Quantitative Skills, Critical Thinking, and Writing Mechanics in Blended versus Face-to-Face Versions of a Research Methods and Statistics Course

ERIC Educational Resources Information Center

Goode, Christopher T.; Lamoreaux, Marika; Atchison, Kristin J.; Jeffress, Elizabeth C.; Lynch, Heather L.; Sheehan, Elizabeth

2018-01-01

Hybrid or blended learning (BL) has been shown to be equivalent to or better than face-to-face (FTF) instruction in a broad variety of contexts. We randomly assigned students to either 50/50 BL or 100% FTF versions of a research methods and statistics in psychology course. Students who took the BL version of the course scored significantly lower…

Blended Learning: The Student Viewpoint.

PubMed

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.

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

ERIC Educational Resources Information Center

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…

Blended Learning Applied to the Study of Mechanical Couplings in Engineering

ERIC Educational Resources Information Center

Cortizo, J. L.; Rodriguez, E.; Vijande, R.; Sierra, J. M.; Noriega, A.

2010-01-01

This paper begins with a brief introduction to blended learning (BL), recognising the important contributions to learning that can be obtained from the use of methods which combine the New Information and Communications Technologies (NICT) with more traditional methods. The paper goes onto describe the bases, tasks and methodology for developing…

Blended Learning: The Student Viewpoint

PubMed Central

Shantakumari, N; Sajith, P

2015-01-01

Background: 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. Aim: To determine the students’ perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered. Subjects and Methods: 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. Results: 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). Conclusion 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. PMID:26500788

A Peer Assessment Approach to Project Based Blended Learning Course in a Vietnamese Higher Education

ERIC Educational Resources Information Center

Nguyen, Viet Anh

2017-01-01

This article presents a model using peer assessment to evaluate students taking part in blended - learning courses (BL). In these courses, teaching activities are carried out in the form of traditional face-to-face (F2F) and learning activities are performed online via the learning management system Moodle. In the model, the topics of courses are…

Designing appropriate blended courses: a students' perspective.

PubMed

Tsai, Chia-Wen

2010-10-01

The computing education in Taiwan's vocational schools usually focuses on how to help students enhance their professional skills and pass certified examinations. In addition, due to national education policy and universities' regulations, pure online courses are not permitted in Taiwan. In order to design appropriate blended learning (BL) courses, the author explored the effects of web-mediated self-regulated learning (SRL) with variations in online class frequency on enhancing students' computing skills and their perspective of the blended courses. A total of 172 students, divided into four groups, participated in the experiment. The results showed that students in the SRL and BL group with five online classes had the highest scores for using a database management system (DBMS), and the highest pass rate on certified examinations. Students in this group also expressed their positive perspective on the arrangement of their blended course with the intervention of web-mediated SRL.

Students' perceptions of a blended learning pharmacy seminar course in a Caribbean school of pharmacy.

PubMed

Extavour, Rian Marie; Allison, Gillian L

2018-04-01

Blended learning (BL) integrates face-to-face and online instructional methods, with applications in pharmacy education. This study aimed to assess pharmacy students' perceptions of BL in a pharmacy seminar course at The University of the West Indies, St. Augustine campus, Trinidad and Tobago. Topics based on the use of medicines and public health were presented by student groups during live seminars, supplemented with online activities. An online survey of students' perceptions was administered at the end of the course. The usefulness of learning resources and course activities were assessed using 5-point Likert-like scales (1 = not helpful to 5 = very helpful). The effectiveness of the instructor, blended delivery, time value, and development of critical-thinking were rated on a 5-point Likert scale for agreement (1 = strongly disagree to 5 = strongly agree). Topics that were most instructive and additional topics of interest were also identified. Approximately 51% of students (37/72) completed the questionnaire; 73% were female and mean age was 24 years. The learning resources and most course activities were generally helpful (median = 4) in facilitating learning. There was strong agreement (median = 5) on the ease of navigating the online platform, and instructor encouraging interest in pharmacy issues. Students agreed (median = 4) that the course facilitated critical thinking, the BL approach was effective, and the time spent was worthwhile. The most instructive topics included medication errors, antibiotic resistance, and medicines in children and the elderly. BL in pharmacy seminars is a valuable approach to engage students learning about pharmacy and public health. Copyright © 2017 Elsevier Inc. All rights reserved.

Distance Education in the Age of Globalization: An Overwhelming Desire towards Blended Learning

ERIC Educational Resources Information Center

Sethy, Satya Sundar

2008-01-01

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,…

A partial economic evaluation of blended learning in teaching health research methods: a three-university collaboration in South Africa, Sweden, and Uganda

PubMed Central

Kumpu, Minna; Atkins, Salla; Zwarenstein, Merrick; Nkonki, Lungiswa

2016-01-01

Background Novel research training approaches are needed in global health, particularly in sub-Saharan African universities, to support strengthening of health systems and services. Blended learning (BL), combining face-to-face teaching with computer-based technologies, is also an accessible and flexible education method for teaching global health and related topics. When organised as inter-institutional collaboration, BL also has potential for sharing teaching resources. However, there is insufficient data on the costs of BL in higher education. Objective Our goal was to evaluate the total provider costs of BL in teaching health research methods in a three-university collaboration. Design A retrospective evaluation was performed on a BL course on randomised controlled trials, which was led by Stellenbosch University (SU) in South Africa and joined by Swedish and Ugandan universities. For all three universities, the costs of the BL course were evaluated using activity-based costing with an ingredients approach. For SU, the costs of the same course delivered with a classroom learning (CL) approach were also estimated. The learning outcomes of both approaches were explored using course grades as an intermediate outcome measure. Results In this contextually bound pilot evaluation, BL had substantially higher costs than the traditional CL approach in South Africa, even when average per-site or per-student costs were considered. Staff costs were the major cost driver in both approaches, but total staff costs were three times higher for the BL course at SU. This implies that inter-institutional BL can be more time consuming, for example, due to use of new technologies. Explorative findings indicated that there was little difference in students’ learning outcomes. Conclusions The total provider costs of the inter-institutional BL course were higher than the CL course at SU. Long-term economic evaluations of BL with societal perspective are warranted before conclusions on full costs and consequences of BL in teaching global health topics can be made. PMID:27725076

A partial economic evaluation of blended learning in teaching health research methods: a three-university collaboration in South Africa, Sweden, and Uganda.

PubMed

Kumpu, Minna; Atkins, Salla; Zwarenstein, Merrick; Nkonki, Lungiswa

2016-01-01

Novel research training approaches are needed in global health, particularly in sub-Saharan African universities, to support strengthening of health systems and services. Blended learning (BL), combining face-to-face teaching with computer-based technologies, is also an accessible and flexible education method for teaching global health and related topics. When organised as inter-institutional collaboration, BL also has potential for sharing teaching resources. However, there is insufficient data on the costs of BL in higher education. Our goal was to evaluate the total provider costs of BL in teaching health research methods in a three-university collaboration. A retrospective evaluation was performed on a BL course on randomised controlled trials, which was led by Stellenbosch University (SU) in South Africa and joined by Swedish and Ugandan universities. For all three universities, the costs of the BL course were evaluated using activity-based costing with an ingredients approach. For SU, the costs of the same course delivered with a classroom learning (CL) approach were also estimated. The learning outcomes of both approaches were explored using course grades as an intermediate outcome measure. In this contextually bound pilot evaluation, BL had substantially higher costs than the traditional CL approach in South Africa, even when average per-site or per-student costs were considered. Staff costs were the major cost driver in both approaches, but total staff costs were three times higher for the BL course at SU. This implies that inter-institutional BL can be more time consuming, for example, due to use of new technologies. Explorative findings indicated that there was little difference in students' learning outcomes. The total provider costs of the inter-institutional BL course were higher than the CL course at SU. Long-term economic evaluations of BL with societal perspective are warranted before conclusions on full costs and consequences of BL in teaching global health topics can be made.

The experiences of lecturers in African, Asian and European universities in preparing and delivering blended health research methods courses: a qualitative study

PubMed Central

Protsiv, Myroslava; Atkins, Salla

2016-01-01

Background Growing demand for Global Health (GH) training and the internationalisation of education requires innovative approaches to training. Blended learning (BL, a form of e-learning combining face-to-face or real-time interaction with computer-assisted learning) is a promising approach for increasing GH research capacity in low- to middle-income countries. Implementing BL, however, requires additional skills and efforts from lecturers. This paper explores lecturers’ views and experiences of delivering BL courses within the context of two north–south collaborative research capacity building projects, ARCADE HSSR and ARCADE RSDH. Design We used a qualitative approach to explore the experiences and perceptions of 11 lecturers involved in designing and delivering BL courses collaboratively across university campuses in four countries (South Africa, Uganda, India and Sweden). Data were collected using interviews in person or via Skype. Inductive qualitative content analysis was used. Results Participants reported that they felt BL increased access to learning opportunities and made training more flexible and convenient for adult learners, which were major motivations to engage in BL. However, despite eagerness to implement and experiment with BL courses, they lacked capacity and support, and found the task time consuming. They needed to make compromises between course objectives and available technological tools, in the context of poor Internet infrastructure. Conclusions BL courses have the potential to build bridges between low- and middle-income contexts and between lecturers and students to meet the demand for GH training. Lecturers were very motivated to try these approaches but encountered obstacles in implementing BL courses. Considerable investments are needed to implement BL and support lecturers in delivering courses. PMID:27725078

The experiences of lecturers in African, Asian and European universities in preparing and delivering blended health research methods courses: a qualitative study.

PubMed

Protsiv, Myroslava; Atkins, Salla

2016-01-01

Growing demand for Global Health (GH) training and the internationalisation of education requires innovative approaches to training. Blended learning (BL, a form of e-learning combining face-to-face or real-time interaction with computer-assisted learning) is a promising approach for increasing GH research capacity in low- to middle-income countries. Implementing BL, however, requires additional skills and efforts from lecturers. This paper explores lecturers' views and experiences of delivering BL courses within the context of two north-south collaborative research capacity building projects, ARCADE HSSR and ARCADE RSDH. We used a qualitative approach to explore the experiences and perceptions of 11 lecturers involved in designing and delivering BL courses collaboratively across university campuses in four countries (South Africa, Uganda, India and Sweden). Data were collected using interviews in person or via Skype. Inductive qualitative content analysis was used. Participants reported that they felt BL increased access to learning opportunities and made training more flexible and convenient for adult learners, which were major motivations to engage in BL. However, despite eagerness to implement and experiment with BL courses, they lacked capacity and support, and found the task time consuming. They needed to make compromises between course objectives and available technological tools, in the context of poor Internet infrastructure. BL courses have the potential to build bridges between low- and middle-income contexts and between lecturers and students to meet the demand for GH training. Lecturers were very motivated to try these approaches but encountered obstacles in implementing BL courses. Considerable investments are needed to implement BL and support lecturers in delivering courses.

Repurposing with a Purpose: A Story with a Happy Ending

ERIC Educational Resources Information Center

Greaves, Lyn; Roller, Sibel; Bradley, Claire

2010-01-01

The work reported here forms part of a UK Joint Information Systems Committee (JISC) funded project (BL4ACE) (http://bl4ace.tvu.ac.uk/). This project built on previous work that evaluated the effectiveness of a learning design to underpin academic competence in a Business Studies degree. A significant concern of the blended learning design was to…

Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study

PubMed Central

2013-01-01

Background Evidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM. Methods A mixed-methods study was conducted consisting of a controlled trial and focus groups with second year graduate medical students. Students received the EBM course delivered using either a didactic approach (DID) to learning EBM or a blended-learning approach (BL). Student competency in EBM was assessed using the Berlin tool and a criterion-based assessment task, with student perceptions on the interventions assessed qualitatively. Results A total of 61 students (85.9%) participated in the study. Competency in EBM did not differ between the groups when assessed using the Berlin tool (p = 0.29). Students using the BL approach performed significantly better in one of the criterion-based assessment tasks (p = 0.01) and reported significantly higher self-perceived competence in critical appraisal skills. Qualitative analysis identified that students had a preference for the EBM course to be delivered using the BL approach. Conclusions Implementing a blended-learning approach to EBM teaching promotes greater student appreciation of EBM principles within the clinical setting. Integrating a variety of teaching modalities and approaches can increase student self-confidence and assist in bridging the gap between the theory and practice of EBM. PMID:24341502

The Transition to Blended Learning in a School of Nursing at a Developing Country: An Evaluation

ERIC Educational Resources Information Center

Alarbeed, Adham; Al Hakim, Diala

2014-01-01

Within the past two decades, Blended Learning (BL) programs have become very prevalent. The number of offered courses is continually increasing. The factors which support this fact are mostly related to the technological advances that have made the obtainability both efficient and practical. A School of Nursing (SoN) started a Faculty Professional…

Assessing the Available ICT Infrastructure for Collaborative Web Technologies in a Blended Learning Environment in Tanzania: A Mixed Methods Research

ERIC Educational Resources Information Center

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

2016-01-01

This paper is about the use of a Mixed Methods approach in an investigation that sought to assess the available Information and Communication Technologies (ICT) infrastructure capable of supporting Collaborative Web Technologies (CWTs) in a Blended Learning (BL) environment in Tanzanian Higher Education Institutions (HEIs). We first used…

Strengths weaknesses opportunities and threats of blended learning: students' perceptions.

PubMed

Hande, S

2014-05-01

Blended learning (BL) in a cell biology course of the premedical program at the Kasturba Medical College International Centre, Manipal, India, commenced in 2006. The program provides training in basic sciences to students, especially from the United States and Canada. The approach to the study was phenomenographic, with a qualitative study design using an open-ended questionnaire, focused interviews and empirical observations. The aim of this study was to identify the strengths, weaknesses, opportunities and threats (SWOT) of BL in a premedical class. It was a cross-sectional study. Ninety six students in a premedical cell biology class participated in the study. SWOT analysis of students' perceptions was conducted manually. Statistical analysis included content analysis of qualitative data to classify data and aligning them into the SWOT analysis matrix. The outcomes of the study revealed student perceptions in terms of SWOT of BL and the potential uses of this strategy. The study provides background for educators and curriculum experts to plan their modules while incorporating a BL approach.

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

PubMed

Chmiel, Aviva S; Shaha, Maya; Schneider, Daniel K

2017-01-01

The aim of this research is to develop a comprehensive evaluation framework involving all actors in a higher education blended learning (BL) program. BL evaluation usually either focuses on students, faculty, technological or institutional aspects. Currently, no validated comprehensive monitoring tool exists that can support introduction and further implementation of BL in a higher education context. Starting from established evaluation principles and standards, concepts that were to be evaluated were firstly identified and grouped. In a second step, related BL evaluation tools referring to students, faculty and institutional level were selected. This allowed setting up and implementing an evaluation framework to monitor the introduction of BL during two succeeding recurrences of the program. The results of the evaluation allowed documenting strengths and weaknesses of the BL format in a comprehensive way, involving all actors. It has led to improvements at program, faculty and course level. The evaluation process and the reporting of the results proved to be demanding in time and personal resources. The evaluation framework allows measuring the most significant dimensions influencing the success of a BL implementation at program level. However, this comprehensive evaluation is resource intensive. Further steps will be to refine the framework towards a sustainable and transferable BL monitoring tool that finds a balance between comprehensiveness and efficiency. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

PubMed

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.

Strengths Weaknesses Opportunities and Threats of Blended Learning: Students’ Perceptions

PubMed Central

Hande, S

2014-01-01

Background: Blended learning (BL) in a cell biology course of the premedical program at the Kasturba Medical College International Centre, Manipal, India, commenced in 2006. The program provides training in basic sciences to students, especially from the United States and Canada. The approach to the study was phenomenographic, with a qualitative study design using an open-ended questionnaire, focused interviews and empirical observations. Aim: The aim of this study was to identify the strengths, weaknesses, opportunities and threats (SWOT) of BL in a premedical class. Subjects and Methods: It was a cross-sectional study. Ninety six students in a premedical cell biology class participated in the study. SWOT analysis of students’ perceptions was conducted manually. Statistical analysis included content analysis of qualitative data to classify data and aligning them into the SWOT analysis matrix. Results: The outcomes of the study revealed student perceptions in terms of SWOT of BL and the potential uses of this strategy. Conclusions: The study provides background for educators and curriculum experts to plan their modules while incorporating a BL approach. PMID:24971204

Blended learning across universities in a South-North-South collaboration: a case study.

PubMed

Protsiv, Myroslava; Rosales-Klintz, Senia; Bwanga, Freddie; Zwarenstein, Merrick; Atkins, Salla

2016-09-02

Increased health research capacity is needed in low- and middle-income countries to respond to local health challenges. Technology-aided teaching approaches, such as blended learning (BL), can stimulate international education collaborations and connect skilled scientists who can jointly contribute to the efforts to address local shortages of high-level research capacity. The African Regional Capacity Development for Health Systems and Services Research (ARCADE HSSR) was a European Union-funded project implemented from 2011 to 2015. The project consortium partners worked together to expand access to research training and to build the research capacity of post-graduate students. This paper presents a case study of the first course in the project, which focused on a meta-analysis of diagnostic accuracy studies and was delivered in 2013 through collaboration by universities in Uganda, Sweden and South Africa. We conducted a mixed-methods case study involving student course evaluations, participant observation, interviews with teaching faculty and student feedback collected through group discussion. Quantitative data were analysed using frequencies, and qualitative data using thematic analysis. A traditional face-to-face course was adapted for BL using a mixture of online resources and materials, synchronous online interaction between students and teachers across different countries complemented by face-to-face meetings, and in-class interaction between students and tutors. Synchronous online discussions led by Makerere University were the central learning technique in the course. The learners appreciated the BL design and reported that they were highly motivated and actively engaged throughout the course. The teams implementing the course were small, with individual faculty members and staff members carrying out many extra responsibilities; yet, some necessary competencies for course design were not available. BL is a feasible approach to simultaneously draw globally available skills into cross-national, high-level skills training in multiple countries. This method can overcome access barriers to research methods courses and can offer engaging formats and personalised learning experiences. BL enables teaching and learning from experts and peers across the globe with minimal disruption to students' daily schedules. Transforming a face-to-face course into a blended course that fulfils its full potential requires concerted effort and dedicated technological and pedagogical support.

Student experiences of participating in five collaborative blended learning courses in Africa and Asia: a survey

PubMed Central

Atkins, Salla; Yan, Weirong; Meragia, Elnta; Mahomed, Hassan; Rosales-Klintz, Senia; Skinner, Donald; Zwarenstein, Merrick

2016-01-01

Background As blended learning (BL; a combination of face-to-face and e-learning methods) becomes more commonplace, it is important to assess whether students find it useful for their studies. ARCADE HSSR and ARCADE RSDH (African Regional Capacity Development for Health Systems and Services Research; Asian Regional Capacity Development for Research on Social Determinants of Health) were unique capacity-building projects, focusing on developing BL in Africa and Asia on issues related to global health. Objective We aimed to evaluate the student experience of participating in any of five ARCADE BL courses implemented collaboratively at institutions from Africa, Asia, and Europe. Design A post-course student survey with 118 students was conducted. The data were collected using email or through an e-learning platform. Data were analysed with SAS, using bivariate and multiple logistic regression. We focused on the associations between various demographic and experience variables and student-reported overall perceptions of the courses. Results In total, 82 students responded to the survey. In bivariate logistic regression, the course a student took [p=0.0067, odds ratio (OR)=0.192; 95% confidence interval (CI): 0.058–0.633], male gender of student (p=0.0474, OR=0.255; 95% CI: 0.066–0.985), not experiencing technical problems (p<0.001, OR=17.286; 95% CI: 4.629–64.554), and reporting the discussion forum as adequate for student needs (p=0.0036, OR=0.165; 95% CI: 0.049–0.555) were found to be associated with a more positive perception of BL, as measured by student rating of the overall helpfulness of the e-learning component to their studies. In contrast, perceiving the assessment as adequate was associated with a worse perception of overall usefulness. In a multiple regression, the course, experiencing no technical problems, and perceiving the discussion as adequate remained significantly associated with a more positively rated perception of the usefulness of the online component of the blended courses. Discussion The results suggest that lack of technical problems and functioning discussion forums are of importance during BL courses focusing on global health-related topics. Through paying attention to these aspects, global health education could be provided using BL approaches to student satisfaction. PMID:27725077

Student experiences of participating in five collaborative blended learning courses in Africa and Asia: a survey.

PubMed

Atkins, Salla; Yan, Weirong; Meragia, Elnta; Mahomed, Hassan; Rosales-Klintz, Senia; Skinner, Donald; Zwarenstein, Merrick

2016-01-01

As blended learning (BL; a combination of face-to-face and e-learning methods) becomes more commonplace, it is important to assess whether students find it useful for their studies. ARCADE HSSR and ARCADE RSDH (African Regional Capacity Development for Health Systems and Services Research; Asian Regional Capacity Development for Research on Social Determinants of Health) were unique capacity-building projects, focusing on developing BL in Africa and Asia on issues related to global health. We aimed to evaluate the student experience of participating in any of five ARCADE BL courses implemented collaboratively at institutions from Africa, Asia, and Europe. A post-course student survey with 118 students was conducted. The data were collected using email or through an e-learning platform. Data were analysed with SAS, using bivariate and multiple logistic regression. We focused on the associations between various demographic and experience variables and student-reported overall perceptions of the courses. In total, 82 students responded to the survey. In bivariate logistic regression, the course a student took [ p =0.0067, odds ratio (OR)=0.192; 95% confidence interval (CI): 0.058-0.633], male gender of student ( p =0.0474, OR=0.255; 95% CI: 0.066-0.985), not experiencing technical problems ( p <0.001, OR=17.286; 95% CI: 4.629-64.554), and reporting the discussion forum as adequate for student needs ( p =0.0036, OR=0.165; 95% CI: 0.049-0.555) were found to be associated with a more positive perception of BL, as measured by student rating of the overall helpfulness of the e-learning component to their studies. In contrast, perceiving the assessment as adequate was associated with a worse perception of overall usefulness. In a multiple regression, the course, experiencing no technical problems, and perceiving the discussion as adequate remained significantly associated with a more positively rated perception of the usefulness of the online component of the blended courses. The results suggest that lack of technical problems and functioning discussion forums are of importance during BL courses focusing on global health-related topics. Through paying attention to these aspects, global health education could be provided using BL approaches to student satisfaction.

