scholarly journals A framework for investigating blended learning effectiveness

2014 ◽  
Vol 56 (2/3) ◽  
pp. 233-251 ◽  
Author(s):  
Lily Wong ◽  
Arthur Tatnall ◽  
Stephen Burgess
Keyword(s):  
Blended Learning ◽  
Strong Support ◽  
Learning Approach ◽  
Learning Approaches ◽  
Holistic View ◽  
Content Type ◽  
Face To Face ◽  
Student Readiness ◽  
The Impact

Purpose – The move towards “blended learning”, consisting of a combination of online and face-to-face teaching, continues to gain pace in universities around the world. It is important, however, to question the quality of this learning. The OECD has made use of a model of “Readiness, Intensity and Impact” for investigating the adoption and use of eBusiness technologies. The purpose of this paper is to propose a framework, based on this model and adapted for blended learning, to assess the readiness, intensity of adoption and impact on blended learning offerings. The framework is tested via a description of how one university has adopted and used blended learning, and investigates the quality of the learning from this approach. Design/methodology/approach – The framework is tested via a case study involving the assessment of a blended learning approach to the delivery of a first-year undergraduate accounting unit at Victoria University, Australia. Various approaches to delivery are assessed over a two-year period. The results are drawn from a survey specifically designed to identify students’ attitudes towards blended learning. Findings – Despite having three new online options readily available for students to access, there was strong support for face-to-face delivery methods. In relation to the framework, the assessment suggested that certain aspects of the university's blended learning approach could be investigated further (particularly student readiness for different blended learning options and an overall assessment of the impact of a blended approach), to provide a more holistic view of the readiness to adopt and impact of the blended learning offerings. Originality/value – The value of this contribution lies in the development of a unique framework to assess the impact of blended learning approaches from the viewpoint of student readiness and intensity of separate delivery approaches – whilst maintaining the need to evaluate the effectiveness of blended learning as an overall package.

Blended learning in accounting: a New Zealand case

2014 ◽  
Vol 22 (2) ◽  
pp. 224-244 ◽  
Author(s):  
Sidney Weil ◽  
Tracy-Anne De Silva ◽  
Maurice Ward
Keyword(s):  
New Zealand ◽  
Blended Learning ◽  
Student Participation ◽  
Small Sample ◽  
Future Research ◽  
Learning Approach ◽  
Content Type ◽  
Face To Face ◽  
Online Activities ◽  
The Impact

Purpose – This paper aims to describe the implementation of a blended learning approach in a Stage 2 management accounting course at a university in New Zealand. The paper reports on student participation and engagement in the course and reflects on students’ learning experiences. The blended learning approach was implemented in response to low student attendance and poor preparation for face-to-face tutorial sessions, along with demand from students to be able to access learning resources off-campus. Design/methodology/approach – Data were collected from formal course evaluations, the learning management system and a student focus group, with particular emphasis on three of the online activities introduced – lessons, quizzes and chat rooms. Findings – The study finds that while learners value online activities, they are nevertheless still unwilling to forgo the opportunities which face-to-face contact with both peers and faculty members present. This finding provides support for the continuation of a blended learning approach in the course, as well as its implementation in others. Research limitations/implications – This paper has several limitations. These include the small sample size and the absence of reflection on the process and outcome(s) of implementation of the blended learning course by the responsible academic. Furthermore, the paper also did not consider the impact of blended learning on students’ soft, or generic, skills. These are topics for future research. Practical implications – The findings highlight the importance of offering not only a mixture of online activities, but also a blend of face-to-face and online activities. Originality/value – This study focuses on student participation and engagement in a blended learning accounting course.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

scholarly journals Impact of blended learning approach on students’ achievement and mental effort

2021 ◽  
Author(s):  
Marina Dorocki ◽  
Branka Radulović ◽  
Maja Stojanović ◽  
Olivera Gajić
Keyword(s):  
Blended Learning ◽  
Mental Effort ◽  
Learning Approach ◽  
Teaching Approaches ◽  
Instructional Efficiency ◽  
Face To Face ◽  
Physics Classes ◽  
Face To Face Learning ◽  
Physical Phenomena ◽  
The Impact

