learning interventions. A whole brain approach that encourages challenging the four quadrants is encouraged. The main arguments of the model are to first determine the learning task requirements, as these will inform the design and development of learning interventions to facilitate learning and the assessment thereof. Delivery of the content is based on a blended approach. Copyright © 2017 the American Physiological Society.

  17. Design for learning - a case study of blended learning in a science unit.

    Science.gov (United States)

    Gleadow, Roslyn; Macfarlan, Barbara; Honeydew, Melissa

    2015-01-01

    Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the 'real' teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a 'question of the week', a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university's teaching and learning into the 21 (st) century.

  18. The potential use of mobile technology: enhancing accessibility and communication in a blended learning course

    OpenAIRE

    Mayisela, Tabisa

    2013-01-01

    Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware) in a blended learning course. The purpose of the study was to establish how the use of mobile technology could enhance accessibility and communication in a blended learning course. Data were solicitedfrom a purposive convenience sample of 36 students engage...

  19. Procrastinating Behavior in Computer-Based Learning Environments to Predict Performance: A Case Study in Moodle.

    Science.gov (United States)

    Cerezo, Rebeca; Esteban, María; Sánchez-Santillán, Miguel; Núñez, José C

    2017-01-01

    Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs) . Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques. Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment) Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples. Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance. Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages.

  20. Procrastinating Behavior in Computer-Based Learning Environments to Predict Performance: A Case Study in Moodle

    Science.gov (United States)

    Cerezo, Rebeca; Esteban, María; Sánchez-Santillán, Miguel; Núñez, José C.

    2017-01-01

    Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs). Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques. Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment) Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples. Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance. Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages. PMID:28883801

  1. Procrastinating Behavior in Computer-Based Learning Environments to Predict Performance: A Case Study in Moodle

    Directory of Open Access Journals (Sweden)

    Rebeca Cerezo

    2017-08-01

    Full Text Available Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs. Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques.Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples.Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance.Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages.

  2. The Primary Student Teachers' Views about a Blended Learning Application in a Basic Physics Course

    Science.gov (United States)

    Taskin Ekici, Fatma; Kara, Izzet; Ekici, Erhan

    2012-01-01

    In this study we present an overview of the undergraduate blended Physics course that has been supported by the Moodle platform. The course that has been applied is a basic physics course for primary student teachers. The aim of Moodle is to create an online learning environment which helps students to have a virtual space where they can share…

  3. Blended learning in biochemistry education: analysis of medical students' perceptions.

    Science.gov (United States)

    de Fátima Wardenski, Rosilaine; de Espíndola, Marina Bazzo; Struchiner, Miriam; Giannella, Taís Rabetti

    2012-07-01

    The objective of this study was to analyze first-year UFRJ medical students' perceptions about the implementation of a blended learning (BL) experience in their Biochemistry I course. During the first semester of 2009, three Biochemistry professors used the Constructore course management system to develop virtual learning environments (VLEs) for complementing course Modules I, II, and IV, using different resources and activities. Forty-nine students (46%) took part in the study. Results show that, in general, students gave positive evaluations to their experiences with BL, indicating that the VLEs have not only motivated but also facilitated learning. Most of the students reported that access to resources in the three modules provided a more in-depth approach to Biochemistry education and greater study autonomy. Students suggested that the VLEs could be better used for promoting greater communication among participants. Copyright © 2012 Wiley Periodicals, Inc.

  4. Elementary School-Wide Implementation of a Blended Learning Program for Reading Intervention

    Science.gov (United States)

    Prescott, Jen Elise; Bundschuh, Kristine; Kazakoff, Elizabeth R.; Macaruso, Paul

    2018-01-01

    The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners. Student progress in the online component of the blended learning program was a significant predictor of growth in…

  5. Blending Student Technology Experiences in Formal and Informal Learning

    Science.gov (United States)

    Lai, K.-W.; Khaddage, F.; Knezek, Gerald

    2013-01-01

    In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to…

  6. The Laureate English Program: Taking a research informed approach to blended learning

    Directory of Open Access Journals (Sweden)

    Debra Marsh

    2013-02-01

    Full Text Available The aim of this case study is to describe the implementation of the Laureate English Program (LEP, the consequent decision to roll out blended learning across the network, and the Laureate-Cambridge University Press research partnership. Phase 1 of the research was completed in September 2012. The goal of this first phase was to gain a general understanding of student profile, computer literacy and competence, student levels of achievement, and student feedback on their blended learning experience. Six hundred and forty-eight students and 35 teachers responded to a questionnaire, which included multiple choice questions and open ended questions requiring extended comment. The questionnaires revealed that less than 25% of the Laureate student group had ever learned a language online before, which impacted significantly on student perception and use of online learning content. Furthermore, the first phase of research has revealed the impact that a complex interplay of different factors has on the relative effectiveness of these blended programs, and it has acknowledged that research is central to informed decision making in order to provide for effective blended learning. DOI: 10.18870/hlrc.v3i1.103

  7. Relationships among Individual Task Self-Efficacy, Self-Regulated Learning Strategy Use and Academic Performance in a Computer-Supported Collaborative Learning Environment

    Science.gov (United States)

    Wilson, Kimberly; Narayan, Anupama

    2016-01-01

    This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with…

  8. Blended learning versus traditional teaching-learning-setting: Evaluation of cognitive and affective learning outcomes for the inter-professional field of occupational medicine and prevention / Blended Learning versus traditionelles Lehr-Lernsetting: Evaluierung von kognitiven und affektiven Lernergebnissen für das interprofessionelle Arbeitsfeld Arbeitsmedizin und Prävention

    Directory of Open Access Journals (Sweden)

    Eckler Ursula

    2017-11-01

    Full Text Available Blended learning is characterised as a combination of face-to-face teaching and e-learning in terms of knowledge transfer, students’ learning activities and reduced presence at the teaching facility. The present cohort study investigated long-term effects of blended learning regarding cognitive outcomes as well as self-indicated estimates of immediate learning effects on the affective domain in the inter-professional field of occupational medicine. Physiotherapy students (bachelor degree at FH Campus Wien – University of Applied Sciences completed the course Occupational Medicine/Prevention either in a traditional teaching-learning setting entirely taught face-to-face (control-group, n=94, or with a blended learning model (intervention-group, n=93. Long-term effects (1.5 year follow-up on the cognitive learning outcomes were assessed according to four levels of Bloom’s learning objectives. In addition, students estimated potential benefits resulting from blended learning based on four Krathwohl’s learning objectives for the affective domain by means of a six-option Likert scale (n=282. Concerning cognitive outcomes, significant results favouring both groups were found with effect sizes from small to medium. The traditional teaching-learning setting resulted in significantly better results in the upmost aspired learning objective (analysis at the long-term (p<0,01; r=-0,33. In contrast, the intervention group resulted in significantly better long-term results on learning objective levels 1 (knowledge and 2 (understanding (p=0,01; r=-0,20 and, p=0,02; r=-0,17, respectively. Hence, no general recommendation favouring either the classical setting or blending learning can be drawn regarding the cognitive domain. However, students’ self-indications on the affective domain give preference to blended learning, particularly if inter-professional teamwork is a course objective.

  9. Blended learning in CME: the perception of GP trainers.

    Science.gov (United States)

    Te Pas, E; Meinema, J G; Visser, M R M; van Dijk, N

    2016-05-01

    Blended learning (the combination of electronic methods with traditional teaching methods) has the potential to combine the best of traditional education with the best of computer-mediated training. We chose to develop such an intervention for GP trainers who were undertaking a Continuing Medical Education (CME) course in evidence-based medicine (EBM). This study reports on our experience and investigated the factors influencing the perception on usefulness and logistics of blended learning for learners in CME. In total, 170 GP trainers participated in the intervention. We used questionnaires, observations during the four face-to-face meetings and evaluations in the e-course over one year. Additionally we organised focus groups to gain insight in some of the outcomes of the questionnaires and interpretations of the observations. The GP trainers found the design and the educational method (e-course in combination with meetings) attractive, instructive and complementary. Factors influencing their learning were (1) educational design, (2) educational method, (3) topic of the intervention, (4) time (planning), (5) time (intervention), (6) learning style, (7) technical issues, (8) preconditions and (9) level of difficulty. A close link between daily practice and the educational intervention was considered an important precondition for the success of the intervention in this group of learners. GP trainers were positive about blended learning: they found e-learning a useful way to gain knowledge and the meetings a pleasant way of transferring the knowledge into practice. Although some preconditions should be taken into consideration during its development and implementation, they would participate in similarly designed learning in the future.

  10. The Effects of Self-Determination on Learning Outcomes in a Blended Learning

    Science.gov (United States)

    Joo, Young Ju; Lim, Kyu Yon; Han, Sang Yoon; Ham, Yoo Kyoung; Kang, Aran

    2013-01-01

    The purpose of the paper is to examine whether the sub-constructs of self-determination, that is, learners' perceived level of autonomy, competence, and relatedness, predict learning flow, persistence, and achievement in a blended learning context. Participants are 102 adult learners who voluntarily registered for a Chinese language learning…

  11. Conditioning Factors for Group Management in Blended Learning Scenarios

    NARCIS (Netherlands)

    Pérez-Sanagustín, Mar; Hernández-Leo, Davinia; Blat, Josep

    2009-01-01

    Pérez-Sanagustín, M., Hernández-Leo D., & Blat, J. (accepted). Conditioning Factors for Group Management in Blended Learning Scenarios. The 9th IEEE International Conference on Advanced Learning Technologies. July, 14-18, 2009, Riga, Latvia.

  12. The evolution of eLearning background, blends and blackboard....

    Science.gov (United States)

    Sleator, Roy D

    2010-01-01

    This review of eLearning is divided into three sections: the first charts the evolution of eLearning from early correspondence courses to the current computer mediated approaches to distributed learning. The second section deals with the concept of blended learning; combining best practice in face-to-face and online learning. The final section focuses on current platform technologies in eLearning and outlines the strengths and weaknesses of learning management systems such as Blackboard.

  13. Digital games and Blended Learning in language learning: a case study with high school students

    Directory of Open Access Journals (Sweden)

    Elaine Teixeira da Silva

    2017-07-01

    Full Text Available Contemporary language teaching can turn to a tool provided by the development of digital technologies - digital games. This resource is used by the vast majority of students, and its attractive features allow for meaningful learning. This method can be classified as Blended Learning since students use games to learn without the physical presence of the teacher, but still favor face-to-face learning. To verify digital games as a tool for teaching languages and for Blended Learning, a questionnaire created in Google Forms was shared with 67 interviewees with four questions related to the theme. It is a quantitative research supported by the contributions of Kenski (2007, Mattar (2011, Mendes (2011, Prensky (2012, and Tori (2010. among others.

  14. Blended learning in anesthesia education: current state and future model.

    Science.gov (United States)

    Kannan, Jaya; Kurup, Viji

    2012-12-01

    Educators in anesthesia residency programs across the country are facing a number of challenges as they attempt to integrate blended learning techniques in their curriculum. Compared with the rest of higher education, which has made advances to varying degrees in the adoption of online learning anesthesiology education has been sporadic in the active integration of blended learning. The purpose of this review is to discuss the challenges in anesthesiology education and relevance of the Universal Design for Learning framework in addressing them. There is a wide chasm between student demand for online education and the availability of trained faculty to teach. The design of the learning interface is important and will significantly affect the learning experience for the student. This review examines recent literature pertaining to this field, both in the realm of higher education in general and medical education in particular, and proposes the application of a comprehensive learning model that is new to anesthesiology education and relevant to its goals of promoting self-directed learning.

  15. Development and application of blended learning at the level of doctoral studies

    Science.gov (United States)

    Šraj, Mojca; Sapač, Klaudija; Žgajnar Gotvajn, Andreja; Lobnik, Franc; Lobnik, Matjaž; Šubic, Žiga; Brilly, Mitja

    2017-04-01

    Use of information and communication technologies (ICT) in the higher education is inevitable. The use of ICT in the educational processes has many advantages and can improve their quality if used appropriately. In recent years, among educators and teachers increased use of blended learning, which is characterized by combining distance learning through digital media with traditional classroom learning (face-to-face learning). This paper presents the results of the use of blended learning in an international, interdisciplinary doctoral summer school Environmental Protection which was held in Ljubljana, Slovenia in the summer of 2016. At the end of May 2017 the consortium of the University of Ljubljana, University of Natural Resources and Life Sciences Vienna, University of Brescia and company Piktorama will organize the second summer school for doctoral students on the topic of Natural Hazards where again blended learning will be used. Furthermore, in the scope of the Second World Open Educational Resources Congress, which will be held in September 2017 under the auspices of UNESCO, the consortium will prepare a roundtable, where participants will discuss and share experiences of using blended learning. The implementation of two doctoral summer schools and workshop is financed by Erasmus+ programme. Information about the project, summer schools and workshop can be found at: http://www.let-group.com/summerschool.html and http://ksh.fgg.uni-lj.si/eplus/index.html.

  16. Effectiveness of using blended learning strategies for teaching and learning human anatomy.

    Science.gov (United States)

    Pereira, José A; Pleguezuelos, Eulogio; Merí, Alex; Molina-Ros, Antoni; Molina-Tomás, M Carmen; Masdeu, Carlos

    2007-02-01

    This study aimed to implement innovative teaching methods--blended learning strategies--that include the use of new information technologies in the teaching of human anatomy and to analyse both the impact of these strategies on academic performance, and the degree of user satisfaction. The study was carried out among students in Year 1 of the biology degree curriculum (human biology profile) at Pompeu Fabra University, Barcelona. Two groups of students were tested on knowledge of the anatomy of the locomotor system and results compared between groups. Blended learning strategies were employed in 1 group (BL group, n = 69); the other (TT group; n = 65) received traditional teaching aided by complementary material that could be accessed on the Internet. Both groups were evaluated using the same types of examination. The average marks presented statistically significant differences (BL 6.3 versus TT 5.0; P < 0.0001). The percentage pass rate for the subject in the first call was higher in the BL group (87.9% versus 71.4%; P = 0.02), reflecting a lower incidence of students who failed to sit the examination (BL 4.3% versus TT 13.8%; P = 0.05). There were no differences regarding overall satisfaction with the teaching received. Blended learning was more effective than traditional teaching for teaching human anatomy.

  17. Half-metallic zinc-blende pnictides in real environments

    International Nuclear Information System (INIS)

    Shi Lijie; Liu Banggui

    2005-01-01

    The structural stability of half-metallic zinc-blende pnictides and the robustness of their half-metallic ferromagnetism in the presence of tetragonal and orthorhombic crystalline deformations are studied using a full-potential linear augmented plane wave method within the density-functional theory. The total energies of zinc-blende MnAs, CrAs, and CrSb are proved to increase with deformation increase, in contrast to those of other zinc-blende half-metallic pnictides, and therefore these three are stable against the deformations but the others are not. This is consistent with the experimental fact that only these three have been fabricated. On the other hand, the half-metallic ferromagnetism of the latter two is proved to be robust enough to survive large crystal deformations. This implies that half-metallic ferromagnetism may be achieved experimentally even in substantially deformed zinc-blende ultrathin films or layers of CrAs and CrSb in real environments

  18. Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges & outcomes.

    Science.gov (United States)

    Posey, Laurie; Pintz, Christine

    2017-09-01

    To help address the challenges of providing undergraduate nursing education in an accelerated time frame, the Teaching and Transforming through Technology (T3) project was funded to transition a second-degree ABSN program to a blended learning format. The project has explored the use of blended learning to: enable flexible solutions to support teaching goals and address course challenges; provide students with new types of independent learning activities outside of the traditional classroom; increase opportunities for active learning in the classroom; and improve students' digital literacy and lifelong learning skills. Program evaluation included quality reviews of the redesigned courses, surveys of student perceptions, pre- and post-program assessment of students' digital literacy and interviews with faculty about their experiences with the new teaching methods. Adopting an established quality framework to guide course design and evaluation for quality contributed to the efficient and effective development of a high-quality undergraduate blended nursing program. Program outcomes and lessons learned are presented to inform future teaching innovation and research related to blended learning in undergraduate nursing education. Copyright © 2016 Elsevier Ltd. All rights reserved.

  19. Creating Next Generation Blended Learning Environments Using Mixed Reality, Video Games and Simulations

    Science.gov (United States)

    Kirkley, Sonny E.; Kirkley, Jamie R.

    2005-01-01

    In this article, the challenges and issues of designing next generation learning environments using current and emerging technologies are addressed. An overview of the issues is provided as well as design principles that support the design of instruction and the overall learning environment. Specific methods for creating cognitively complex,…

  20. BLENDED TECHNOLOGY IN LEARNING FOREIGN LANGUAGES

    Directory of Open Access Journals (Sweden)

    Natalia Alexandrovna Kameneva

    2013-11-01

    Full Text Available This article analyzes the use of information technologies in the context of a blended technology approach to learning foreign languages in higher education institutions. Distance learning tools can be categorized as being synchronous (webinar, video conferencing, case-technology, chat, ICQ, Skype, interactive whiteboards or asynchronous (blogs, forums, Twitter, video and audio podcasts, wikis, on-line testing. Sociological and psychological aspects of their application in the educational process are also considered.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-41

  1. Blending toward Competency. Early Patterns of Blended Learning and Competency-Based Education in New Hampshire

    Science.gov (United States)

    Freeland, Julia

    2014-01-01

    As the education field strives to differentiate and personalize learning to cater to each student, two related movements are gaining attention: competency-based education and blended learning. In competency-based models, students advance on the basis of mastery, rather than according to the traditional methods of counting progress in terms of time…

  2. The Impact of Blended e-Learning on Undergraduate Academic Essay Writing in English (L2)

    Science.gov (United States)

    Ferriman, Nicholas

    2013-01-01

    This paper describes a quasi-experimental study into the impact of a blended e-learning environment on academic writing assignments in English (L2) at a Thai international college. An experimental group of 15 students used an on-line bulletin board, as well as face-to-face (F2F) communication in class, to share information for essay topics they…

  3. Blended learning as a solution to practice-related problems in vocational schools

    DEFF Research Database (Denmark)

    Kjærgaard, Hanne Wacher; Duch, Henriette Skjærbæk; Mark, Lene

    Four different types of vocational schools have experimented with blended learning as a way of dealing with problems faced in their students’ theoretical and practical training and the interplay between these. A large part of this has involved the need for differentiated teaching...... as will be illustrated through selected cases. The foci of the cases are: •How can students be part of school-based teaching and learning during periods of practical training? •How can authentic practice be brought into school-based practical training? •How may blended learning assist and support students who...... are otherwise challenged in terms of meeting the prescribed competence goals? Methodologically, scenarios have been employed as a tool for defining the practice-related problems teachers meet in their practice and describing ways in which blended learning may present solutions. Subsequently, the solutions have...