Virtual Reality Training Versus Blended Learning of Laparoscopic Cholecystectomy

PubMed Central

Nickel, Felix; Brzoska, Julia A.; Gondan, Matthias; Rangnick, Henriette M.; Chu, Jackson; Kenngott, Hannes G.; Linke, Georg R.; Kadmon, Martina; Fischer, Lars; Müller-Stich, Beat P.

2015-01-01

Abstract This study compared virtual reality (VR) training with low cost-blended learning (BL) in a structured training program. Training of laparoscopic skills outside the operating room is mandatory to reduce operative times and risks. Laparoscopy-naïve medical students were randomized in 2 groups stratified for sex. 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, OH). Each group trained 3 × 4 hours followed by a knowledge test concerning LC. Blinded raters assessed the operative performance of cadaveric porcine LC using the Objective Structured Assessment of Technical Skills (OSATS). The LC was discontinued when it was not completed within 80 min. Students evaluated their training modality with questionnaires. The VR group completed the LC significantly faster and more often within 80 min than BL (45% v 21%, P = .02). The BL group scored higher than the VR group in the knowledge test (13.3 ± 1.3 vs 11.0 ± 1.7, P < 0.001). Both groups showed equal operative performance of LC in the OSATS score (49.4 ± 10.5 vs 49.7 ± 12.0, P = 0.90). Students generally liked training and felt well prepared for assisting in laparoscopic surgery. The efficiency of the training was judged higher by the VR group than by the BL group. VR and BL can both be applied for training the basics of LC. Multimodality training programs should be developed that combine the advantages of both approaches. PMID:25997044

Virtual reality training versus blended learning of laparoscopic cholecystectomy: a randomized controlled trial with laparoscopic novices.

PubMed

Nickel, Felix; Brzoska, Julia A; Gondan, Matthias; Rangnick, Henriette M; Chu, Jackson; Kenngott, Hannes G; Linke, Georg R; Kadmon, Martina; Fischer, Lars; Müller-Stich, Beat P

2015-05-01

This study compared virtual reality (VR) training with low cost-blended learning (BL) in a structured training program.Training of laparoscopic skills outside the operating room is mandatory to reduce operative times and risks.Laparoscopy-naïve medical students were randomized in 2 groups stratified for sex. 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, OH). Each group trained 3 × 4 hours followed by a knowledge test concerning LC. Blinded raters assessed the operative performance of cadaveric porcine LC using the Objective Structured Assessment of Technical Skills (OSATS). The LC was discontinued when it was not completed within 80 min. Students evaluated their training modality with questionnaires.The VR group completed the LC significantly faster and more often within 80 min than BL (45% v 21%, P = .02). The BL group scored higher than the VR group in the knowledge test (13.3 ± 1.3 vs 11.0 ± 1.7, P < 0.001). Both groups showed equal operative performance of LC in the OSATS score (49.4 ± 10.5 vs 49.7 ± 12.0, P = 0.90). Students generally liked training and felt well prepared for assisting in laparoscopic surgery. The efficiency of the training was judged higher by the VR group than by the BL group.VR and BL can both be applied for training the basics of LC. Multimodality training programs should be developed that combine the advantages of both approaches.

The integration of blended learning into an occupational therapy curriculum: a qualitative reflection.

PubMed

Barnard-Ashton, Paula; Rothberg, Alan; McInerney, Patricia

2017-08-17

This paper presents a critical reflection of the integration of Blended Learning (BL) into an undergraduate occupational therapy curriculum which was delivered through Problem Based Learning (PBL). This is a qualitative reflection of a Participatory Action Research (PAR) study using Brookfield's model for critical reflection of an educator's practice. The model uses four 'lenses' through which to focus enquiry: Lens 1) our autobiography as a learner of practice; Lens 2) our learners' eyes; Lens 3) our colleagues' experiences; and Lens 4) the theoretical literature. Grounded theory analysis was applied to the data. The factors that contributed to successful integration of technology and e-Learning into an existing curriculum, the hurdles that were navigated along the way, and how these influenced decisions and innovation are explored. The core categories identified in the data were "drivers of change" and "outcomes of BL integration". Key situations and pivotal events are highlighted for their role in the process that led to the project maturing. Each lens reflects the successes and hurdles experienced during the study. Brookfield's model provides an objective method of reflection which showed that despite the hurdles, e-Learning was successfully integrated into the curriculum.

A randomised controlled trial of a blended learning education intervention for teaching evidence-based medicine.

PubMed

Ilic, Dragan; Nordin, Rusli Bin; Glasziou, Paul; Tilson, Julie K; Villanueva, Elmer

2015-03-10

Few studies have been performed to inform how best to teach evidence-based medicine (EBM) to medical trainees. Current evidence can only conclude that any form of teaching increases EBM competency, but cannot distinguish which form of teaching is most effective at increasing student competency in EBM. This study compared the effectiveness of a blended learning (BL) versus didactic learning (DL) approach of teaching EBM to medical students with respect to competency, self-efficacy, attitudes and behaviour toward EBM. A mixed methods study consisting of a randomised controlled trial (RCT) and qualitative case study was performed with medical students undertaking their first clinical year of training in EBM. Students were randomly assigned to receive EBM teaching via either a BL approach or the incumbent DL approach. Competency in EBM was assessed using the Berlin questionnaire and the 'Assessing Competency in EBM' (ACE) tool. Students' self-efficacy, attitudes and behaviour was also assessed. A series of focus groups was also performed to contextualise the quantitative results. A total of 147 students completed the RCT, and a further 29 students participated in six focus group discussions. Students who received the BL approach to teaching EBM had significantly higher scores in 5 out of 6 behaviour domains, 3 out of 4 attitude domains and 10 out of 14 self-efficacy domains. Competency in EBM did not differ significantly between students receiving the BL approach versus those receiving the DL approach [Mean Difference (MD)=-0.68, (95% CI-1.71, 0.34), p=0.19]. No significant difference was observed between sites (p=0.89) or by student type (p=0.58). Focus group discussions suggested a strong student preference for teaching using a BL approach, which integrates lectures, online learning and small group activities. BL is no more effective than DL at increasing medical students' knowledge and skills in EBM, but was significantly more effective at increasing student attitudes toward EBM and self-reported use of EBM in clinical practice. Given the various learning styles preferred by students, a multifaceted approach (incorporating BL) may be best suited when teaching EBM to medical students. Further research on the cost-effectiveness of EBM teaching modalities is required.

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

DTIC Science & Technology

2011-03-24

large global organizations such as the Oracle Corporation and Cisco Systems Networking Academy program.13 It is worth considering the BL method to...watching and reading this report, it is clear to see that the use of technology is globally imbedded; unless people work to better understand and embrace...conclusive evidenced by the continual global use, reliance, and desire to use more. Further evidence of the technology paradox reported by the Frontline

Concerns and professional development needs of science faculty at Taibah University in adopting blended learning

NASA Astrophysics Data System (ADS)

Al-Sarrani, Nauaf

The purpose of this study was to obtain Science faculty concerns and professional development needs to adopt blended learning in their teaching at Taibah University. To answer these two research questions the survey instrument was designed to collect quantitative and qualitative data from close-ended and open-ended questions. The participants' general characteristics were first presented, then the quantitative measures were presented as the results of the null hypotheses. The data analysis for research question one revealed a statistically significant difference in the participants' concerns in adopting BL by their gender sig = .0015. The significances were found in stages one (sig = .000) and stage five (sig = .006) for female faculty. Therefore, null hypothesis 1.1 was rejected (There are no statistically significant differences between science faculty's gender and their concerns in adopting BL). The data analysis indicated also that there were no relationships between science faculty's age, academic rank, nationality, country of graduation and years of teaching experience and their concerns in adopting BL in their teaching, so the null hypotheses 1.2-7 were accepted (There are no statistically significant differences between Science faculty's age and their concerns in adopting BL, there are no statistically significant differences between Science faculty's academic rank and their concerns in adopting BL, there are no statistically significant differences between Science faculty's nationality and their concerns in adopting BL, there are no statistically significant differences between Science faculty's content area and their concerns in adopting BL, there are no statistically significant differences between Science faculty's country of graduation and their concerns in adopting BL and there are no statistically significant differences between Science faculty's years of teaching experience and their concerns in adopting BL). The data analyses for research question two revealed that there was a statistically significant difference between science faculty's use of technology in teaching by department and their attitudes towards technology integration in the Science curriculum. Lambda MANOVA test result was sig =.019 at the alpha = .05 level. Follow up ANOVA result indicated that Chemistry department was significant in the use of computer-based technology (sig =.049) and instructional technology use (sig =.041). Therefore, null hypothesis 2.1 was rejected (There are no statistically significant differences between science faculty's attitudes towards technology integration in the Science curriculum and faculty's use of technology in teaching by department). The data also revealed that there was no statistically significant difference (p<.05) between science faculty's use of technology in teaching by department and their instructional technology use on pedagogy. Therefore, null hypothesis 2.2 was accepted (There are no statistically significant differences between science faculty's perceptions of the effects of faculty IT use on pedagogy and faculty's use of technology in teaching by department). The data also revealed that there was a statistically significant difference between science faculty's use of technology in teaching by department and their professional development needs in adopting BL. Lambda MANOVA test result was .007 at the alpha = .05 level. The follow up ANOVA results showed that the value of significance of Science faculty's professional development needs for adopting BL was smaller than .05 in the Chemistry department with sig =.001 in instructional technology use. Therefore, null hypothesis 2.3 was rejected (There are no statistically significant differences between Science faculty's perceptions of technology professional development needs and faculty's use of technology in teaching by department). Qualitative measures included analyzing data based on answers to three open-ended questions, numbers thirty-six, seventy-four, and seventy-five. These three questions were on blended learning concerns comments (question 36, which had 10 units), professional development activities, support, or incentive requested (question 74, which had 28 units), and the most important professional development activities, support, or incentive (question 75, which had 37 units). These questions yielded 75 units, 23 categories and 8 themes that triangulated with the quantitative data. These 8 themes were then combined to obtain overall themes for all qualitative questions in the study. The two most important themes were "Professional development" with three categories; Professional development through workshops (10 units), Workshops (10 units), Professional development (5 units) and the second overall theme was "Technical support" with two categories: Internet connectivity (4 units), and Technical support (4 units). Finally, based on quantitative and qualitative data, the summary, conclusions, and recommendations for Taibah University regarding faculty adoption of BL in teaching were presented. The recommendations for future studies focused on Science faculty Level of Use and technology use in Saudi universities.

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

NASA Astrophysics Data System (ADS)

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-parametric tests Kruskal-Wallis and Mann-Whitney were used to assess student outcomes from three different classes (years) of students. The only significant differences were between groups of males in two different face-to-face classes. There was no significant difference between BL and F2F class formats. In general, blended learning was found to be as effective as a traditional F2F class format when comparing final student outcomes.

Appraising the role of the virtual patient for therapeutics health education.

PubMed

Baumann-Birkbeck, Lyndsee; Florentina, Fiona; Karatas, Onur; Sun, Jianbe; Tang, Tingna; Thaung, Victor; McFarland, Amelia; Bernaitis, Nijole; Khan, Sohil A; Grant, Gary; Anoopkumar-Dukie, Shailendra

2017-09-01

Face-to-face instruction, paper-based case-studies and clinical placements remain the most commonly used teaching methods for therapeutics curricula. Presenting clinical content in a didactic manner presents challenges in engaging learners and developing their clinical reasoning skills which may be overcome by inclusion of the virtual patient (VP). Currently there is limited literature examining the use of the VP in therapeutics teaching and learning. This review aimed to determine the role of VPs in therapeutics education, specifically the impact on student experiences, performance, and clinical skills. A search of primary literature was conducted with search terms including virtual patient, education, health, AND learning. Boolean operators were applied to include studies from health relevant fields with article titles and abstracts vetted. Nine of the 21 included studies were control-matched, and all but one compared VPs to traditional teaching. VPs enhanced the learning experience in all 17 studies that measured this outcome. Fourteen studies measured performance and clinical skills and 12 found VPs were beneficial, while two did not. The VP was not superior to traditional teaching in all studies, but the VP appeared beneficial to the student learning experience. Discrepancy was found between the impact of VPs on short- and long-term knowledge. The VP appears to enhance the student learning experience and has a role in therapeutics education, however a blended-learning (BL) approach may be required to account for individual learning styles. Additional investigation is required to clarify the efficacy of the VP, particularly as a component of BL, on longer-term knowledge retention. Copyright © 2017 Elsevier Inc. All rights reserved.

Short term and dosage influences of palm based medium- and long-chain triacylglycerols on body fat and blood parameters in C57BL/6J mice.

PubMed

Lee, Yee-Ying; Tang, Teck-Kim; Ab Karim, Nur Azwani; Alitheen, Noorjahan Banu Mohamed; Lai, Oi-Ming

2014-01-01

Structured lipid medium- and long-chain triacylglycerols (MLCT) are claimed to be able to manage obesity. The present study investigated the body fat influence of enzymatically interesterifed palm-based medium- and long-chain triacylglycerols (P-MLCT) on diet-induced obesity (DIO) C57BL/6J mice compared with commercial MLCT oil (C-MLCT) and a control, which was the non enzymatically modified palm kernel and palm oil blend (PKO-PO blend). It also investigated the low fat and high fat effects of P-MLCT. DIO C57BL/6J mice were fed ad libitum with low fat (7%) and high fat (30%) experimental diets for 8 weeks before being sacrificed to obtain blood serum for analysis. From the results, there is a trend that P-MLCT fed mice were found to have the lowest body weight, body weight gain, total fat pad accumulation (perirenal, retroperitoneal, epididymal and mesenteric), total triglyceride levels and efficiency in controlling blood glucose level, compared with C-MLCT and the PKO-PO blend in both low fat and high fat diets. Nevertheless, the PKO-PO blend and P-MLCT caused significantly (P < 0.05) higher total cholesterol levels compared to C-MLCT. P-MLCT present in low fat and high fat dosage were shown to be able to suppress body fat accumulation. This effect is more prominent with the low fat dosage.

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

PubMed

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.

Blended Learning in Action: A Practical Guide toward Sustainable Change

ERIC Educational Resources Information Center

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…

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

PubMed Central

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

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

PubMed

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.

Supporting School Leaders in Blended Learning with Blended Learning

ERIC Educational Resources Information Center

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…

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

PubMed

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) (P<0.001). In the two groups, comparison between pre and post-interventional stages showed the increase of mean score, stronger for blended learning group (32% and 28% in blended learning and control group, P<0.05). The average time of homework in the blended learning group was 27h (CI 95% 18.2-35.8) and 10h in the control group (CI 95% 2-18) (P<0.05). This work suggests the positive effect of blended 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.

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

PubMed

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.

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

PubMed

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.

Presence and Perceived Learning in Different Higher Education Blended Learning Environments

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Evaluating Student Satisfaction with Blended Learning in a Gender-Segregated Environment

ERIC Educational Resources Information Center

Naaj, Mahmoud Abou; Nachouki, Mirna; Ankit, Ahmed

2012-01-01

Blended learning combines multiple delivery media that are designed to complement each other and promote learning and application-learned behavior (Smith & Dillon, 1999). This article reports on a study conducted in the College of Information Technology to evaluate levels of student' satisfaction with blended learning. The particular blend of…

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Blended Learning over Two Decades

ERIC Educational Resources Information Center

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…

Blended Learning: An Innovative Approach

ERIC Educational Resources Information Center

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…

Blended learning in health education: three case studies.

PubMed

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.

Teaching of anatomical sciences: A blended learning approach.

PubMed

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.

A Comparison of Student Satisfaction between Traditional and Blended Technology Course Offerings in Physical Education

ERIC Educational Resources Information Center

Vernadakis, Nikolaos; Giannousi, Maria; Tsitskari, Efi; Antoniou, Panagiotis; Kioumourtzoglou, Efthimis

2012-01-01

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,…

Blended Learning as Transformational Institutional Learning

ERIC Educational Resources Information Center

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.

Blended Learning in Education, Training, and Development

ERIC Educational Resources Information Center

Duhaney, Devon C.

2004-01-01

The term "blended learning" has been growing in popularity, particularly in training and development arenas. Blended learning can be described as the use of synchronous or asynchronous technologies and traditional face-to-face instruction, in different forms or combinations, so as to facilitate teaching and learning. This mixture or blending of…

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

ERIC Educational Resources Information Center

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…

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

PubMed

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

2017-04-01

Traditional medical education is shifting to incorporate learning technologies and online educational activities with traditional face-to-face clinical instruction to engage students, especially at remote clinical training sites. To describe and evaluate the effectiveness of the blended learning format (combining online and face-to-face instruction) for third-year osteopathic medical students during their pediatric rotation. Third-year medical students who completed the 4-week clerkship in pediatrics during the 2014-2015 academic year were divided into a standard learning group and a blended learning group with online activities (discussion boards, blogs, virtual patient encounters, narrated video presentations, and online training modules). Comprehensive Osteopathic Medical Achievement Test scores and final course grades were compared between the standard learning and blended learning groups. Students in the blended learning group completed a postsurvey regarding their experiences. Of 264 third-year students who completed the 4-week clerkship in pediatrics during the 2014-2015 academic year, 78 (29.5%) participated in the blended learning supplement with online activities. Of 53 students who completed the postsurvey in the blended learning group, 44 (83.0%) agreed or strongly agreed that "The integration of e-learning and face-to-face learning helped me learn pediatrics." Open-ended comments supported this overall satisfaction with the course format; however, 26 of 100 comments reflected a desire to increase the amount of clinical exposure and face-to-face time with patients. No statistical differences were seen between the standard learning (n=186) and blended learning (n=78) groups with regard to Comprehensive Osteopathic Medical Achievement Test scores (P=.321). Compared with the standard learning group, more students in the blended learning group received a final course grade of honors (P=.015). Results of this study support the use of blended learning in a 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.

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

ERIC Educational Resources Information Center

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…

Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education

ERIC Educational Resources Information Center

Stacey, Elizabeth, Ed.; Gerbic, Philippa, Ed.

2009-01-01

New innovations of online learning within blended environments create a need within academia for research on best practices in teaching. This book provides insight into the practice of blended learning in higher education. This unique book collects new international research into many aspects of blended learning from the perspectives of learners,…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Blended Learning and Student Engagement in an Urban High School

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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.…

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

ERIC Educational Resources Information Center

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,…

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

ERIC Educational Resources Information Center

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…

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

NASA Astrophysics Data System (ADS)

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.

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

ERIC Educational Resources Information Center

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…

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

PubMed

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.

Blended Learning: Creating the Right Delivery Systems to Solve Business Problems

ERIC Educational Resources Information Center

Knoll, Elisabeth; Berge, Zane

2007-01-01

This paper addresses the concept of blended learning, an approach that has been gaining popularity in recent years with the advancement of computer-mediated training solutions. It begins with an effort to define blended learning and a description of its historical context. A discussion of blended learning as a learner-centric approach follows,…

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

ERIC Educational Resources Information Center

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…

Blended Learning Opportunities in Ukrainian IT Public Education

ERIC Educational Resources Information Center

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…

A Blended Mobile Learning Environment for Museum Learning

ERIC Educational Resources Information Center

Hou, Huei-Tse; Wu, Sheng-Yi; Lin, Peng-Chun; Sung, Yao-Ting; Lin, Jhe-Wei; Chang, Kuo-En

2014-01-01

The use of mobile devices for informal learning has gained attention over recent years. Museum learning is also regarded as an important research topic in the field of informal learning. This study explored a blended mobile museum learning environment (BMMLE). Moreover, this study applied three blended museum learning modes: (a) the traditional…

Blended Learning: A Disruption that Has Found Its Time

ERIC Educational Resources Information Center

Gonzales, Lisa; Vodicka, Devin

2012-01-01

"Blended learning" is learning facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and applying them in an interactively meaningful learning environment. There are four standard modes of blended learning that have proven to meet student academic needs and provide flexibility with…

A comparative study on first-time and experienced project-based learning students in an engineering design module

NASA Astrophysics Data System (ADS)

Chua, K. J.

2014-09-01

This study aims to compare and evaluate the learning ability and performance differences between two groups of students undergoing project-based learning (PjBL), with one group having prior PjBL experience, while the other group is being freshly exposed to PjBL. More specifically, it examines if there are significant differences in knowledge score, problem-solving ability, and eventual project-deliverable outcomes between the two sets of students. Performances were compared via qualitative and quantitative analyses. Key findings have indicated a significant increase in fundamental formative knowledge; enhanced problem-solving abilities; and production of better performing artefacts with regard to the set of design skills between experienced and first-time PjBL groups. This study also highlighted that experienced PjBL students have less conflicts within their groups, and are more receptive to PjBL compared to first-time PjBL students. Results from this study provide a starting point for educators to seek new learning/facilitating strategies that are relevant based on the experience and learning styles of students.

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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,…

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

ERIC Educational Resources Information Center

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…

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

PubMed

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.

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

ERIC Educational Resources Information Center

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…

Drowning Digitally? How Disequilibrium Shapes Practice in a Blended Learning Charter School

ERIC Educational Resources Information Center

Bingham, Andrea J.

2016-01-01

Background/Context: Blended learning--a learning model in which online learning is combined with faceto- face instruction to provide a more personalized learning experience for students--has shown enormous growth in recent years. Though many policymakers and educators are optimistic about the potential of blended learning to provide the type of…

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

ERIC Educational Resources Information Center

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…

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

PubMed Central

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 (p<0.001). Conclusion 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 classroom training in medical statistics. PMID:26859832

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

PubMed

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 (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 classroom training in medical statistics.

Blended learning: how can we optimise undergraduate student engagement?

PubMed

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.

Technology-Enhanced Blended Language Learning in an ESL Class: A Description of a Model and an Application of the Diffusion of Innovations Theory

ERIC Educational Resources Information Center

Grgurovic, Maja

2010-01-01

Blended learning, a combination of face-to-face and online instruction, is seen as one of the most important advancements of this century and a natural evolution of the learning agenda (Thorne, 2003). Blended learning studies that compared traditional and blended foreign language classes showed no significant differences in learner outcomes and…

Blended Learning

ERIC Educational Resources Information Center

Halan, Deepak

2005-01-01

Blended learning basically refers to using several methods for teaching. It can be thought to be a learning program where more than one delivery mode is being used with the ultimate goal of optimizing the learning result and cost of program delivery. Examples of blended learning could be the combination of technology-based resources and…

Exploring the Effectiveness of Blended Learning in Interior Design Education

ERIC Educational Resources Information Center

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.…

The Effect of Blended Learning in Mathematics Course

ERIC Educational Resources Information Center

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…

Blended Learning in Personalized Assistive Learning Environments

ERIC Educational Resources Information Center

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…

Mastering the Blend: A Professional Development Program for K-12 Teachers

ERIC Educational Resources Information Center

Moore, Michelle; Robinson, Heather A.; Sheffield, Anneliese; Phillips, Alana S.

