scholarly journals Improving Academic Performance Through Blended Learning: The Case of Afghan Higher Education

2021 ◽  
Vol 16 (11) ◽  
pp. 104
Author(s):  
Hamidullah Sokout ◽  
Tsuyoshi Usagawa
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Pearson Correlation ◽  
Psychological Theory ◽  
Least Square ◽  
Successful Implementation ◽  
E Learning ◽  
Ordinary Least Square Regression

The last two decades have witnessed a global revolution in educational information that has led to the development and promotion of e-learning. Blended Learning (BL) is an increasingly growing e-learning model with a background in pedagogical and psychological theory that combines both online and traditional activities. In recent years, it has been an emerging trend and has impacted the growth, revenue, learner retention, and academic accreditation in higher education. With current improvements, extensive research, and successful implementation of blended and fully online learning, little research has been done to report the success of transitioning from face-to-face to blended learning or evaluations of e-learning data regarding learners from developing nations, particularly Afghanistan. This study aims to investigate and analyze the effectiveness of educational types (blended vs. traditional) regarding learners’ academic performance, in-class engagement, and satisfaction from the data in six BL courses and four traditional learning (TL) courses. To measure the success, this study used descriptive statistics. Additionally, Welch’s t-test was used to compare BL with TL courses and assess the differences between success and failure levels for both courses. Likewise, the Pearson correlation coefficient, along with an ordinary least square regression, was used to indicate the relationship between the final score and the BL and TL activities, respectively. The study outcome will be used for reporting and feedback for educational parties to value the quality of teaching and learning, enhance learners’ performances, and for the institutionalization of BL in the country.

scholarly journals An exploratory study on academic staff perception towards blended learning in higher education

2021 ◽  
Author(s):  
Bokolo Anthony Jnr.
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Online Survey ◽  
Academic Staff ◽  
Teaching Quality ◽  
Partial Least Square ◽  
Least Square ◽  
Online Mode

AbstractAs the years progresses, higher education has move towards implementing Blended Learning (BL) which is a combination of face-to-face and online mode of teaching and learning which have continued to advance in institutions all over the world. Accordingly, it is important to investigate the factors that may influence lecturers’ perception towards BL approaches. Likewise, there are fewer studies that explored BL in lecturers’ perspective. Therefore, this study proposed a framework based on Model of Personal Computer Utilization (MPCU) theory to examine the factors that influence lecturers’ perception of BL to improve teaching quality in higher education. A total of 413 lecturers across universities, colleges, and polytechnics responded to an online survey questionnaire. Statistical Package for Social Science and Partial Least Square-Structural Equation Modelling was utilized for data analysis. The results suggest that social factors affect towards use, complexity, job fit, long term consequences, facilitating conditions, and Information Technology (IT) experience significantly influences lecturers’ perception towards using BL initiatives to improve academic activities in higher education. Findings from this article support institutions in developing an understanding of the factors that can be considered to improve teaching design, as well as in improving IT for teaching and learning purposes.

CHALLENGES AND BENEFITS OF ONLINE TEACHING IN HIGHER EDUCATION

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kuldeep Kaur Juneja
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Virtual Classroom ◽  
Successful Implementation ◽  
Multiple Choice Questions ◽  
Teaching Innovation ◽  
E Learning ◽  
Teaching Learning

The present study highlights the challenges and benefits influencing the acceptance, and use of e-learning as tool for teaching within higher education. It will help to develop a strategic plan for the successful implementation of e-learning and view technology as a positive step towards evolution and change. An attempt has been made to find the effectiveness of online teaching-learning methods in Higher Education. A questionnaire has been specially designed and deployed among college faculties and students. About 200 faculties from university and Education colleges in Ujjain have taken part in the online survey and submitted responses. It was found that multimedia, digital collaboration with peers, video lectures delivered by faculty handling the subject, online quiz having multiple choice questions, interaction by the faculties during lecture and online materials provided by the faculty promoted effective online learning. Virtual classroom unlike traditional classroom, give unlimited scope for introducing teaching innovation strategies. The use of ICT tools promotes technological innovations and advances in learning and knowledge management. This paper explores the online teaching - learning tools, methods, and a survey on the innovative practices in teaching and learning. Challenges and benefits of online teaching, various components on the effective use of online tools, team- based collaborative learning, simulation and animation - based learning are discussed and explained in detail.