  4. From Website to Moodle in a Blended Learning Context

    DEFF Research Database (Denmark)

    Buus, Lillian

    2016-01-01

    This paper presents findings collected from a collaborative implementation project established in Spring 2008 between Aalborg University’s IT-department in the Faculty of Social Science (FSS) and the E-Learning Cooperation Unit (ELSA) with the view to implement Moodle in FSS. The purpose of this ......This paper presents findings collected from a collaborative implementation project established in Spring 2008 between Aalborg University’s IT-department in the Faculty of Social Science (FSS) and the E-Learning Cooperation Unit (ELSA) with the view to implement Moodle in FSS. The purpose...... of this cooperation was conceived from an organisational desire to establish a virtual learning environment (VLE), where it was possible, to build activities and underpin the pedagogical approach. Another perspective was to further improve the communication between the administration, teachers and students....... This paper will highlight the development process and some of the didactic considerations undertaken for the implementation. The evaluations undertaken during the process will also be presented, along with the results collected in the use of Moodle to highlight the educational changes. Keywords: Blended...

  5. Is Blended e-Learning as Measured by an Achievement Test and Self-Assessment Better than Traditional Classroom Learning for Vocational High School Students?

    Directory of Open Access Journals (Sweden)

    Chi-Cheng Chang

    2014-04-01

    Full Text Available The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment. Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33 which studied through blended e-learning or the control group (n = 32 which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.

  6. A Pedagogical Model for Science Education through Blended Learning

    NARCIS (Netherlands)

    Bidarra, José; Rusman, Ellen

    2015-01-01

    This paper proposes a framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The study constitutes a work in progress and started as a response to complex

  7. Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning

    Science.gov (United States)

    Lu, Owen H. T.; Huang, Anna Y. Q.; Huang, Jeff C. H.; Lin, Albert J. Q.; Ogata, Hiroaki; Yang, Stephen J. H.

    2018-01-01

    Blended learning combines online digital resources with traditional classroom activities and enables students to attain higher learning performance through well-defined interactive strategies involving online and traditional learning activities. Learning analytics is a conceptual framework and is a part of our Precision education used to analyze…

  8. Blended Learning in Obstetrics and Gynecology Resident Education: Impact on Resident Clinical Performance.

    Science.gov (United States)

    Ghareeb, Allen; Han, Heeyoung; Delfino, Kristin; Taylor, Funminiyi

    2016-01-01

    Effects of residents' blended learning on their clinical performance have rarely been reported. A blended learning pilot program was instituted at Southern Illinois University School of Medicine's Obstetrics and Gynecology program. One of the modules was chronic hypertension in pregnancy. We sought to evaluate if the resident blended learning was transferred to their clinical performance six months after the module. A review of patient charts demonstrated inadequate documentation of history, evaluation, and counseling of patients with chronic hypertension at the first prenatal visit by Obstetrics and Gynecology (OB/GYN) residents. A blended learning module on chronic hypertension in pregnancy was then provided to the residents. A retrospective chart review was then performed to assess behavioral changes in the OB/GYN residents. This intervention was carried out at the Department of Obstetrics and Gynecology, Southern Illinois University. All 16 OB/GYN residents were enrolled in this module as part of their educational curriculum. A query of all prenatal patients diagnosed with chronic hypertension presenting to the OB/GYN resident clinics four months prior to the implementation of the blended learning module (March 2015-June 2015) and six months after (July 20, 2015-February 2016) was performed. Data were collected from outpatient charts utilizing the electronic medical record. Data were abstracted from resident documentation at the first prenatal visit. The residents thought that the blended learning module was applicable to performance improvement in the real-world setting. Patients evaluated before ( n = 10) and after ( n = 7) the intervention were compared. After the intervention, there was an increase in assessment of baseline liver enzymes, referral for electrocardiogram, and early assessment for diabetes in the obese patients. More patients were provided a blood pressure cuff after the module (71.4% vs. 20%). Data were provided to the residents in an

  9. Innovative health information technology training: exploring blended learning.

    Science.gov (United States)

    Edwards, Gina; Kitzmiller, Rebecca R; Breckenridge-Sproat, Sara

    2012-02-01

    Healthcare staff members are faced with an ever-increasing technology-enabled care environment as hospitals respond to financial and regulatory pressures to implement comprehensive electronic health record systems. Health information technology training may prove to facilitate user acceptance and overall adoption of advanced technologies. However, there is little evidence regarding best methods of providing health information technology training. This study retrospectively examined the difference in staff satisfaction between two training methods: traditional instructor-led and blended learning and found that participants were equally satisfied with either method. Furthermore, regardless of how much time was provided for practice, participants expressed a desire for more. These findings suggest that healthcare staff are open to new methods of training delivery and that, as adult learners, they desire increased opportunities to engage in hands-on activities.

  10. The role of blended learning in the clinical education of healthcare students: a systematic review.

    Science.gov (United States)

    Rowe, Michael; Frantz, Jose; Bozalek, Vivienne

    2012-01-01

    Developing practice knowledge in healthcare is a complex process that is difficult to teach. Clinical education exposes students to authentic learning situations, but students also need epistemological access to tacit knowledge and clinical reasoning skills in order to interpret clinical problems. Blended learning offers opportunities for the complexity of learning by integrating face-to-face and online interaction. However, little is known about its use in clinical education. To determine the impact of blended learning in the clinical education of healthcare students. Articles published between 2000 and 2010 were retrieved from online and print sources, and included multiple search methodologies. Search terms were derived following a preliminary review of relevant literature. A total of 71 articles were retrieved and 57 were removed after two rounds of analysis. Further methodological appraisals excluded another seven, leaving seven for the review. All studies reviewed evaluated the use of a blended learning intervention in a clinical context, although each intervention was different. Three studies included a control group, and two were qualitative in nature. Blended learning was shown to help bridge the gap between theory and practice and to improve a range of selected clinical competencies among students. Few high-quality studies were found to evaluate the role of blended learning in clinical education, and those that were found provide only rudimentary evidence that integrating technology-enhanced teaching with traditional approaches have potential to improve clinical competencies among health students. Further well-designed research into the use of blended learning in clinical education is therefore needed before we rush to adopt it.

  11. Perceptions and Attitudes Towards Blended Learning for English Courses: A Case Study of Students at University of Bisha

    Science.gov (United States)

    Ja'ashan, Mohammed Mohammed Nasser Hassan

    2015-01-01

    This paper presents a case study of students' perceptions and attitudes towards Blended Learning course in English at University of Bisha. The statement of problem that blended learning of English course annoys students at University of Bisha. Most of the students do not understand well the objectives of e learning through blended learning courses…

  12. Blended learning versus traditional teaching-learning-setting: Evaluation of cognitive and affective learning outcomes for the inter-professional field of occupational medicine and prevention / Blended Learning versus traditionelles Lehr-Lernsetting: Evaluierung von kognitiven und affektiven Lernergebnissen für das interprofessionelle Arbeitsfeld Arbeitsmedizin und Prävention

    OpenAIRE

    Eckler Ursula; Greisberger Andrea; Höhne Franziska; Putz Peter

    2017-01-01

    Blended learning is characterised as a combination of face-to-face teaching and e-learning in terms of knowledge transfer, students’ learning activities and reduced presence at the teaching facility. The present cohort study investigated long-term effects of blended learning regarding cognitive outcomes as well as self-indicated estimates of immediate learning effects on the affective domain in the inter-professional field of occupational medicine. Physiotherapy students (bachelor degree) at ...

  13. Constructing Liminal Blends in a Collaborative Augmented-Reality Learning Environment

    Science.gov (United States)

    Enyedy, Noel; Danish, Joshua A.; DeLiema, David

    2015-01-01

    In vision-based augmented-reality (AR) environments, users view the physical world through a video feed or device that "augments" the display with a graphical or informational overlay. Our goal in this manuscript is to ask "how" and "why" these new technologies create opportunities for learning. We suggest that AR is…

  14. Learning to Teach a Blended Course in a Teacher Preparation Program

    Science.gov (United States)

    Kang, Jung Jin

    2014-01-01

    Teacher preparation programs have provided blended courses (a combination of online and face-to-face learning) for their students because of their availability and their convenience. Researchers need to understand how teacher educators perceive blended courses when they teach teacher candidates, because teacher preparation programs have different…

  15. The Use of Blended Learning to Facilitate Critical Thinking in Entry Level Occupational Therapy Students

    Science.gov (United States)

    Rodriguez, Eva L.

    2009-01-01

    The popularity of using online instruction (both in blended and complete distance learning) in higher education settings is increasing (Appana, 2008; Newton, 2006; Oh, 2006). Occupational therapy educators are using blended learning methods under the assumption that this learning platform will facilitate in their students the required level of…

  16. An Exploration of Blended Learning in Fifth Grade Literacy Classrooms

    Science.gov (United States)

    Ramadan, Kimberly Heintschel

    2017-01-01

    The development of the Internet allows for hybrid models of instruction that marry face-to-face and online learning (Osguthorpe & Graham, 2003). The purpose of this study was to explore blended learning and traditional instruction in three fifth grade literacy classrooms, examining the teaching and learning students engaged in during the…

  17. A blended-learning programme regarding professional ethics in physiotherapy students.

    Science.gov (United States)

    Aguilar-Rodríguez, Marta; Marques-Sule, Elena; Serra-Añó, Pilar; Espí-López, Gemma Victoria; Dueñas-Moscardó, Lirios; Pérez-Alenda, Sofía

    2018-01-01

    In the university context, assessing students' attitude, knowledge and opinions when applying an innovative methodological approach to teach professional ethics becomes fundamental to know if the used approach is enough motivating for students. To assess the effect of a blended-learning model, based on professional ethics and related to clinical practices, on physiotherapy students' attitude, knowledge and opinions towards learning professional ethics. Research design and participants: A simple-blind clinical trial was performed (NLM identifier NCT03241693) (control group, n = 64; experimental group, n = 65). Both groups followed clinical practices for 8 months. Control group performed a public exposition of a clinical case about professional ethics. By contrast, an 8-month blended-learning programme regarding professional ethics was worked out for experimental group. An online syllabus and online activities were elaborated, while face-to-face active participation techniques were performed to discuss ethical issues. Students' attitudes, knowledge and opinions towards learning professional ethics were assessed. Ethical considerations: The study was approved by the University Ethic Committee of Human Research and followed the ethical principles according to the Declaration of Helsinki. After the programme, attitudes and knowledge towards learning professional ethics of experimental group students significantly improved, while no differences were observed in control group. Moreover, opinions reported an adequate extension of themes and temporization, importance of clinical practices and interest of topics. Case study method and role playing were considered as the most helpful techniques. The blended-learning programme proposed, based on professional ethics and related to clinical practices, improves physiotherapy students' attitudes, knowledge and opinions towards learning professional ethics.

  18. Contributions of blended learning training to teacher professional development

    Directory of Open Access Journals (Sweden)

    Ana Duarte Hueros

    2018-01-01

    Full Text Available The central theme of this study is the analysis of a balanced integrated teaching methodology (face-to-face and virtual, as blended learning and the extent of its implementation in teacher training, as well as the importance of leadership in planning, supervising and coordinating this process. We began with a systematic review of the literature of the last 15 years (2002-2017 on the Web of Science (WOS, the most highly rated database in the scientific community. We identified 190 studies related to blended learning, professional teaching development and leadership in education. We then selected 163 documents that fell specifically into the educational research category, of which 75 were articles. We further fine-tuned the search by excluding those articles related to research fields other than teachers’ professional development, and arrived at 35 articles that fulfilled our preliminary criteria. We reduced the sample to the 24 articles that contained all the features required by our investigation. The results show that blended learning is a valuable training tool that enables teachers to acquire competences and which can aid their professional development; it can also foment collaborative work, augment teachers’ technical and didactic skills around technology, promote interdisciplinary experiences and help teachers to share innovations, etc., among other potential outcomes.

  19. A Blended Learning Model for Teaching Reading in English as a Foreign Language

    Science.gov (United States)

    Karkour, Islam

    2014-01-01

    The aim of this paper is to describe a blended learning model to be used in Egyptian schools when teaching reading classes in English as a foreign language. This paper is divided into three parts. The first part outlines the Egyptian context and describes the target learners. The second part describes the suggested blended learning model, which is…

  20. Enacting Conceptual Metaphor through Blending: Learning Activities Embodying the Substance Metaphor for Energy

    Science.gov (United States)

    Close, Hunter G.; Scherr, Rachel E.

    2015-01-01

    We demonstrate that a particular blended learning space is especially productive in developing understanding of energy transfers and transformations. In this blended space, naturally occurring learner interactions like body movement, gesture, and metaphorical speech are blended with a conceptual metaphor of energy as a substance in a class of…

  1. The Effect of Blended Learning on Math and Reading Achievement in a Charter School Context

    Science.gov (United States)

    Chaney, Terry Andrew

    2017-01-01

    In spite of its growing popularity, researchers have focused little attention on the effectiveness of combining traditional classroom instruction and online learning, a practice generally referred to as blended learning. The modest research on blended learning to date has tended to focus on higher education, leaving a significant gap in the…

  2. BLENDED LEARNING METHOD BASED ON LOCAL WISDOM AS A SPIRITUAL GUIDANCE HOLY TRINITY COMMUNITY IN DISTRICT BENGKAYANG

    Directory of Open Access Journals (Sweden)

    Priska Vasantan

    2016-03-01

    Full Text Available Bengkayang is one of the districts the outermost in Indonesia. The district has limitations and underdevelopment in various fields, one of which is in the field of education. Writing this article aims to show that blended learning based on local wisdom is very helpful coaching Holy Trinity Community (HTC in the district Bengkayang. It has been proven from previous studies, suggesting that coaching HTC with blended learning to be more flexible, effective and efficient . Blended learning has been applied HTC with a combination of conventional learning and e-learning in most areas in Indonesia. With the blended learning, the process of spiritual guidance becomes more flexible, effective and efficient so as to improve student in district Bengkayang.

  3. [Which learning methods are expected for ultrasound training? Blended learning on trial].

    Science.gov (United States)

    Röhrig, S; Hempel, D; Stenger, T; Armbruster, W; Seibel, A; Walcher, F; Breitkreutz, R

    2014-10-01

    Current teaching methods in graduate and postgraduate training often include frontal presentations. Especially in ultrasound education not only knowledge but also sensomotory and visual skills need to be taught. This requires new learning methods. This study examined which types of teaching methods are preferred by participants in ultrasound training courses before, during and after the course by analyzing a blended learning concept. It also investigated how much time trainees are willing to spend on such activities. A survey was conducted at the end of a certified ultrasound training course. Participants were asked to complete a questionnaire based on a visual analogue scale (VAS) in which three categories were defined: category (1) vote for acceptance with a two thirds majority (VAS 67-100%), category (2) simple acceptance (50-67%) and category (3) rejection (learning program with interactive elements, short presentations (less than 20 min), incorporating interaction with the audience, hands-on sessions in small groups, an alternation between presentations and hands-on-sessions, live demonstrations and quizzes. For post-course learning, interactive and media-assisted approaches were preferred, such as e-learning, films of the presentations and the possibility to stay in contact with instructors in order to discuss the results. Participants also voted for maintaining a logbook for documentation of results. The results of this study indicate the need for interactive learning concepts and blended learning activities. Directors of ultrasound courses may consider these aspects and are encouraged to develop sustainable learning pathways.

  4. A Blended Learning Approach to Teach Fluid Mechanics in Engineering

    Science.gov (United States)

    Rahman, Ataur

    2017-01-01

    This paper presents a case study on the teaching and learning of fluid mechanics at the University of Western Sydney (UWS), Australia, by applying a blended learning approach (BLA). In the adopted BLA, various flexible learning materials have been made available to the students such as online recorded lectures, online recorded tutorials, hand…

  5. Importance of Ethical Practices and Blended Learning: Recommendations for the Field

    Science.gov (United States)

    Krug, Damon; Roberts-Pittman, Bridget; Balch, Tonya

    2011-01-01

    Blended learning models of training and education are gaining in popularity and availability. While such models are appealing for variety of reasons, they are not without unique challenges and concerns. Practitioners face ethical decisions every day and blended training models create their own set of circumstances that could become problematic…

  6. An Analysis of Density and Degree-Centrality According to the Social Networking Structure Formed in an Online Learning Environment

    Science.gov (United States)

    Ergün, Esin; Usluel, Yasemin Koçak

    2016-01-01

    In this study, we assessed the communication structure in an educational online learning environment using social network analysis (SNA). The communication structure was examined with respect to time, and instructor's participation. The course was implemented using ELGG, a network learning environment, blended with face-to-face sessions over a…

  7. PENGARUH PEMBELAJARAN GEOGRAFI BERBASIS MASALAH DENGAN BLENDED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SMA

    Directory of Open Access Journals (Sweden)

    Cindya Alfi

    2016-04-01

    Full Text Available Development of learning system nowdays starts to shift be student centered. It goes as well as development of scince and technology in 21 century that came up with problem in many fields. With that problem, an innovation that be able to links lesson with real problem to improve students’ logical way of thinking well is needed. One of learning models that focus on student to create their ability thinking logically is learning based problem. Practically, this learning can be maximalized with technology that uses internet or as known as blended learning. Blended learning is combination of face to face and long distance learning. This can give advantage for students to repeat or ask about the lesson that the still unclear, so this’s facilitating to plan and do learning based on problem. This study aims to know the effect of applicating blended learning on geography learning based problem toward student of XI IPS in SMAN 4 Malang’s critical thinking ability. The conclusion of this study shows there are significant difference between average score of experimental class and control class. The result of hypothesis test shows that applicating model learning Problem Based Learning effects toward their thinking ability. Perkembangan pola pembelajaran saat ini mulai bergeser menjadi student center. Hal ini juga dibarengi dengan perkembangan ilmu pengetahuan dan teknologi pada abad 21 yang memunculkan permasalahan di segala bidang. Dari permasalahan tersebut diperlukan sebuah inovasi pembelajaran yang dapat mengaitkan materi dengan permasalahan nyata yang bertujuan mengembangkan kemampuan bernalar siswa dengan baik. Salah satu model pembelajaran yang menekankan siswa membangun pengetahuannya dengan berpikir kritis adalah pembelajaran berbasis masalah. Pada pelaksanaan pembelajaran tersebut dapat dimaksimalkan dengan teknologi yang memanfaatkan jaringan internet yang dikenal dengan istilah blended learning. Blended learning merupakan perpaduan

  8. Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial.