Most researchers are interested in investigating the impact of a blended learning approach (BLA) on students’ performance, yet this approach’s instructional efficiency has not yet been quantified. Therefore, this research aims is to determine the impact of teacher-created online Moodle-based materials in combination with face-to-face learning on student achievement and mental effort, i.e., to determine the instructional efficiency of applied teaching approaches at physics classes in high school. For this research, we chose to teach students physical principles of direct current, which involves abstract concepts. Using BLA, students can prepare better for a real experiment in the lab, and this approach also creates a safe environment for the student while providing the ability to demonstrate the learned physical phenomena. The Moodle platform course is developed for this purpose and implemented in a BL environment. Students are gradually guided from easier to more difficult concepts in this research, considering the working memory’s capacity and the teaching material requirements. Our results show that the students who used BLA achieved higher scores on the knowledge test, and they also used less mental effort than students that used a conventional teaching approach. We also show that instructional efficiency for BLA is positive and significantly higher than the instructional efficiency of the conventional approach. This research’s results are primarily designed for physics teachers to understand the effects of the BLA better and apply teaching approaches that respect the principles of cognitive development of a child.

scholarly journals The Use of Blended Learning Approach In EFL Education

2019 ◽  
Vol 8 (5C) ◽  
pp. 1165-1168
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Information Communication ◽  
Face To Face ◽  
Component Integration ◽  
Learning Platform ◽  
Traditional Language

The 21ST century education is a revolution that encounters the use of ICT (Information Communication Technology) as a component tool of education aligned with the contexts of teaching and learning. It is widely used in every surface of education particularly in teaching and learning EFL (English as a Foreign Language). When it comes to EFL education, traditional language teaching methodologies are intensively substituted with the new technological-integrated approaches. Currently, blended learning is used as an applicable approach and EFL education is surrounded by its features. It has really restructured the educational context and has paved the way for effective EFL practices. In fact, blended learning cooperates EFL educators a variety of interactive language activities while it is double component, integration of face-to-face education and technology-generated approaches. Therefore, this article investigates the use of blended learning approach in EFL education and undertakes an in-depth review of literatures, practices, and authentic enhancements of blended learning in the context of EFL education. The study enriches creative ideas toward the use of blended learning approaches in EFL classrooms. It indicates that blended learning approach provides a flexible language learning platform, endorse academic achievements of the learners, and influences EFL education.

Blended Learning at Ajman University of Science and Technology

2014 ◽  
pp. 218-242
Author(s):  
Ahmed Ankit ◽  
Mirna Nachouki ◽  
Mahmoud Abou Naaj
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Science And Technology ◽  
Learning Approach ◽  
Learning And Teaching ◽  
Face To Face ◽  
Level Of Satisfaction ◽  
Face To Face Learning ◽  
Instructor Satisfaction

Over the past few years, there has been a rapid increase in the development of technology-based learning and teaching. Professors have become more pragmatic in their approach to technology-based media by using it to supplement or to replace traditional face-to-face teaching. Blended learning, which combines both electronic and face-to-face interaction, has gained more ground as midway between distance and face-to-face teaching approaches. Thus, opportunities for both educators and learners have been created. The teaching and learning approach adopted at Ajman University of Science and Technology (AUST) combines an equal balance of traditional face-to-face and videoconference learning, complemented with the use of a learning management system (Moodle). Student and instructor satisfaction is considered the most important factor in measuring the quality of blended learning. The purpose of this chapter is, therefore, to examine student and instructor satisfaction of blended learning at AUST. The chapter demonstrates that the majority of students and instructors hold positive views but are still attached to the traditional face-to-face learning and teaching. They also show that the level of satisfaction may depend on individual experience as well as on the major studied/taught.