2017-01-01

Blended learning is an instructional approach meant to enhance students' learning experiences by merging and deliberately integrating online technology into a face-to-face learning environment. With the increase in online instruction and blended learning comes the need for quality professional development programs that foster learning and…

Blended Learning at the Boundary: Designing a New Internship

ERIC Educational Resources Information Center

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…

Critical Success Factor for Implementing Vocational Blended Learning

NASA Astrophysics Data System (ADS)

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.

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

NASA Astrophysics Data System (ADS)

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.

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

ERIC Educational Resources Information Center

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…

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

PubMed

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 analysis and problem solving skills through active learning and social exchange of ideas. © The Author(s) 2011

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

ERIC Educational Resources Information Center

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…

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

PubMed

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.

A Blended and Face-to-Face Comparison of Teacher Professional Development: What's the Impact?

ERIC Educational Resources Information Center

Leake, Stephanie

2014-01-01

The availability and subsequent expansion in the use of online learning environments has provided a new avenue for teacher professional development: blended learning. While blended learning environments may provide attractive benefits to teachers and school administration, the impact of blended teacher professional development has been largely…

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

ERIC Educational Resources Information Center

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…

Perceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study.

PubMed

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.

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

PubMed Central

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

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

PubMed

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.

The Present and Future State of Blended Learning in Workplace Learning Settings in the United States

ERIC Educational Resources Information Center

Kim, Kyong-Jee; Bonk, Curtis J.; Oh, Eunjung

2008-01-01

This article reports a survey about blended learning in workplace learning settings. The survey found that blended learning gained popularity in many organizations but also that several barriers exist in implementing it. This survey also includes predictions on instructional strategies, emerging technologies, and evaluation techniques for blended…

Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science

ERIC Educational Resources Information Center

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…

Improving Student Teachers' Perceptions on Technology Integration Using a Blended Learning Programme

ERIC Educational Resources Information Center

Edannur, Sreekala; Marie, S. Maria Josephine Arokia

2017-01-01

This study examined student teachers' perceptions about Technology Integration (Blended Learning in this study) before and after their exposure to a Blended Learning Experimental Programme designed for the study for eight weeks. EDMODO (an open access Learning Management System) was used as the teaching learning platform for the implementation of…

Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University

ERIC Educational Resources Information Center

Kintu, Mugenyi Justice; Zhu, Chang

2016-01-01

This paper explores the design of a blended learning environment in a transition from face-to-face and seeks to determine whether learner characteristics and background together with blended learning design elements are significant factors for learning outcomes such as intrinsic motivation, satisfaction, knowledge construction and learning…

An Assessment of the Effectiveness of Computer-based Training for Newly Commissioned Surface Warfare Division Officers

DTIC Science & Technology

2009-08-24

expect from CBT. - x - For the most part, students prefer face-to-face learning to mediated instruction, with “ blended solutions” (a combination...in the era of correspondence courses.” 5. Blended Learning The concept of blended learning has existed at least as long as two classic meta...Zimmerman, 2001), blended learning is seen by a majority of critics as superior to CBT. Mackay and Stockport (2006) point out that e- learning

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.

PubMed

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.

Blended Learning Environments in Arab Universities: Probing Current Status and Projecting Future Directions

ERIC Educational Resources Information Center

AlFuqaha, Isam Najib

2013-01-01

This paper is a review of blended learning as a catalyst of optimizing the achievement of learning objectives. Blended learning forms an attempt to apply the right learning technologies to match the right personal learning styles to transfer the right skills to the right persons at the right times. The paper is about rethinking the teaching and…

Blended Learning: Understanding the Middle Ground between Traditional Classroom and Fully Online Instruction

ERIC Educational Resources Information Center

Welker, Jan; Berardino, Lisa

2006-01-01

Blended learning is any combined use of electronic learning tools that supplement but do not replace face-to-face learning. This article is about how two researchers are trying to comfortably and logically place blended learning somewhere in the middle of two extremes--traditional classroom at one end and fully online distance learning at the…

Blended Learning

ERIC Educational Resources Information Center

Tucker, Catlin; Umphrey, Jan

2013-01-01

Catlin Tucker, author of "Blended Learning in Grades 4-12," is an English language arts teacher at Windsor High School in Sonoma County, CA. In this conversation with "Principal Leadership," she defines blended learning as a formal education program in which a student is engaged in active learning in part online where they…

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

ERIC Educational Resources Information Center

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,…

Blended E-Learning as a Requirement for Teaching EFL in a Thai Academic Context

ERIC Educational Resources Information Center

Tananuraksakul, Noparat

2016-01-01

This paper results from a pilot study in a Thai academic context testing two hypotheses. First, blended e-learning required by an institution can motivate learners extrinsically to learn EFL. Second, blended e-learning can enhance learners' positive attitudes toward learning EFL. The hypotheses were constructed based on an implication that Thai…

K-12 Teachers' Perceptions of and Their Satisfaction with Interaction Type in Blended Learning Environments

ERIC Educational Resources Information Center

Kuo, Yu-Chun; Belland, Brian R.; Schroder, Kerstin E. E.; Walker, Andrew E.

2014-01-01

Blended learning is an effective approach to instruction that combines features of face-to-face learning and computer-mediated learning. This study investigated the relationship between student perceptions of three types of interaction and blended learning course satisfaction. The participants included K-12 teachers enrolled in a graduate-level…

Students´ Perspectives on eLearning Activities in Person-Centered, Blended Learning Settings

ERIC Educational Resources Information Center

Haselberger, David; Motsching, Renate

2016-01-01

Blended or hybrid learning has become a frequent practice in higher education. In this article our primary research interest was to find out how students perceived eLearning activities in blended learning courses based on the person-centered paradigm. Through analyzing the content of a series of semi-structured interviews we found out that…

Student Engagement and Blended Learning: Making the Assessment Connection

ERIC Educational Resources Information Center

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…

Blended Learning

ERIC Educational Resources Information Center

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…

Preparing Teachers for Emerging Blended Learning Environments

ERIC Educational Resources Information Center

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…

Classifying K-12 Blended Learning

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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,…

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

PubMed

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.

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

PubMed

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.

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

PubMed Central

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

2016-01-01

Objectives: 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. Subjects and Methods: A cross-sectional study was conducted in Faculty of Dentistry, Melaka-Manipal Medical College among 3rd and 4th 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. Statistical Analysis: Qualitative analysis was done using thematic analysis model suggested by Braun and Clarke. Results: 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. Conclusions: 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. PMID:28031603

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

ERIC Educational Resources Information Center

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…

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

PubMed

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 facilitating communication modules should be evaluated from students' and patients' perspectives. Additionally, the technology should be constantly improved by incorporating more interactive functions and should be tested to accommodate the learners' needs. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

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…

Beyond the Factory Model: Oakland Teachers Learn How to Blend

ERIC Educational Resources Information Center

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…

Developing an International Distance Education Program: A Blended Learning Approach

ERIC Educational Resources Information Center

Mathur, Ravisha; Oliver, Lisa

2007-01-01

Building a dynamic international distance education program can be a complex operation. The purpose of this paper is to discuss a model for global learning that utilizes a blended learning approach. This paper will describe how a blended learning approach was implemented in an international instructional technology Master's program to the benefit…

Got Tools? The Blended Learning Analysis and Design Expediter

ERIC Educational Resources Information Center

Elsenheimer, Jim

2006-01-01

Blended learning is an approach to instructional design that seeks to maximize learning potential by applying the most effective form of instruction for a given program element. The term "blended learning" should not refer to just the mixing of training delivery methods (as it is often defined) but to the orchestrated application and integration…

Teaching Human Development: A Case for Blended Learning

ERIC Educational Resources Information Center

Cottle, Nathan R.; Glover, Rebecca J.

2011-01-01

This article makes a case for the use of blended learning in teaching human development as a means to encourage higher-order student learning outcomes. The authors review literature regarding the use and effectiveness of blended learning, discuss an illustrative example of a redesign of a human development course, present outcomes from a…

The Effects of Self-Paced Blended Learning of Mathematics

ERIC Educational Resources Information Center

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…

Improving Curriculum through Blended Learning Pedagogy

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Assessing the Acceptance of a Blended Learning University Course

ERIC Educational Resources Information Center

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…

Implementing Blended Learning at a Developing University: Obstacles in the Way

ERIC Educational Resources Information Center

Tshabalala, Mswazi; Ndeya-Ndereya, Charity; van der Merwe, Tiana

2014-01-01

Higher Education Institutions (HEIs) are striving to provide effective learning experiences to address the needs of the digitally-oriented generation of learners. Blended learning has emerged as a solution to address these needs and has been adopted by various HEIs. However, not all academic staff members adopt blended learning when it is…

Blended Learning Implementation in “Guru Pembelajar” Program

NASA Astrophysics Data System (ADS)

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.

A case study of blended learning in a secondary biotechnology class

NASA Astrophysics Data System (ADS)

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

"Flipping" the introductory clerkship in radiology: impact on medical student performance and perceptions.

PubMed

Belfi, Lily M; Bartolotta, Roger J; Giambrone, Ashley E; Davi, Caryn; Min, Robert J

2015-06-01

Among methods of "blended learning" (ie, combining online modules with in-class instruction), the "flipped classroom" involves student preclass review of material while reserving class time for interactive knowledge application. We integrated blended learning methodology in a "flipped" introductory clerkship in radiology, and assessed the impact of this approach on the student educational experience (performance and perception). In preparation for the "flipped clerkship," radiology faculty and residents created e-learning modules that were uploaded to an open-source website. The clerkship's 101 rising third-year medical students were exposed to different teaching methods during the course, such as blended learning, traditional lecture learning, and independent learning. Students completed precourse and postcourse knowledge assessments and surveys. Student knowledge improved overall as a result of taking the course. Blended learning achieved greater pretest to post-test improvement of high statistical significance (P value, .0060) compared to lecture learning alone. Blended learning also achieved greater pretest to post-test improvement of borderline statistical significance (P value, .0855) in comparison to independent learning alone. The difference in effectiveness of independent learning versus lecture learning was not statistically significant (P value, .2730). Student perceptions of the online modules used in blended learning portions of the course were very positive. They specifically enjoyed the self-paced interactivity and the ability to return to the modules in the future. Blended learning can be successfully applied to the introductory clerkship in radiology. This teaching method offers educators an innovative and efficient approach to medical student education in radiology. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

"Why Did You Blend My Learning?" A Comparison of Student Success in Lecture and Blended Learning Introduction to Sociology Courses

ERIC Educational Resources Information Center

Luna, Yvonne M.; Winters, Stephanie A.

2017-01-01

Introduction to Sociology at a large public university was taught in two separate formats, blended learning and lecture, during the same semester by the first author. While some similarities existed, the distinction was in delivery of course content. Additionally, the blended class had one-third less in-class time that was primarily devoted to…

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

ERIC Educational Resources Information Center

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…

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

PubMed

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 < 0.001) and knowledge test score (35.89 ± 3.66 vs. 22.56 ± 7.12; p < 0.001), with estimated large effect size (d > 0.8). A blended learning approach is an attractive and effective way of acquiring biostatistics competence for Masters of Public Health (MPH) graduate students.

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

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

PubMed

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.

The Basics of Blended Instruction

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

ERIC Educational Resources Information Center

Gurley, Lisa E.

2018-01-01

Teaching in blended and online learning environments requires different pedagogical approaches than teaching in face-to-face learning environments. How educators are prepared to teach potentially impacts the quality of instruction provided in blended and online learning courses. Teaching presence is essential to achieving student learning…

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

ERIC Educational Resources Information Center

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…

Reflection on the Use of Blended Learning at a Korean University

ERIC Educational Resources Information Center

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…

Blended Learning vs. Traditional Instruction as a Predictor of Student Achievement in New York City Public Schools

ERIC Educational Resources Information Center

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…

Blended Learning within an Undergraduate Exercise Physiology Laboratory

ERIC Educational Resources Information Center

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…

Empowering Learners through Blended Learning

ERIC Educational Resources Information Center

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…

Blended Learning: A Dangerous Idea?

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Exploring the Impact of Engaged Teachers on Implementation Fidelity and Reading Skill Gains in a Blended Learning Reading Program

ERIC Educational Resources Information Center

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…

Is blended learning a viable option in public health education? A case study of student satisfaction with a blended graduate course.

PubMed

So, Hyo-Jeong

2009-01-01

This study reports findings from a case study that examined student satisfaction with a blended graduate-level course in a Masters of Public Health program. This case study used a mixed research method to collect and analyze data from the satisfaction survey and face-to-face interviews. The satisfaction survey revealed that student satisfaction with the quality of this blended course was high. Large percentages of students indicated that they would recommend this course to others and would be willing to take another distance learning course in the future. The satisfaction level was related to students' age and the number of previous distance learning courses that they had taken. Face-to-face interviews revealed that the success of this blended course was associated with the opportunities for face-to-face interaction and meaningful collaborative learning, the integration of technology components, and the course instructor. Overall findings suggest that what is important in blended learning is the integration of hard and soft technology: how to select an appropriate mode of delivery and to design instructional activities to meet the need of students and the course objectives. Implications for designing blended learning courses are discussed.

Effectiveness of Blended Learning

ERIC Educational Resources Information Center

Rao, A. V. Nageswararao

2006-01-01

The introduction of blended learning added new dimension to training, and the possibilities for delivering knowledge and information to learners at an accelerated pace and opened new vistas for knowledge management. Industry pioneers and academicians agree that blended learning will continue to become a driving force in business and in education.…

Blended Learning for College Students with English Reading Difficulties

ERIC Educational Resources Information Center

Yang, Yu-Fen

2012-01-01

Most previous studies in blended learning simply involved on-site and online instruction without considering students' control of their own learning in these two different modalities. The purpose of this study was to investigate how college students with English reading difficulties integrate their conceptions of and approaches to blended learning…

Factors That Affect Faculty Attitudes toward Adoption of Technology-Rich Blended Learning

ERIC Educational Resources Information Center

Moukali, Khalid Hussain

2012-01-01

Universities worldwide are transitioning to blended learning where technology is used to enhance and augment traditional face-to-face instruction. Investigation of how well blended learning strategies are accepted and adopted in multicultural settings is needed to facilitate this transition. This study investigated factors and barriers that…

Blended Teaching & Learning

ERIC Educational Resources Information Center

Pape, Liz

2010-01-01

Blended learning is using online tools to communicate, collaborate and publish, to extend the school day or year and to develop the 21st-century skills students need. With blended learning, teachers can use online tools and resources as part of their daily classroom instruction. Using many of the online tools and resources students already are…

Knocking Down Barriers: How California Superintendents Are Implementing Blended Learning

ERIC Educational Resources Information Center

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…

Student Outcomes and Design Elements in Blended Learning Courses

ERIC Educational Resources Information Center

Newbury, Robert

2013-01-01

The concept of "blended learning" appears with increasing frequency in academic literature, published research and general discussion as the latest trend in pedagogy. Known also as "hybrid education" and "web-enhanced instruction", blended learning courses have been reported as the method of delivery for 80 to 90…

Institutional Change and Leadership Associated with Blended Learning Innovation: Two Case Studies

ERIC Educational Resources Information Center

Garrison, D. Randy; Vaughan, Norman D.

2013-01-01

This article documents the institutional change and leadership associated with blended learning innovation in higher education. Two case studies are provided that demonstrate how transformational institutional change related to blended teaching and learning approaches is predicated upon committed collaborative leadership that engages all levels of…

A Better Blend

ERIC Educational Resources Information Center

Demski, Jennifer

2010-01-01

In May 2009, the US Department of Education released a meta-analysis of effectiveness studies of online, face-to-face, and blended learning models. The analysis found that online learning produced better student outcomes than face-to-face classes, and that blended learning offered an even "larger advantage" over face-to-face. The hybrid approach…

JiFUNzeni: A Blended Learning Approach for Sustainable Teachers' Professional Development

ERIC Educational Resources Information Center

Onguko, Brown Bully

2014-01-01

JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was…

A Thematic Review of Blended Learning in Higher Education

ERIC Educational Resources Information Center

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…

An Ethnographic Case Study on the Phenomena of Blended Learning Teachers

ERIC Educational Resources Information Center

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,…

Enhancing Students' Language Skills through Blended Learning

ERIC Educational Resources Information Center

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…

Power within Blended Language Learning Programs in Japan

ERIC Educational Resources Information Center

Hinkelman, Don; Gruba, Paul

2012-01-01

As blended language learning environments evolve within tertiary foreign language institutions, issues of power with regards to the privileging of electronic technologies come to the fore. Blended learning, or the principled mix of online and classroom-based activities, challenges the practices of traditional CALL and face-to-face teaching within…

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

NASA Astrophysics Data System (ADS)

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.

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

PubMed

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.

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

PubMed

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.

Using Blended Teaching to Teach Blended Learning: Lessons Learned from Pre-Service Teachers in an Instructional Methods Course

ERIC Educational Resources Information Center

Shand, Kristen; Farrelly, Susan Glassett

2017-01-01

In this study, we explore the design and delivery of a blended social studies teaching methods course to examine the elements of the blended design that pre-service teachers found most constructive. In focus groups at the completion of the course, pre-service teachers were asked to reflect on their experience in the blended course, identify the…

Blended learning on medication administration for new nurses: integration of e-learning and face-to-face instruction in the classroom.

PubMed

Sung, Young Hee; Kwon, In Gak; Ryu, Eunjung

2008-11-01

This study analyzed the effects of a blended learning program on medication administration by new nurses using a non-equivalent groups design. A medication education program using blended learning (including e-learning) was administered to 26 new nurses, while face-to-face instruction in the classroom was given to 24 new nurses. The following dependent variables were compared: degree of knowledge of medication, self-efficacy of medication administration, medication-administration ability, and satisfaction with the learning program. The experimental, blended learning group showed a significantly higher level of knowledge of medication and satisfaction with the comprehensiveness of their medication learning, but the self-efficacy of medication administration, medication-administration ability, and other items related to their learning satisfaction did not differ significantly from that in the control group. These results suggest that blended learning integrating e-learning and face-to-face instruction in the classroom is useful for enhancing medication knowledge. An e-learning program can reduce the lecturing time and cost of repeated topics such as medication, suggesting that it can be an effective component in nurse education programs.

Patterns and Principles for Blended Synchronous Learning: Engaging Remote and Face-to-Face Learners in Rich-Media Real-Time Collaborative Activities

ERIC Educational Resources Information Center

Bower, Matt; Kenney, Jacqueline; Dalgarno, Barney; Lee, Mark J. W.; Kennedy, Gregor E.

2014-01-01

Blended synchronous learning involves using rich-media technologies to enable remote and face-to-face students to jointly participate in the same live classes. This article presents blended synchronous learning designs from seven case studies that were part of a project funded by the Australian Government Office for Learning and Teaching and…

A Road to Understanding: A Qualitative Study into Why Learners Drop out of a Blended Language Learning (BLL) Environment

ERIC Educational Resources Information Center

Stracke, Elke

2007-01-01

This paper addresses the views of students of blended language learning (BLL)--a particular learning and teaching environment, that combines face-to-face (f2f) and computer-assisted language learning (CALL). In this instance, the "blend" consisted of learners' independent self-study phases at a computer, with a CD-ROM, and traditional f2f…

A Blended Education Program Based on Critical Thinking and Its Effect on Personality Type and Attribution Style of the Students

ERIC Educational Resources Information Center

Mosalanejad, Leili; Alipor, Ahmad; Zandi, Bahman

2010-01-01

Blended learning is a mixture of the various learning strategies and delivery methods that will optimize the learning experience of the user. This research evaluated psychological effect of blended learning on student. This research is a quasi-experimental study. 41 students participated in two groups and they registered in the course of…

Online and Blended Learning: A Survey of Policy and Practice from K-12 Schools around the World

ERIC Educational Resources Information Center

Barbour, Michael; Brown, Regina; Waters, Lisa Hasler; Hoey, Rebecca; Hunt, Jeffrey L.; Kennedy, Kathryn; Ounsworth, Chantal; Powell, Allison; Trimm, Trina

2011-01-01

In 2006, the North American Council for Online Learning (NACOL) conducted its first international survey, researching how other countries were implementing online and blended learning opportunities for their primary and secondary (K-12) students. As the pace of growth of online and blended learning has grown at an average of over 30% each year for…

Continuing the Conversation about Face-to-Face, Online, and Blended Learning a Meta-Analysis of Empirical Literature 2006-2017

ERIC Educational Resources Information Center

Wandera, Silas

2017-01-01

This paper serves two purposes. First, it statistically compares learning outcomes of face-to-face, online and blended learning instruction. Then it looks at the instructional practices that are associated with effective blended and online learning. A meta-analysis of 30 studies, with 3,687 participants, resulted in 36 effect sizes. The contrasts…

The Optimum Blend: Affordances and Challenges of Blended Learning for Students

ERIC Educational Resources Information Center

Gedik, Nuray; Kiraz, Ercan; Ozden, M. Yasar

2012-01-01

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.…

Transitioning an Adult-Serving University to a Blended Learning Model

ERIC Educational Resources Information Center

Korr, Jeremy; Derwin, Ellen Baker; Greene, Kimberly; Sokoloff, William

2012-01-01

While many institutions deliver some classes in blended format, Brandman University transitioned all of its face-to-face classes to blended delivery, using a model tailored to the needs of adult learners. This article provides research supporting the ways that blended learning principles align with key principles of andragogy. The article provides…

Blended Online Learning in Initial Teacher Education: A Professional Inquiry into Pre-Service Teachers' Inquiry Projects

ERIC Educational Resources Information Center

Hunt, Anne-Marie

2015-01-01

Online and blended learning bring opportunities and challenges, including more opportunities for authentic activities (Gikandi, Morrow, & Davis, 2011). Blended online environments are now a common mode for pre-service teacher education, providing interesting opportunities to develop and showcase alternative approaches that blend with practice…

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

ERIC Educational Resources Information Center

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…

Classroom Community Scale in the Blended Learning Environment: A Psychometric Review

ERIC Educational Resources Information Center

Barnard-Brak, Lucy; Shiu, William

2010-01-01

The Classroom Community Scale (CCS) has been utilized in previous research to measure sense of community of learners including those learners in blended learning environments. In the current study, the CCS was examined with respect to its psychometric properties in the blended learning environment. Reliability analyses indicate an acceptable level…

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

ERIC Educational Resources Information Center

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…

Blended Teaching and Learning

ERIC Educational Resources Information Center

Pape, Liz

2010-01-01

"Blended learning" is using online tools to communicate, collaborate, and publish, to extend the school day or year and to develop the 21st-century skills students need. With blended learning, teachers can use online tools and resources as part of their daily classroom instruction. Using many of the online tools and resources students already are…

Encouraging User Participation in Blended Learning: Course Reorientation

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Situational Leadership Theory as a Foundation for a Blended Learning Framework

ERIC Educational Resources Information Center

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…

Use of Resources, People and Approaches by Accounting Students in a Blending Learning Environment

ERIC Educational Resources Information Center

O'Keefe, Patricia; Rienks, Jane H.; Smith, Bernadette

2014-01-01

This research investigates how students used or "blended" the various learning resources, including people,while studying a compulsory, first year accounting unit. The unit design incorporated a blended learning approach. The study was motivated by perceived low rates of attendance and low levels of communication with lecturers which…

Effects of Activity Based Blended Learning Strategy on Prospective of Teachers' Achievement and Motivation

ERIC Educational Resources Information Center

Abdelraheem, Ahmed Yousif; Ahmed, Abdelrahman Mohammed

2015-01-01

The study investigates the effect of Activity based Blended Learning strategy and Conventional Blended Learning strategy on students' achievement and motivation. Two groups namely, experimental and control group from Sultan Qaboos University were selected randomly for the study. To assess students' achievement in the different groups, pre- and…

Students' Opinions on Facebook Supported Blended Learning Environment

ERIC Educational Resources Information Center

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.…

Using Blended Learning Design to Enhance Learning Experience in Teacher Education

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Collaborative Inquiry: Expert Analysis of Blended Learning in Higher Education

ERIC Educational Resources Information Center

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…

A Rotational Blended Learning Model: Enhancement and Quality Assurance

ERIC Educational Resources Information Center

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.…

Enhancing Student Teachers' Teaching Skills through a Blended Learning Approach

ERIC Educational Resources Information Center

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…

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

NASA Astrophysics Data System (ADS)

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.