    Science.gov (United States)

    McCutcheon, Karen; O'Halloran, Peter; Lohan, Maria

    2018-06-01

    The World Health Organisation amongst others recognises the need for the introduction of clinical supervision education in health professional education as a central strategy for improving patient safety and patient care. Online and blended learning methods are growing exponentially in use in higher education and the systematic evaluation of these methods will aid understanding of how best to teach clinical supervision. The purpose of this study was to test whether undergraduate nursing students who received clinical supervisee skills training via a blended learning approach would score higher in terms of motivation and attitudes towards clinical supervision, knowledge of clinical supervision and satisfaction of learning method, when compared to those students who received an online only teaching approach. A post-test-only randomised controlled trial. Participants were a total of 122 pre-registration nurses enrolled at one United Kingdom university, randomly assigned to the online learning control group (n = 60) or the blended learning intervention group (n = 62). The blended learning intervention group participated in a face-to-face tutorial and the online clinical supervisee skills training app. The online learning control group participated in an online discussion forum and the same online clinical supervisee skills training app. The outcome measures were motivation and attitudes using the modified Manchester Clinical Supervision Scale, knowledge using a 10 point Multiple Choice Questionnaire and satisfaction using a university training evaluation tool. Statistical analysis was performed using independent t-tests to compare the differences between the means of the control group and the intervention group. Thematic analysis was used to analyse responses to open-ended questions. All three of our study hypotheses were confirmed. Participants who received clinical supervisee skills training via a blended learning approach scored higher in terms of motivation

  9. The Potential Use of Mobile Technology: Enhancing Accessibility and Communication in a Blended Learning Course

    Science.gov (United States)

    Mayisela, Tabisa

    2013-01-01

    Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware) in a blended learning course. The purpose of the study was to establish how the use of mobile technology…

  10. Pros & Cons of Using Blackboard Collaborate for Blended Learning on Students' Learning Outcomes

    Science.gov (United States)

    Hamad, Mona M.

    2017-01-01

    Blackboard Collaborate was introduced to King Khalid University recently in the last decade; instructors and students were trained to use it in an effective way. The objective of this study is to find pros and cons of using Blackboard Collaborate for Blended Learning and its effect on students' learning outcomes. The researcher used the…

  11. The Development of Blended-Learning Teaching Portfolio Course Using TBL Approach

    Science.gov (United States)

    Pardamean, Bens; Prabowo, Harjanto; Muljo, Hery Harjono; Suparyanto, Teddy; Masli, Eryadi K.; Donovan, Jerome

    2017-01-01

    This article was written to develop a teaching portfolio that helps lecturers maximize the benefits of blended learning, a combination of in-person and online learning, through the use of Team-Based Learning (TBL) teaching and learning approach. Studies show that TBL can provide opportunities in developing teamwork capabilities and enhancing…

  12. Introducing Blended Learning: An Experience of Uncertainty for Students in the United Arab Emirates

    Science.gov (United States)

    Kemp, Linzi J.

    2013-01-01

    The cultural dimension of Uncertainty Avoidance is analysed in this study of an introduction to blended learning for international students. Content analysis was conducted on the survey narratives collected from three cohorts of management undergraduates in the United Arab Emirates. Interpretation of certainty with blended learning was found in:…

  13. A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes

    Science.gov (United States)

    Casanova, Diogo; Moreira, António

    2017-01-01

    This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the…

  14. Design for learning – a case study of blended learning in a science unit

    Science.gov (United States)

    Gleadow, Roslyn; Macfarlan, Barbara; Honeydew, Melissa

    2015-01-01

    Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21 st century. PMID:26594348

  15. Faculty Best Practices Using Blended Learning in E-Learning and Face-to-Face Instruction

    Science.gov (United States)

    Mortera-Gutierrez, Fernando

    2006-01-01

    Presenting a higher education case study from Mexico: "Instituto Tecnologico y de Estudios Superiores de Monterrey" (ITESM-CCM) College, Mexico city campus, describing faculty best and worst practices using a blended learning approach in e-learning and face-to-face instruction. The article comments on conceptual definitions of blended…

  16. How Does Self-Regulated Learning Relate to Active Procrastination and Other Learning Behaviors?

    Science.gov (United States)

    Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Saito, Yutaka; Kato, Hiroshi; Miyagawa, Hiroyuki

    2016-01-01

    This research investigates the relationship between self-regulated learning awareness, procrastination, and learning behaviors in a blended learning environment. Participants included 179 first-grade university students attending a blended learning-style class that used a learning management system. Data were collected using questionnaires on…

  17. Investigation of blended learning video resources to teach health students clinical skills: An integrative review.

    Science.gov (United States)

    Coyne, Elisabeth; Rands, Hazel; Frommolt, Valda; Kain, Victoria; Plugge, Melanie; Mitchell, Marion

    2018-04-01

    The aim of this review is to inform future educational strategies by synthesising research related to blended learning resources using simulation videos to teach clinical skills for health students. An integrative review methodology was used to allow for the combination of diverse research methods to better understand the research topic. This review was guided by the framework described by Whittemore and Knafl (2005), DATA SOURCES: Systematic search of the following databases was conducted in consultation with a librarian using the following databases: SCOPUS, MEDLINE, COCHRANE, PsycINFO databases. Keywords and MeSH terms: clinical skills, nursing, health, student, blended learning, video, simulation and teaching. Data extracted from the studies included author, year, aims, design, sample, skill taught, outcome measures and findings. After screening the articles, extracting project data and completing summary tables, critical appraisal of the projects was completed using the Mixed Methods Appraisal Tool (MMAT). Ten articles met all the inclusion criteria and were included in this review. The MMAT scores varied from 50% to 100%. Thematic analysis was undertaken and we identified the following three themes: linking theory to practice, autonomy of learning and challenges of developing a blended learning model. Blended learning allowed for different student learning styles, repeated viewing, and enabled links between theory and practice. The video presentation needed to be realistic and culturally appropriate and this required both time and resources to create. A blended learning model, which incorporates video-assisted online resources, may be a useful tool to teach clinical skills to students of health including nursing. Blended learning not only increases students' knowledge and skills, but is often preferred by students due to its flexibility. Copyright © 2018 Elsevier Ltd. All rights reserved.

  18. Design Framework for an Adaptive MOOC Enhanced by Blended Learning

    DEFF Research Database (Denmark)

    Gynther, Karsten

    2016-01-01

    The research project has developed a design framework for an adaptive MOOC that complements the MOOC format with blended learning. The design framework consists of a design model and a series of learning design principles which can be used to design in-service courses for teacher professional...

  19. The Effects of Cooperative and Collaborative Strategies on Student Achievement and Satisfaction in Blended and Online Learning Environments

    Science.gov (United States)

    Nickel, Christine E.

    2010-01-01

    The purpose of this study was to examine whether cooperative versus collaborative strategies used for a group project had differential effects on students' achievement, process and solution satisfaction, value and preference for collaboration, and perceptions of community of inquiry in online and blended environments. The study sample consisted of…

  20. Development and evaluation of a blended learning course

    NARCIS (Netherlands)

    Jan M. Nauta; Jo Platenkamp; Marike Hettinga

    2016-01-01

    In a pilot project, a blended-learning course “Research and Development” was developed. This course is taught according to the flipped classroom principle. To develop the course, the ADDIE-model (Analysis, Design, Development, Implementation, and Evaluation) was used. During the evaluation phase, we

  1. Student's Reflections on Their Learning and Note-Taking Activities in a Blended Learning Course

    Science.gov (United States)

    Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

    2016-01-01

    Student's emotional aspects are often discussed in order to promote better learning activity in blended learning courses. To observe these factors, course participant's self-efficacy and reflections upon their studies were surveyed, in addition to the surveying of the metrics of student's characteristics during a Bachelor level credit course.…

  2. High School Students' Views on Blended Learning

    Science.gov (United States)

    Yapici, Ibrahim Umit; Akbayin, Hasan

    2012-01-01

    In this study, it is aimed to determine the high school students' views on blended learning. The study was carried out in biology course for the lesson unit of "Classification of Living Things and Biodiversity" with 47 9[superscript th] grade students attending Nevzat Ayaz Anatolian High School in the second term of the academic year of…

  3. (Blended Learning)2 : Blending content- and learning-oriented objectives in a blended learning environment

    NARCIS (Netherlands)

    Rans, C.D.; Teixeira De Freitas, S.; van Campen, J.M.J.F.; Saunders, G.N.

    2016-01-01

    Large classroom sizes are a reality university educators need to contend with, particularly in the first year of a given cohort within a degree programme. Activating and engaging students in these large classroom environments present numerous sets of challenges. These challenges are exacerbated by

  4. A model of blended learning in a preclinical course in prosthetic dentistry.

    Science.gov (United States)

    Reissmann, Daniel R; Sierwald, Ira; Berger, Florian; Heydecke, Guido

    2015-02-01

    The aim of this study was to evaluate the use of blending learning that added online tools to traditional learning methods in a preclinical course in prosthetic dentistry at one dental school in Germany. The e-learning modules were comprised of three main components: fundamental principles, additional information, and learning objective tests. Video recordings of practical demonstrations were prepared and cut into sequences meant to achieve single learning goals. The films were accompanied by background information and, after digital processing, were made available online. Additionally, learning objective tests and learning contents were integrated. Evaluations of 71 of 89 students (response rate: 80%) in the course with the integrated e-learning content were available for the study. Compared with evaluation results of the previous years, a substantial and statistically significant increase in satisfaction with learning content (from 30% and 34% to 86%, plearning effect (from 65% and 63% to 83%, pblended learning concept. The results showed that the e-learning tool was appreciated by the students and suggest that learning objective tests can be successfully implemented in blended learning.

  5. Reinventing medical teaching and learning for the 21st century: Blended and flipped strategies

    Directory of Open Access Journals (Sweden)

    Carol A Miles

    2017-01-01

    Full Text Available There has been a recent rapid increase in the integration of flipped and blended modes of learning into Australian university classrooms. In the move to realize the benefits of these modes of delivery, universities are spending a great deal of time focusing on course redesign and upskilling teachers to assist in the adoption of these new methods of instruction. Large-scale blended learning projects have been completed at The University of Newcastle, Australia. One such project has been the integration of flipped and blended learning strategies into the redesign of the 1st year medical science course as part of a total undergraduate medical curriculum redesign. This course involves a large number of lecturers from a wide variety of disciplines. This involved not only the redesign of this course but also the introduction of new teaching materials and learning objects. To ensure success, this work required input from three groups: the academics teaching the course, the students taking the course, and the instructional designers who create the learning objects. The University of Newcastle, Australia, was instrumental in introducing problem-based learning (PBL to medical schools in Australian universities with its initial intake of medical students in 1978 and continues the use of this methodology as its primary teaching approach. As the current project develops, it has become apparent the pioneering work previously undertaken to implement PBL, in fact, had incorporated many of the pedagogical principles and strategies of what is now considered blended learning in the flipped classroom (albeit without the technology components. This paper argues that our teachers and students will more easily adapt to the requirements inherent in blended or flipped learning due to previous familiarity with PBL strategies.

  6. A blended learning approach to teaching basic pharmacokinetics and the significance of face-to-face interaction.

    Science.gov (United States)

    Edginton, Andrea; Holbrook, Jane

    2010-06-15

    To assess pharmacy students' attitudes towards a blended-learning pharmacokinetics course. Narrated visual presentations and animations that illustrated kinetic processes and guided students through the use of software programs used for calculations were created. Other learning techniques used included online self-assessment quizzes, practice problem sets, and weekly face-to-face problem-solving tutorials. A precourse questionnaire to assess students' level of enthusiasm towards the blended-learning course and to solicit any concerns they had was administered at the beginning of the course. A postcourse questionnaire that included the same 4 Likert-scale items from the precourse questionnaire and follow-up open-ended questions was administered. Individual changes in level of enthusiasm were compared for individuals who completed both the precourse and postcourse questionnaire. Students' concerns about the blended method of learning had decreased postcourse while their enthusiasm for the benefits of blended learning had increased. Students' initial concerns about the blended learning experience were focused on their ability to communicate with the instructor about the online components, but shifted to their own time management skills at the end of the course. Face-to-face interactions with each other and with the instructor were more highly rated than online interactions in this course.

  7. Using the Blended Learning Approach in a Quantitative Literacy Course

    Science.gov (United States)

    Botts, Ryan T.; Carter, Lori; Crockett, Catherine

    2018-01-01

    The efforts to improve the quantitative reasoning (quantitative literacy) skills of college students in the United States have been gaining momentum in recent years. At the same time, the blended learning approach to course delivery has gained in popularity, promising better learning with flexible modalities and pace. This paper presents the…

  8. Transforming K-12 Rural Education through Blended Learning: Teacher Perspectives

    Science.gov (United States)

    Kellerer, Paula; Kellerer, Eric; Werth, Eric; Werth, Lori; Montgomery, Danielle; Clyde, Rozella; Cozart, Joe; Creach, Laura; Hibbard, Laura; LaFrance, Jason; Rupp, Nadine; Walker, Niki; Carter, Theresa; Kennedy, Kathryn

    2014-01-01

    A qualitative study exploring rural teacher perspectives on the impact of blended learning on students and teachers was conducted in Idaho during the Fall of 2013. Researchers from Northwest Nazarene University's DOCEO Center in partnership with Idaho Digital Learning Academy (IDLA) and the International Association for K-12 Online Learning…

  9. BLENDED LEARNING METHOD BASED ON LOCAL WISDOM AS A SPIRITUAL GUIDANCE HOLY TRINITY COMMUNITY IN DISTRICT BENGKAYANG

    OpenAIRE

    Priska Vasantan

    2016-01-01

    Bengkayang is one of the districts the outermost in Indonesia. The district has limitations and underdevelopment in various fields, one of which is in the field of education. Writing this article aims to show that blended learning based on local wisdom is very helpful coaching Holy Trinity Community (HTC) in the district Bengkayang. It has been proven from previous studies, suggesting that coaching HTC with blended learning to be more flexible, effective and efficient . Blended learning has b...

  10. A pedagogical design pattern framework for sharing experiences and enhancing communities of practice within online and blended learning

    DEFF Research Database (Denmark)

    May, Michael; Neutszky-Wulff, Chresteria; Rosthøj, Susanne

    2016-01-01

    for teachers at the University of Copenhagen a new and simpler pedagogical design pattern framework was developed for interfaculty sharing of experiences and enhancing communities of practice in relation to online and blended learning across the university. The framework of pedagogical design patterns were...... applied to describe the learning design in four online and blended learning courses within different academic disciplines: Classical Greek, Biostatistics, Environmental Management in Europe, and Climate Change Impacts, Adaptation and Mitigation. Future perspectives for using the framework for developing...... new E-learning patterns for online and blended learning courses are discussed....