scholarly journals Blended Learning Internationalization from the Commonwealth

2011 ◽  
pp. 141-167
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

Blended Learning Internationalization from the Commonwealth

2012 ◽  
pp. 101-132
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

scholarly journals Blended Learning in Higher Education: Faculty Perspective through the Lens of the Planned Behaviour Theory

2020 ◽  
Author(s):  
Dominique Verpoorten ◽  
Johanne Huart ◽  
Pascal Detroz ◽  
Françoise Jérôme
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Perceived Control ◽  
Teaching And Learning ◽  
Intention To Use ◽  
Planned Behaviour ◽  
Hybrid Approaches ◽  
Future Data ◽  
E Learning ◽  
The University

Before the COVID-19 pandemic, the Teaching and Learning Centre of the University of Liège (Belgium) administered a questionnaire to disclose the main predictors of faculty’s intention to resort, within a timespan of two years, to blended learning in at least one of their courses. The instrument was constructed according to the Theory of Planned Behaviour, a sound conceptual framework for probing intentions and their antecedents. In the responses of 114 faculty members, multiple regression analyses detected that attitude towards blended learning, subjective norm and perceived control explained 73% of the intention to use blended designs for teaching purposes in a not too distant future. Data treatment also singled out beliefs working indirectly in favour of the intention to use hybrid approaches: the inclination to think of blended learning altogether in a student-centred, conformist and pragmatic way. Moreover, respondents who declared having already used blended learning in the past expressed stronger opinions congruent with the constructs of attitude, norm and perceived control. The results also establish that pre-lockdown e-learning practices remained rather basic. A better knowledge of what can facilitate or impair the diffusion of blended learning is of importance for higher education institutions and their staff training efforts.

scholarly journals Fleksibilitas Belajar Mengajar Melalui Metode Blended Learning

2013 ◽  
Vol 2 (2) ◽  
pp. 146
Author(s):  
Fandianta Fandianta ◽  
Guardian Yoki Sanjaya ◽  
Widyandana Widyandana
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Health Education ◽  
Blended Learning ◽  
Professional Education ◽  
Teaching And Learning ◽  
Positive Impact ◽  
New Paradigm ◽  
Significant Difference ◽  
E Learning

Background: E-learning as a new paradigm in modern education, is an alternative learning model than just face to- face. As simply, e-learning is defined as learning to use the electronic media, which aims to increase knowledge and performance. Studying by using e-learning is important to build the education sector in Indonesia, particularly as an effort to improve equity and access in education, particularly in health domain. Implementing of e-learning in health education are very relevant to the concept of continuing medical /health education that leads to continuous professional education. However, the higher education in Indonesia is still slightly to implement learning-based electronic systems. Several studies have shown the enthusiasm of higher education in using e-learning. The benefits and differences of using e-learning need to be carefully evaluated, especially for health education. This study analyzed the use of e-learning for teaching and learning in health education. In addition, identifying the barriers of e-learning for students.Method: The study was conducted in Poltekkes Kemenkes Palembang involving second-year Nursing students. A quasi-experimental approach was used for two groups of students, 1) e-learning users (treatment) and 2) non e- learning users (control), who were taking the Health Promotion subject. The data were collected using a pre-post tests and questionnaires. Data was analysed quantitatively and qualitatively.Results: Pre-post test results showed a significant difference to the increasing of students’s knowledge who is participating in e-learning compared with conventional learning (p <0,05). There is a positive perception of the discussion, assignments, quizzes / exams, and the availability of teaching materials amongst the students who are participating in e-learning.Conclusion: Blended learning method provide a positive impact on teaching and learning in nursing students. This method should be considered as a complement to conventional learning.

scholarly journals The Development of Blended Learning Model with E-Learning System Approach at Higher Education

2019 ◽  
Vol 4 (1) ◽  
pp. 150-152
Author(s):  
NUNIR Tubagus
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning System ◽  
Unit Price ◽  
Statistical Hypothesis ◽  
Average Score ◽  
Homogeneity Test ◽  
Post Test ◽  
E Learning