Pre-Service Teachers' Experiences and Views on Project-Based Learning Processes

ERIC Educational Resources Information Center

Dag, Funda; Durdu, Levent

2017-01-01

Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work…

Blended learning within an undergraduate exercise physiology laboratory.

PubMed

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 < 0.01) and a greater percentage of students agreed that 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 < 0.01). 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.

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

NASA Astrophysics Data System (ADS)

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.

Hands-Only CPR

MedlinePlus

... Training CPR In Schools Training Kits RQI AHA Blended Learning & eLearning Guide AHA Instructors ECC Educational Conferences Programs ... Training CPR In Schools Training Kits RQI AHA Blended Learning & eLearning Guide AHA Instructors ECC Educational Conferences Programs ...

A Roadmap for Implementation of Blended Learning at the School Level: A Case Study of the iLearnNYC Lab Schools

ERIC Educational Resources Information Center

Darrow, Rob; Friend, Bruce; Powell, Allison

2013-01-01

This roadmap was designed to provide guidance to the New York City Department of Education (NYCDOE) school administrators in implementing blended learning programs in their own schools. Over the 2012-13 school year, the International Association for K-12 Online Learning (iNACOL) worked with 8 NYCDOE Lab Schools, each with its own blended learning…

Blended Learning Model on Hands-On Approach for In-Service Secondary School Teachers: Combination of E-Learning and Face-to-Face Discussion

ERIC Educational Resources Information Center

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…

Developing nursing and midwifery students' capacity for coping with bullying and aggression in clinical settings: Students' evaluation of a learning resource.

PubMed

Hogan, Rosemarie; Orr, Fiona; Fox, Deborah; Cummins, Allison; Foureur, Maralyn

2018-03-01

An innovative blended learning resource for undergraduate nursing and midwifery students was developed in a large urban Australian university, following a number of concerning reports by students on their experiences of bullying and aggression in clinical settings. The blended learning resource included interactive online learning modules, comprising film clips of realistic clinical scenarios, related readings, and reflective questions, followed by in-class role-play practice of effective responses to bullying and aggression. On completion of the blended learning resource 210 participants completed an anonymous survey (65.2% response rate). Qualitative data was collected and a thematic analysis of the participants' responses revealed the following themes: 'Engaging with the blended learning resource'; 'Responding to bullying' and 'Responding to aggression'. We assert that developing nursing and midwifery students' capacity to effectively respond to aggression and bullying, using a self-paced blended learning resource, provides a solution to managing some of the demands of the clinical setting. The blended learning resource, whereby nursing and midwifery students were introduced to realistic portrayals of bullying and aggression in clinical settings, developed their repertoire of effective responding and coping skills for use in their professional practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

Meeting the Challenge of Instructor Shortages: A Blended Teaching and Learning Model for a Neuroscience Course in a Doctor of Physical Therapy Program.

PubMed

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.

A Cost-Effectiveness Analysis of Blended Versus Face-to-Face Delivery of Evidence-Based Medicine to Medical Students.

PubMed

Maloney, Stephen; Nicklen, Peter; Rivers, George; Foo, Jonathan; Ooi, Ying Ying; Reeves, Scott; Walsh, Kieran; Ilic, Dragan

2015-07-21

Blended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear. This study aimed to determine the cost-effectiveness of a face-to-face learning and blended learning approach for evidence-based medicine training within a medical program. The economic evaluation was conducted as part of a randomized controlled trial (RCT) comparing the evidence-based medicine (EBM) competency of medical students who participated in two different modes of education delivery. In the traditional face-to-face method, students received ten 2-hour classes. In the blended learning approach, students received the same total face-to-face hours but with different activities and additional online and mobile learning. Online activities utilized YouTube and a library guide indexing electronic databases, guides, and books. Mobile learning involved self-directed interactions with patients in their regular clinical placements. The attribution and differentiation of costs between the interventions within the RCT was measured in conjunction with measured outcomes of effectiveness. An incremental cost-effectiveness ratio was calculated comparing the ongoing operation costs of each method with the level of EBM proficiency achieved. Present value analysis was used to calculate the break-even point considering the transition cost and the difference in ongoing operation cost. The incremental cost-effectiveness ratio indicated that it costs 24% less to educate a student to the same level of EBM competency via the blended learning approach used in the study, when excluding transition costs. The sunk cost of approximately AUD $40,000 to transition to the blended model exceeds any savings from using the approach within the first year of its implementation; however, a break-even point is achieved within its third iteration and relative savings in the subsequent years. The sensitivity analysis indicates that approaches with higher transition costs, or staffing requirements over that of a traditional method, are likely to result in negative value propositions. Under the study conditions, a blended learning approach was more cost-effective to operate and resulted in improved value for the institution after the third year iteration, when compared to the traditional face-to-face model. The wider applicability of the findings are dependent on the type of blended learning utilized, staffing expertise, and educational context.

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

PubMed

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.

Perceived Learning and Satisfaction in a Blended Teacher Education Program: An Experience of Malaysian Teacher Trainees

ERIC Educational Resources Information Center

Karimi, Leila; Ahmad, Tunku Badariah Tunku

2013-01-01

Blended learning, as a new approach to education, is rapidly being adopted by educational institutions for the purpose of teacher education or teacher training. This study reports the results of a survey exploring the relationships between perceived learning and satisfaction in a blended teacher education program among three different groups of…

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

ERIC Educational Resources Information Center

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:…

Blended Learning Improves Science Education.

PubMed

Stockwell, Brent R; Stockwell, Melissa S; Cennamo, Michael; Jiang, Elise

2015-08-27

Blended learning is an emerging paradigm for science education but has not been rigorously assessed. We performed a randomized controlled trial of blended learning. We found that in-class problem solving improved exam performance, and video assignments increased attendance and satisfaction. This validates a new model for science communication and education. Copyright © 2015 Elsevier Inc. All rights reserved.

The Development of a Survey Instrument to Measure Transactional Distance in Secondary Blended Learning Environments

ERIC Educational Resources Information Center

Lane, Dennis Glenn

2017-01-01

The goal of this study was to develop a survey instrument to measure transactional distance in secondary blended learning environments. This study resulted in a 35-item survey instrument, the Blended Learning Assessment Scale of Transactional Distance (BLASTD), which was tested using a convenience sample of secondary students (n = 222) at a…

Blended Learning in Design Education: An Analysis of Students' Experiences within the Disciplinary Differences Framework

ERIC Educational Resources Information Center

Pektas, Sule Tasli; Gürel, Meltem Ö.

2014-01-01

Blended learning has already become an indispensable part of education in many fields. However, the majority of existing research on blended learning has assumed homogeneity of disciplines. This study suggests that research highlighting disciplinary effects and differences is much needed to effectively develop courses and tools consonant with the…

Selecting Media for Effective Learning in Online and Blended Courses: A Review Study

ERIC Educational Resources Information Center

Amaka, Ifewulu Henrietta; Goeman, Katie

2017-01-01

As the number of online and blended learning courses offered by higher education institutions increase, a predominant issue for instructors is their design. This study focuses on the selection of appropriate media to support online and blended learning (OBL) activities. To this end, we mapped and synthesized in two consecutive systematic review…

A Reactive Blended Learning Proposal for an Introductory Control Engineering Course

ERIC Educational Resources Information Center

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…

Blended Learning and Innovative Technologies in Training of Future Specialists in Foreign Higher Education Institutions

ERIC Educational Resources Information Center

Gurevych, Roman; Kademiya, Maya

2017-01-01

The article characterizes one of the most promising models of blended learning in higher education institutions. The article describes the peculiarities of improving the education process, the formation of motivational and professional competency of future specialists as well as the usage of one of the models of blended learning--"flipped…

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

ERIC Educational Resources Information Center

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…

Translating Knowledge through Blended Learning: A Comparative Analysis of Face-to-Face and Blended Learning Methods

ERIC Educational Resources Information Center

Golden, Thomas P.; Karpur, Arun

2012-01-01

This study is a comparative analysis of the impact of traditional face-to-face training contrasted with a blended learning approach, as it relates to improving skills, knowledge and attitudes for enhancing practices for achieving improved employment outcomes for individuals with disabilities. The study included two intervention groups: one…

Transforming K-12 Rural Education through Blended Learning: Barriers and Promising Practices

ERIC Educational Resources Information Center

Werth, Eric; Werth, Lori; Kellerer, Eric

2013-01-01

This report describes the implementation of blended learning programs in Idaho, and three key takeaways are apparent: (1) Blended learning has a positive impact on teachers; (2) Self-pacing enables students to take ownership and achieve mastery; and (3) Teachers must prepare with comprehensive teacher training. The authors emphasize the need for…

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

ERIC Educational Resources Information Center

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…

Cyber Asynchronous versus Blended Cyber Approach in Distance English Learning

ERIC Educational Resources Information Center

Ge, Zi-Gang

2012-01-01

This study aims to compare the single cyber asynchronous learning approach with the blended cyber learning approach in distance English education. Two classes of 70 students participated in this study, which lasted one semester of about four months, with one class using the blended approach for their English study and the other only using the…

The Role of Leadership in Starting and Operating Blended Learning Charter Schools: A Multisite Case Study

ERIC Educational Resources Information Center

Agostini, Michael Eric

2013-01-01

Heavily utilizing both instructional technology and face-to-face instruction within a bricks-and-mortar school environment, blended learning charter schools are gaining attention as a cost-effective school design. As educators turn to these blended learning school models to improve both the operational efficiency and student outcomes of America's…

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

ERIC Educational Resources Information Center

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…

Optimising the Blended Learning Environment: The Arab Open University Experience

ERIC Educational Resources Information Center

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…

A Study Module in the Logical Structure of Cognitive Process in the Context of Variable-Based Blended Learning

ERIC Educational Resources Information Center

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…

University of Central Florida and the American Association of State Colleges and Universities: Blended Learning Toolkit

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

CPR Facts and Stats

MedlinePlus

... Training CPR In Schools Training Kits RQI AHA Blended Learning & eLearning Guide AHA Instructors ECC Educational Conferences Programs ... Training CPR In Schools Training Kits RQI AHA Blended Learning & eLearning Guide AHA Instructors ECC Educational Conferences Programs ...

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

ERIC Educational Resources Information Center

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…

Blended Learning: The Perceptions of First-Year Geography Students

ERIC Educational Resources Information Center

Mitchell, Phillipa; Forer, Pip

2010-01-01

Focusing on "Digital Worlds", a first-year geography blended learning course at the University of Auckland, this paper gives voice to the students, examining how they perceived e-learning versus traditional learning mechanisms; how e-learning mechanisms have affected their learning behaviour; and why certain e-learning mechanisms offered…

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

PubMed

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.

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

PubMed

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; P<.001; n=20 interventions) with no significant publication bias, and exclusion of any single study did not change the overall result. For studies comparing blended 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; P<.001; n=56 interventions), and exclusion of any single study did not change the overall result. Although significant publication bias was found, the trim and fill method 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 yielded larger effect sizes. Blended 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. Due to the large heterogeneity, the conclusion should be treated with caution.

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

PubMed Central

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; P<.001; n=20 interventions) with no significant publication bias, and exclusion of any single study did not change the overall result. For studies comparing blended 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; P<.001; n=56 interventions), and exclusion of any single study did not change the overall result. Although significant publication bias was found, the trim and fill method 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 yielded larger effect sizes. Conclusions Blended 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. Due to the large heterogeneity, the conclusion should be treated with caution. PMID:26729058

(Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible during PjBL Experiences

ERIC Educational Resources Information Center

Smith, Shaunna

2016-01-01

This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the…

Blended Learning in a Teacher Training Course: Integrated Interactive E-Learning and Contact Learning

ERIC Educational Resources Information Center

Kupetz, Rita; Ziegenmeyer, Brigit

2005-01-01

The paper discusses a blended learning concept for a university teacher training course for prospective teachers of English. The concept aims at purposeful learning using different methods and activities, various traditional and electronic media, learning spaces covering contact and distance learning, and task-based learning modules that begin…

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

NASA Astrophysics Data System (ADS)

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.

The Status of Middle and High School Instruction: Examining Professional Development, Social Desirability, and Teacher Readiness for Blended Pedagogy in the Southeastern United States

ERIC Educational Resources Information Center

Parks, Rebecca A.; Oliver, Wendy; Carson, Elaine

2016-01-01

Using quantitative methods, the current study addresses the phenomenon of blended learning and the impact of professional development (PD) in blended learning on teacher practice. Two separate but complementary investigations, Oliver's (2013) focus group data for examining Oliver's Framework for Blended Instruction and Parks' (2015) national…

Effect of amylopectin on the rheological properties of aqueous dispersions of starch-sodium palmitate complexes

USDA-ARS?s Scientific Manuscript database

Aqueous dispersions of normal and high-amylose corn starch were steam jet cooked and blended with aqueous solutions of sodium palmitate to form amylose inclusion complexes. Partial conversion of complexed sodium palmitate to palmitic acid by addition of acetic acid led to the formation of gels. Bl...

A Comparison of Student Knowledge between Traditional and Blended Instruction in a Physical Education in Early Childhood Course

ERIC Educational Resources Information Center

Giannousi, Maria; Vernadakis, Nikolaos; Derri, Vassiliki; Antoniou, Panagiotis; Kioumourtzoglou, Efthimis

2014-01-01

Blended learning model combines different advantages of face to face education and e-learning to ensure an effective learning environment for students. The purpose of this study was to investigate the impact of traditional and blended instruction, in students' knowledge in a Physical Education in Early Childhood course. For the purpose of this…

Implementing Blended Self-Managed Action Learning for Digital Entrepreneurs in Higher Education

ERIC Educational Resources Information Center

Shurville, Simon; Rospigliosi, Asher

2009-01-01

We report upon implementing blended self-managed action learning (SMAL) within graduate and postgraduate courses in digital entrepreneurship. In four out of five cases, we found that SMAL was highly motivating to our learners and integrated well with a blended and flexible approach to learning. We report a case where a SMAL set broke down due to…

Reading Achievement and Reading Efficacy Changes for Middle School Students with Disabilities through Blended Learning Instruction

ERIC Educational Resources Information Center

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…

Feelings of Challenge and Threat among Pre-Service Teachers Studying in Different Learning Environments--Virtual vs. Blended Courses

ERIC Educational Resources Information Center

Zeichner, Orit; Zilka, Gila

2016-01-01

This study focused on feelings of threat and challenge among pre-service teachers in different learning environments--virtual and blended courses. The two goals of this study were (1) to define the subjects' feelings in virtual and blended learning environments, and the relationship between them, and (2) to examine how their feelings changed…

Blended Learning and Student Satisfaction: An Investigation into an EAP Writing Course

ERIC Educational Resources Information Center

Abbas, Zainab Ibrahim

2018-01-01

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…

Instructor Support Services: An Inevitable Critical Success Factor in Blended Learning in Higher Education in Tanzania

ERIC Educational Resources Information Center

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…

Understanding a Brazilian High School Blended Learning Environment from the Perspective of Complex Systems

ERIC Educational Resources Information Center

de Barros, Ana Paula Rodrigues Magalhães; Simmt, Elaine; Maltempi, Marcus Vinicius

2017-01-01

The use of technological resources has the potential to make viable new and less traditional methodologies of teaching that take into account student differences. Blended learning can be a way to rethink classes so that students have more freedom in their processes of learning. The goal of this article is to understand a blended learning…

Looking Back and Looking Forward: A Glimpse of Blended Learning in Higher Education from 2007-2017

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Promoting Sustainable Living in the Borderless World through Blended Learning Platforms

ERIC Educational Resources Information Center

Ng, Khar Thoe; Parahakaran, Suma; Febro, Rhea; Weisheit, Egbert; Lee, Tan Luck

2013-01-01

Student-centred learning approaches like collaborative learning are needed to facilitate meaningful learning among self-motivated lifelong learners within educational institutions through interorganizational Open and Distant Learning (ODL) approaches. The purpose of this study is to develop blended learning platforms to promote sustainable living,…

Teachers' experiences of teaching in a blended learning environment.

PubMed

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.

A Blended Learning Approach to Teaching Basic Pharmacokinetics and the Significance of Face-to-Face Interaction

PubMed Central

Holbrook, Jane

2010-01-01

Objective To assess pharmacy students' attitudes towards a blended-learning pharmacokinetics course. Design 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. Assessment 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. Conclusion 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. PMID:20798797

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

PubMed

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.

Course Management Systems and Blended Learning: An Innovative Learning Approach

ERIC Educational Resources Information Center

Chou, Amy Y.; Chou, David C.

2011-01-01

This article utilizes Rogers' innovation-decision process model (2003) and Beckman and Berry's innovation process model (2007) to create an innovative learning map that illustrates three learning methods (i.e., face-to-face learning, online learning, and blended learning) in two types of innovation (i.e., incremental innovation and radical…

Pre-Service English Teachers in Blended Learning Environment in Respect to Their Learning Approaches

ERIC Educational Resources Information Center

Yilmaz, M. Betul; Orhan, Feza

2010-01-01

Blended learning environment (BLE) is increasingly used in the world, especially in university degrees and it is based on integrating web-based learning and face-to-face (FTF) learning environments. Besides integrating different learning environments, BLE also addresses to students with different learning approaches. The "learning…

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

PubMed

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.

AED (Automated External Defibrillator) Programs: Questions and Answers

MedlinePlus

... Training CPR In Schools Training Kits RQI AHA Blended Learning & eLearning Guide AHA Instructors ECC Educational Conferences Programs ... Training CPR In Schools Training Kits RQI AHA Blended Learning & eLearning Guide AHA Instructors ECC Educational Conferences Programs ...

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

PubMed

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.

The influence of project-based learning on the student conception about kinematics and critical thinking skills

NASA Astrophysics Data System (ADS)

Handhika, J.; Cari, C.; Sunarno, W.; Suparmi, A.; Kurniadi, E.

2018-05-01

This research revealed the influence of project-based learning (PjBL) to increasing the level of the conception. The research method used the pre-experimental design with one group pre-test post-test. PjBL applied to students of physics education program of IKIP PGRI Madiun (23 Students). The test used to determine the level of conception is multiple choice tests and index of certainty. Activities on PjBL described. Obtained that the PjBL model can increase the level of conception and Critical thinking skills with the average normalized gain 0.49 and 0.57 (Medium category). It can be concluded that the PjBL could improve the level of conception and critical thinking ability of the students. Implementation of each model phase following learning objectives and needs analysis is the key to improve both.

Exploring Collaborative Learning Effect in Blended Learning Environments

ERIC Educational Resources Information Center

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…

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

PubMed

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.

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

PubMed Central

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

2014-01-01

Objectives: 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. Methods: 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. Results: 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%. Discussion: 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. Conclusion: 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. PMID:25598868

Blended Learning: Across the Disciplines, across the Academy. New Pedagogies and Practices for Teaching in Higher Education

ERIC Educational Resources Information Center

Glazer, Francine S., Ed.