  11. Erfolgreiches Lernen in einem Blended Learning-Szenario im Vergleich mit der Präsenzausbildung - am Beispiel einer MTA-Ausbildung der Fachrichtung Radiologie [Successful learning in a blended learning scenario in comparison with face-to-face instruction - illustrated by the example of the training of medical technical assistants specialising in radiology

    Directory of Open Access Journals (Sweden)

    Hohenberg, Gregor

    2009-11-01

    Full Text Available [english] Purpose: This article presents partial results of an evaluation study which compared a three-year blended learning scenario with traditional face-to-face training for medical technical assistants specialising in radiology. Methods: The blended learning approach investigated here is based on an individual tutoring approach, i.e. students work on the necessary training units during self-learning periods, while a tutor is available at all times via the Internet. Following the theory of constructivism, the tutor should see him- or herself as a coach supporting the learner working on the individual training units. As the Saarland University Hospital offers both face-to-face training and the blended learning course, it was possible to perform direct comparative tests. Results: On the basis of the final state examination results, it could be shown that the participants of the blended learning course achieved equivalent or slightly better exam results. Conclusion: The positive results of the blended learning participants gain increased significance against the backdrop of the demographic data of both groups of participants: with an average age of 43 (median: 43, the blended learning participants show a significantly higher life experience compared to the face-to-face training participants, who had an average age of 28 (median: 25. That shows that the blended learning method is a good method to be used by people working in radiology. [german] Zielsetzung: Dieser Artikel stellt Teilergebnisse einer Evaluationsstudie dar, deren Zielsetzung es ist, ein dreijähriges Blended learning-Szenario mit einer klassischen Präsenzausbildung für medizinisch-technische Assistenten der Fachrichtung Radiologie zu vergleichen. Methodik: Der hier untersuchte Blended Learning-Ansatz beruht auf einem individuellen Betreuungsansatz, d. h. während die Teilnehmenden in den Selbstlernphasen die Unterrichtseinheiten bearbeiten, steht jederzeit via Internet ein

  12. The potential of blended learning in education and training for advanced civilian and military trauma care.

    Science.gov (United States)

    Sonesson, Linda; Boffard, Kenneth; Lundberg, Lars; Rydmark, Martin; Karlgren, Klas

    2018-01-01

    In the field of advanced care of the complex trauma patient, there is an emerging need for focused education and training. However, several hospitals do not support further education and training in this field, and the challenge of releasing time for physicians and nurses is well-known. Educational strategies using blended learning, which combines traditional classroom methods with modern computer-assisted methods and media, have not yet been widely used. This study analysed the educational challenges and areas for improvement, according to senior physicians and nurses, and investigated the potential use of blended learning. The setting was an international course, Definitive Surgical Trauma Care (DSTC) - Military Version, part of a programme which prepares health professionals for work during extreme conditions. The sample consisted of senior physicians and nurses, participating in the course in September 2015. A survey was completed, interviews were performed and a post-course survey was conducted 18 months later in March 2017. The most difficult aspect of learning how to manage the complex trauma patient, was the lack of real practice. Even though the respondents were knowledgeable in advanced trauma, they lacked personal experience in managing complex trauma cases. Cases presented during the course represented significantly greater complexity of injury compared to those usually seen in hospitals and during military deployment. The following educational challenges were identified from the study: (1) Lack of experience and knowledge of advanced trauma care. (2) Lack of the use of blended learning as support for education and training. (3) Limited time available for preparation and reflection in the education and training process. (4) Lack of support for such education and training from home hospitals. (5) The unfulfilled requirement for multidisciplinary team-training in the military medical environment. Educational strategies and methods, such as blended

  13. Corporate Blended Learning in Portugal: Current Status and Future Directions

    Science.gov (United States)

    Marcal, Julia; Caetano, Antonio

    2010-01-01

    The aim of this study is to characterize the current status of blended learning in Portugal, given that b-learning has grown exponentially in the Portuguese market over recent years. 38 organizations (representing 68% of all institutions certified to provide distance training by the Government Labour Office--DGERT-) participated in this study. The…

  14. A Case Study of the Introductory Psychology Blended Learning Model at McMaster University

    Directory of Open Access Journals (Sweden)

    Joseph A. Kim

    2011-09-01

    Full Text Available This paper provides a brief review of blended learning as a didactic method, and discusses the issues and challenges of using blended learning models in post-secondary education. Blended learning refers to mixed modes of instruction that combine traditional face-to-face classroom teaching methods and online learning materials. The paper will address challenges faced by large classrooms with a diverse student body, and the ways blended learning models can help alleviate those concerns (i.e. technologically savvy students, the need for course scheduling flexibility. In addition, a case study of blended learning in higher education in the context of a unique first year Introductory Psychology program at McMaster University will be discussed. Lastly, the important learning benefits offered by blended learning systems, along with the potential barriers to their implementation will be addressed.Cet article présente un bref compte rendu de l’apprentissage hybride en tant que méthode didactique. Il traite des problèmes et des enjeux relatifs à l’utilisation des modèles d’apprentissage hybride dans le domaine de l’enseignement postsecondaire. L’apprentissage hybride renvoie aux modes d’enseignement mixtes qui combinent les méthodes d’enseignement traditionnel en présentiel et l’accès à des documents d’apprentissage en ligne. L’article traite des difficultés rencontrées dans les grands groupes comprenant une diversité d’étudiants et des façons dont les modèles d’apprentissage hybride peuvent contribuer à atténuer ces préoccupations (c.-à-d. les étudiants calés en technologie, la nécessité d’une offre de cours souple. De plus, l’article traite d’une étude de cas sur l’apprentissage hybride dans l’enseignement supérieur dans le cadre de la première année d’un programme d’introduction à la psychologie à l’Université McMaster. Enfin, l’article aborde les importants avantages offerts par

  15. "More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative

    Science.gov (United States)

    Whiteside, Aimee L.; Garrett Dikkers, Amy; Lewis, Somer

    2016-01-01

    This article examined a blended learning initiative in a large suburban high school in the Midwestern region of the United States. It employed a single-case exploratory design approach to learn about the experience of administrators, teachers, students, and parents. Using Zimmerman's Self-Regulated Learning (SRL) Theory as a guiding framework,…

  16. Making the Most of "External" Group Members in Blended and Online Environments

    Science.gov (United States)

    Hernández-Nanclares, Núria; García-Muñiz, Ana S.; Rienties, Bart

    2017-01-01

    Although the importance of boundary spanning in blended and online learning is widely acknowledged, most educational research has ignored whether and how students learn from others outside their assigned group. One potential approach for understanding cross-boundary knowledge sharing is Social Network Analysis (SNA). In this article, we apply four…

  17. Evaluating a blended-learning course taught to different groups of learners in a dental school.

    Science.gov (United States)

    Pahinis, Kimon; Stokes, Christopher W; Walsh, Trevor F; Cannavina, Giuseppe

    2007-02-01

    The purpose of this study was to present and evaluate a blended-learning course developed for undergraduate (B.D.S.), postgraduate, and diploma (hygiene and therapy) students at the University of Sheffield School of Clinical Dentistry. Blended learning is the integration of classroom face-to-face learning with online learning. The overall methodology used for this study was action research. The data were collected using three processes: questionnaires to collect contextual data from the students taking the course; a student-led, nominal group technique to collect group data from the participants; and a non-participant observer technique to record the context in which certain group and individual behaviors occurred. The online component of the course was accepted as a valuable resource by 65 percent of those responding. While online information-sharing occurred (31 percent of the students posted in forums), there was no evidence of online collaboration, with only 8 percent replying to forum postings. Accessibility of the online environment was one of the main concerns of the students at the nominal group sessions. Differences regarding overall engagement with the course between the student groups (years) were observed during the sessions. The majority of the students were satisfied with the Information and Communication Technologies (ICT) course. No statistically significant differences between males and females were found, but there were differences between different student cohorts (year groups).

  18. How to Mix the Ingredients for a Blended Course Recipe

    Directory of Open Access Journals (Sweden)

    Antoanela Naaji

    2015-12-01

    Full Text Available Over the last years, the growing ubiquity of Social Media, the emerging mobile technologies and the augmented reality become more deeply integrated into the teaching-learning process and also create new opportunities for reinventing the way in which educational actors both perceive and access learning. The major challenges in education that involve tremendous development and innovation are blended courses/ flipped classrooms integrating Social Media (SM, Open Educational Resources (OER and Massive Open Online Courses (MOOC (Johnson et al., 2014. This paper focuses on evaluating the e-learning experiences of various actors in the Romanian educational system. There is a tendency to use virtual learning environments with increasing frequency in higher education, many participants experiencing both online and blended courses. Another issue approached in this paper concerns the relevance of the components of online/ blended courses. In this context, the paper analyzes the importance of these elements with respect to various fields, such as: exact sciences, social sciences, humanistic studies, medical sciences, etc. In conclusion, we identify the most relevant elements in the development of online/ blended courses for various domains. The results will emphasize the standards required for evaluating the quality of online and blended courses.

  19. Blended Learning vs. Traditional Instruction as a Predictor of Student Achievement in New York City Public Schools

    Science.gov (United States)

    Murray, Anthony

    2017-01-01

    This study explored the differences in student achievement on New York State standardized tests between blended learning and traditional instructional methodologies. Specifically, the study compared student achievement in iLearnNYC schools, to their peer schools that deliver instruction in a traditional manner. iLearnNYC is a blended learning…

  20. THE VIRTUAL LEARNING ENVIRONMENTS IN VOCATIONAL EDUCATION: A REPORT OF BLENDED LEARNING EXPERIENCES

    Directory of Open Access Journals (Sweden)

    Paulo Roberto Prado Constantino

    2013-07-01

    Full Text Available This paper presents an experiment in uses of virtual learning environments (VLE in the vocational education, evaluated by the Educational Supervision of Vocational and Secondary Schools of Paula Souza Center. The experience occurred in Etec "Jacinto Ferreira de Sá", São Paulo, Brazil, between 2009 and 2011, where the reported activities were organized and developed in the degree of Music, with students of different ages. Using specifics instruments to qualitative research for data collection were selected class record books, the reports to the virtual environment, the records of the participants' personal reflections, interviews and examination of the minutes of class councils involved. The experience has served as a basis for replication in other contexts and vocational courses presented by the institution.

  1. Learning to Swim in New Waters: A Meta-Narrative about the Design and Implementation of a Virtual Learning Environment for Language Learning and Teaching

    Science.gov (United States)

    MacKinnon, Teresa

    2015-01-01

    In the past 5 years, the Language Centre at the University of Warwick has designed and implemented a blended learning environment in order to meet two important challenges to our Institution-Wide Language Programme (IWLP) language teaching mission. These were to connect teachers and learners together online in order to better support progress…

  2. A Blended Learning Module in Statistics for Computer Science and Engineering Students Revisited

    Directory of Open Access Journals (Sweden)

    Christina Andersson

    2017-11-01

    Full Text Available Teaching a statistics course for undergraduate computer science students can be very challenging: As statistics teachers we are usually faced with problems ranging from a complete disinterest in the subject to lack of basic knowledge in mathematics and anxiety for failing the exam, since statistics has the reputation of having high failure rates. In our case, we additionally struggle with difficulties in the timing of the lectures as well as often occurring absence of the students due to spare-time jobs or a long traveling time to the university. This paper reveals how these issues can be addressed by the introduction of a blended learning module in statistics. In the following, we describe an e-learning development process used to implement time- and location-independent learning in statistics. The study focuses on a six-step-approach for developing the blended learning module. In addition, the teaching framework for the blended module is presented, including suggestions for increasing the interest in learning the course. Furthermore, the first experimental in-class usage, including evaluation of the students’ expectations, has been completed and the outcome is discussed.

  3. Evaluation of a blended learning model in geriatric medicine: a successful learning experience for medical students.

    Science.gov (United States)

    Duque, Gustavo; Demontiero, Oddom; Whereat, Sarah; Gunawardene, Piumali; Leung, Oliver; Webster, Peter; Sardinha, Luis; Boersma, Derek; Sharma, Anita

    2013-06-01

    Despite the increasingly ageing population, teaching geriatric medicine at medical schools is a challenge due to the particularities of this subspecialty and the lack of student interest in this subject. We assessed a blended system that combines e-learning and person-to-person interaction. Our program offered the students a hands-on learning experience based on self-reflection, access to technology, interactive learning, frequent interaction with the multidisciplinary team, more exposure to patients, and regular feedback. Our results indicate that the students appreciate this system as a rich and effective learning experience demonstrated by their positive feedback and by their significant improvement in knowledge assessed at the end of their rotation. Implementing an interactive blended system is a beneficial approach to teaching geriatric medicine in medical schools and to motivating medical students' interest in this important medical subspecialty. © 2012 The Authors. Australasian Journal on Ageing © 2012 ACOTA.

  4. Blended Learning and Student Satisfaction: An Investigation into an EAP Writing Course

    Directory of Open Access Journals (Sweden)

    Zainab Ibrahim Abbas

    2018-02-01

    Full Text Available This paper investigates students satisfaction in a blended English writing course for Academic Purposes in Iraq. Blended learning is a novel mode of approaching education and learning in Iraq so it is very relevant to attempt to determine what factors can help it its success. Its novelty comes not from its use of online platforms such as Moodle but blending the traditional face-to face approach and distance teaching in a way that foster critical thinking and ongoing participation of the students. Different factors were emphasized and investigated regarding satisfaction, among them, the instructor-student and student-student interaction, in addition to the pedagogical aspect of the course. Student’s background such as their job and age and family status were not considered in this study. A modified questionnaire of student’s satisfaction in an online course was used to determine the approximate of satisfaction. The result of the research helped the administration office to apply some improvements to the newly-founded Blended courses in Iraq.

  5. Perceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study.

    Science.gov (United States)

    Keogh, Justin W L; Gowthorp, Lisa; McLean, Michelle

    2017-09-01

    This study sought to gain insight into blended learning-naive sports science students' understanding and perceptions of the potential benefits and limitations of blended (hybrid) learning, which has been defined as the thoughtful integration of face-to-face and online instructional approaches. Five focus groups, each comprising 3-4 students from either the undergraduate or postgraduate sports science programmes were conducted. The focus groups were facilitated by a researcher who was not involved in sports science. Audio recordings of the focus groups were transcribed verbatim. NVivo software was used to code the transcripts to identify the themes and subthemes. Students generally had little initial understanding of blended learning. When provided with a definition, they believed that blended learning could improve educational outcomes and assist those who were legitimately unable to attend a session. Their reservations about blended learning mainly related to some students not being sufficiently autonomous to undertake independent study, timetabling considerations and access to reliable Internet services. For blended learning to be effective, students felt the online material had to be interactive, engaging and complement the face-to-face sessions. Better understanding the perceptions of the students in the current study may assist educators who are considering implementing blended learning in their teaching.

  6. EVALUATION OF STUDENT'S NOTES IN A BLENDED LEARNING COURSE

    OpenAIRE

    Minoru Nakayama; Kouichi Mutsuura; Hiroh Yamamoto

    2011-01-01

    Student’s notes are evaluated to trace their learning process in a blended learning course, and the factors affecting the quality of these notes are discussed. As individual note-taking performance may be based on student’s characteristics, these contributions are also examined. Some factors about per-sonality and the learning experience are sig-nificant, and positively affect the grades given to notes. Lexical features of notes tak-en were extracted using a text analysis tech-nique, and ...

  7. COMPARISON OF STUDENT SATISFACTION BETWEEN TRADITIONAL AND BLENDED TECHNOLOGY COURSE OFFERINGS IN PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Nikolaos VERNADAKIS

    2012-01-01

    Full Text Available Blended learning With the concerns and dissatisfaction with e-learning, educators are searching for alternative instructional delivery solutions to relieve the above problems. The blended e-learning system has been presented as a promising alternative learning approach. While blended learning has been recognized as having a number of advantages, insufficient learning satisfaction is still an obstacle to its successful adoption. Therefore, the purpose of this study was to evaluate students’ satisfaction with blended learning course delivery compared to a traditional face-to-face class format in a general multimedia course in physical education. Forty six (n=46 undergraduate students, between the ages of 20-22 years old, were randomly assigned into two teaching method groups: Classroom Lecture Instruction (CLI and Blended Lecture Instruction (BLI. For the data collection at the end of this study, students completed an online satisfaction questionnaire.Independent sample t-test analysis was conducted to measure students’ satisfaction towards the CLI and BLI methods. Results indicated that a blended course delivery is preferred over the traditional lecture format. These finding suggest that students' satisfaction could increase when the instructor provides learning environments not only in a traditional classroom, but in an asynchronous online system as well.

  8. Why not serve an educational buffet for students? Blended learning in optics experimental education

    Science.gov (United States)

    Zhou, Ya; Hu, Yao; Dong, Liquan; Liu, Ming; Zhao, Yuejin; Kong, Lingqin; Hao, Qun; Huang, Yifan

    2017-08-01

    When talking about higher education, it's hard not to run into a discussion on what's really better for student learning: online learning or traditional learning? Of course, the key is to offer both, and potentially emphasize blended learning as the less polarizing option. Online courses are much more flexible and less expensive, but powerless while hands-on practical capacity is involved. Traditional experimental course can maintain a fluid and solid learning process but is less productive due to its scheduled time and simplex access. In this paper, a buffet-style knowledge service mode applied in a 12-week-long project-based experimental course Optoelectronic Instrument Experiments (OIE) is discussed. Our purpose is to find a blended learning mode in experimental education.

  9. E-Learning as an Important Component in “Blended Learning” in School Development Projects in Norway

    OpenAIRE

    Aasen, Ann Margareth

    2013-01-01

    E-learning is an important component in ཿblended learning࿝ in all of SePU`s projects and is used for additional education and development of competences. Blended learning is defined as learning facilitated by the effective combination of different modes of delivery, models of teaching, styles of learning, and based on transparent communication among all parties involved in development competences. In general, one of the challenges with improving the workplace is linked to employee training an...

  10. Udvikling af vejledningspraksis i kurser for undervisere i brugen af blended learning-aktiviteter

    DEFF Research Database (Denmark)

    Stenalt, Maria Hvid; Wichmann-Hansen, Gitte; Rossen, Dorte Sidelmann

    Hvert semester tilbyder Center for Undervisning og Læring (CUL) ved School of Business and Social Sciences ved Aarhus Universitet et 1-årig langt kompetenceudviklingsforløb i brugen af blended learning for lektorer og professorer. I løbet af denne periode skal deltagerne gennemføre et indledende...... blended learning-kursusforløb på 5 uger efterfulgt af en udviklings- og afprøvningsfase. Som afslutning skal deltagerne skrive en refleksionsrapport. Forløbet indebærer to vejledningsmøder med en eller flere af de undervisningsudviklere fra CUL, der er ansvarlige for forløbet: 1) Et individuelt...... vejledningsmøde, hvor deltagerne skal finde frem til, hvordan de vil eller kan omlægge deres undervisning til blended learning og 2) et kollektivt vejledningsmøde efter første udviklingsfase, hvor deltagerne modtager feedback på deres igangværende udviklingstiltag fra gruppemedlemmer og undervisningsudviklere. Et...

  11. A Blended Approach to Learning in an Obstetrics and Gynecology Residency Program: Proof of Concept

    Directory of Open Access Journals (Sweden)

    Funminiyi A. Taylor

    2015-01-01

    Full Text Available Problem Graduate medical education programs are expected to educate residents to be able to manage critically ill patients. Most obstetrics and gynecology (OB/GYN graduate medical education programs provide education primarily in a didactic format in a traditional face-to-face setting. Busy clinical responsibilities tend to limit resident engagement during these educational sessions. The revision of the training paradigm to a more learner-centered approach is suggested. Intervention A blended learning education program was designed and implemented to facilitate the teaching and learning of obstetric emergencies, specifically diabetic ketoacidosis and acute-onset severe hypertension in pregnancy. The program incorporated tools to foster a community of inquiry. Multimedia presentations were also utilized as the main modality to provide instruction. The blended learning course was designed in accordance with the cognitive theory of multimedia learning. Context This intervention was carried out in the Department of Obstetrics and Gynecology, Southern Illinois University. All 15 OB/GYN residents were enrolled in this course as part of their educational curriculum. First, face-to-face instructions were given in detail about the blended learning process, course content, and online website. The residents were then assigned tasks related to completing the online component of the course, including watching multimedia presentations, reading the resources placed online, and participating in online asynchronous discussions. The course culminated with a face-to-face session to clarify misconceptions. Pre- and postcourse quizzes were administered to the residents to assess their retention and understanding. Outcome Objective analysis demonstrated significant improvements in retention and understanding after participating in the course. The blended learning format was well received by the residents. Resident perception of social presence in the asynchronous

  12. Summary of Research on Online and Blended Learning Programs That Offer Differentiated Learning Options. REL 2017-228

    Science.gov (United States)

    Brodersen, R. Marc; Melluzzo, Daniel

    2017-01-01

    This report summarizes the methodology, measures, and findings of research on the influence on student achievement outcomes of K-12 online and blended face-to-face and online learning programs that offer differentiated learning options. The report also describes the characteristics of the learning programs. Most of the examined programs used…

  13. Significant Predictors for Effectiveness of Blended Learning in a Language Course

    Science.gov (United States)

    Wichadee, Saovapa

    2018-01-01

    A wide variety of technologies combined with traditional classroom methods can make learning easier in the digital age. This paper studied undergraduate students' learning performance and satisfaction after they had studied in a blended setting and investigated if variables of learner characteristics and course features would be predictors for…

  14. University of Central Florida and the American Association of State Colleges and Universities: Blended Learning Toolkit

    Science.gov (United States)

    EDUCAUSE, 2014

    2014-01-01

    The Blended Learning Toolkit supports the course redesign approach, and interest in its openly available clearinghouse of online tools, strategies, curricula, and other materials to support the adoption of blended learning continues to grow. When the resource originally launched in July 2011, 20 AASCU [American Association of State Colleges and…

  15. Blended learning in CME: the perception of GP trainers

    NARCIS (Netherlands)

    te Pas, E.; Meinema, J. G.; Visser, M. R. M.; van Dijk, N.