This research focused on the effectiveness of e-learning users in the process of learning and teaching in higher education. It discussed the implementation of information and communication technology in the modern teaching and learning activities in higher education institution. E-Learning System is a learning system which is used as a means of teaching and learning that is conducted without having face to face method directly between teachers with students with the subject matter and related resources. The purpose of this research was to develop a blended learning system using e-learning as a learning tool that facilitated students in learning. To achieve the objectives of research, this research used a quantitative approach to collect data using the pre and post tests and questionnaires. The samples in this study were students of Islamic economy which consisted of two classes, with a total of 50 students who enrolled in the study. The results showed that the differences of average score of pre-and post-test was-29.43720. While the t-test that tests Ho: pre-test = post-test gives a value of t = -37.43720 with a degree of freedom of 49. While the p-value for the two-sided test of 0,000 is smaller than α = 0.05. This data approves that the statistical hypothesis Ho: pre-test = post-test is rejected, meaning that the average pre-test and post-test scores were significantly different. Furthermore, the homogeneity test of the data If the x² count <x² table means the variable data variance is homogeneous. Based on the results of the application of Microsoft excel to calculate the unknown variance the combined sample = 87.24022 and B = 190.1902 unit price, and calculate the value of x ² = x ² 0545, value table on α = 0.05 significant level is 3,841. So x ² = count 0545 x ² = table < 3,841, therefore it can be inferred that Ho which was accepted was homogeneous sample data. The findings of this study can be used to recommend the effective ways of teaching and process which use e-learning that can enhance the learning outcomes of students in higher education. The implication of this research is to encourage teachers to use technology and e-learning to facilitate students with technology to improve academic learning results.

Innovative Approaches in Teaching and Learning for Sciences

2018 ◽  
pp. 229-251 ◽  
Author(s):  
Lin Lin Chua ◽  
Adeline Yoke Yin Chia ◽  
Phelim Voon Chen Yong
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Successful Implementation ◽  
Learning Tools ◽  
Self Directed Learning ◽  
Face To Face ◽  
Learner Centered ◽  
E Learning ◽  
Directed Learning ◽  
Undergraduate Science

It is a challenging task to produce science graduates who are successful academically as well as competent in various life-long skills that are needed for a successful career. To innovate the learning process and promote skill development, students should be encouraged to practise self-directed learning via online learning materials and e-learning tools, in addition to attending the conventional face-to-face lectures. In this chapter, the importance of a shift in the teaching and learning paradigm from teacher-centered to learner-centered learning is highlighted. The methods and approaches behind a successful implementation of blended learning for undergraduate science programs are discussed. Various e-learning tools and appropriate e-learning activities that can promote the development of self-directed and collaborative learning are also described in detail.

Context-based blended learning models and implementation in Sub- Saharan Africa: A literature review

2018 ◽  
Vol 5 (1) ◽  
pp. 190-199
Author(s):  
Haruni Machumu ◽  
Mustapha Almasi ◽  
Chang Zhu
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Management System ◽  
Teaching And Learning ◽  
Content Management ◽  
Sub Saharan Africa ◽  
Learning Models ◽  
Student Centered Learning ◽  
E Learning ◽  
Sub Saharan

Technological innovations such as learning management system (LMS), content management system (CMS) and Internet use in higher education have changed the previous teaching and learning pedagogies. In Sub-Saharan Africa (SSA), such innovative pedagogies have opened a new era as such LMS and CMS are used to support blended learning. Though innovative pedagogy has opened significant queries among researchers on how well student acquires knowledge and skills, how student-centered learning and cognitive beliefs are merged and how the use of instructional technologies engages students in active learning and how collaborative learning via LMS has benefited student learning. Moreover, recent educational policies and blended learning novelties are refocusing on teaching and learning models, implementation, practices and more specific knowledge delivery and accessibility. The article surmises that the innovative pedagogies in higher education like mobile learning, e-learning and smart classrooms stimulate adoption, deployment and implementation of blended learning beyond expectations in SSA higher education. Keywords: Blended learning, e-learning, face-to-face learning, higher education, Sub-Saharan Africa

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

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