2011-01-01

This is a practical introduction to blended learning, presenting examples of implementation across a broad spectrum of disciplines. For faculty unfamiliar with this mode of teaching, it illustrates how to address the core challenge of blended learning--to link the activities in each medium so that they reinforce each other to create a single,…

Achieving Data Quality within the Logistics Modernization Program

DTIC Science & Technology

2012-09-01

called blended learning. Instead of solely using the traditional brick -and- mortar classroom, blended learning fuses traditional learning with a...students who attend traditional brick -and- mortar schools (Means, Toyama, Murphy, Bakia, Jones, 2010). As described by Plifka (2011), blended...missions of JMC component organizations whose BOM data was used in this research. 1. Blue Grass Army Depot Located in Richmond, Kentucky, Blue Grass Army

Mirror Mirror on the Wall, Is Blended Instruction the Best of All? Students' Perceptions of Blending Face-to-Face and Online Instruction

ERIC Educational Resources Information Center

Terras, Katherine; Chiasson, Kari; Sansale, Adam

2012-01-01

According to Ayala (2009), blended learning is "the purposeful integration of traditional (i.e., face-to-face) and online learning in order to provide educational opportunities that maximize the benefits of each platform and thus more effectively facilitate student learning. The purpose of this study was to explore students' perceptions of…

Small Private Online Research: A Proposal for A Numerical Methods Course Based on Technology Use and Blended Learning

ERIC Educational Resources Information Center

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…

Exploring the Experiences of Students and Professors in a Blended Learning Graduate Program: A Case Study of a Faculty of Education

ERIC Educational Resources Information Center

Taylor, Maurice; Atas, Sait; Ghani, Shehzad

2017-01-01

The purpose of this study was to explore the current experiences of students and professors in a Faculty of Education graduate program that has adopted blended learning. It was also intended to uncover some of the enablers and constraints faced by faculty administration in implementing a university wide blended learning initiative. Using a…

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

PubMed

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.

MasterOnline Periodontology and Implant Therapy-revisited after seven years: A case study of the structures and outcomes in a blended learning CPD.

PubMed

Ratka-Krüger, P; Wölber, J P; Blank, J; Holst, K; Hörmeyer, I; Vögele, E

2018-02-01

There is a great need for postgraduate training and continuing professional development (CPD), specifically in the field of periodontology. Despite the plenty of periodontal CPDs, there is a lack of information about the performance of CPDs in a blended learning setting. This study is a case study of the structures and outcomes in a blended learning CPD programme in periodontology, the MasterOnline Periodontology and Implant Therapy hosted by the University of Freiburg's Dental School. The structures of the blended learning CPD were analysed with the aims to (i) make explicit how various innovative educational methods and ICT tools can be successfully applied to a Web-supported postgraduate periodontology training programme, (ii) identify the programme's impact on learning transfer in students' dental practices and (iii) identify other outcomes, synergies and any changes required during the existence. Using qualitative interviewing, the various types of learning transfer and elements of the study programme that foster transfer could be exemplified. A period of 7 years was analysed. In this duration, 50 students successfully graduated to a master of science. Qualitative interviews were performed with six students and four teachers affirming the learning transfer in a blended learning setting. This case study shows that blended learning can be a successful approach for CPD in dentistry. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

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

ERIC Educational Resources Information Center

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…

A Cost-Effectiveness Analysis of Blended Versus Face-to-Face Delivery of Evidence-Based Medicine to Medical Students

PubMed Central

Nicklen, Peter; Rivers, George; Foo, Jonathan; Ooi, Ying Ying; Reeves, Scott; Walsh, Kieran; Ilic, Dragan

2015-01-01

Background Blended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear. Objective This study aimed to determine the cost-effectiveness of a face-to-face learning and blended learning approach for evidence-based medicine training within a medical program. Methods The economic evaluation was conducted as part of a randomized controlled trial (RCT) comparing the evidence-based medicine (EBM) competency of medical students who participated in two different modes of education delivery. In the traditional face-to-face method, students received ten 2-hour classes. In the blended learning approach, students received the same total face-to-face hours but with different activities and additional online and mobile learning. Online activities utilized YouTube and a library guide indexing electronic databases, guides, and books. Mobile learning involved self-directed interactions with patients in their regular clinical placements. The attribution and differentiation of costs between the interventions within the RCT was measured in conjunction with measured outcomes of effectiveness. An incremental cost-effectiveness ratio was calculated comparing the ongoing operation costs of each method with the level of EBM proficiency achieved. Present value analysis was used to calculate the break-even point considering the transition cost and the difference in ongoing operation cost. Results The incremental cost-effectiveness ratio indicated that it costs 24% less to educate a student to the same level of EBM competency via the blended learning approach used in the study, when excluding transition costs. The sunk cost of approximately AUD $40,000 to transition to the blended model exceeds any savings from using the approach within the first year of its implementation; however, a break-even point is achieved within its third iteration and relative savings in the subsequent years. The sensitivity analysis indicates that approaches with higher transition costs, or staffing requirements over that of a traditional method, are likely to result in negative value propositions. Conclusions Under the study conditions, a blended learning approach was more cost-effective to operate and resulted in improved value for the institution after the third year iteration, when compared to the traditional face-to-face model. The wider applicability of the findings are dependent on the type of blended learning utilized, staffing expertise, and educational context. PMID:26197801

Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning

ERIC Educational Resources Information Center

Dole, Sharon F.; Bloom, Lisa A.; Doss, Kristy Kowalske

2016-01-01

This article reports the impact of a field experience in problem-based (PBL) and project-based learning (PjBL) on in-service teachers' conceptions of experiential learning. Participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL, and an experiential component in which they…

Enhancing Student Learning and Retention with Blended Learning Class Guides

ERIC Educational Resources Information Center

Amaral, Katie E.; Shank, John D.

2010-01-01

Blended learning or hybrid courses that combine face-to-face and online learning are increasingly offered at colleges and universities across the United States, with growing evidence that they can enhance student learning. Their various pedagogies and technologies have prevented acceptance of a single, authoritative model for designing and…

Practical Applications and Experiences in K-20 Blended Learning Environments

ERIC Educational Resources Information Center

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"…

Analysis of student’s scientific attitude behaviour change effects blended learning supported by I-spring Suite 8 application

NASA Astrophysics Data System (ADS)

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

Visualizing the Complex Process for Deep Learning with an Authentic Programming Project

ERIC Educational Resources Information Center

Peng, Jun; Wang, Minhong; Sampson, Demetrios

2017-01-01

Project-based learning (PjBL) has been increasingly used to connect abstract knowledge and authentic tasks in educational practice, including computer programming education. Despite its promising effects on improving learning in multiple aspects, PjBL remains a struggle due to its complexity. Completing an authentic programming project involves a…

Instruments to Explore Blended Learning: Modifying a Method to Analyse Online Communication for the Analysis of Face-to-Face Communication

ERIC Educational Resources Information Center

de Leng, Bas A.; Dolmans, Diana H. J. M.; Donkers, H. H. L. M.; Muijtjens, Arno M. M.; van der Vleuten, Cees P. M.

2010-01-01

In the complex practice of today's blended learning, educators need to be able to evaluate both online and face-to-face communication in order to get the full picture of what is going on in blended learning scenarios. The aim of this study was to investigate the reliability and feasibility of a practical instrument for analysing face-to-face…

Pro-ELT; A Teacher Training Blended Approach

ERIC Educational Resources Information Center

Eshtehardi, Reza

2014-01-01

Pro-ELT is a blended teacher training course. The aim of Pro-ELT is to strengthen English teaching and learning through a blended training approach that includes; quality face to face delivery, supported distance learning and integrated proficiency and methodology training. It delivers quality language teaching and teacher development courses to…

Learning to Teach a Blended Course in a Teacher Preparation Program

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

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

PubMed

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.

How Do B-Learning and Learning Patterns Influence Learning Outcomes?

PubMed Central

Sáiz Manzanares, María Consuelo; Marticorena Sánchez, Raúl; García Osorio, César Ignacio; Díez-Pastor, José F.

2017-01-01

Learning Management System (LMS) platforms provide a wealth of information on the learning patterns of students. Learning Analytics (LA) techniques permit the analysis of the logs or records of the activities of both students and teachers on the on-line platform. The learning patterns differ depending on the type of Blended Learning (B-Learning). In this study, we analyse: (1) whether significant differences exist between the learning outcomes of students and their learning patterns on the platform, depending on the type of B-Learning [Replacement blend (RB) vs. Supplemental blend (SB)]; (2) whether a relation exists between the metacognitive and the motivational strategies (MS) of students, their learning outcomes and their learning patterns on the platform. The 87,065 log records of 129 students (69 in RB and 60 in SB) in the Moodle 3.1 platform were analyzed. The results revealed different learning patterns between students depending on the type of B-Learning (RB vs. SB). We have found that the degree of blend, RB vs. SB, seems to condition student behavior on the platform. Learning patterns in RB environments can predict student learning outcomes. Additionally, in RB environments there is a relationship between the learning patterns and the metacognitive and (MS) of the students. PMID:28559866

How Do B-Learning and Learning Patterns Influence Learning Outcomes?

PubMed

Sáiz Manzanares, María Consuelo; Marticorena Sánchez, Raúl; García Osorio, César Ignacio; Díez-Pastor, José F

2017-01-01

Learning Management System (LMS) platforms provide a wealth of information on the learning patterns of students. Learning Analytics (LA) techniques permit the analysis of the logs or records of the activities of both students and teachers on the on-line platform. The learning patterns differ depending on the type of Blended Learning (B-Learning). In this study, we analyse: (1) whether significant differences exist between the learning outcomes of students and their learning patterns on the platform, depending on the type of B-Learning [Replacement blend (RB) vs. Supplemental blend (SB)]; (2) whether a relation exists between the metacognitive and the motivational strategies (MS) of students, their learning outcomes and their learning patterns on the platform. The 87,065 log records of 129 students (69 in RB and 60 in SB) in the Moodle 3.1 platform were analyzed. The results revealed different learning patterns between students depending on the type of B-Learning (RB vs. SB). We have found that the degree of blend, RB vs. SB, seems to condition student behavior on the platform. Learning patterns in RB environments can predict student learning outcomes. Additionally, in RB environments there is a relationship between the learning patterns and the metacognitive and (MS) of the students.

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

ERIC Educational Resources Information Center

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…

Best-Practice Model for Technology Enhanced Learning in the Creative Arts

ERIC Educational Resources Information Center

Power, Jess; Kannara, Vidya

2016-01-01

This paper presents a best-practice model for the redesign of virtual learning environments (VLEs) within creative arts to augment blended learning. In considering a blended learning best-practice model, three factors should be considered: the conscious and active human intervention, good learning design and pedagogical input, and the sensitive…

Building a Blended Learning Program

ERIC Educational Resources Information Center

McLester, Susan

2011-01-01

"Online learning" often serves as an umbrella term that includes the subcategory of blended learning, which might also be referred to as hybrid learning, and comprises some combination of online and face-to-face time. Spurred in part by a 2009 U.S. Department of Education study, "Evaluation of Evidence-Based Practices in Online Learning," which…

Software Application for Computer Aided Vocabulary Learning in a Blended Learning Environment

ERIC Educational Resources Information Center

Essam, Rasha

2010-01-01

This study focuses on the effect of computer-aided vocabulary learning software called "ArabCAVL" on students' vocabulary acquisition. It was hypothesized that students who use the ArabCAVL software in blended learning environment will surpass students who use traditional vocabulary learning strategies in face-to-face learning…

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

ERIC Educational Resources Information Center

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…

Blended learning pedagogy: the time is now!

PubMed

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.

Development of an Instructional Design Model for Flipped Learning in Higher Education

ERIC Educational Resources Information Center

Lee, Jihyun; Lim, Cheolil; Kim, Hyeonsu

2017-01-01

In response to pedagogical challenges in higher education, blended learning has become a prevalent practice in colleges and universities. Flipped learning (FL) represents a newly emerging form of blended learning, where students individually watch online lectures prior to class and then engage in classroom learning activities interacting with…

Blended Learning Versus Traditional Lecture in Introductory Nursing Pathophysiology Courses.

PubMed

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.

Capturing the Magic of Classroom Training in Blended Learning

ERIC Educational Resources Information Center

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…

To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs.

PubMed

de Jong, N; Krumeich, J S M; Verstegen, D M L

2017-02-01

Maastricht University has been actively exploring blended learning approaches to PBL in Health Master Programs. Key principles of PBL are, learning should be constructive, self-directed, collaborative, and contextual. The purpose is to explore whether these principles are applicable in blended learning. The programs, Master of Health Services Innovation (case 1), Master Programme in Global Health (case 2), and the Master of Health Professions Education (case 3), used a Virtual Learning Environment for exchanging material and were independently analyzed. Quantitative data were collected for cases 1 and 2. Simple descriptive analyses such as frequencies were performed. Qualitative data for cases 1 and 3 were collected via (focus group) interviews. All PBL principles could be recognized in case 1. Case 2 seemed to be more project-based. In case 3, collaboration between students was not possible because of a difference in time-zones. Important educational aspects: agreement on rules for (online) sessions; visual contact (student-student and student-teacher), and frequent feedback. PBL in a blended learning format is perceived to be an effective strategy. The four principles of PBL can be unified in PBL with a blended learning format, although the extent to which each principle can be implemented can differ.

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

ERIC Educational Resources Information Center

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…

The Blended Space between Third and First Person Learning: Drama, Cognition and Transfer

ERIC Educational Resources Information Center

Duffy, Peter B.

2014-01-01

This essay considers whether the neuroscientific concepts of conceptual blending (from cognitive linguistics) embodiment and analogy offer insights into why and how drama-based pedagogies strengthen classroom learning. Pilot writing samples from eight-and nine-year-old students suggest that conceptual blending is enhanced through drama-based…

Developing a blended course on dying, loss, and grief.

PubMed

Kavanaugh, Karen; Andreoni, V Ann; Wilkie, Diana J; Burgener, Sandra; Buschmann, Mary Beth Tank; Henderson, Gloria; Hsiung, Yi-Fang Yvonne; Zhao, Zhongsheng

2009-01-01

An important component of end-of-life education is to provide health professionals with content related to dying, loss, and grief. The authors describe the strategies used to develop and offer a blended course (integration of classroom face-to-face learning with online learning) that addressed the sensitive and often emotional content associated with grieving and bereavement. Using Kolb's Experiential Learning Theory, a set of 4 online learning modules, with engaging, interactive elements, was created. Course evaluations demonstrated the success of the blended course in comparison to the traditional, exclusive face-to-face approach.

Blending Student Technology Experiences in Formal and Informal Learning

ERIC Educational Resources Information Center

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…

Exploring the Relationships between Learning Styles, Online Participation, Learning Achievement and Course Satisfaction: An Empirical Study of a Blended Learning Course

ERIC Educational Resources Information Center

Cheng, Gary; Chau, Juliana

2016-01-01

The purpose of this study was twofold: first, to explore the relationship between students' learning styles and their online participation in a blended learning course, and second, to investigate the relationships of students' online participation with their learning achievement and with course satisfaction. A total of 78 undergraduate students…

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

PubMed

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 are encouraged as useful theoretical frameworks for a blended learning approach. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

A Quantitative Inquiry into the Effects of Blended Learning on English Language Learning: The Case of Malaysian Undergraduates

ERIC Educational Resources Information Center

Thang, Siew Ming; Mustaffa, Rosniah; Wong, Fook Fei; Noor, Noorizah Mohd.; Mahmud, Najihah; Latif, Hafizah; Aziz, Mohd. Sallehhudin Abd.

2013-01-01

Blended learning has been described as a pedagogical approach that combines effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment (Dziuban, Hartman, & Moskal, 2004). It has also been depicted as an approach that combines traditional learning with…

The Development of Instructional Materials E-Learning Based on Blended Learning

ERIC Educational Resources Information Center

Kristanto, Andi; Mustaji; Mariono, Andi

2017-01-01

The use of e-learning is becoming the global issue now. In an educational field, there are many institutions already use it. The study very important aimed to test the feasibility and effectiveness the development of instructional materials e-learning based on the blended learning in audio/radio media development course. The background laid behind…

Understanding Cognitive Presence in an Online and Blended Community of Inquiry: Assessing Outcomes and Processes for Deep Approaches to Learning

ERIC Educational Resources Information Center

Akyol, Zehra; Garrison, D. Randy

2011-01-01

This paper focuses on deep and meaningful learning approaches and outcomes associated with online and blended communities of inquiry. Applying mixed methodology for the research design, the study used transcript analysis, learning outcomes, perceived learning, satisfaction, and interviews to assess learning processes and outcomes. The findings for…

Blended Learning: Instructional Design Strategies for Maximizing Impact

ERIC Educational Resources Information Center

Adams, Jean

2013-01-01

Although e-learning has improved in quality, reach and learning impact over the past decade, it can be argued that it has not yet lived up to its potential to transform workplace learning. In the drive to increase effectiveness, interest has grown in blended learning, an instructional strategy that combines the use of web-technologies with more…

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

PubMed

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 informal setting. Discussion during this session suggested that inconsistent use of the algorithm and incomplete documentation were reasons for the findings. This study suggests that blended learning may be a viable tool to support sustained changes in the performance of OB/GYN residents. Scheduled follow-up should be employed to facilitate and ensure continued learning and behavioral changes.

Effects of help-seeking in a blended high school Biology class

NASA Astrophysics Data System (ADS)

Deguzman, Paolo

Distance learning provides an opportunity for students to learn valuable information through technology and interactive media. Distance learning additionally offers educational institutions the flexibility of synchronous and asynchronous instruction while increasing enrollment and lowering cost. However, distance education has not been well documented within the context of urban high schools. Distance learning may allow high school students to understand material at an individualized pace for either enrichment or remediation. A successful high school student who participates in distance learning should exhibit high self regulatory skills. However, most urban high school students have not been exposed to distance learning and should be introduced to proper self regulatory strategies that should increase the likelihood of understanding the material. To help facilitate a move into distance learning, a blended distance learning model, the combination of distance learning and traditional learning, will be used. According to O'Neil's (in preparation) revised problem solving model, self regulation is a component of problem solving. Within the Blended Biology course, urban high school students will be trained in help-seeking strategies to further their understanding of genetics and Punnett Square problem solving. This study investigated the effects of help-seeking in a blended high school Biology course. The main study consisted of a help-seeking group (n=55) and a control group (n=53). Both the help-seeking group and the control group were taught by one teacher for two weeks. The help-seeking group had access to Blended Biology with Help-Seeking while the control group only had access to Blended Biology. The main study used a pretest and posttest to measure Genetics Content Understanding, Punnett Square Problem Solving, Adaptive Help-Seeking, Maladaptive Help-Seeking, and Self Regulation. The analysis showed no significant difference in any of the measures in terms of help seeking. However, blended distance learning appeared to work as posttest means increased significantly from the pretest means. Future studies should consider the method of communication for help-seeking and help-giving within a high school distance learning context. Further studies should consider developing instruments to measure the difference in knowing when help is needed versus active choice.

Blended learning in surgery using the Inmedea Simulator.

PubMed

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 < 0.05) more often, while an incomplete diagnostic was seen significantly (P < 0.05) less often. Significant overall improvement (P < 0.05) was seen in sixth case (62.3 ± 5.6 %) vs. second case (53.9 ± 5.6 %). The questionnaire revealed that our students enjoyed the surgical seminar (score 2.1 ± 1.5) and preferred 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.

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

PubMed

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%, p<0.001) and learning effect (from 65% and 63% to 83%, p<0.05) was observed. Satisfaction ratings stayed on a high level in three subsequent courses with the modules. Qualitative evaluation revealed mostly positive responses, with not a single negative comment regarding the blended 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.

A Blend of Extracts from Houttuynia cordata, Nelumbo nucifera, and Camellia sinensis Protects Against Ethanol-Induced Liver Damage in C57BL/6 Mice.

PubMed

You, Yanghee; Lee, Hyunmi; Yoon, Ho-Geun; Park, Jeongjin; Kim, Ok-Kyung; Kim, Kyungmi; Lee, Min-Jae; Lee, Yoo-Hyun; Lee, Jeongmin; Jun, Woojin

2018-02-01

The protective activity of a mixture of aqueous and ethanolic extracts from Houttuynia cordata Thunb, Nelumbo nucifera G. leaves, and Camellia sinensis seed (HNC) was evaluated in C57BL/6 mice. Pretreatment with HNC prevented the elevation of serum aspartate aminotransferase and alanine aminotransferase caused by ethanol-induced hepatic damage. The HNC-treated mice showed significantly lower triglyceride levels, reduced CYP2E1 activity, and increased antioxidant enzyme activities and lipogenic mRNA levels. These results suggest that HNC might be a candidate agent for liver protection against ethanol-induced oxidative damage, through enhancement of antioxidant and antilipogenic activity.

Communication in mental health nursing - Bachelor Students' appraisal of a blended learning training programme - an exploratory study.

PubMed

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.

Introduction and Assessment of a Blended-Learning Model to Teach Patient Assessment in a Doctor of Pharmacy Program

PubMed Central

Woodruff, Ashley; Prescott, Gina M.; Albanese, Nicole; Bernhardi, Christian; Doloresco, Fred

2016-01-01

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. PMID:28179725

Introduction and Assessment of a Blended-Learning Model to Teach Patient Assessment in a Doctor of Pharmacy Program.

PubMed

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.

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

PubMed Central

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

2015-01-01

Purpose 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. Methods 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. Results 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. Conclusion The results of this study will have important implications for designing blended learning courses in medical schools. PMID:25610011

Why not serve an educational buffet for students? Blended learning in optics experimental education

NASA Astrophysics Data System (ADS)

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.

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

PubMed

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.

Impact of Introduction of Blended Learning in Gross Anatomy on Student Outcomes

ERIC Educational Resources Information Center

Green, Rodney A.; Whitburn, Laura Y.

2016-01-01

Blended learning has become increasingly common, in a variety of disciplines, to take advantage of new technology and potentially increase the efficiency and flexibility of delivery. This study aimed to describe blended delivery of a gross anatomy course and to evaluate the effectiveness of the delivery in terms of student outcomes. A gross…

A Comparison of Traditional and Blended Learning in Introductory Principles of Accounting Course

ERIC Educational Resources Information Center

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)…

Effectiveness of Strategies to Enhance Interaction in Courses Employing Different Blend Categories

ERIC Educational Resources Information Center

Pensabene, Thomas C.

2011-01-01

Given the value of participant interaction to enhance learning, and the growth of blended (face-to-face and online) delivery, the purpose of this study was to examine the way instructor-designers approach interactions in blended learning environments, and the effectiveness of these approaches in terms of student satisfaction and expectations.…

An Interview with Michael Horn: Blending Education for High-Octane Motivation

ERIC Educational Resources Information Center

Patterson, Gregory A.