    2016-01-01

    Blended learning (the combination of electronic methods with traditional teaching methods) has the potential to combine the best of traditional education with the best of computer-mediated training. We chose to develop such an intervention for GP trainers who were undertaking a Continuing Medical

  16. Posters That Teach – Blended Learning and Total Engagement

    Directory of Open Access Journals (Sweden)

    Adina Stan

    2017-08-01

    Full Text Available Electronically mediated technologies are prohibited from use in a major assessment component of a blended learning subject. This subject employs a multidisciplinary problem-based approach to explore international issues and perspectives using a rich blend of face-to-face, electronically mediated, individual and team-based activities. The assessment is a role-play which occurs during the second half of a year-long pathway to university program. Belief in the importance of helping students integrate knowledge with an understanding of learning strategies informs the design of this particular assessment task. To complete the task, small teams develop and display a hand-drawn poster summarising their understanding of a real life 'wicked problem' explored in depth during the semester. Composing and preparing their poster ensures that students create visual evidence of their learning about the context of a complex contemporary international issue, which varies from year to year. It also introduces students to higher order thinking and develops critical and creative thinking skills. This paper aims to introduce and describe the learning principles informing the design of the assessment strategy. The task compels students to question information, seeking deeper engagement with data and generating first-hand engagement with the issue. The learning design also facilitates students’ crucial skills of knowledge generation and learning management, and helps them apply this knowledge to other aspects of their future learning. This task bridges the gap between the technical and non-technical skills essential for success in the 21st century.

  17. Introducing blended learning in the English language classroom: Students’ attitudes and perceptions before and after the course

    Directory of Open Access Journals (Sweden)

    Natalya Emelyanova

    2017-03-01

    Full Text Available The increased demands for foreign language learning and the dwindling number of contact hours have urged teachers to look for innovative methods of instruction such as blended learning (BL. A study was conducted at a Russian university (The National Research University Higher School of Economics in order to explore the attitudes and perceptions of the students toward blended learning in the English language classroom. The research instruments were tests and questionnaires administered to students before and after the course. The online portion of the course was realized through the corporate learning management system (LMS. The study revealed a noticeable evolution in students’ perceptions and attitudes towards using blended learning in foreign language instruction. This shift and the consequential outcomes of the study are discussed.

  18. Blending Classroom Teaching and Learning with QR Codes

    Science.gov (United States)

    Rikala, Jenni; Kankaanranta, Marja

    2014-01-01

    The aim of this case study was to explore the feasibility of the Quick Response (QR) codes and mobile devices in the context of Finnish basic education. The interest was especially to explore how mobile devices and QR codes can enhance and blend teaching and learning. The data were collected with a teacher interview and pupil surveys. The learning…

  19. Encapsulated Presentation: A New Paradigm of Blended Learning

    Science.gov (United States)

    Rose, Richard; Ray, Jan

    2011-01-01

    This article is a presentation of a new mode of blended learning whose only goal is to enrich the quality of instruction in the face-to-face classroom through the simultaneous delivery of online and face-to-face components. Encapsulated presentation is the delivery of the entire presentation phase of a lesson in the classroom by electronic methods…

  20. Blended learning on family planning policy requirements: key findings and implications for health professionals.

    Science.gov (United States)

    Limaye, Rupali J; Ahmed, Naheed; Ohkubo, Saori; Ballard, Anne

    2018-04-01

    To address unmet needs for family planning and advance women's rights, US federal foreign aid recipients must ensure compliance with the family planning legislative and policy requirements. Because many health providers work in rural and remote settings, blended learning, which combines in-person and online experiences, is a promising approach for strengthening their compliance knowledge. This cross-sectional study examined the effect of blended learning that included three components (online course, in-person training and conference call) on retention of family planning compliance knowledge. A total of 660 learners from 44 countries completed the online survey (8% response rate). Study participants were asked about their knowledge of family planning compliance and suggestions to improve their learning experiences. Knowledge retention was higher in the group that utilised all three learning approaches compared with the online course plus conference call group (Pblended learning training resulted in the highest gains in knowledge retention compared with online-only learning. These findings suggest that blended learning and repeat online trainings are critical to ensuring health professionals are aware of family planning compliance regulations. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  1. Instructor Support Services: An Inevitable Critical Success Factor in Blended Learning in Higher Education in Tanzania

    Science.gov (United States)

    Raphael, Christina; Mtebe, Joel S.

    2016-01-01

    The adoption of blended learning to widen access, reduce cost, and improve the quality of education is becoming prevalent in higher education in sub-Saharan Africa and Tanzania in particular. University of Dar es Salaam and the Open University of Tanzania offer various blended learning courses using Moodle system via regional centres scattered…

  2. Reading Achievement and Reading Efficacy Changes for Middle School Students with Disabilities through Blended Learning Instruction

    Science.gov (United States)

    Pace, Jesse R.; Mellard, Daryl F.

    2016-01-01

    This study evaluated the effects of a blended learning instructional experience for sixth-grade students in an English/language arts (ELA) course. Students at two treatment schools participated in a blended learning instructional paradigm, and their ELA test scores were compared to one comparison school that used a face-to-face delivery. Other…

  3. Consequences of Switching to Blended Learning: The Grenoble Medical School Key Elements.

    Science.gov (United States)

    Houssein, Sahal; Di Marco, Lionel; Schwebel, Carole; Luengo, Vanda; Morand, Patrice; Gillois, Pierre

    2018-01-01

    In 2006, the Grenoble-Alpes University Medical School decided to switch the learning paradigm of the first year to a blended learning model based on a flipped classroom with a continuous dual assessment system providing personal follow-up. We report a descriptive analysis of two pedagogical models. The innovative blended learning model is divided into 5 week-sequences of learning, starting with a series of knowledge capsules, following with Interactive On Line Questions, Interactive On Site Training and an Explanation Meeting. The fourth and final steps are the dual assessment system that prepares for the final contest and the personal weekly follow-up. The data were extracted from the information systems over 17 years, during which the same learning model was applied. With the same student workload, the hourly knowledge/skills ratio decreased to approximately 50% with the blended learning model. The teachers' workload increased significantly in the first year (+70%), and then decreased each year (reaching -20%). Furthermore, the type of education has also changed for the teacher, from an initial hourly knowledge/skill ratio of 3, to a ratio of 1/3 with the new model after a few years. The institution also needed to resize the classroom from a large amphitheatre to small interactive learning spaces. There is a significant initial effort required to establish this model both for the teachers and for the institution, which have different needs and costs However, the satisfaction rates and the demand for extension to the other curriculums from medics and paramedics learners indicate that this model provides the enhanced learning paradigm of the future.

  4. Teaching patient care to students: A blended learning approach in radiography education

    Energy Technology Data Exchange (ETDEWEB)

    Bleiker, Jill, E-mail: j.bleiker@ex.ac.uk [College of Engineering, Mathematics and Physical Sciences, University of Exeter, Stocker Road, Exeter EX4 4QL (United Kingdom); Knapp, Karen M.; Frampton, Ian [College of Engineering, Mathematics and Physical Sciences, University of Exeter, Stocker Road, Exeter EX4 4QL (United Kingdom)

    2011-08-15

    Understanding the complexity of the patient-practitioner interaction is a challenging area for radiography students early in their programmes. A small scale research project was undertaken to develop blended learning resources for the teaching of patient care to radiography students. Its purpose was to utilise experiences gathered from interviews with ex-patients to produce video clips of patient-practitioner interactions so that students might gain some insight into the reality of the clinical setting, thus enabling them to link theory with practice. A total of eight interviews with ex-patients were carried out and the transcripts used to generate scripts which were enacted and filmed by a professional acting company. Thematic analysis of the study data initiated the generation of scenarios, which formed the basis of the videos. Twelve scenes showing patient-practitioner interactions in various parts of a medical imaging department and four 'talking heads' clips were produced. These were loaded onto the university's virtual learning environment and made available for viewing together with self-test and evaluation questionnaires. A pilot study was carried out; evaluation of the videos by second year student radiographers was positive. The main study was carried out using first year students with similarly positive findings and the videos are now publically available for teaching purposes. Further work in this promising area of e-learning could further utilise patients' experiences, and using the same technology, might offer students of other professions the opportunity to gain vicarious experience prior to their first encounters with patients and the general public. In conclusion, research leading to the production of simulations of real-life patient-practitioner interactions delivered using blended learning is a useful pedagogical tool in the education of radiography students.

  5. Teaching patient care to students: A blended learning approach in radiography education

    International Nuclear Information System (INIS)

    Bleiker, Jill; Knapp, Karen M.; Frampton, Ian

    2011-01-01

    Understanding the complexity of the patient-practitioner interaction is a challenging area for radiography students early in their programmes. A small scale research project was undertaken to develop blended learning resources for the teaching of patient care to radiography students. Its purpose was to utilise experiences gathered from interviews with ex-patients to produce video clips of patient-practitioner interactions so that students might gain some insight into the reality of the clinical setting, thus enabling them to link theory with practice. A total of eight interviews with ex-patients were carried out and the transcripts used to generate scripts which were enacted and filmed by a professional acting company. Thematic analysis of the study data initiated the generation of scenarios, which formed the basis of the videos. Twelve scenes showing patient-practitioner interactions in various parts of a medical imaging department and four 'talking heads' clips were produced. These were loaded onto the university's virtual learning environment and made available for viewing together with self-test and evaluation questionnaires. A pilot study was carried out; evaluation of the videos by second year student radiographers was positive. The main study was carried out using first year students with similarly positive findings and the videos are now publically available for teaching purposes. Further work in this promising area of e-learning could further utilise patients' experiences, and using the same technology, might offer students of other professions the opportunity to gain vicarious experience prior to their first encounters with patients and the general public. In conclusion, research leading to the production of simulations of real-life patient-practitioner interactions delivered using blended learning is a useful pedagogical tool in the education of radiography students.

  6. A Comparison of Traditional and Blended Learning in Introductory Principles of Accounting Course

    Science.gov (United States)

    Du, Chan

    2011-01-01

    This paper examines whether a blended course that introduces lower-level education online learned by students before they come into class and after class online assignments and online discussions enhances student performance for an introductory principles of accounting course over the period 2009-2010. The blended course design includes (1)…

  7. An exploration of students' experiences of Blended Learning in a ...

    African Journals Online (AJOL)

    ... experiences of Blended Learning through their interaction with the adaptive ... to university resources such as computers and Wi-Fi had a greater chance of ... were discordant - students scored better on online tests than in written tests.

  8. Blended Learning Model on Hands-On Approach for In-Service Secondary School Teachers: Combination of E-Learning and Face-to-Face Discussion

    Science.gov (United States)

    Ho, Vinh-Thang; Nakamori, Yoshiteru; Ho, Tu-Bao; Lim, Cher Ping

    2016-01-01

    The purpose of this study was to examine the effectiveness of a blended learning model on hands-on approach for in-service secondary school teachers using a quasi-experimental design. A 24-h teacher-training course using the blended learning model was administered to 117 teachers, while face-to-face instruction was given to 60 teachers. The…

  9. Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

    OpenAIRE

    Nilsson, Mikael; ?stergren, Jan; Fors, Uno; Rickenlund, Anette; Jorfeldt, Lennart; Caidahl, Kenneth; Bolinder, Gunilla

    2012-01-01

    Abstract Background The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. Methods The programme, wi...

  10. The use of Edmodo in teaching writing in a blended learning setting

    Directory of Open Access Journals (Sweden)

    Pupung Purnawarman

    2016-01-01

    Full Text Available The advancement of technology provides education with varioussolutions to create new learning environments. Edmodo as a learning platform is believed to offera solution in the teaching of English, particularly for teaching writing. This research was aimed to investigate how Edmodo as a learning platform,in a blended learning setting, was implemented in teaching writing in its combination with Genre-based Approach, how Edmodo facilitated students’ engagement, and how students perceived the use of Edmodo in teaching and learning activities. This research employed a qualitative approach with case study design. The research involved 17 participants from the eleventh grade of a senior high school in Bandung, Indonesia. The data were collected through observations, document analysis, interviews, and questionnaires. The results showed that in teaching writing,it was possible to integrate Edmodo into GBA writing cycles. Edmodo also facilitated students’ engagement cognitively during classroom sessions. The students showed various responses towards the use of Edmodo based on the Uses and Gratification Theory (UGT framework. Some issues on the use of Edmodo identified in this research were bandwidth, confusion in using Edmodo, incompatibility of smartphone applications, and students’ lack responsibilities for learning. The suggestions for the authority and areas of further research are presented.

  11. Looking Back and Looking Forward: A Glimpse of Blended Learning in Higher Education from 2007-2017

    Science.gov (United States)

    Taylor, Maurice; Vaughan, Norman; Ghani, Shehzad K.; Atas, Sait; Fairbrother, Michael

    2018-01-01

    Using an engagement in research approach this article explores the landscape of blended learning in higher education over the last decade by comparing the results of a critical literature review by Vaughan to an instrumental case study that identified key factors that led to the implementation of a blended learning initiative in one medium sized…

  12. Blended versus Traditional Course Delivery: Comparing Students' Motivation, Learning Outcomes, and Preferences

    Science.gov (United States)

    Tseng, Hungwei; Walsh, Eamonn Joseph, Jr.

    2016-01-01

    This study sought to compare and assess students' experiences and perceptions in a blended and a traditional course, as well as their level of learning motivation, level of learning outcomes and skills, and learning achievement. Two instructors who were teaching 1 section of an undergraduate English literacy course using the face-to-face format…

  13. The Present and Future State of Blended Learning in Workplace Learning Settings in the United States

    Science.gov (United States)

    Bonk, Curtis J.; Kim, Kyong-Jee; Oh, Eun Jung; Teng, Ya-Ting; Son, Su Jin

    2007-01-01

    This paper reports survey findings related to the present and future state of blended learning in workplace learning settings across the U.S. Surveyed in this study are 118 practitioners in corporate training or elearning in various workplace settings. The findings reveal interesting perceptions by respondents regarding the benefits of and…

  14. Lecciones aprendidas de estudios sobre blended-learning en instituciones de Educación Superior

    Directory of Open Access Journals (Sweden)

    Vanesa Mª Gámiz Sánchez

    2014-07-01

    Full Text Available En este artículo revisamos una de las modalidades que más auge está teniendo últimamente en las instituciones universitarias: el blended-learning. Las aportaciones de las tecnologías de la información y la comunicación al mundo educativo y las necesidades que se plantean en las universidades europeas en la construcción del Espacio Europeo de Educación Superior parecen ser un escenario adecuado para el desarrollo de experiencias formativas de blended-learning. En este artículo recorreremos algunos conceptos importantes para la comprensión del blended-learning como modalidad formativa y repasaremos algunas de las investigaciones que se han realizado en torno al tema para estudiar de una manera más completa y profunda las repercusiones de la utilización de estos modelos en las instituciones de Educación Superior.

  15. Reflections on the Use of Iterative, Agile and Collaborative Approaches for Blended Flipped Learning Development

    Directory of Open Access Journals (Sweden)

    Hazel Owen

    2015-04-01

    Full Text Available E-learning experiences are widely becoming common practice in many schools, tertiary institutions and other organisations. However despite this increased use of technology to enhance learning and the associated investment involved the result does not always equate to more engaged, knowledgeable and skilled learners. We have observed two key prevalences. The first is an ingrained, and often unquestioned, set of beliefs and expectations held by the majority of people who have experienced formal education, and who are involved in the development of eLearning and blended learning experiences. These beliefs tend to impact the overall design of what a blended type of learning experience might consist of. The second prevalence is for educational institutions to embark on large-scale eLearning developments, which by their scale can prove problematic. In part because it is a long time before the school or organisation sees any benefit and there is an up-front cost before any learning value is realised. In this paper we will be discussing our experiences of the implementation of a large-scale blended-learning project at Unitec, a tertiary institution in Aotearoa, New Zealand. Approaches taken to implement the development were iterative and based on a phased rollout, with each subsequent stage being informed by the ones before it. Our discussion draws on personal reflections associated with three different perspectives and a variety of roles during the three initial phases of the change making process. Our overall aim is to share our contextualised experiences, to add to the knowledge base on blended learning, and to provide some general, practical recommendations.

  16. How Does Self-Regulation Affect Computer-Programming Achievement in a Blended Context?

    Science.gov (United States)

    Cigdem, Harun

    2015-01-01

    This study focuses on learners' self-regulation which is one of the essential skills for student achievement in blended courses. Research on learners' self-regulation skills in blended learning environments has gained popularity in recent years however only a few studies investigating the correlation between self-regulation skills and student…

  17. Blended learning specialists in radiation protection

    International Nuclear Information System (INIS)

    Mayo, P.; Campayo, J. M.; Verdu, G.