2012-01-01

Blended learning holds the potential of improving the way we educate students and of making them more motivated. Blended education--the melding of information technology based distance learning with school attendance--is perhaps the best way to educate students for 21st century skills, says Michael Horn in a "Kappan" interview. Horn points out…

Mobile Learning in a Large Blended Computer Science Classroom: System Function, Pedagogies, and Their Impact on Learning

ERIC Educational Resources Information Center

Shen, Ruimin; Wang, Minjuan; Gao, Wanping; Novak, D.; Tang, Lin

2009-01-01

The computer science classes in China's institutions of higher education often have large numbers of students. In addition, many institutions offer "blended" classes that include both on-campus and online students. These large blended classrooms have long suffered from a lack of interactivity. Many online classes simply provide recorded…

Using Blended Learning to Enhance Student Learning in American Literature Courses

ERIC Educational Resources Information Center

Dwaik, Raghad; Jweiless, Abdulmuti; Shrouf, Salah

2016-01-01

This study taps the English learners' interest in and attitudes toward the use of technology in English literature classes. It also investigates the influence of integrating the blended learning approach on the English literature students' learning and on the changes in their attitudes and behavior toward computer technology usage. Questionnaires…

The Impact of Blended Learning on Social Presence, Cognitive Presence, Teaching Presence, and Perceived Learning

ERIC Educational Resources Information Center

Harrell, Kyleigh Blackwell

2017-01-01

The quantitative study examined how blended learning influences high school learners' social presence, cognitive presence, teacher presence, and perceived learning in comparison to online instruction. The study answered the following research questions: (a) Do differences exist among the social presence, cognitive presence, and teaching presence…

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

ERIC Educational Resources Information Center

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…

Supporting Blended-Learning: Tool Requirements and Solutions with OWLish

ERIC Educational Resources Information Center

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…

Blended Learning in Higher Education: Students' Perceptions and Their Relation to Outcomes

ERIC Educational Resources Information Center

Lopez-Perez, M. Victoria; Perez-Lopez, M. Carmen; Rodriguez-Ariza, Lazaro

2011-01-01

New information and communication technologies (ICTs) provide educators and learners with an innovative learning environment to stimulate and enhance the teaching and learning process. In this context, novel educational concepts such as blended learning are being developed. In the present paper, we present the results obtained from a blended…

Designing Blended Learning Interventions for the 21st Century Student

ERIC Educational Resources Information Center

Eagleton, Saramarie

2017-01-01

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…

A Blended Learning Approach to Teach Fluid Mechanics in Engineering

ERIC Educational Resources Information Center

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…

An Analysis of Factors Affecting Student Perceptions in a Blended Learning Environment

ERIC Educational Resources Information Center

Peruso, Florence Mary

2012-01-01

The current quantitative study measured the perceptions of students towards online-only learning and towards blended-hybrid learning. Descriptive statistics were implemented to analyze the data from a Likert-type survey, administered to students in degree-seeking programs at an institution of higher learning. A "t"-test and…

An Investigation on Individual Students' Perceptions of Interest Utilizing a Blended Learning Approach

ERIC Educational Resources Information Center

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…

Postgraduate Students' Knowledge Construction during Asynchronous Computer Conferences in a Blended Learning Environment: A Malaysian Experience

ERIC Educational Resources Information Center

Kian-Sam, Hong; Lee, Julia Ai Cheng

2008-01-01

Blended learning, using e-learning tools to supplement existing on campus learning, often incorporates asynchronous computer conferencing as a means of augmenting knowledge construction among students. This case study reports findings about levels of knowledge construction amongst adult postgraduate students in six asynchronous computer…

Embedding Blended Learning in a University's Teaching Culture: Experiences and Reflections

ERIC Educational Resources Information Center

Davis, Hugh C.; Fill, Karen

2007-01-01

Blended learning, the combination of traditional face-to-face teaching methods with authentic online learning activities, has the potential to transform student-learning experiences and outcomes. In spite of this advantage, university teachers often find it difficult to adopt new online techniques, in part because institutional practices are still…

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

ERIC Educational Resources Information Center

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…

An Exploration of Blended Learning in Fifth Grade Literacy Classrooms

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Learning Processes in Blended Language Learning: A Mixed-Methods Approach

ERIC Educational Resources Information Center

Shahrokni, Seyed Abdollah; Talaeizadeh, Ali

2013-01-01

This article attempts to investigate the learning processes in blended language learning through assessing sources of information: logs, chat and forum scripts, and semi-structured interviews. Creating a MOODLE-based parallel component to face-to-face instruction for a group of EFL learners, we probed into 2,984 logged actions providing raw…

How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task Orientation

ERIC Educational Resources Information Center

Strayer, Jeremy F.

2012-01-01

Recent technological developments have given rise to blended learning classrooms. An inverted (or flipped) classroom is a specific type of blended learning design that uses technology to move lectures outside the classroom and uses learning activities to move practice with concepts inside the classroom. This article compares the learning…

Blended Learning: Communication, Locations and Work-Life Practices

ERIC Educational Resources Information Center

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…

Using Radar Charts with Qualitative Evaluation: Techniques to Assess Change in Blended Learning

ERIC Educational Resources Information Center

Kaczynski, Dan; Wood, Leigh; Harding, Ansie

2008-01-01

When university academics implement changes in learning, such as introducing blended learning, it is conventional practice to examine and evaluate the impact of the resulting curriculum reform. Judging the worth and impact of an educational development is a complex task involving subtle differences in learning. Qualitative methods to explore these…

Post Secondary Project-Based Learning in Science, Technology, Engineering and Mathematics

ERIC Educational Resources Information Center

Ralph, Rachel A.

2015-01-01

Project-based learning (PjBL--to distinguish from problem-based learning--PBL) has become a recurrent practice in K-12 classroom environments. As PjBL has become prominent in K-12 classrooms, it has also surfaced in post-secondary institutions. The purpose of this paper is to examine the research that has studied a variety of science, technology,…

Decreasing Stress and Burnout in Nurses: Efficacy of Blended Learning With Stress Management and Resilience Training Program.

PubMed

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.

Understanding Doctoral Nursing Students' Experiences of Blended Learning: A Qualitative Study.

PubMed

Emami Sigaroudi, Abdolhossein; Ghiyasvandian, Shahrzad; Nikbakht Nasabadi, Alireza

2016-11-01

The concept of blended learning in the field of nursing and medicine has been accepted. Blended learning has been extensively used thanks to the development of communication technologies and the availability of Internet services. Meanwhile, experiences-based research, by all accounts, can help the expansion of such a learning modality. Therefore, this study was designed to explain nursing doctoral students' experiences of blended learning. To attain this goal, a descriptive phenomenology method was used to illustrate experiences as they are experienced by the participants in the study. With regard to the nature of the investigated phenomena and the existing methods for the inductive analysis, Colaizzi's method of data analysis was used. The findings of the study led to the discovery of three main themes: "failure", "synergy" and "specific interaction". Each of the themes has been further divided into some sub-themes.

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

NASA Astrophysics Data System (ADS)

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.

Navigating E-Learning and Blended Learning for Pre-Service Teachers: Redesigning for Engagement, Access and Efficiency

ERIC Educational Resources Information Center

Chigeza, Philemon; Halbert, Kelsey

2014-01-01

Nebulous combinations of face-to-face and online learning are increasingly common across Australian higher education contexts. This paper reports on part of a redesign project of an undergraduate education subject at a regional university. The aim of the redesign was to enhance e-learning and blended learning environments. An approach that maps…

Summary of Research on Online and Blended Learning Programs That Offer Differentiated Learning Options. REL 2017-228

ERIC Educational Resources Information Center

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…

Recommender System and Web 2.0 Tools to Enhance a Blended Learning Model

ERIC Educational Resources Information Center

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…

Effect of Blended Learning Environment on Transfer of Learning: An Experimental Study

ERIC Educational Resources Information Center

Demirer, V.; Sahin, I.

2013-01-01

The main purpose of the study is to investigate the effect of the blended learning and face-to-face learning on students' academic achievements and transfer of learning. The first aim of the study is to analyse the students' academic achievements to determine the change of theoretical knowledge in terms of the instructional method…

"More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative

ERIC Educational Resources Information Center

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,…

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

ERIC Educational Resources Information Center

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…

Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education.

PubMed

Scamell, Mandie; Hanley, Thomas

2018-03-01

A major issue regarding the implementation of blended learning for preregistration health programmes is the analysis of students' perceptions and attitudes towards their learning. It is the extent of the embedding of Technology Enhanced Learning (TEL) into the higher education curriculum that makes this analysis so vital. This paper reports on the quantitative results of a UK based study that was set up to respond to the apparent disconnect between technology enhanced education provision and reliable student evaluation of this mode of learning. Employing a mixed methods research design, the research described here was carried to develop a reliable and valid evaluation tool to measure acceptability of and satisfaction with a blended learning approach, specifically designed for a preregistration midwifery module offered at level 4. Feasibility testing of 46 completed blended learning evaluation questionnaires - Student Midwife Evaluation of Online Learning Effectiveness (SMEOLE) - using descriptive statistics, reliability and internal consistency tests. Standard deviations and mean scores all followed predicted pattern. Results from the reliability and internal consistency testing confirm the feasibility of SMEOLE as an effective tool for measuring student satisfaction with a blended learning approach to preregistration learning. The analysis presented in this paper suggests that we have been successful in our aim to produce an evaluation tool capable of assessing the quality of technology enhanced, University level learning in Midwifery. This work can provide future benchmarking against which midwifery, and other health, blended learning curriculum planning could be structured and evaluated. Copyright © 2017 Elsevier Ltd. All rights reserved.

Development and evaluation of an internet-based blended-learning module in biomedicine for university applicants--Education as a challenge for the future.

PubMed

Klümper, Christian; Neunzehn, Jörg; Wegmann, Ute; Kruppke, Benjamin; Joos, Ulrich; Wiesmann, Hans Peter

2016-03-25

Biomedical science, especially biomaterials, is an expanding field in medicine. Universities are being challenged to gain the best students for a later academic career. Pre-university assessment of pupils has become crucial to reach this aim. Blended learning is an emerging paradigm for science education even though it has not yet been rigorously assessed, especially in the pupil/undergraduate situation. The aim of the study was to develop and preliminarily test a blended-learning system in biomedicine for university applicants. An internet-based blended-learning module in material science was developed in close collaboration between a university (Biomaterials Department, Dresden TU), a German Gymnasium and an internationally oriented medical college (IMC®, Münster). Forty pre-university students were taught by this learning module composed of school education and internet-based knowledge transfer and involved in the evaluation of the utility of this learning tool. Finally, the students took first-year university examinations in order to evaluate the success of this kind of education. The internet-based blended-learning module as a combination of e-learning tutorials and live online lectures which was applied in phase 3 of this study was developed on the basis of the findings of both pre-university studies. The results of the learning behavior regarding the number of invokes and the dwell time of the individual pages of the pre-university learning material, the results of the online evaluation and the results of the pre-phase examination were successively used to optimize the next phase. At the end of the pre-university learning, seven of eight participants were able to pass the first-year university examination followed by nationally accepted credit award. Internet-based blended-learning module proved to be suitable to prepare students for biomedical university education while also giving them the possibility to assess their qualifications for studying biomedicine and subsequent scientific careers. Moreover, the module can help universities to find the best students.

Blending Online and Traditional Instruction in the Mathematics Classroom.

ERIC Educational Resources Information Center

Abrams, Gene; Haefner, Jeremy

2002-01-01

Describes the MathOnline system at the University of Colorado (Colorado Springs), a learning delivery method that, in addition to blending synchronous and asynchronous learning, combines traditional mathematics instruction with distance learning. Student surveys indicate the system greatly enhances traditional learners' educational experiences…

Developing a Blended Course on Dying, Loss, and Grief

PubMed Central

Kavanaugh, Karen; Andreoni, V. Ann; Wilkie, Diana J.; Burgener, Sandra; Buschmann, MaryBeth Tank; Henderson, Gloria; Hsiung, Yi-Fang Yvonne; Zhao, Zhongsheng

2010-01-01

An important component of end-of-life education is to provide health professionals with content related to dying, loss, and grief. The authors describe the strategies used to develop and offer a blended course (integration of classroom face-to-face learning with online learning) that addressed the sensitive and often emotional content associated with grieving and bereavement. Using Kolb’s experiential learning theory, a set of 4 online learning modules, with engaging, interactive elements, was created. Course evaluations demonstrated the success of the blended course in comparison to the traditional, exclusive face-to-face approach. PMID:19412055

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

NASA Astrophysics Data System (ADS)

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.

Application of Model Project Based Learning on Integrated Science in Water Pollution

NASA Astrophysics Data System (ADS)

Yamin, Y.; Permanasari, A.; Redjeki, S.; Sopandi, W.

2017-09-01

The function of this research was to analyze the influence model Project Based Learning (PjBl) on integrated science about the concept mastery for junior high school students. Method used for this research constitutes the quasi of experiment method. Population and sample for this research are the students junior high school in Bandung as many as two classes to be experiment and control class. The instrument that used for this research is the test concept mastery, assessment questionnaire of product and the questionnaire responses of the student about learning integrated science. Based on the result of this research get some data that with accomplishment the model of PjBl. Learning authority of integrated science can increase the concept mastery for junior high school students. The highest increase in the theme of pollution water is in the concept of mixtures and the separation method. The students give a positive response in learning of integrated science for the theme of pollution of the water used model PjBL with questionnaire of the opinion aspect in amount of 83.5%, the anxiety of the students in amount of 95.5%, the profit learning model of PjBL in amount of 96.25% and profit learning of integrated science in amount of 95.75%.

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

PubMed Central

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

2016-01-01

Problem 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. Intervention 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. Context 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. Outcome 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 informal setting. Discussion during this session suggested that inconsistent use of the algorithm and incomplete documentation were reasons for the findings. Lessons Learned This study suggests that blended learning may be a viable tool to support sustained changes in the performance of OB/GYN residents. Scheduled follow-up should be employed to facilitate and ensure continued learning and behavioral changes. PMID:29349307

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

PubMed

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.

The Effect of Blended Learning and Social Media-Supported Learning on the Students' Attitude and Self-Directed Learning Skills in Science Education

ERIC Educational Resources Information Center

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"…

A Comparison of a Blended Learning Environment and a Traditional Learning Environment. Are Student Achievement and Student Interest Affected?

ERIC Educational Resources Information Center

Hein, Juliane Olbers

2014-01-01

The purpose of this quantitative study was to determine if achievement and interest of students taught in a blended classroom differ from students taught in a traditional classroom. The research questions that guided the study included determining differences between gender, race, and socioeconomic status between the blended and traditional…

Can Web 2.0 Technology Assist College Students in Learning English Writing?Integrating "Facebook" and Peer Assessment with Blended Learning

ERIC Educational Resources Information Center

Shih, Ru-Chu

2011-01-01

The goal of this study was to investigate the effect of integrating "Facebook" and peer assessment with college English writing class instruction through a blended teaching approach. This blended approach consisted of one-third of a semester of classroom instruction and two-thirds of a semester combining "Facebook", peer…

MOOC and Blended Learning Models: Analysis from a Stakeholders' Perspective

ERIC Educational Resources Information Center

Torres-Coronas, Teresa; Vidal-Blasco, María-Arántzazu

2017-01-01

Interest is growing in educational designs that blend MOOCs with on-campus teaching and researchers are seeking to incorporate the spirit of a MOOC into a hybrid model. This article reports on the current experience of a higher education institution embarking on blended learning models. The aim of this article is to present a case study and to…

Case in Point: A Statewide Blended Learning Initiative for Students with Disabilities: What Makes It Work? A Director's Perspective

ERIC Educational Resources Information Center

Bell, Sherry D.; Smith, Sean J.; Basham, James D.

2016-01-01

When the North Carolina Virtual Public School (NCVPS) began their experiment with a blended statewide Occupational Course of Study (OCS) (see http://ncvps.org/ocs-blended-learning) program for high school students with intellectual and other developmental disabilities, it was with great ambition and optimism. Born of necessity to address highly…

A Case Study from Golden Gate University: Using Course Objectives to Facilitate Blended Learning in Shortened Courses

ERIC Educational Resources Information Center

Fulkerth, Robert

2009-01-01

This paper discusses utilizing course objectives to drive the change of existing 10-15 week undergraduate courses into 8-week courses that feature blended learning tools. To begin the redesign process, instructors and a faculty mentor revisit course objectives for currency, and with an eye toward blended course restructuring. The restructuring is…

Effects of Traditional, Blended and E-Learning on Students' Achievement in Higher Education

ERIC Educational Resources Information Center

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…

The Present State and Future Trends of Blended Learning in Workplace Learning Settings across Five Countries

ERIC Educational Resources Information Center

Kim, Kyong-Jee; Bonk, Curtis; Teng, Ya-Ting

2009-01-01

This article reports survey findings related to the current status and future trends of blended learning in workplace learning settings from diverse cultures. This particular survey was conducted of 674 training and human resource development professionals from five different countries, mostly from the Asia-Pacific region (i.e., China, South…

Organizing Blended Learning for Students on the Basis of Learning Roadmaps

ERIC Educational Resources Information Center

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…

New Blended Learning Strategy Based on Flipped-Learning for Vocational Work-Linked Training

ERIC Educational Resources Information Center

El Hajji, Mohamed; El Bouzaidi, Rachid Drissi; Douzi, Hassan; Khouya, El Hassane

2016-01-01

In a changing Moroccan educational landscape, Addressing teaching development needs is becoming a major issue in vocational work-linked Training. In this context, this paper present a new blended learning strategy based on the flipped classroom, using a social learning platform as support. Through this strategy, we increased the time dedicated to…

EFL Students' Perceptions of a Blended Learning Environment: Advantages, Limitations and Suggestions for Improvement

ERIC Educational Resources Information Center

Al Zumor, Abdul Wahed Q.; Al Refaai, Ismail K.; Eddin, Eyhab A. Bader; Al-Rahman, Farouq H. Aziz

2013-01-01

This study explores King Khalid University English as Foreign Language (EFL) students' views regarding the advantages and limitations of merging the features of face-to-face language instruction and online language learning via the Blackboard learning management system in a new pedagogical approach called Blended Learning. The study also examines…

Blended versus Traditional Course Delivery: Comparing Students' Motivation, Learning Outcomes, and Preferences

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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.…

4SPPIces: A Case Study of Factors in a Scripted Collaborative-Learning Blended Course across Spatial Locations

ERIC Educational Resources Information Center

Perez-Sanagustin, Mar; Santos, Patricia; Hernandez-Leo, Davinia; Blat, Josep

2012-01-01

Computer-Supported Collaborative Blended Learning (CSCBL) scripts are complex learning situations in which formal and informal activities conducted at different spatial locations are coordinated and integrated into one unique learning setting through the use of technology. We define a conceptual model identifying four factors to be considered when…

The Present and Future State of Blended Learning in Workplace Learning Settings in the United States

ERIC Educational Resources Information Center

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…

Incorporating Meaningful Gamification in a Blended Learning Research Methods Class: Examining Student Learning, Engagement, and Affective Outcomes

ERIC Educational Resources Information Center

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…

Students' Experiences of Blended Learning in Accounting Education at the Durban University of Technology

ERIC Educational Resources Information Center

Hiralaal, A.

2012-01-01

The Durban University of Technology guided by the Higher Education Qualifications Framework (HEQC) identified e-learning as one of their objectives in the curriculum renewal process. To explore the impact of e-learning, blended learning, a combination of online and face-to-face interaction was implemented as a teaching approach in Accounting…

Use of Facebook Group as Blended Learning and Learning Management System in Writing

ERIC Educational Resources Information Center

Tananuraksakul, Noparat

2014-01-01

In this paper, I will report qualitative research findings on how undergraduate students at a small-sized university in Thailand perceive Facebook group usage in a writing class. The findings suggest that the Facebook group can be used as blended learning (a hybrid instructional model) and learning management system (posting announcements and…

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

ERIC Educational Resources Information Center

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…

What Drives Nurses' Blended e-Learning Continuance Intention?

ERIC Educational Resources Information Center

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…

A Systematic Review Protocol on the Use of Online Learning versus Blended Learning for Teaching Clinical Skills to Undergraduate Health Professional Students

ERIC Educational Resources Information Center

McCutcheon, Karen; Lohan, Maria; Traynor, Marian

2016-01-01

Aim: This paper is a review protocol that will be used to identify, critically appraise and synthesise the best current evidence relating to the use of online learning and blended learning approaches in teaching clinical skills in undergraduate health professionals. Background: Although previous systematic reviews on online learning vs. face to…

Blending Learning: The Evolution of Online and Face-to-Face Education from 2008-2015. Promising Practices in Blended and Online Learning Series

ERIC Educational Resources Information Center

Powell, Allison; Watson, John; Staley, Patrick; Patrick, Susan; Horn, Michael; Fetzer, Leslie; Hibbard, Laura; Oglesby, Jonathan; Verma, Sue

2015-01-01

In 2008, the International Association for K-12 Online Learning (iNACOL) produced a series of papers documenting promising practices identified throughout the field of K-12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K-12 education space. State,…

An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors

PubMed Central

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

Comparative Blended Learning Practices and Environments

ERIC Educational Resources Information Center

Ng, Eugenia M. W., Ed.

2010-01-01

With the advent of new technologies, more convenient and effective ways of learning are being adopted. However, despite the growing advancements there remains a lack of literature in applications of using these technology teaching approaches. This book offers in-depth analysis of new technologies in blended learning that promote creativity,…

Transactional Distance in a Blended Learning Environment

ERIC Educational Resources Information Center

Dron, Jon; Seidel, Catharine; Litten, Gabrielle

2004-01-01

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…

Addressing Early Learning Standards for All Children within Blended Preschool Classrooms

ERIC Educational Resources Information Center

Grisham-Brown, Jennifer; Pretti-Frontczak, Kristie; Hawkins, Sarah R.; Winchell, Brooke N.

2009-01-01

Preschool teachers working in blended classrooms are faced with identifying which children need intensive instruction as well as being responsible for directly linking individualized learning outcomes with state or federal early learning standards. The series of studies presented were designed to illustrate how teachers working in blended…

Examining Student Satisfaction and Gender Differences in Technology-Supported, Blended Learning

ERIC Educational Resources Information Center

Dang, Yan; Zhang, Yulei; Ravindran, Sury; Osmonbekov, Talai

2016-01-01

Recently, blended learning has become popular in higher education. In this study, we aim to investigate influential factors that could impact student learning in this young and relatively immature environment. Factors from three perspectives--students themselves, instructors, and institutional support--were examined. Specifically, these factors…

Blended Learning of Programming in the Internet Age

ERIC Educational Resources Information Center

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…

CEDS Addresses: Virtual and Blended Learning

ERIC Educational Resources Information Center

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…

Designing Online Assignments for Japanese Language Teaching

ERIC Educational Resources Information Center

Tsurutani, Chiharu; Imura, Taeko

2015-01-01

An increasing number of language educators are taking a blended approach to their teaching in order to enhance students' learning experiences and outcomes. During recent years, online tools have become a valuable resource, aiding teachers in course delivery and assessment. Blended learning, which is campus-based learning supported by online…

Designing blended learning interventions for the 21st century student.