    2011-01-01

    In this paper, we present a blended learning Radiation Protection Technician through an approved degree from the Polytechnic University of Valencia, which covers the knowledge and skills of functions relating to operators and supervisors in various areas and skilled workers to be to perform their work in technical units or Radiation Protection Radiation Protection Services. The benefits of this work are those related to achieving quality training flexible and adapted to follow the check off the person conducting the course, adapted to internal and external training of the applicant companies.

  18. THE STUDENTS’ ACADEMIC WRITING SKILL AFTER IMPLEMENTING BLENDED LEARNING USING FACEBOOK

    OpenAIRE

    Dwi Sulisworo; Triwati Rahayu; Rifai Nur Akhsan

    2016-01-01

    Almost all students use smartphone for their daily activities. Nowadays, the student’s literacy on information technology is very good, but sometimes it has not been considered in school learning. One of the essential competencies of undergraduate school is academic writing skill. There is a gap between the student competencies and the learning strategy in certain learning subjects. The aim of this research is to examine the effectiveness of blended mobile learning activity using Facebook to ...

  19. The impact of blended learning on student performance in a cardiovascular pharmacotherapy course.

    Science.gov (United States)

    McLaughlin, Jacqueline E; Gharkholonarehe, Nastaran; Khanova, Julia; Deyo, Zach M; Rodgers, Jo E

    2015-03-25

    To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students. In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises. Students who accessed all online module segments participated in more in class clicker questions (p=0.043) and performed better on the examination (p=0.023). There was no difference in clicker participation or examination performance based on time of module access (prior to or after class). The majority of participants agreed or strongly agreed that foundational content learned prior to class, applied activities during class, and content-related questions in the online module greatly enhanced learning. This study highlights the importance of integrating online modules with classroom learning and the role of blended learning in improving academic performance.

  20. Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects.

    Science.gov (United States)

    Page, Janelle; Meehan-Andrews, Terri; Weerakkody, Nivan; Hughes, Diane L; Rathner, Joseph A

    2017-03-01

    Evidence shows that factors contributing to success in physiology education for allied health students at universities include not only their high school achievement and background but also factors such as confidence with their teachers and quality of their learning experience, justifying intensive and continued survey of students' perceptions of their learning experience. Here we report data covering a 3-yr period in a physiology subject that has been redesigned for blended and online presentation. Consistent with previous reports, we show that when we undertook a blended mode of delivery, students demonstrated better grades than traditional modes of teaching; however the absence of didactic teaching in this subject resulted in lower grades overall. Students have very strong positive attitudes to weekly quizzes (80% positive approval) but report ambivalent attitudes to online self-directed learning (61% negative perception), even though they had 2-h weekly facilitated workshops. Overwhelmingly, students who undertook the subject in a self-directed online learning mode requested more face-to-face-teaching (70% of comments). From these data, we suggest that there is a quantifiable benefit to didactic teaching in the blended teaching mode that is not reproduced in online self-directed learning, even when face-to-face guided inquiry-based learning is embedded in the subject. Copyright © 2017 the American Physiological Society.

  1. Blended Learning: The Student Viewpoint.

    Science.gov (United States)

    Shantakumari, N; Sajith, P

    2015-01-01

    Blended learning (BL) is defined as "a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning." The Gulf Medical University (GMU), Ajman, UAE, offers a number of courses which incorporate BL with contact classes and online component on an E-learning platform. Insufficient learning satisfaction has been stated as an obstacle to its implementation and efficacy. To determine the students' perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered. This was a cross-sectional study conducted at the GMU, Ajman between January and December 2013. Perceptions of BL process, content, and ease of use were collected from 75 students enrolled in the certificate courses offered by the university using a questionnaire. Student perceptions were assessed using Mann-Whitney U-test and Kruskal-Wallis test on the basis of gender, age, and course enrollment. The median scores of all the questions in the three domains were above three suggesting positive perceptions on BL. The distribution of perceptions was similar between gender and age. However, significant differences were observed in the course enrollment (P = 0.02). Students hold a positive perception of the BL courses being offered in this university. The difference in perceptions among students of different courses suggest that the BL format offered needs modification according to course content to improve its perception.

  2. An Investigation on Individual Students' Perceptions of Interest Utilizing a Blended Learning Approach

    Science.gov (United States)

    Shroff, Ronnie H.; Vogel, Douglas R.

    2010-01-01

    Research has established that individual student interest has a positive effect on learning and academic achievement. However, little is known about the impact of a blended learning approach on individual student interest and whether combinations of online and face-to-face learning activities significantly enhance student interest. This paper…

  3. Communication in mental health nursing - Bachelor Students' appraisal of a blended learning training programme - an exploratory study.

    Science.gov (United States)

    Furnes, Merete; Kvaal, Kari Sofie; Høye, Sevald

    2018-01-01

    It is important that mental health nursing students at Bachelor level obtain effective communication skills. Many students dread the fact that in the mental health field they will encounter patients and relatives with various backgrounds and personalities. Large classes and limited teaching resources in nursing education are challenging. To prepare students for mental health nursing practice, a communication skills course based on the blended learning method was developed and carried out at two different campuses.The aim of the study is to explore Bachelor nursing students' appraisal of blended learning methods for enhancing communication skills in mental health nursing. This study employed an exploratory design. Teaching and information materials were available on the learning management system (LMS). Videotaped role play training was carried out in the Simulation Department. Data were collected after the course by means of a questionnaire with closed and open-ended questions. The response rate was 59.2%. Quantitative data were analysed using the Statistical package for the Social Sciences (SPSS) and the Kruskal Wallis test, while qualitative data were analysed by content analysis based on Graneheim and Lundman's approach. No impact of background variables was observed. Students appreciated teachers' participation in role play and immediate feedback was considered especially important for learning outcomes. The students perceived that their communication skills and knowledge had improved after completing the blended learning programme. According to the nursing students, blended learning is an appropriate method for improving communication skills in preparation for mental health nursing. Blended learning makes it possible to build flexible courses with limited resources.

  4. Comprehensive, Mixed-Methods Assessment of a Blended Learning Model for Geospatial Literacy Instruction

    Science.gov (United States)

    Brodeur, J. J.; Maclachlan, J. C.; Bagg, J.; Chiappetta-Swanson, C.; Vine, M. M.; Vajoczki, S.

    2013-12-01

    Geospatial literacy -- the ability to conceptualize, capture, analyze and communicate spatial phenomena -- represents an important competency for 21st Century learners in a period of 'Geospatial Revolution'. Though relevant to in-course learning, these skills are often taught externally, placing time and resource pressures on the service providers - commonly libraries - that are relied upon to provide instruction. The emergence of online and blended modes of instruction has presented a potential means of increasing the cost-effectiveness of such activities, by simultaneously reducing instructional costs, expanding the audience for these resources, and addressing student preferences for asynchronous learning and '24-7' access. During 2011 and 2012, McMaster University Library coordinated the development, implementation and assessment of blended learning modules for geospatial literacy instruction in first-year undergraduate Social Science courses. In this paper, we present the results of a comprehensive mixed-methods approach to assess the efficacy of implementing blended learning modules to replace traditional (face-to-face), library-led, first-year undergraduate geospatial literacy instruction. Focus groups, personal interviews and an online survey were used to assess modules across dimensions of: student use, satisfaction and accessibility requirements (via Universal Instructional Design [UID] principles); instructor and teaching staff perception of pedagogical efficacy and instructional effectiveness; and, administrator cost-benefit assessment of development and implementation. Results showed that both instructors and students identified significant value in using the online modules in a blended-learning setting. Reaffirming assumptions of students' '24/7' learning preferences, over 80% of students reported using the modules on a repeat basis. Students were more likely to use the modules to better understand course content than simply to increase their grade in

  5. Recommender System and Web 2.0 Tools to Enhance a Blended Learning Model

    Science.gov (United States)

    Hoic-Bozic, Natasa; Dlab, Martina Holenko; Mornar, Vedran

    2016-01-01

    Blended learning models that combine face-to-face and online learning are of great importance in modern higher education. However, their development should be in line with the recent changes in e-learning that emphasize a student-centered approach and use tools available on the Web to support the learning process. This paper presents research on…

  6. Facebook: A Versatile Platform for Blended Learning

    OpenAIRE

    Wong Ling Shing; Betty Voon Wan Niu

    2013-01-01

    Facebook is a popular networking tool among the young learners. This paper reports a practical usage of Facebook to engage learners in blended learning. The practical usage of Facebook in hosting online forums, sharing media files in vodcast, building collaborative content through Facebook Doc, and using Facebook as repository for articles and lecture notes has been described. Recent survey on 55 students revealed that a strong majority of the students agreed that Facebook has positive impact...

  7. Designing and Developing Supplemental Technology of PACI Model Materials through Blended Learning Methods

    Directory of Open Access Journals (Sweden)

    Effendi Limbong

    2017-06-01

    Full Text Available The 21st century English teachers and lecturers are required to have competencies in translating Content Knowledge (CK, integrating various Pedagogical Knolwedge (PK and implementing Technological Knowledge (TK in order to produce effective and efficient teaching. This research reveals and describes researchers efforts and pre-service EFL teachers (PSEFLTs roles in designing and developing the supplemental teaching and learning materials with PowerPoint, Audacity, Camtasia and Internet. To transform researcher roles and model to introduce and implement Technological, Pedagogical, and Content Knowledge (TPACK framework, this research implemented blended learning: traditional face to face (F2F and Facebook closed-group discussion (FBcgD based on Project-Based Learning (PBL. This research employed the qualitative autobiography narrative of self-study from the researchers experiences to implement blended learning. Semi-structure interviews were conducted with four PSEFLTs of group A and five PSEFLTs of group B to seek the PSEFLTs experiences in designing and developing PACI model. The results suggested that blended learning is can effectively and efficiently integrate and implement the design and development of a PACI model. Most importantly both of researcher and two groups realized that in integration of TPACK during a Computer Literacy course, the subject matter may be shaped by the application of technology; teaching as well as learning might be changed by the use of technology and the way to represent and communicate specific lessons to students.

  8. Effects of Traditional, Blended and E-Learning on Students' Achievement in Higher Education

    Science.gov (United States)

    Al-Qahtani, Awadh A. Y.; Higgins, S. E.

    2013-01-01

    The study investigates the effect of e-learning, blended learning and classroom learning on students' achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess students' achievement in the different groups, pre- and post-achievement tests were used. The…

  9. Analysis of student’s scientific attitude behaviour change effects blended learning supported by I-spring Suite 8 application

    Science.gov (United States)

    Budiharti, Rini; Waras, N. S.

    2018-05-01

    This article aims to describe the student’s scientific attitude behaviour change as treatment effect of Blended Learning supported by I-Spring Suite 8 application on the material balance and the rotational dynamics. Blended Learning models is learning strategy that integrate between face-to-face learning and online learning by combination of various media. Blended Learning model supported I-Spring Suite 8 media setting can direct learning becomes interactive. Students are guided to actively interact with the media as well as with other students to discuss getting the concept by the phenomena or facts presented. The scientific attitude is a natural attitude of students in the learning process. In interactive learning, scientific attitude is so needed. The research was conducted using a model Lesson Study which consists of the stages Plan-Do-Check-Act (PDCA) and applied to the subject of learning is students at class XI MIPA 2 of Senior High School 6 Surakarta. The validity of the data used triangulation techniques of observation, interviews and document review. Based on the discussion, it can be concluded that the use of Blended Learning supported media I-Spring Suite 8 is able to give the effect of changes in student behaviour on all dimensions of scientific attitude that is inquisitive, respect the data or fact, critical thinking, discovery and creativity, open minded and cooperation, and perseverance. Display e-learning media supported student worksheet makes the students enthusiastically started earlier, the core until the end of learning

  10. BLENDED LEARNING: STUDENT PERCEPTION OF FACE-TO-FACE AND ONLINE EFL LESSONS

    Directory of Open Access Journals (Sweden)

    Brenda M. Wright

    2017-05-01

    Full Text Available With the ever-increasing development of technology, online teaching is more readily accepted as a viable component in teaching and learning, and blended learning, the combining of online and face-to-face learning, is becoming commonplace in many higher education institutions. Blended learning is, particularly in developing countries, in its early stages and not without its challenges. Asynchronous online lessons are currently still more prevalent in many areas of South-East Asia, perhaps due to potential difficulty in obtaining strong Internet connections, which may deter educators from synchronous options. Technological media have the potential to broaden the scope of resources available in teaching and to enhance the language learning experience. Although research to date shows some focus on blended learning, literature on distance online teaching seems more prevalent. This study exposed 112 Malaysian undergraduate EFL students' responses to an online lesson as part of an English grammar course, and investigates common student perceptions of the online lesson as compared with face-to-face lessons. Questionnaires using qualitative (Likert scale questions and quantitative (open-ended questions approaches provided data for content analysis to determine common student perceptions, with particular reference to motivation and interest. In general, more students associated in-class lessons with higher motivation and more interest, due to better understanding, valued classroom interaction with the lecturer and peers, and input from the lecturer. Students preferring the online lesson cited speed and convenience of study and flexibility of time and place of study as reasons for their choice. Skilful implementation of online lessons can enhance a language course but should not undermine the value of face-to-face instruction with EFL teachers.

  11. Exploring the Impact of Engaged Teachers on Implementation Fidelity and Reading Skill Gains in a Blended Learning Reading Program

    Science.gov (United States)

    Schechter, Rachel L.; Kazakoff, Elizabeth R.; Bundschuh, Kristine; Prescott, Jen Elise; Macaruso, Paul

    2017-01-01

    The number of K-12 classrooms adopting blended learning models is rapidly increasing and represents a cultural shift in teaching and learning; however, fidelity of implementation of these new blended learning programs varies widely. This study aimed to examine the role of teacher engagement in student motivation and achievement in a blended…

  12. Transformation of the System of Values of Autonomous Learning for English Acquisition in Blended E-Studies for Adults: A Holistic Fractal Model

    Science.gov (United States)

    Bojare, Inara; Skrinda, Astrida

    2016-01-01

    The present study is aimed at creating a holistic fractal model (HFM) of autonomous learning for English acquisition in a blended environment of e-studies in adult non-formal education on the basis of the theories and paradigms of philosophy, psychology and education for sustainable development to promote the development of adult learners'…

  13. Course redesign for blended learning: modern optics for technical professionals.

    NARCIS (Netherlands)

    Collis, Betty; Bruijstens, Huib; van der Veen, Jan Kees

    2003-01-01

    Philips Centre for Technical Training (CTT) is responsible for the on-going professional education of scientific staff in Philips Research Laboratories worldwide. This article addresses the 'why' and 'how' of an evolution toward more flexible learning at the CTT in which various models for blended

  14. Incorporating Meaningful Gamification in a Blended Learning Research Methods Class: Examining Student Learning, Engagement, and Affective Outcomes

    Science.gov (United States)

    Tan, Meng; Hew, Khe Foon

    2016-01-01

    In this study, we investigated how the use of meaningful gamification affects student learning, engagement, and affective outcomes in a short, 3-day blended learning research methods class using a combination of experimental and qualitative research methods. Twenty-two postgraduates were randomly split into two groups taught by the same…

  15. Teaching evidence based practice and research through blended learning to undergraduate midwifery students from a practice based perspective.

    Science.gov (United States)

    Mary, Sidebotham; Julie, Jomeen; Jennifer, Gamble

    2014-03-01

    The international world of higher education is changing with universities now offering students flexible delivery options that allow them to study away from campus and at a time convenient to them. Some students prefer on line learning while others prefer face to face contact offered through a traditional lecture and tutorial delivery modes. The response by many universities is to offer a blend of both. While online and blended mode of delivery may be suitable for some subjects there is little knowledge of the efficacy of blended learning models to teach evidence based practice and research (EBPR) to undergraduate midwifery students. EBPR is a challenging, threshold level subject upon which deeper knowledge and skills are built. This paper describes the design, delivery, and evaluation of an undergraduate EBPR course delivered in blended mode to first year midwifery students. Components of the blended learning innovation included: novel teaching strategies, engaging practical activities, role play, and e-learning strategies to maintain engagement. University-based course evaluation outcomes revealed very positive scores and the course was rated within the top ten percent of all courses offered within the Health Group at the host University. Copyright © 2013 Elsevier Ltd. All rights reserved.

  16. Blended Learning Analytics Model for Evaluation (BLAME). Et case-studie af universitetsunderviseres brug af Blackboard

    DEFF Research Database (Denmark)

    Musaeus, Peter; Bennedsen, Andreas Brændstrup; Hansen, Janne Saltoft

    2015-01-01

    I denne artikel vil vi præsentere en strategi til inddragelse af læringsanalytik (learning analytics) ved evaluering af universitetsunderviseres brug af et nyt LMS på Aarhus Universitet: Blackboard. Vi diskuterer en model (BLAME: Blended Learning Analytics Model of Evaluation) for, hvordan...... kategorisering af kurser og data om læringsanalytik indsamlet på Blackboard kan integreres. Endvidere belyser vi, hvilke implikationer en sådan læringsanalytik kan have for blended learning ved at analysere to forskellige uddannelses-cases/illustrationer. Dernæst diskuterer vi pædagogisk udvikling i forbindelse...

  17. A Study Module in the Logical Structure of Cognitive Process in the Context of Variable-Based Blended Learning

    Science.gov (United States)

    Smirnova, Galina I.; Katashev, Valery G.

    2017-01-01

    Blended learning is increasingly gaining importance in all levels of educational system, particularly in tertiary education. In engineering profiles the core blended learning activity is students' independent work, the efficiency of which is defined by the degree of students' active involvement into the educational process, their ability to absorb…

  18. Serious games and blended learning : Effects on performance and motivation in medical education

    NARCIS (Netherlands)

    M.E.W. Dankbaar MSc (Mary)

    2015-01-01

    markdownabstractAbstract In medical education and health care, with its exponential growth in knowledge and increasing demands on the needed competencies of doctors, there is a need for new and more cost-effective training models. Blended and online learning are powerful learning concepts,

  19. The Effect of Blended Learning and Social Media-Supported Learning on the Students' Attitude and Self-Directed Learning Skills in Science Education

    Science.gov (United States)

    Akgunduz, Devrim; Akinoglu, Orhan

    2016-01-01

    The main purpose of this study is to investigate the effect of blended learning and social media supported learning on the students' attitude and self-directed learning skills in Science Education. This research took place with the 7th grade 74 students attending to a primary school in Kadikoy, Istanbul and carried out "Our Body Systems"…

  20. Effects of Ethanol-Gasoline Blended Fuels on Learning and Memory

    Science.gov (United States)

    The potential toxicity of ethanol-gasoline blended fuels to the developing nervous system is of concern. We previously reported an absence of effect on learning and memory as seen in a trace fear conditioning task and water maze task in offspring of dams exposed prenatally to the...