PubMed

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.

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Online and Blended Learning: The Advantages and the Challenges for Students with Learning Disabilities and Attention Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Madaus, Joseph W.; Banerjee, Manju; McKeown, Kimberly; Gelbar, Nicholas

2011-01-01

As students with learning disabilities and attention deficit/hyperactivity disorder (ADHD) participate in postsecondary education, they are likely to encounter a new learning medium that will need to be mastered--online and blended courses. Although many college-aged students have grown up using the Internet and other information technologies,…

A Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context

ERIC Educational Resources Information Center

Avci, Hulya; Adiguzel, Tufan

2017-01-01

As learning a foreign language poses a number of challenges for the students, it has become indispensable to search for "optimal" conditions to enhance opportunities of engaging in the target language. Within this context, the Mobile-Blended Collaborative Learning model has been integrated in and out of the classroom learning in order to…

Using Technology to Support Experiential Learning in Extension Nutrition and Health Programs

ERIC Educational Resources Information Center

Schuster, Ellen

2013-01-01

Much has been written about hybrid or blended learning in K-12 and higher education. In hybrid, or blended learning, face-to-face and online delivery of content are provided. The challenge is how best to use each delivery mode to optimize learning. For example, students may view videos or other multimedia content outside of class, with class time…

Perceptions of Turkish EFL Students on Online Language Learning Platforms and Blended Language Learning

ERIC Educational Resources Information Center

Istifci, Ilknur

2017-01-01

The purpose of this study is to examine the perceptions of EFL students studying English at the School of Foreign Languages, Anadolu University (AUSFL) on blended language learning and online learning platforms. The participants of the study consisted of 167 students whose English language proficiency level was B2 according to the Common European…

Learning by Doing: A City Trip Combining TBLLT, Blended Learning and Social Media

ERIC Educational Resources Information Center

Stevens, Leen; Grisez, Viviane

2014-01-01

For several years, the University of MONS (UMONS) has been organising a trip to a Flemish city, either Leuven, Ghent, or Antwerp, for the students on the Masters programmes at the Faculty of Engineering who attend Dutch courses. This project has been combining blended learning and task-based learning for several years, but for the most recent…

Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology.

PubMed

Taradi, Suncana Kukolja; Taradi, Milan; Radic, Kresimir; Pokrajac, Niksa

2005-03-01

World Wide Web (Web)-based learning (WBL), problem-based learning (PBL), and collaborative learning are at present the most powerful educational options in higher education. A blended (hybrid) course combines traditional face-to-face and WBL approaches in an educational environment that is nonspecific as to time and place. To provide educational services for an undergraduate second-year elective course in acid-base physiology, a rich, student-centered educational Web-environment designed to support PBL was created by using Web Course Tools courseware. The course is designed to require students to work in small collaborative groups using problem solving activities to develop topic understanding. The aim of the study was to identify the impact of the blended WBL-PBL-collaborative learning environment on student learning outcomes. Student test scores and satisfaction survey results from a blended WBL-PBL-based test group (n = 37) were compared with a control group whose instructional opportunities were from a traditional in-class PBL model (n = 84). WBL students scored significantly (t = 3.3952; P = 0.0009) better on the final acid-base physiology examination and expressed a positive attitude to the new learning environment in the satisfaction survey. Expressed in terms of a difference effect, the mean of the treated group (WBL) is at the 76th percentile of the untreated (face-to-face) group, which stands for a "medium" effect size. Thus student progress in the blended WBL-PBL collaborative environment was positively affected by the use of technology.

Registered nurses' thoughts on blended learning in a postgraduate course in cancer care--content analyses of web surveys and a focus group interview.

PubMed

Arving, Cecilia; Wadensten, Barbro; Johansson, Birgitta

2014-06-01

Purpose of the research was to describe registered nurses' (RNs) (n = 53) thoughts on the blended learning format in a 'specialist nursing programme in cancer care'. The study was conducted in autumn 2007 and 2008. A content analysis of answers to open-ended questions in a web-based questionnaire and a focus group interview were carried out. The analysis revealed that the RNs appreciated blended learning. The web lectures facilitated learning and gave RNs access to the education at any time. However, according to the RNs, knowledge is gained through interaction between RNs and teachers, and this aspect needed to be improved. The RNs also thought that the content of the seminars on campus should focus on evidence-based nursing knowledge and practical skills, not just taught as stable facts and procedures. The result from the present study could help to improve the design and content of advanced nursing courses using a blended learning format.

Experiences of nursing undergraduates on a redesigned blended communication module: A descriptive qualitative study.

PubMed

Shorey, Shefaly; Siew, An Ling; Ang, Emily

2018-02-01

Education is going through accelerated changes to accommodate the needs of contemporary students. However, there are ongoing concerns regarding the quality of education in communication skills for nurses and other healthcare professionals. Many studies have been conducted to evaluate the effectiveness of a blended learning pedagogical tool in enhancing the learning of nursing undergraduates. However, little is known about students' experiences of a blended learning model for teaching communication skills. To explore first year nursing students' experiences of the blended learning design adopted in a communication module. A descriptive qualitative design was adopted. Data were collected in the form of written reflections from 74 first year nursing undergraduates who were enrolled in a university-affiliated nursing school. Students were asked to complete an online reflective exercise regarding an undergraduate communication module on their last day of class, and the submitted reflections were analyzed. A thematic analysis was conducted and ethics approval was obtained for this study. Six overarching themes and fifteen subthemes were generated. The six overarching themes were: 1) Helpful and engaging classroom experience, 2) valuable online activities, 3) meaningful assessment, 4) appreciation for interprofessional education, 5) personal enrichment, and 6) overall feedback and recommendations. The students in this study felt that the blended pedagogy communication module enhanced their learning and boosted their confidence in facing similar situations. Interprofessional education was well-accepted among students as they attained a deeper understanding on the importance of interprofessional learning and an appreciation towards other professionals. Blended pedagogy can be used in teaching communication skills to nursing students to provide a holistic and up-to-date learning experience. Future studies should consider engaging students in face-to-face interviews to obtain a deeper understanding on their experiences of a blended pedagogy incorporated communication module. Copyright © 2017 Elsevier Ltd. All rights reserved.

[Genotype-dependent mice behavior in cognitive tasks. Effect of noopept].

PubMed

Bel'nik, A P; Ostrovskaia, R U; Poletaeva, I I

2007-01-01

The interstrain differences in performance of C57BL/6J, BALB/c and DBA/2J male mice in two cognitive tasks were found. Mice C57BL/6J showed good learning ability and preservation of memory traces tested 10 days after performance in a simplified version of Morris water maze. Mice BALB/c learned the task but, virtually, no long-term memory traces were revealed, whereas DBA/2J demonstrated poor learning. The effect of nootropic drug Noopept (GVS-111, N-phenil-acetyl-L-prolylglycin ethyl ether) was shown to be genotype-dependent. Its administration (0.5 mg/kg i.p., 15 min before learning) improved the long-term memory in Morris test in BALB/c mice but failed to produce any improvement in C57BL/6J. The ability of mice for extrapolation of the direction of stimulus movement differently changed after Noopept injections: the proportion of correct task solutions increased in C57BL/6J and BALB/c mice, whereas the performance of DBA/2J did not change.

Blended Learning Ecologies in the Military: Comparative Studies for CombatMedics and Their Instructors

DTIC Science & Technology

2011-10-01

submitted for publication. Blended learning ecology, combat lifesaver skills, eLearning , instructional design, program of instruction 172 bea.babbitt...making use of PRDs would improve student learning and satisfaction in CLS training. Two eLearning Modules or “eModules” were developed in this project to...Enhanced Lecture PowerPoint (Final Version) with CPS Integration [See Appendix C] • eModules [See Appendix D] Developed and published two eLearning

Significant Predictors for Effectiveness of Blended Learning in a Language Course

ERIC Educational Resources Information Center

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…

Blended Learning in Distance Education: Sri Lankan Perspective

ERIC Educational Resources Information Center

Liyanagunawardena, T. R.; Adams, A. A.; Rassool, N.; Williams, S. A.

2014-01-01

The purpose of this paper is to explore the implementation of online learning in distance educational delivery at Yellow Fields University (pseudonymous) in Sri Lanka. The implementation of online distance education at the University included the use of blended learning. The policy initiative to introduce online for distance education in Sri Lanka…

Application of Online Discussion and Cooperative Learning Strategies to Online and Blended College Courses

ERIC Educational Resources Information Center

Lynch, Douglas J.

2010-01-01

Effective online instructional practices may be applied to online and blended college courses. Carefully orchestrated online discussions support learning well beyond the limited face-to-face course time. Students gain greater depth of academic understanding and leadership skills if cooperative learning groups use research-based process and…

From Bricks to Clicks: Blurring Classroom/Cyber Lines

ERIC Educational Resources Information Center

Pape, Liz

2006-01-01

In recent years, thanks to the evolution of the Internet, wide availability of classroom computers and increased broadband access, blended learning is emerging as a new tool in the K-12 educational toolkit. Defined as learning that combines online and face-to-face approaches, blended learning is accomplished through the combined use of virtual and…

Demographic Determinants of Usefulness of e-Learning Tools among Students of Public Administration

ERIC Educational Resources Information Center

Aristovnik, Aleksander; Keržic, Damijana; Tomaževic, Nina; Umek, Lan

2016-01-01

Purpose: In higher education, blended learning is already strongly established. The e-courses vary in their structure, assignments, prompt examinations, interaction between students and teachers, etc. Such aspects may influence the students' perception of usefulness of blended learning. The purpose of this paper is to identify the factors which…

Blended Learning in Higher Education: Current and Future Challenges in Surveying Education

ERIC Educational Resources Information Center

El-Mowafy, Ahmed; Kuhn, Michael; Snow, Tony

2013-01-01

The development of a blended learning approach to enhance surveying education is discussed. The need for this learning strategy is first investigated based on a major review of the surveying course, including analysis of its content, benchmarking with key national and international universities, and surveys of key stakeholders. Appropriate blended…

Corporate Blended Learning in Portugal: Current Status and Future Directions

ERIC Educational Resources Information Center

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…

Using the Blended Learning Approach in a Quantitative Literacy Course

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Anonymity in Blended Learning: Who Would You like to Be?

ERIC Educational Resources Information Center

Miyazoe, Terumi; Anderson, Terry

2011-01-01

This paper examines the learning outcomes associated with implementing discussion forums and blog writings using pseudonyms in blended learning. Although anonymity or masking one's identity has been used as a teaching strategy designed to induce higher writing production and lowering anxiety in face-to-face writing instruction, little research has…

Using Wiki to Teach Part-Time Adult Learners in a Blended Learning Environment

ERIC Educational Resources Information Center

Basar, Siti Mariam Muhammad Abdul; Yusop, Farrah Dina

2014-01-01

This exploratory study investigated the perceptions of 31 part-time adult learners who participated in an online collaborative writing experience. Situated in the context of a blended learning environment of an advanced English learning course, this study looked into learners' perceptions with respect to the benefits of collaborative writing using…

The Relationship between Self-Regulation and Online Learning in a Blended Learning Context

ERIC Educational Resources Information Center

Lynch, Richard; Dembo, Myron

2004-01-01

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,…

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

ERIC Educational Resources Information Center

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…

Hybrid Learning in Higher Education: The Potential of Teaching and Learning with Robot-Mediated Communication

ERIC Educational Resources Information Center

Gleason, Benjamin; Greenhow, Christine

2017-01-01

Blended learning, which combines online and face-to-face pedagogy, is a fast-growing mode of instruction as universities strive for equitable and alternative pathways to course enrollment, retention, and educational attainment. However, challenges to successfully implementing blended instruction are that "social presence," or students'…

Effect of Blended Learning Environment Model on High School Students' Academic Achievement

ERIC Educational Resources Information Center

Kazu, Ibrahim Yasar; Demirkol, Mehmet

2014-01-01

This study analyzes the students' academic performance by comparing the blended learning environment and traditional learning environment. It has been observed whether there is a significant difference between the academic achievement grade dispersions and the male-female students' grades. The study has been carried out in Diyarbakir Anatolian…

The Sloan-C Pillars and Boundary Objects As a Framework for Evaluating Blended Learning

ERIC Educational Resources Information Center

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…

Collaborative Blended Learning Writing Environment: Effects on EFL Students' Writing Apprehension and Writing Performance

ERIC Educational Resources Information Center

Challob, Ala'a Ismael; Bakar, Nadzrah Abu; Latif, Hafizah

2016-01-01

This study examined the effects of collaborative blended learning writing environment on students' writing apprehension and writing performance as perceived by a selected group of EFL students enrolled in one of the international schools in Malaysia. Qualitative case study method was employed using semi-structured interview, learning diaries and…

Messy Design: Organic Planning for Blended Learning

ERIC Educational Resources Information Center

Rankin, Andrea; Luzeckyj, Ann; Haggis, Jane; Gare, Callum

2016-01-01

In this paper we argue that a messy design process does not mitigate against sharing and transfer of artefacts across educational domains. In fact, such a process can aid in developing a model for learning and teaching that is reusable and authentic. We describe the planning and design of an integrated and interactive blended learning environment…

iNACOL Blended Learning Teacher Competency Framework

ERIC Educational Resources Information Center

Powell, Allison; Rabbitt, Beth; Kennedy, Kathryn

2014-01-01

In recent years there has been a dramatic rise in interest and early adoption of blended learning to improve the educational experiences of students. A great amount of work has been done to codify approaches, with tools and resources emphasizing the structural components of new models, such as the configuration of physical learning space, use of…

Blended Learning from Design to Evaluation: International Case Studies of Evidence-Based Practice

ERIC Educational Resources Information Center

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…

New Faces of Blended Learning

ERIC Educational Resources Information Center

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.…

Transforming K-12 Rural Education through Blended Learning: Teacher Perspectives

ERIC Educational Resources Information Center

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…

Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course

ERIC Educational Resources Information Center

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…

Online and Blended Learning Approach on Instructional Multimedia Development Courses in Teacher Education

ERIC Educational Resources Information Center

Bicen, Hüseyin; Ozdamli, Fezile; Uzunboylu, Hüseyin

2014-01-01

In this study, an e-learning environment was designed for teacher candidates. Teacher candidates developed multimedia-based projects by means of multimedia tools. This research aims to determine the effects of online and blended learning approaches on the success level of multimedia projects and the teacher candidates' attitudes, opinions and…

Training community healthcare workers on the use of information and communication technologies: a randomised controlled trial of traditional versus blended learning in Malawi, Africa.

PubMed

Mastellos, Nikolaos; Tran, Tammy; Dharmayat, Kanika; Cecil, Elizabeth; Lee, Hsin-Yi; Wong, Cybele C Peng; Mkandawire, Winnie; Ngalande, Emmanuel; Wu, Joseph Tsung-Shu; Hardy, Victoria; Chirambo, Baxter Griphin; O'Donoghue, John Martin

2018-04-02

Despite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised clinical systems and mobile apps. The 'Introduction to Information and Communication Technology and eHealth' course was developed with the aim to provide CHWs in Malawi, Africa, with basic knowledge and computer skills to use digital solutions in healthcare delivery. The course was delivered using a traditional and a blended learning approach. Two questionnaires were developed and tested for face validity and reliability in a pilot course with 20 CHWs. Those were designed to measure CHWs' knowledge of and attitudes towards the use of ICT, before and after each course, as well as their satisfaction with each learning approach. Following validation, a randomised controlled trial was conducted to assess the effectiveness of the two learning approaches. A total of 40 CHWs were recruited, stratified by position, gender and computer experience, and allocated to the traditional or blended learning group using block randomisation. Participants completed the baseline and follow-up questionnaires before and after each course to assess the impact of each learning approach on their knowledge, attitudes, and satisfaction. Per-item, pre-post and between-group, mean differences for each approach were calculated using paired and unpaired t-tests, respectively. Per-item, between-group, satisfaction scores were compared using unpaired t-tests. Scores across all scales improved after attending the traditional and blended learning courses. Self-rated ICT knowledge was significantly improved in both groups with significant differences between groups in seven domains. However, actual ICT knowledge scores were similar across groups. There were no significant differences between groups in attitudinal gains. Satisfaction with the course was generally high in both groups. However, participants in the blended learning group found it more difficult to follow the content of the course. This study shows that there is no difference between blended and traditional learning in the acquisition of actual ICT knowledge among community healthcare workers in developing countries. Given the human resource constraints in remote resource-poor areas, the blended learning approach may present an advantageous alternative to traditional learning.

[Evaluating a blended-learning program on developing teamwork competence].

PubMed

Aguado, David; Arranz, Virginia; Valera-Rubio, Ana; Marín-Torres, Susana

2011-08-01

The knowledge, skills and abilities that are required to work optimally in teams are critical for many types of work. Organizations can provide access to these skills by means of training programs. Diverse studies show how traditional in-site training methodologies can improve teamwork knowledge, skills and abilities. Nevertheless, in-site methods can be complemented with on-line strategies that result in blended-learning programs. The aim of this work is to analyze, following Kirkpatrick's assessment levels, the effectiveness of a blended-learning program of teamwork training in an organizational context. Carried out with 102 professionals, the results show participants' satisfaction with the program, high level of learning (of both declarative and procedural knowledge), and a moderate level of transfer of learning to the job.

Integration of e-learning technologies in an interprofessional health science course.

PubMed

Carbonaro, Mike; King, Sharla; Taylor, Elizabeth; Satzinger, Franziska; Snart, Fern; Drummond, Jane

2008-02-01

Advances in information and communication technology are influencing instructional formats and delivery modes for post secondary teaching and learning. The purpose of this study was to determine whether interprofessional team process skills traditionally taught in a small group face-to-face classroom setting could be taught in a blended learning environment; without compromising the pedagogical approach and collaborative Group Investigation Model (Sharan & Sharan 1992) used in the course. A required interprofessional team development course designed to teach health science students (Medicine, Nursing, Pharmacy, Occupational Therapy, Physical Therapy, Dentistry, Dental Hygiene, Medical Laboratory Science, and Nutrition) team process skills was redesigned from a 100% face-to-face delivery format to a blended learning format where 70% of the instruction was delivered using a new synchronous virtual classroom technology (Elluminate www.elluminate.com) in conjunction with asynchronous technology (WebCT). It was hypothesized there would be no significant difference between the blended learning format and the traditional face-to-face format in the development of interprofessional team knowledge, skills and attitudes. The two formats were evaluated on demographic information, computer experience, and interprofessional team attitudes, knowledge and skills. The three main findings are: (a) no significant differences between student groups on achieving team process skills, (b) an observation of differences between the groups on team dynamics, and (c) a more positive achievement of course learning objectives perceived by students in the blended learning class. The results provide evidence to support our blended learning format without compromising pedagogy. They also suggest that this format enhances students' perceptions of their learning.

Bringing in Professional Experience to a Discussion Mediated by a Blended-Learning Environment: "How" and "What" Do Teachers Learn?

ERIC Educational Resources Information Center

da Luz Correia, Maria; Majós, Teresa Mauri; Álvarez, Rosa Colomina

2013-01-01

We discuss the results of a study aimed at shedding light on the influence that the sharing of professional teaching experiences may have on teachers' professional learning. The focus is on the uses that participants make of their notes about their lesson planning experience in an in-service blended learning course, and the mediation strategies…

Blending the Community of Inquiry Framework with Learning by Design: Towards a Synthesis for Blended Learning in Teacher Training

ERIC Educational Resources Information Center

Makri, Katerina; Papanikolaou, Kyparisia; Tsakiri, Athanasia; Karkanis, Stavros

2014-01-01

As e-learning is evolving into a mainstream, widespread practice, adopted by higher education institutions worldwide, much effort is geared towards the articulation of models and strategies for implementing e-learning in formal education settings. In the field of pre-service teacher education, a rising challenge is to equip the "21st century…

Using Innovative Tools to Teach Computer Application to Business Students--A Hawthorne Effect or Successful Implementation Here to Stay

ERIC Educational Resources Information Center

Khan, Zeenath Reza

2014-01-01

A year after the primary study that tested the impact of introducing blended learning and guided discovery to help teach computer application to business students, this paper looks into the continued success of using guided discovery and blended learning with learning management system in and out of classrooms to enhance student learning.…

Building a Virtual Learning Environment to Foster Blended Learning Experiences in an Institute of Application in Brazil

ERIC Educational Resources Information Center

da Silva Marques Ribeiro, Andrea; Rodrigues Oliveira, Esequiel; Fortes Mello, Rodrigo

2017-01-01

Blended learning, the combination of face-to-face teaching with a virtual learning environment (VLE), is the theme of this study that aims at describing and analyzing the implementation of a VLE in the Institute of Application Fernando Rodrigues da Silveira, an academic unit of the State University of Rio de Janeiro. This study's main contribution…

Investigating the Effect of Learning Styles in a Blended E-Learning System: An Extension of the Technology Acceptance Model (TAM)

ERIC Educational Resources Information Center

Al-Azawei, Ahmed; Parslow, Patrick; Lundqvist, Karsten

2017-01-01

This study assesses learner perceptions of a blended e-learning system (BELS) and the feasibility of accommodating educational hypermedia systems (EHSs) according to learning styles using a modified version of the technology acceptance model (TAM). Recently, Moodle has been adopted by an Iraqi university alongside face-to-face (F2F) classrooms to…

Design Framework for an Adaptive MOOC Enhanced by Blended Learning: Supplementary Training and Personalized Learning for Teacher Professional Development

ERIC Educational Resources Information Center

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 development. The framework has been evaluated by…

The State of 21st Century Learning in the K-12 World of the United States: Online and Blended Learning Opportunities for American Elementary and Secondary Students

ERIC Educational Resources Information Center

Greene, Kimberly; Hale, William

2017-01-01

This paper is an examination of the current state of blended and online learning throughout the K-12 world in the United States. The analysis is predicated upon the potential of electronically-mediated learning (e-learning) to effectively prepare students for the demands of 21st century citizenship through the affordances of such learning…

Antecedences to Continued Intentions of Adopting E-Learning System in Blended Learning Instruction: A Contingency Framework Based on Models of Information System Success and Task-Technology Fit

ERIC Educational Resources Information Center

Lin, Wen-Shan; Wang, Chun-Hsien

2012-01-01

The objective of this study is to propose a research framework that investigates the relation between perceived fit and system factors that can motivate learners in continuing utilizing an e-learning system in blended learning instruction. As learners have the face-to-face learning opportunity in interacting with lecturers, the study aims at…

How do general practice residents use social networking sites in asynchronous distance learning?