  1. Virtual reality training versus blended learning of laparoscopic cholecystectomy

    DEFF Research Database (Denmark)

    Nickel, Felix; Brzoska, Julia Anja; Gondan, Matthias

    2015-01-01

    Objective: This study compared virtual reality (VR) training with low cost blended learning (BL) in a structured training program. Background: Training of laparoscopic skills outside the operating room is mandatory to reduce operative times and risks. Methods: Laparoscopy-naïve medical students...... were randomized in two groups stratified for gender. The BL group (n = 42) used E-learning for laparoscopic cholecystectomy (LC) and practiced basic skills with box trainers. The VR group (n = 42) trained basic skills and LC on the LAP Mentor II (Simbionix, Cleveland, USA). Each group trained 3×4 hours...

  2. A Blended Learning Scenario to Enhance Learners' Oral Production Skills

    Science.gov (United States)

    Kim, Hee-Kyung

    2015-01-01

    This paper examines the effectiveness of a mobile assisted blended learning scenario for pronunciation in Korean language. In particular, we analyze how asynchronous oral communication between learners of Korean and native speakers via "kakaotalk" (an open source mobile phone application) may be beneficial to the learner in terms of…

  3. Blended learning in the small animal clinic

    DEFF Research Database (Denmark)

    Langebæk, Rikke

    2011-01-01

    At the Department of Small Animal Clinical Sciences, Basic Surgical Skills are taught in groups of 30-35 students in the first year of the master program (4th year students). The eight day course is an example of ‘blended learning’ in which students use our e-learning-material (Step 1) to prepare...... for the practical part of the course (Step 2, 3 and 4). From their home computers, students log on to the e-learning platform of Copenhagen University: https://absalon.ku.dk and go to the Basic Surgical Skills course, which consist of a line of chapters concerning a variety of surgical subjects. Each subject...... the implementation of these new teaching methods (e-learning and Skills Lab), teachers have ascertained a more satisfactory level of preparation, students that seem more focused and live-animal surgery that is conducted at a more ‘professional’ level than before. Finally, our research in this field shows...

  4. Blended Learning from Design to Evaluation: International Case Studies of Evidence-Based Practice

    Science.gov (United States)

    Vaughan, Norman; Reali, Aline; Stenbom, Stefan; Van Vuuren, Marieta Jansen; MacDonald, David

    2017-01-01

    This study compares and contrasts four international faculty development programs for blended learning in order to understand the benefits, challenges, lessons learned, and recommendations from such initiatives. The benefits identified for faculty members, who participated in these programs, were that they became more reflective of their teaching…

  5. Blended Learning: A Mixed-Methods Study on Successful Schools and Effective Practices

    Science.gov (United States)

    Mathews, Anne

    2017-01-01

    Blended learning is a teaching technique that utilizes face-to-face teaching and online or technology-based practice in which the learner has the ability to exert some level of control over the pace, place, path, or time of learning. Schools that employ this method of teaching often demonstrate larger gains than traditional face-to-face programs…

  6. Small Private Online Research: A Proposal for A Numerical Methods Course Based on Technology Use and Blended Learning

    Science.gov (United States)

    Cepeda, Francisco Javier Delgado

    2017-01-01

    This work presents a proposed model in blended learning for a numerical methods course evolved from traditional teaching into a research lab in scientific visualization. The blended learning approach sets a differentiated and flexible scheme based on a mobile setup and face to face sessions centered on a net of research challenges. Model is…

  7. Decreasing Stress and Burnout in Nurses: Efficacy of Blended Learning With Stress Management and Resilience Training Program.

    Science.gov (United States)

    Magtibay, Donna L; Chesak, Sherry S; Coughlin, Kevin; Sood, Amit

    The study's purpose was to assess efficacy of blended learning to decrease stress and burnout among nurses through use of the Stress Management and Resiliency Training (SMART) program. Job-related stress in nurses leads to high rates of burnout, compromises patient care, and costs US healthcare organizations billions of dollars annually. Many mindfulness and resiliency programs are taught in a format that limits nurses' attendance. Consistent with blended learning, participants chose the format that met their learning styles and goals; Web-based, independent reading, facilitated discussions. The end points of mindfulness, resilience, anxiety, stress, happiness, and burnout were measured at baseline, postintervention, and 3-month follow-up to examine within-group differences. Findings showed statistically significant, clinically meaningful decreases in anxiety, stress, and burnout and increases in resilience, happiness, and mindfulness. Results support blended learning using SMART as a strategy to increase access to resiliency training for nursing staff.

  8. Introduction and Assessment of a Blended-Learning Model to Teach Patient Assessment in a Doctor of Pharmacy Program.

    Science.gov (United States)

    Prescott, William Allan; Woodruff, Ashley; Prescott, Gina M; Albanese, Nicole; Bernhardi, Christian; Doloresco, Fred

    2016-12-25

    Objective. To integrate a blended-learning model into a two-course patient assessment sequence in a doctor of pharmacy (PharmD) program and to assess the academic performance and perceptions of enrolled students. Design. A blended-learning model consisting of a flipped classroom format was integrated into a patient assessment (PA) course sequence. Course grades of students in the blended-learning (intervention) and traditional-classroom (control) groups were compared. A survey was administered to assess student perceptions. Assessment. The mean numeric grades of students in the intervention group were higher than those of students in the traditional group (PA1 course: 92.2±3.1 vs 90.0±4.3; and PA2 course: 90.3±4.9 vs 85.8±4.2). Eighty-six percent of the students in the intervention group agreed that the instructional methodologies used in this course facilitated understanding of the material. Conclusion. The blended-learning model was associated with improved academic performance and was well-received by students.

  9. The Basics of Blended Instruction

    Science.gov (United States)

    Tucker, Catlin R.

    2013-01-01

    Even though many of teachers do not have technology-rich classrooms, the rapidly evolving education landscape increasingly requires them to incorporate technology to customize student learning. Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning…

  10. A blended learning approach to teaching CVAD care and maintenance.

    Science.gov (United States)

    Hainey, Karen; Kelly, Linda J; Green, Audrey

    2017-01-26

    Nurses working within both acute and primary care settings are required to care for and maintain central venous access devices (CVADs). To support these nurses in practice, a higher education institution and local health board developed and delivered CVAD workshops, which were supported by a workbook and competency portfolio. Following positive evaluation of the workshops, an electronic learning (e-learning) package was also introduced to further support this clinical skill in practice. To ascertain whether this blended learning approach to teaching CVAD care and maintenance prepared nurses for practice, the learning package was evaluated through the use of electronic questionnaires. Results highlighted that the introduction of the e-learning package supported nurses' practice, and increased their confidence around correct clinical procedures.

  11. Academic integrity in the online learning environment for health sciences students.

    Science.gov (United States)

    Azulay Chertok, Ilana R; Barnes, Emily R; Gilleland, Diana

    2014-10-01

    The online learning environment not only affords accessibility to education for health sciences students, but also poses challenges to academic integrity. Technological advances contribute to new modes of academic dishonesty, although there may be a lack of clarity regarding behaviors that constitute academic dishonesty in the online learning environment. To evaluate an educational intervention aimed at increasing knowledge and improving attitudes about academic integrity in the online learning environment among health sciences students. A quasi-experimental study was conducted using a survey of online learning knowledge and attitudes with strong reliability that was developed based on a modified version of a previously developed information technology attitudes rating tool with an added knowledge section based on the academic integrity statement. Blended-learning courses in a university health sciences center. 355 health sciences students from various disciplines, including nursing, pre-medical, and exercise physiology students, 161 in the control group and 194 in the intervention group. The survey of online learning knowledge and attitudes (SOLKA) was used in a pre-post test study to evaluate the differences in scores between the control group who received the standard course introduction and the intervention group who received an enhanced educational intervention about academic integrity during the course introduction. Post-intervention attitude scores were significantly improved compared to baseline scores for the control and intervention groups, indicating a positive relationship with exposure to the information, with a greater improvement among intervention group participants (pacademic integrity in the online environment. Emphasis should be made about the importance of academic integrity in the online learning environment in preparation for professional behavior in the technologically advancing health sciences arena. Copyright © 2013 Elsevier Ltd. All

  12. Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course

    Science.gov (United States)

    George-Palilonis, Jennifer; Filak, Vincent

    2009-01-01

    Advances in digital technology and a rapidly evolving media landscape continue to dramatically change teaching and learning. Among these changes is the emergence of multimedia teaching and learning tools, online degree programs, and hybrid classes that blend traditional and digital content delivery. At the same time, visual communication programs…

  13. A Kenyan Cloud School. Massive Open Online & Ongoing Courses for Blended and Lifelong Learning

    Directory of Open Access Journals (Sweden)

    William Jobe

    2013-11-01

    Full Text Available This research describes the predicted outcomes of a Kenyan Cloud School (KCS, which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges to show progress and completion to recognize and validate non-formal learning. The KCS uses the Moodle LMS with responsive web design to increase ubiquitous access from any device. Access is free and open, and the KCS intends to be a contextualized open educational resource for formal secondary institutions to support blended learning and a free source of non-formal education for lifelong learning. The expected outcomes are that this effort will reduce secondary school dropout rates, improve test scores, become a quality resource for blended learning, as well as validate and recognize lifelong learning in Kenya.

  14. Evaluating a novel approach to enhancing dysphagia management: workplace-based, blended e-learning.

    Science.gov (United States)

    Ilott, Irene; Bennett, Bev; Gerrish, Kate; Pownall, Sue; Jones, Amanda; Garth, Andrew

    2014-05-01

    To evaluate the learning effect and resource use cost of workplace-based, blended e-learning about dysphagia for stroke rehabilitation nurses. Dysphagia is a potentially life-threatening problem that compromises quality of life. In many countries, nurses play a crucial role in supporting the management of patients with swallowing problems, yet the literature reports a need for training. A single-group, pre- and post-study with mixed methods. Each blended e-learning session comprised a needs analysis, e-learning programmes, practical skills about modifying fluids and action planning to transfer learning into practice. Participants were the population of registered nurses (n = 22) and healthcare assistants (n = 10) on a stroke rehabilitation ward in a large, teaching hospital in England between August 2010-March 2011. Data collection comprised observation (34 hours), questionnaires administered at four time points to examine change in attitude, knowledge and practice, and estimating the resource use cost for the service. Nonparametric tests and content analysis were used to analyse the data. All participants achieved a nationally recognised level of competence. The learning effect was evident on the post- and follow-up measures, with some items of dysphagia knowledge and attitude achieving significance at the p ≤ 0·05 level. The most common self-reported changes in practice related to medicines management, thickening fluids and oral hygiene. The resource use cost was estimated at £2688 for 108 hours training. Workplace-based, blended e-learning was an acceptable, cost effective way of delivering essential clinical knowledge and skills about dysphagia. Dysphagia should be viewed as a patient safety issue because of the risks of malnutrition, dehydration and aspiration pneumonia. As such, it is pertinent to many members of the interdisciplinary team. Consideration should be given to including dysphagia management in initial education and continuing professional

  15. How learning analytics can early predict under-achieving students in a blended medical education course.

    Science.gov (United States)

    Saqr, Mohammed; Fors, Uno; Tedre, Matti

    2017-07-01

    Learning analytics (LA) is an emerging discipline that aims at analyzing students' online data in order to improve the learning process and optimize learning environments. It has yet un-explored potential in the field of medical education, which can be particularly helpful in the early prediction and identification of under-achieving students. The aim of this study was to identify quantitative markers collected from students' online activities that may correlate with students' final performance and to investigate the possibility of predicting the potential risk of a student failing or dropping out of a course. This study included 133 students enrolled in a blended medical course where they were free to use the learning management system at their will. We extracted their online activity data using database queries and Moodle plugins. Data included logins, views, forums, time, formative assessment, and communications at different points of time. Five engagement indicators were also calculated which would reflect self-regulation and engagement. Students who scored below 5% over the passing mark were considered to be potentially at risk of under-achieving. At the end of the course, we were able to predict the final grade with 63.5% accuracy, and identify 53.9% of at-risk students. Using a binary logistic model improved prediction to 80.8%. Using data recorded until the mid-course, prediction accuracy was 42.3%. The most important predictors were factors reflecting engagement of the students and the consistency of using the online resources. The analysis of students' online activities in a blended medical education course by means of LA techniques can help early predict underachieving students, and can be used as an early warning sign for timely intervention.

  16. EFL oral skills behaviour when implementing blended learning in a content-subject teachers’ professional development course

    Directory of Open Access Journals (Sweden)

    Natalia Sanchez Narvaez

    2017-08-01

    Full Text Available The increasing use of technology in educational settings (Murray, 2014; Zandi, Thang, & Krish, 2014 encourages teachers to refocus their professional development by centering their efforts on becoming proficient in the use of information and communication technologies (ICTs in language lessons (Chen, Chen, & Tsai, 2009. As such, this qualitative action research project intended to describe content-subject teachers’ EFL oral behavior when blended learning was implemented in a professional development course and to determine the influence of blended learning in EFL oral skill behavior. The participants were seven content-subject teachers from a private school in Huila, Colombia. Data were gathered via in-depth interviews, class observations, video recording analysis, teachers’ reflection, students’ artifacts, and a survey. Data were collected during the implementation of an English blended course in which 12 lessons were divided into six face-to-face sessions and six online meetings. The findings suggest that EFL oral skill behavior is connected with use of vocabulary, use of body language, pronunciation and intonation patterns, production of chunks of language, monitoring oral production and, motivation and engagement. In addition, blended learning influenced participants’ oral production.

  17. A pedagogical design pattern framework for sharing experiences and enhancing communities of practice within online and blended learning

    Directory of Open Access Journals (Sweden)

    Chresteria Neutszky-Wulff

    2016-12-01

    Full Text Available ”Design patterns” were originally proposed in architecture and later in software engineering as a methodology to sketch and share solutions to recurring design problems. In recent years ”pedagogical design patterns” have been introduced as a way to sketch and share good practices in teaching and learning; specifically in the context of technology-enhanced learning (e-learning. Several attempts have been made to establish a framework for describing and sharing such e-learning patterns, but so far they have had limited success. At a series of workshops in a competence-development project for teachers at the University of Copenhagen a new and simpler pedagogical design pattern framework was developed for interfaculty sharing of experiences and enhancing communities of practice in relation to online and blended learning across the university. In this study, the new pedagogical design pattern framework is applied to describe the learning design in four online and blended learning courses within different academic disciplines: Classical Greek, Biostatistics, Environmental Management in Europe, and Climate Change Impacts, Adaptation and Mitigation. Future perspectives for using the framework for developing new E-learning patterns for online and blended learning courses are discussed.

  18. Challenges of Blended E-Learning Tools in Mathematics: Students' Perspectives University of Uyo

    Science.gov (United States)

    Umoh, Joseph B.; Akpan, Ekemini T.

    2014-01-01

    An in-depth knowledge of pedagogical approaches can help improve the formulation of effective and efficient pedagogy, tools and technology to support and enhance the teaching and learning of Mathematics in higher institutions. This study investigated students' perceptions of the challenges of blended e-learning tools in the teaching and learning…

  19. Implementing blended learning in emergency airway management training: a randomized controlled trial.

    Science.gov (United States)

    Kho, Madeleine Huei Tze; Chew, Keng Sheng; Azhar, Muhaimin Noor; Hamzah, Mohd Lotfi; Chuah, Kee Man; Bustam, Aida; Chan, Hiang Chuan

    2018-01-15

    While emergency airway management training is conventionally conducted via face-to-face learning (F2FL) workshops, there are inherent cost, time, place and manpower limitations in running such workshops. Blended learning (BL) refers to the systematic integration of online and face-to-face learning aimed to facilitate complex thinking skills and flexible participation at a reduced financial, time and manpower cost. This study was conducted to evaluate its effectiveness in emergency airway management training. A single-center prospective randomised controlled trial involving 30 doctors from Sarawak General Hospital, Malaysia was conducted from September 2016 to February 2017 to compare the effectiveness of BL versus F2FL for emergency airway management training. Participants in the BL arm were given a period of 12 days to go through the online materials in a learning management system while those in the F2FL arm attended a-day of face-to-face lectures (8 h). Participants from both arms then attended a day of hands-on session consisting of simulation skills training with airway manikins. Pre- and post-tests in knowledge and practical skills were administered. E-learning experience and the perception towards BL among participants in the BL arm were also assessed. Significant improvements in post-test scores as compared to pre-test scores were noted for participants in both BL and F2FL arms for knowledge, practical, and total scores. The degree of increment between the BL group and the F2FL arms for all categories were not significantly different (total scores: 35 marks, inter-quartile range (IQR) 15.0 - 41.0 vs. 31 marks, IQR 24.0 - 41.0, p = 0.690; theory scores: 18 marks, IQR 9 - 24 vs. 19 marks, IQR 15 - 20, p = 0.992; practical scores: 11 marks, IQR 5 -18 vs. 10 marks, IQR 9 - 20, p = 0.461 respectively). The overall perception towards BL was positive. Blended learning is as effective as face-to-face learning for emergency airway management training

  20. An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors

    Science.gov (United States)

    2013-01-01

    Background Currently only a few reports exist on how to prepare medical students for skills laboratory training. We investigated how students and tutors perceive a blended learning approach using virtual patients (VPs) as preparation for skills training. Methods Fifth-year medical students (N=617) were invited to voluntarily participate in a paediatric skills laboratory with four specially designed VPs as preparation. The cases focused on procedures in the laboratory using interactive questions, static and interactive images, and video clips. All students were asked to assess the VP design. After participating in the skills laboratory 310 of the 617 students were additionally asked to assess the blended learning approach through established questionnaires. Tutors’ perceptions (N=9) were assessed by semi-structured interviews. Results From the 617 students 1,459 VP design questionnaires were returned (59.1%). Of the 310 students 213 chose to participate in the skills laboratory; 179 blended learning questionnaires were returned (84.0%). Students provided high overall acceptance ratings of the VP design and blended learning approach. By using VPs as preparation, skills laboratory time was felt to be used more effectively. Tutors perceived students as being well prepared for the skills laboratory with efficient uses of time. Conclusion The overall acceptance of the blended learning approach was high among students and tutors. VPs proved to be a convenient cognitive preparation tool for skills training. PMID:23402663

  1. Design and Assessment of a General Science STEM Course with a Blended Learning Approach

    Science.gov (United States)

    Courtier, A. M.; Liu, J. C.; St John, K. K.