PubMed

Maisonneuve, Hubert; Chambe, Juliette; Lorenzo, Mathieu; Pelaccia, Thierry

2015-09-21

Blended learning environments - involving both face-to-face and remote interactions - make it easier to adapt learning programs to constraints such as residents' location and low teacher-student ratio. Social networking sites (SNS) such as Facebook®, while not originally intended to be used as learning environments, may be adapted for the distance-learning part of training programs. The purpose of our study was to explore the use of SNS for asynchronous distance learning in a blended learning environment as well as its influence on learners' face-to-face interactions. We conducted a qualitative study and carried out semi-structured interviews. We performed purposeful sampling for maximal variation to include eight general practice residents in 2(nd) and 3(rd) year training. A thematic analysis was performed. The social integration of SNS facilitates the engagement of users in their learning tasks. This may also stimulate students' interactions and group cohesion when members meet up in person. Most of the general practice residents who work in the blended learning environment we studied had a positive appraisal on their use of SNS. In particular, we report a positive impact on their engagement in learning and their participation in discussions during face-to-face instruction. Further studies are needed in order to evaluate the effectiveness of SNS in blended learning environments and the appropriation of SNS by teachers.

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

PubMed

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.

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

NASA Astrophysics Data System (ADS)

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.

The impact of blended learning on student performance in a cardiovascular pharmacotherapy course.

PubMed

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.

Attitudes towards Science, Technology, Engineering and Mathematics (STEM) in a Project-Based Learning (PjBL) Environment

ERIC Educational Resources Information Center

Tseng, Kuo-Hung; Chang, Chi-Cheng; Lou, Shi-Jer; Chen, Wen-Ping

2013-01-01

Many scholars claimed the integration of science, technology, engineering and mathematics (STEM) education is beneficial to the national economy and teachers and institutes have been working to develop integrated education programs. This study examined a project-based learning (PjBL) activity that integrated STEM using survey and interview…

Project Based Learning (PjBL) Practices at Politeknik Kota Bharu, Malaysia

ERIC Educational Resources Information Center

Rahman, Md. Baharuddin Haji Abdul; Daud, Khairul Azhar Mat; Jusoff, Kamaruzaman; Ghani, Nik Azida Abd

2009-01-01

This study explores the utilization of Project-based Learning module in the subject of project development for the Mechanical Engineering students at Politeknik Kota Bharu. This study focuses on the development of the PjBL module based on socio-constructivist approach. The objective of this study is to explore the influence of the utilization of…

The Relationship between Project-Based Learning and Rigor in STEM-Focused High Schools

ERIC Educational Resources Information Center

Edmunds, Julie; Arshavsky, Nina; Glennie, Elizabeth; Charles, Karen; Rice, Olivia

2016-01-01

Project-based learning (PjBL) is an approach often favored in STEM classrooms, yet some studies have shown that teachers struggle to implement it with academic rigor. This paper explores the relationship between PjBL and rigor in the classrooms of ten STEM-oriented high schools. Utilizing three different data sources reflecting three different…

Definitions and Uses: Case Study of Teachers Implementing Project-Based Learning

ERIC Educational Resources Information Center

Tamim, Suha R.; Grant, Michael M.

2013-01-01

The purpose of this descriptive study was to explore inservice teachers' definitions of project-based learning (PjBL) and their accounts on the meaning of their PjBL implementations. A purposive sample of six teachers from grades four through twelve in public and private schools participated. Three themes evolved from inductive analysis: (1)…

The Transition from Traditional to Blended On-Campus Learning Experience

ERIC Educational Resources Information Center

Singleton, Devena M.

2012-01-01

Blended learning is the term used for a course with online and on-campus components. Multiple different versions have proliferated across higher education during the past decade. As with any new learning modality there are many issues which need to be addressed when considering a move of an entire institution's curriculum in this direction.…

Teaching and Learning in the Digital Era: A Case Study of Video-Conference Lectures from Japan to Australia

ERIC Educational Resources Information Center

Yasumoto, Seiko

2014-01-01

"Blended learning" has been attracting academic interest catalysed by the advance of mixed-media technology and has significance for the global educational community and evolutionary development of pedagogical approaches to optimise student learning. This paper examines one aspect of blended teaching of Japanese language and culture in…

Teaching Note--Developing an Online Blended Learning Course on Psychiatric Diagnosis

ERIC Educational Resources Information Center

Levin, Shelley; Fulginiti, Anthony

2017-01-01

It has been suggested that the task of teaching and learning social work practice in an online environment can greatly be facilitated if thoughtful attention is paid to course design. This article details the design of a blended-learning online course to teach MSW students the process of psychiatric diagnosis. First, the development of the course…

How Note-Taking Instruction Changes Student's Reflections upon Their Learning Activity during a Blended Learning Course

ERIC Educational Resources Information Center

Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

2017-01-01

The metrics of self-efficacy and self-assessment were surveyed and analysed in order to examine the effectiveness of note taking instruction on emotional aspects of participants during a blended learning course. The changes of emotional aspects due to student's individual characteristics were also analysed. Participants were surveyed twice during…

Online, Blended and Technology-Enhanced Learning: Tools to Facilitate Community College Student Success in the Digitally-Driven Workplace

ERIC Educational Resources Information Center

Levy, Dawn

2017-01-01

Community colleges have embraced distance education as a means to provide increased flexibility and access to their large numbers of non-traditional students. Retention rates and student achievement measures alone may not reflect all of the benefits and opportunities that online learning, blended or hybrid learning, and technology enhanced…

The Use of Social Media for Blended Learning in Tertiary Education

ERIC Educational Resources Information Center

Chan, Winslet Ting Yan; Leung, Chi Hong

2016-01-01

The use of social media facilitates communication and collaboration among users to support the student-centered learning environment. In this study, Twitter was used to support blended learning activities in two university courses. A survey was conducted and the results showed that Twitter was easy to use and it could facilitate knowledge sharing…

Effectiveness of a Blended E-Learning Cooperative Approach in an Egyptian Teacher Education Programme

ERIC Educational Resources Information Center

EL-Deghaidy, Heba; Nouby, Ahmed

2008-01-01

This paper describes the results and implications of a study into the effectiveness of a blended e-learning cooperative approach (BeLCA) on Pre-Service Teacher's (PST) achievement, attitudes towards e-learning and cooperativeness. Quantitative and qualitative methodologies were used with participants of the study. Twenty-six science PSTs, enrolled…

An Application of the Diffusion of Innovations Theory to the Investigation of Blended Language Learning

ERIC Educational Resources Information Center

Grgurovic, Maja

2014-01-01

This study investigates technology-enhanced blended learning in an English as a Second Language (ESL) program from the theoretical perspective of Diffusion of Innovations theory. The study first established that the use of a learning management system (LMS) in two ESL classes represented an educational innovation. Next, the innovation attributes…

Changing the Instructional Model: Utilizing Blended Learning as a Tool of Inquiry Instruction in Middle School Science

ERIC Educational Resources Information Center

Longo, Christopher M.

2016-01-01

Educators need to delve further into effective ways to spark student interest, motivation, and curiosity both in the middle school classroom and in the online environment. A thoughtfully crafted blended learning process, infused with inquiry learning, can provide students with opportunities to collaborate, think critically, and pose questions,…

Changing the "Landscape" of Learning: The Future of Blended Learning Provision in Newly Merged South African Higher Education Institutions

ERIC Educational Resources Information Center

Paterson, Andrew

2005-01-01

This article analyses the implications of recent institutional mergers for information systems development and in particular for the provision of blended and collaborative learning in the South African higher education system. The merged institutions are only beginning to address these challenges. The article therefore draws attention to current…

A Blended Learning Route to Improving Innovation Education in Europe

ERIC Educational Resources Information Center

Page, Tom; Thorsteinsson, Gisli

2008-01-01

This paper introduces blended learning as a pedagogical approach, which was explored through the European project InnoEd and the way InnoEd undertook by using the on-line InnoEd VRLE. European educators in the InnoEd project have utilised a range of learning activities to help to improve Innovation Education. A mixture of lectures, visual…

Learning about Spelling Sequences: The Role of Onsets and Rimes in Analogies in Reading.

ERIC Educational Resources Information Center

Goswami, Usha

1991-01-01

In one experiment, children learned more about consonant blends at the onset than at the end of words. In a second experiment, children learned more about rhyming vowel-consonant blend sequences at the end of words than those at the beginning of words, where the vowel extended the onset. (BC)

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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,…

A Response to the Review of the Community of Inquiry Framework

ERIC Educational Resources Information Center

Akyol, Zehra; Arbaugh, J. Ben; Cleveland-Innes, Marti; Garrison, D. Randy; Ice, Phil; Richardson, Jennifer C.; Swan, Karen

2009-01-01

The Community of Inquiry (CoI) framework has become a prominent model of teaching and learning in online and blended learning environments. Considerable research has been conducted which employs the framework with promising results, resulting in wide use to inform the practice of online and blended teaching and learning. For the CoI model to…

A Case Study of E-Learning Initiatives in New Zealand's Secondary Schools

ERIC Educational Resources Information Center

Powell, Allison

2011-01-01

There is a shift occurring in education systems around the world, which could change the face of education as we have known it through blended and online learning. E-Learning offers opportunities and possibilities that were unknown to educators over a decade ago. Countries, states, and school districts are implementing online and blended learning…

Competence-Based Blended Learning in Building Automation: Towards a EU Curriculum in "Domotica"

ERIC Educational Resources Information Center

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…

Towards a Pedagogical Model for Science Education: Bridging Educational Contexts through a Blended Learning Approach

ERIC Educational Resources Information Center

Bidarra, José; Rusman, Ellen

2017-01-01

This paper proposes a design 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 development of this design framework started as a response to complex changes in society and education (e.g.…

Students' Experiences and Challenges of Blended Learning at the University of Dar Es Salaam, Tanzania

ERIC Educational Resources Information Center

Mtebe, Joel S.; Raphael, Christina

2013-01-01

Recent developments in Information and Communication Technologies (ICTs), especially eLearning, have heightened the need for University of Dar es Salaam (UDSM) to supplement on-campus face-to-face delivery as well as meeting increased students' enrolments through blended distance learning. Since 2008, the University has been offering three…

Challenges of Blended E-Learning Tools in Mathematics: Students' Perspectives University of Uyo

ERIC Educational Resources Information Center

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…

Embedded Blended Learning within an Algebra Classroom: A Multimedia Capture Experiment

ERIC Educational Resources Information Center

Smith, J. G.; Suzuki, S.

2015-01-01

This two-group, pretest-posttest, quasi-experimental study compared secondary students' learning of Algebra II materials over a 4-week period when identical instruction by the same teacher was delivered through either embedded blended learning (treatment group; n?=?32) or a live-lecture classroom (control group; n?=?24). For both groups,…

Integrating Blended and Problem-Based Learning into an Architectural Housing Design Studio: A Case Study

ERIC Educational Resources Information Center

Bregger, Yasemin Alkiser

2017-01-01

This paper presents how a blended learning pedagogic model is integrated into an architectural design studio by adapting the problem-based learning process and housing issues in Istanbul Technical University (ITU), during fall 2015 and spring 2016 semesters for fourth and sixth level students. These studios collaborated with the "Introduction…

The Blended Learning Shift: New Report Shows Blended Learning Growing in U.S. Private Schools

ERIC Educational Resources Information Center

Warren, Travis

2015-01-01

The technology conversation in independent schools has evolved considerably over the last five years. In particular, it has moved beyond the question of how can schools augment traditional classroom practices with hardware (laptops, interactive whiteboards, etc.) to the question of how software can improve outcomes and enable new learning models,…

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

ERIC Educational Resources Information Center

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…

Shared or Integrated: Which Type of Integration is More Effective Improves Students’ Creativity?

NASA Astrophysics Data System (ADS)

Mariyam, M.; Kaniawati, I.; Sriyati, S.

2017-09-01

Integrated science learning has various types of integration. This study aims to apply shared and integrated type of integration with project based learning (PjBL) model to improve students’ creativity on waste recycling theme. The research method used is a quasi experiment with the matching-only pre test-post test design. The samples of this study are 108 students consisting of 36 students (experiment class 1st), 35 students (experiment class 2nd) and 37 students (control class 3rd) at one of Junior High School in Tanggamus, Lampung. The results show that there is difference of creativity improvement in the class applied by PjBL model with shared type of integration, integrated type of integration and without any integration in waste recycling theme. Class applied by PjBL model with shared type of integration has the higher creativity improvement than the PjBL model with integrated type of integration and without any integration. Integrated science learning using shared type only combines 2 lessons, hence an intact concept is resulted. So, PjBL model with shared type of integration more effective improves students’ creativity than integrated type.

Gastrodia elata Bl. Attenuated learning deficits induced by forced-swimming stress in the inhibitory avoidance task and Morris water maze.

PubMed

Chen, Pei-Ju; Liang, Keng-Chen; Lin, Hui-Chen; Hsieh, Ching-Liang; Su, Kuan-Pin; Hung, Mei-Chu; Sheen, Lee-Yan

2011-06-01

This study adopted the forced-swimming paradigm to induce depressive symptoms in rats and evaluated the effects on learning and memory processing. Furthermore, the effects of the water extract of Gastrodia elata Bl., a well-known Chinese traditional medicine, on amnesia in rats subjected to the forced-swimming procedure were studied. Rats were subjected to the forced-swimming procedure, and the inhibitory avoidance task and Morris water maze were used to assess learning and memory performance. The acquisition of the two tasks was mostly impaired after the 15-minute forced-swimming procedure. Administration of the water extract of G. elata Bl. for 21 consecutive days at a dosage of 0.5 or 1.0 g/kg of body weight significantly improved retention in the inhibitory avoidance test, and the lower dose showed a better effect than the higher one and the antidepressant fluoxetine (18 mg/kg of body weight). In the Morris water maze, the lower dose of the water extract of G. elata Bl. significantly improved retention by shortening escape latency in the first test session and increasing the time in searching the target zone during the probe test. These findings suggest that water extracts of G. elata Bl. ameliorate the learning and memory deficits induced by forced swimming.

Blended versus lecture learning: outcomes for staff development.

PubMed

Sherman, Heidi; Comer, Linda; Putnam, Lorene; Freeman, Helen

2012-07-01

Critical care pharmacology education is crucial to safe patient care for nurses orienting to specialized areas. Although traditionally taught as a classroom lecture, it is important to consider effectiveness of alternative methods for education. This study provided experimentally derived evidence regarding effectiveness of blended versus traditional lecture for critical care pharmacology education. Regardless of learner demographics, the findings determined no significant differences in cognitive learning outcomes or learner satisfaction between blended versus lecture formats.

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

PubMed

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.

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

NASA Astrophysics Data System (ADS)

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.

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

PubMed

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.

Gender-based prototype formation in face recognition.

PubMed

Baudouin, Jean-Yves; Brochard, Renaud

2011-07-01

The role of gender categories in prototype formation during face recognition was investigated in 2 experiments. The participants were asked to learn individual faces and then to recognize them. During recognition, individual faces were mixed with faces, which were blended faces of same or different genders. The results of the 2 experiments showed that blended faces made with learned individual faces were recognized, even though they had never been seen before. In Experiment 1, this effect was stronger when faces belonged to the same gender category (same-sex blended faces), but it also emerged across gender categories (cross-sex blended faces). Experiment 2 further showed that this prototype effect was not affected by the presentation order for same-sex blended faces: The effect was equally strong when the faces were presented one after the other during learning or alternated with faces of the opposite gender. By contrast, the prototype effect across gender categories was highly sensitive to the temporal proximity of the faces blended into the blended faces and almost disappeared when other faces were intermixed. These results indicate that distinct neural populations code for female and male faces. However, the formation of a facial representation can also be mediated by both neural populations. The implications for face-space properties and face-encoding processes are discussed.

Strains and stressors: an analysis of touchscreen learning in genetically diverse mouse strains.

PubMed

Graybeal, Carolyn; Bachu, Munisa; Mozhui, Khyobeni; Saksida, Lisa M; Bussey, Timothy J; Sagalyn, Erica; Williams, Robert W; Holmes, Andrew

2014-01-01

Touchscreen-based systems are growing in popularity as a tractable, translational approach for studying learning and cognition in rodents. However, while mouse strains are well known to differ in learning across various settings, performance variation between strains in touchscreen learning has not been well described. The selection of appropriate genetic strains and backgrounds is critical to the design of touchscreen-based studies and provides a basis for elucidating genetic factors moderating behavior. Here we provide a quantitative foundation for visual discrimination and reversal learning using touchscreen assays across a total of 35 genotypes. We found significant differences in operant performance and learning, including faster reversal learning in DBA/2J compared to C57BL/6J mice. We then assessed DBA/2J and C57BL/6J for differential sensitivity to an environmental insult by testing for alterations in reversal learning following exposure to repeated swim stress. Stress facilitated reversal learning (selectively during the late stage of reversal) in C57BL/6J, but did not affect learning in DBA/2J. To dissect genetic factors underlying these differences, we phenotyped a family of 27 BXD strains generated by crossing C57BL/6J and DBA/2J. There was marked variation in discrimination, reversal and extinction learning across the BXD strains, suggesting this task may be useful for identifying underlying genetic differences. Moreover, different measures of touchscreen learning were only modestly correlated in the BXD strains, indicating that these processes are comparatively independent at both genetic and phenotypic levels. Finally, we examined the behavioral structure of learning via principal component analysis of the current data, plus an archival dataset, totaling 765 mice. This revealed 5 independent factors suggestive of "reversal learning," "motivation-related late reversal learning," "discrimination learning," "speed to respond," and "motivation during discrimination." Together, these findings provide a valuable reference to inform the choice of strains and genetic backgrounds in future studies using touchscreen-based tasks.

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

PubMed

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 and attitudes - mean (m) = 85.5, standard deviation (sd) = 9.78, number of participants (n) = 62 - compared to the online group (m = 79.5, sd = 9.69, n = 60) (p = .001). The blended learning group also scored higher in terms of knowledge (m = 4.2, sd = 1.43, n = 56) compared to the online group (m = 3.51, sd = 1.51, n = 57) (p = .015); and in terms of satisfaction (m = 30.89, sd = 6.54, n = 57) compared to the online group (m = 26.49, sd = 6.93, n = 55) (p = .001). Qualitative data supported results. Blended learning provides added pedagogical value when compared to online learning in terms of teaching undergraduate nurses clinical supervision skills. The evidence is timely given worldwide calls for expanding clinical skills supervision in undergraduate health professional education to improve quality of care and patient safety. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

A Quasi-Experimental Study of a Blended Course Integrated with Refined Web-Mediated Pedagogy of Collaborative Learning and Self-Regulated Learning

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2014-01-01

Innovative teaching methods integrated with web technologies have been increasingly used in higher education. However, there are few studies discussing effective web-mediated teaching methods for both students and teachers. To help students learn and develop their academic involvement in a blended course, and improve their thoughts regarding this…

Incorporating Online Discussion in Face to Face Classroom Learning: A New Blended Learning Approach

ERIC Educational Resources Information Center

Chen, Wenli; Looi, Chee-Kit

2007-01-01

This paper discusses an innovative blended learning strategy which incorporates online discussion in both in-class face to face, and off-classroom settings. Online discussion in a face to face class is compared with its two counterparts, off-class online discussion as well as in-class, face to face oral discussion, to examine the advantages and…

The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model

ERIC Educational Resources Information Center

Mosser, Brent Steven

2010-01-01

A quasi-experiment was carried out in a college success strategies course to evaluate the impact of structured interpersonal interaction on undergraduate students' Academic Engagement and Academic Achievement. The course, EPL 259: Individual Learning and Motivation, employs a blended learning instructional model that requires students to spend the…

Integrating a MOOC into the Postgraduate ELT Curriculum: Reflecting on Students' Beliefs with a MOOC Blend

ERIC Educational Resources Information Center

Orsini-Jones, Marina; Gafaro, Barbara Conde; Altamimi, Shooq

2017-01-01

This chapter builds on the outcomes of a blended learning action-research project in its third iteration (academic year 2015-16). The FutureLearn Massive Open Online Course (MOOC) "Understanding Language: Learning and Teaching" was integrated into the curriculum of the Master of Arts (MA) in English Language Teaching (ELT) at Coventry…

The LMS Development for a Blended EFL e-Learning

ERIC Educational Resources Information Center

Okada, Takeshi; Sakamoto, Yasunobu; Sugiura, Kensuke

2014-01-01

This paper illustrates the general idea of an on-going project for the development of a new blended e-learning package for the English as a foreign language (EFL) reading instruction in Japanese universities. The authors want to draw the attention of the readers to the Learning Management System (LMS) of the package and focus on the role a new…

Quality of Blended Learning within the Scope of the Bologna Process

ERIC Educational Resources Information Center

Monteiro, Angelica; Leite, Carlinda; Lima, Lurdes

2013-01-01

This article builds on existing data about the blended learning approach in higher education. It presents the theoretical framework and data of an empirical study conducted at the University of Porto in Portugal involving teachers who won the E-Learning Prize of Excellence in the period between 2006 and 2010. The main objective of this article is…

Blended Learning and Curriculum Renewal across Three Medical Schools: The Rheumatology Module at the University of Otago

ERIC Educational Resources Information Center

Stebbings, Simon; Bagheri, Nasser; Perrie, Kellie; Blyth, Phil; McDonald, Jenny

2012-01-01

In response to the challenges created by the implementation of a new medical school curriculum at the University of Otago in 2008, we aimed to develop a blended learning course for teaching rheumatology within the existing musculoskeletal course. We developed a multimedia online learning resource structured to support class based problem-based…