    2015-12-01

    Blended learning, a combination of classroom- and computer-mediated teaching and learning, is becoming prominent in higher education, and structured assessment is necessary to determine pedagogical costs and benefits. Assessment of a blended general education science class at James Madison University used a mixed-method causal-comparative design: in Spring 2014, two classes with identical content and similar groups of non-science majors were taught by the same instructor in either blended or full face-to-face formats. The learning experience of 160 students in the two classes was compared based on course and exam grades, classroom observation, and student survey results. Student acquisition of content in both classes was measured with pre-post tests using published concept inventories, and surveys, quizzes, and grade reports in the Blackboard learning management system were additionally used for data collection. Exams were identical between the two sections, and exam questions were validated in advance by a faculty member who teaches other sections of the same course. A course experience questionnaire was administered to measure students' personal experiences in both classes, addressing dimensions of good teaching, clear goals and standards, generic skills, appropriate assessment and workload, and emphasis on independence. Using a STEM classroom observation checklist, two researchers conducted in-class observations for four 75-minute face-to-face meetings with similar content focus in both classes, which allowed assessment of student engagement and participation. We will present details of the course design and research plan, as well as assessment results from both quantitative and qualitative analysis. The preliminary findings include slightly higher average grade distribution and more ready responses to in-class activities in the blended class.

  2. Unleashing the Creative Potential of Faculty to Create Blended Learning

    Science.gov (United States)

    Carbonell, Katerina Bohle; Dailey-Hebert, Amber; Gijselaers, Wim

    2013-01-01

    Bottom-up managed change processes offer the advantage to use the creative power of faculty to design and implement blended learning programs. This article proposes four factors as crucial elements for a successful bottom-up change process: the macro and micro contexts, the project leader and the project members. Interviews were conducted with 5…

  3. Embedding interaction within a blend of learner centric pedagogy and technology

    Directory of Open Access Journals (Sweden)

    Roisin C. Donnelly

    2009-06-01

    Full Text Available This paper explores the concept and practice of interaction within a blended problem‐based and eLearning module foracademic professional development in higher education. A qualitative study spanning two years of the lived experiences of17 academic staff in a module entitled ‘Designing eLearning’ was considered likely to provide a much‐needed analysis ofcurrent thinking and practice on the potential of interaction. Relevant constructivist theories are applied to face‐to‐faceproblem‐based learning (PBL tutorials, online discussions, focus group interviews and reflective papers. For designers andtutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in classroom andcomputer‐mediated environments that take advantage of the strengths of each and avoid their weaknesses. Specificaspects of interaction (technical, peer, content and the learning experience within blended PBL tutorials are explored toprovide research‐based information about the realities of delivering a PBL module using a variety of relevant and authenticlearning technologies

  4. Competence-Based Blended Learning in Building Automation: Towards a EU Curriculum in "Domotica"

    Science.gov (United States)

    Sommaruga, L.; De Angelis, E.

    2007-01-01

    A competence-based approach was applied to a blended learning on line distance training in the Euroinno EU project aimed at vocational training in building automation. The current paper describes the experience gathered during the learning process and the definition of the curriculum. A number of issues emerged during the sessions concerning…

  5. Simulation videos presented in a blended learning platform to improve Australian nursing students' knowledge of family assessment.

    Science.gov (United States)

    Coyne, Elisabeth; Frommolt, Valda; Rands, Hazel; Kain, Victoria; Mitchell, Marion

    2018-07-01

    The provision of simulation to enhance learning is becoming common practice as clinical placement becomes harder to secure within Bachelor of Nursing programs. The use of simulation videos within a blended learning platform enables students to view best practice and provides relevant links between theory and practice. Four simulation videos depicting family assessment viewed by a cohort of Australian undergraduate nursing students were evaluated. These videos were professionally developed using actors and experienced family nurses. Surveys were used to explore the students' self-assessed knowledge, confidence and learning preferences before and after exposure to blended learning resources. Students' engagement with the simulated videos was captured via the Learning Management System. Time 1 survey was completed by 163 students and Time 2 by 91 students. There was a significant increase in students' perceived knowledge of family theory Item 1 from a mean 4.13 (SD = 1.04) at Time 1 to 4.74 (SD = 0.89) (Z = -4.54 p blended learning resource increases the students' understanding of family assessment and is worth incorporating into future development of courses. Copyright © 2018 Elsevier Ltd. All rights reserved.

  6. The design and use of open online modules for blended learning in STEM education

    NARCIS (Netherlands)

    Theo van den Bogaart; Paul Drijvers; Jos Tolboom

    2017-01-01

    Blended learning, a teaching format in which face-to-face and online learning is integrated, nowadays is an important development in education. Little is known, however, about its affordances for teacher education, and for domain specific didactical courses in particular. To investigate this topic,

  7. Blended E-Learning Acceptance as Smart Pedagogical Tools: An Initial Study in Malaysia

    Science.gov (United States)

    Wong, Kung-Teck; Hamzah, Mohd Sahandri Gani; Goh, Pauline Swee Choo; Yeop, Mohd Azli B.

    2016-01-01

    The use of technology in classrooms has been considered as the solution to social, economic and educational problems since its introduction to education in mid-1970. There have been many studies conducted on the different aspects of the use of technology in teaching and learning. However, study on teaching with Blended Learning in teaching and…

  8. Meeting the Challenge of Instructor Shortages: A Blended Teaching and Learning Model for a Neuroscience Course in a Doctor of Physical Therapy Program.

    Science.gov (United States)

    Ge, Weiqing

    2018-01-01

    Physical therapy workforce shortages are expected to increase for all 50 states through 2030. There is a recognized nationwide unprecedented shortage of well-prepared physical therapy instructors. One practical solution can be to share instructors among Doctor of Physical Therapy (DPT) programs using a blended teaching and learning model. The purpose of this project was to evaluate the effectiveness of a blended teaching and learning model for a neuroscience course in a DPT program. Faculty members from two DPT programs collaborated to develop, implement, and evaluate a blended teaching and learning model. The Blackboard Learning Management System (LMS) was available at both institutions and chosen as the learning platform. The design of this research study was retrospective nonexperimental observational. The overall feedback from the students was positive. Most students (91.6%) strongly agreed or agreed that the content of the course was appropriate for learning neuroscience. The students taking this blended course performed slightly better than the students taking the traditional course, though there was no significant difference (p=0.06). The results support the use of a blended teaching and learning model to meet faculty shortage challenges. Future research with a larger sample size is necessary.

  9. The Sloan-C Pillars and Boundary Objects As a Framework for Evaluating Blended Learning

    Science.gov (United States)

    Laumakis, Mark; Graham, Charles; Dziuban, Chuck

    2009-01-01

    The authors contend that blended learning represents a boundary object; a construct that brings together constituencies from a variety of backgrounds with each of these cohorts defining the object somewhat differently. The Sloan-C Pillars (learning effectiveness, access, cost effectiveness, student satisfaction, and faculty satisfaction) provide…

  10. Creating a blended learning module in an online master study programme in oncology.

    Science.gov (United States)

    Mayer, Benjamin; Ring, Christina; Muche, Rainer; Rothenbacher, Dietrich; Schmidt-Strassburger, Uta

    2015-01-01

    The medical faculty of Ulm University has launched the postgraduate master online study programme Advanced Oncology (AO) in 2010. We describe the challenges in developing an e-learning module using the example of a medical biometry course, focusing the implementation of the course material and our single-loop learning experience after the first students have finished and evaluated the lecture. Programme participants are qualified medical doctors and researchers in biomedical areas related to the field of oncology. The study programme provides the majority of lectures online via didactic videos accompanied by one-week attendance seminars. Supplementary learning materials include review articles, supportive reading material, multiple choice questions, and exercises for each unit. Lecture evaluations based on specific questions concerning learning environment and information learned, each measured on a five-point Likert scale. Lecture videos were implemented following the classical triad of the didactic process, using oncological examples from practice to teach. The online tutorial support offered to students was hardly used, thus we enhanced faculty presence during the face-to-face seminars. Lecture evaluations improved after revising the learning material on the basis of the first AO student cohort's comments. Developing and implementing an online study programme is challenging with respect of maximizing the information students learn due to limited opportunities for personal contact between lecturers and students. A more direct interaction of lecturers and students in a blended learning setting outperforms a mere web-based contact in terms of learning advantage and students' satisfaction, especially for complex methodological content.

  11. Improving Argumentative Writing: Effects of a Blended Learning Approach and Gamification

    Science.gov (United States)

    Lam, Yau Wai; Hew, Khe Foon; Chiu, Kin Fung

    2018-01-01

    This study investigated the effectiveness of a blended learning approach--involving the thesis, analysis, and synthesis key (TASK) procedural strategy; online Edmodo discussions; online message labels; and writing models--on student argumentative writing in a Hong Kong secondary school. It also examined whether the application of digital game…

  12. Individualisieren lernen – LehrerInnenbildung mit und über Online-Tools - Evaluation eines österreichischen Blended-Learning-Kurses

    Directory of Open Access Journals (Sweden)

    Sonja Gabriel

    2014-06-01

    Full Text Available Dieser Artikel befasst sich mit den Gelingensbedingungen eines Blended-Learning-Kursen in der österreichischen LehrerInnenfortbildung und zeigt anhand der Evaluierung des Kurses "Individualisieren lernen" auf, welche Bedeutung TrainerInnen, Teilnehmervoraussetzungen, Kommunikation und Zeitmanagement für das erfolgreiche Absolvieren dieses Kurses haben. This paper discusses the conditions that need to be fulfilled for succesful blended learning courses in teacher training. By evaluating the course "learning how to teach individually" the relevance of trainers, experiences of participants, communication and time management is shown.

  13. The development and evaluation of a 'blended' enquiry based learning model for mental health nursing students: "making your experience count".

    Science.gov (United States)

    Rigby, Lindsay; Wilson, Ian; Baker, John; Walton, Tim; Price, Owen; Dunne, Kate; Keeley, Philip

    2012-04-01

    To meet the demands required for safe and effective care, nurses must be able to integrate theoretical knowledge with clinical practice (Kohen and Lehman, 2008; Polit and Beck, 2008; Shirey, 2006). This should include the ability to adapt research in response to changing clinical environments and the changing needs of service users. It is through reflective practice that students develop their clinical reasoning and evaluation skills to engage in this process. This paper aims to describe the development, implementation and evaluation of a project designed to provide a structural approach to the recognition and resolution of clinical, theoretical and ethical dilemmas identified by 3rd year undergraduate mental health nursing students. This is the first paper to describe the iterative process of developing a 'blended' learning model which provides students with an opportunity to experience the process of supervision and to become more proficient in using information technology to develop and maintain their clinical skills. Three cohorts of student nurses were exposed to various combinations of face to face group supervision and a virtual learning environment (VLE) in order to apply their knowledge of good practice guidelines and evidenced-based practice to identified clinical issues. A formal qualitative evaluation using independently facilitated focus groups was conducted with each student cohort and thematically analysed (Miles & Huberman, 1994). The themes that emerged were: relevance to practice; facilitation of independent learning; and the discussion of clinical issues. The results of this study show that 'blending' face-to-face groups with an e-learning component was the most acceptable and effective form of delivery which met the needs of students' varied learning styles. Additionally, students reported that they were more aware of the importance of clinical supervision and of their role as supervisees. Copyright © 2011 Elsevier Ltd. All rights reserved.

  14. Blended Learning Crossing Borders, Creating an Online Platform for a Joint International Course

    NARCIS (Netherlands)

    Esther van der Stappen

    2015-01-01

    Presented at the Essence International Conference, Alcoi – Sept 22 2015. The link refers to a youtube video recording of the presentation. This presentation describes a project for online and blended learning.

  15. Mit Blended Learning zur effizienten Literatursuche / Blended Learning: a way to efficient literature search

    Directory of Open Access Journals (Sweden)

    Schubnell, Brigitte

    2007-12-01

    Full Text Available Since 2004 Information Literacy has been part of medical studies at the University of Zurich. The practical course “transfer of knowledge” takes place in the 2nd semester and is mandatory. In 2004 and 2005 the Main Library University of Zurich introduced the medical students, roughly 300, into the topic using a classic approach, i.e. by presentations and exercises. 32 double lessons were given by five employees of the Main Library. Evaluations showed that the students had only little interest in the topic and rated the course poorly. Among others, the following reasons were considered to explain the students’ weak motivation:lack of stimulation such as relevance for exams or other controls of performance limited possibilities to apply the gained knowledge in the 1st year of medical studies; thus students considered some contents irrelevant some exercises were not designed optimally, thereby challenging the students too little In the summer semester 2006 the course was given for the first time using blended learning. The goal was to increase the activity of the students and to make the contents available in the long term. The new form of teaching and learning has been a success and in 2007 the second round took place in the new mode. In the new course, students acquire the theory by self-study using an e-learning module. The period of self-study, which is finished by an online-test, is followed by a double lesson. This double lesson has the character of an exercise and is used to discuss problems and to consolidate the learnt contents using a given question. The e-learning module is freely accessible on the Virtual Education Platform Medicine (VAM.

  16. The relationship between student engagement with online content and achievement in a blended learning anatomy course.

    Science.gov (United States)

    Green, Rodney A; Whitburn, Laura Y; Zacharias, Anita; Byrne, Graeme; Hughes, Diane L

    2017-12-13

    Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  17. Visual Interactive Syntax Learning: A Case of Blended Learning

    Directory of Open Access Journals (Sweden)

    Jane Vinther

    2008-11-01

    Full Text Available The integration of the computer as a tool in language learningat the tertiary level brings several opportunities for adaptingto individual student needs, but lack of appropriate material suited for the level of student proficiency in Scandinavia has meant that university teachers have found it difficult to blendthe traditional approach with computer tools. This article will present one programme (VISL which has been developed with the purpose of supporting and enhancing traditional instruction. Visual Interactive Syntax Learning (VISL is a programme which is basically a parser put to pedagogical use. The pedagogical purpose is to teach English syntax to university students at an advanced level. The programme allows the students to build sophisticated tree diagrams of Englishsentences with provisions for both functions and forms (simple or complex, incl. subclauses. VISL was initiated as an attempt to facilitate the metalinguistic learning process. Thisarticle will present VISL as a pedagogical tool and tries to argue the case for the benefits of blending traditional lecturing with modern technology while pointing out some of the issues involved.

  18. Effects of Improving Primary Health Care Workers’ Knowledge About Public Health Services in Rural China: A Comparative Study of Blended Learning and Pure E-Learning

    Science.gov (United States)

    Zhan, Xingxin; Zhang, Zhixia; Sun, Fang; Liu, Qian; Peng, Weijun; Zhang, Heng

    2017-01-01

    Background Primary health care workers (PHCWs) are a major force in delivering basic public health services (BPHS) in rural China. It is necessary to take effective training approaches to improve PHCWs’ competency on BPHS. Both electronic learning (e-learning) and blended learning have been widely used in the health workers’ education. However, there is limited evidence on the effects of blended learning in comparison with pure e-learning. Objective The aim of this study was to evaluate the effects of a blended-learning approach for rural PHCWs in improving their knowledge about BPHS as well as training satisfaction in comparison with a pure e-learning approach. Methods The study was conducted among PHCWs in 6 rural counties of Hubei Province, China, between August 2013 and April 2014. Three counties were randomly allocated blended-learning courses (29 township centers or 612 PHCWs—the experimental group), and three counties were allocated pure e-learning courses (31 township centers or 625 PHCWs—the control group). Three course modules were administered for 5 weeks, with assessments at baseline and postcourse. Primary outcomes were score changes in courses’ knowledge. Secondary outcome was participant satisfaction (5-point Likert scale anchored between 1 [strongly agree] and 5 [strongly disagree]). Results The experimental group had higher mean scores than the control group in knowledge achievement in three course modules: (1) module 1: 93.21 (95% CI 92.49-93.93) in experimental group versus 88.29 (95% CI 87.19-89.40) in the control group; adjusted difference, 4.92 (95% CI 2.61-7.24; Plearning group gave more positive responses with the four issues than control group participants: (1) the increase of interest in learning, 1.85 (95% CI 1.22-2.80; P=.003); (2) the increase of interaction with others, 1.77 (95% CI 1.20-2.60; P=.004); (3) the satisfaction with learning experience, 1.78 (95% CI 1.11-2.88; P=.02); and (4) achievement of learning objectives, 1

  19. Blended learning: emerging best practices in allied health workforce development.

    Science.gov (United States)

    Brandt, Barbara F; Quake-Rapp, Cindee; Shanedling, Janet; Spannaus-Martin, Donna; Martin, Peggy

    2010-01-01

    To remain dynamic and viable, academic institutions preparing the future workforce need to convert to a more accessible and convenient pathway for students. The need for responsiveness is especially true when considering strategies to prepare an allied health workforce in areas of shortages and to meet the needs of the underserved. A blended or hybrid learning model that strategically uses web-based and face-to-face teaching/learning methods is an innovative and strategic way that promotes learner-centered higher education and facilitates a higher learning experience. A model and emerging best practices for implementation are presented from our experience at the Center for Allied Health Programs at the University of Minnesota.

  20. Barriers to Blended Digital Distance Vocational Learning for Non-Traditional Students

    Science.gov (United States)

    Safford, Kimberly; Stinton, Julia

    2016-01-01

    This research identifies and examines the challenges of blending digital distance and vocational learning for non-traditional and low-socio-economic status students who are new to university education. A survey of students in vocational primary education and early years qualifications in a distance university is illuminated by interviews with…