Factors Affecting Intention to Use Blended Learning Approach in the Tertiary Level: A Quantitative Approach

2021 ◽  
pp. 234763112110119
Author(s):  
Ronaldo R. Cabauatan ◽  
Chin Uy ◽  
Ronaldo A. Manalo ◽  
Belinda de Castro
Keyword(s):  
Blended Learning ◽  
Learning Approach ◽  
Additional Time ◽  
Comprehensive University ◽  
Technology Infrastructure ◽  
Factors Affecting ◽  
Face To Face ◽  
Regular Class ◽  
Time Required

The technological innovations greatly influenced the educators’ teaching approaches. From the traditional face-to-face and teacher-centred approaches, most of the educators now shifted to blended learning and more student-centred activities. Many countries are allocating sufficient budget for the technology infrastructure in order to sustain the quality of education particularly in remote areas. This helped many universities to design courses that students can acquire even outside the formal classrooms and regular class sessions or in a blended learning environment. It allows students to access information and communicates with their instructors online. Despite the benefits of the blended-learning approach, many instructors are not motivated to use it because of the amount of time required for preparing materials, checking online submissions and communicating with the students. In the case of a Philippine comprehensive university, the use of blended learning requires additional time on top of the regular class hours. This study examines if instructors are well equipped to use the blended-learning approach and use the technology for storing lecture notes and learning activities. Problems in internet connection and site restrictions prevented the instructors from appreciating online learning. The study suggests that the institutional support should be strengthened in order to provide opportunities for instructors that will help them realize the importance of their role and that of the technology for the success of blended learning.

Blended Learning at Ajman University of Science and Technology

2015 ◽  
pp. 975-998 ◽  
Author(s):  
Ahmed Ankit ◽  
Mirna Nachouki ◽  
Mahmoud Abou Naaj
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Science And Technology ◽  
Learning Approach ◽  
Learning And Teaching ◽  
Face To Face ◽  
Level Of Satisfaction ◽  
Face To Face Learning ◽  
Instructor Satisfaction

Over the past few years, there has been a rapid increase in the development of technology-based learning and teaching. Professors have become more pragmatic in their approach to technology-based media by using it to supplement or to replace traditional face-to-face teaching. Blended learning, which combines both electronic and face-to-face interaction, has gained more ground as midway between distance and face-to-face teaching approaches. Thus, opportunities for both educators and learners have been created. The teaching and learning approach adopted at Ajman University of Science and Technology (AUST) combines an equal balance of traditional face-to-face and videoconference learning, complemented with the use of a learning management system (Moodle). Student and instructor satisfaction is considered the most important factor in measuring the quality of blended learning. The purpose of this chapter is, therefore, to examine student and instructor satisfaction of blended learning at AUST. The chapter demonstrates that the majority of students and instructors hold positive views but are still attached to the traditional face-to-face learning and teaching. They also show that the level of satisfaction may depend on individual experience as well as on the major studied/taught.

The Effects of Blended Learning Approach through an Interactive Multimedia E-Book on Students’ Achievement in Learning Chinese as a Second Language at Tertiary Level

2012 ◽  
Vol 2 (1) ◽  
pp. 35-50 ◽  
Author(s):  
Siew Pei Hwa ◽  
Pang Set Weei ◽  
Lew Hoi Len
Keyword(s):  
Second Language ◽  
Blended Learning ◽  
Language Proficiency ◽  
Interactive Multimedia ◽  
Chinese Language ◽  
Tertiary Level ◽  
Learning Approach ◽  
Learning Approaches ◽  
Third Language ◽  
The Impact

Almost all higher institutions in Malaysia offer Chinese as a second language (some may consider as a third language) course. Universiti Tunku Abdul Rahman offers an elective subject called ’Introduction to Chinese Language I’ to teach the basis of Chinese to non-Chinese educated students. In general, the majority of foreign language is taught face-to-face in classrooms. There are three crucial challenges in learning Chinese as a second language: pronunciation, Chinese writing, and verbal communication skills. Hence, Chinese language is recognized as one of the most challenging and difficult languages to master. Teaching a language in the classroom improves significantly when technology complements and extends the functionality of the traditional methods. In view of the limitations of traditional instruction and e-learning approaches, this paper explores the possibilities of introducing a blended learning approach in TCSL (Teaching Chinese as a Second Language) classrooms at a tertiary level. The focus of this study is to determine the efficiency of the blended learning environment in which instructions are imparted through the blend of existing instructional methods and an interactive multimedia e-book. It also studies the impact on students’ achievement in Chinese language proficiency.

scholarly journals Article Review on The Impact of Blended Learning on Students’ Vocabulary Enhancement.

2019 ◽  
Vol 14 ◽  
pp. 3331-3336
Author(s):  
Sisay Ayalew
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Vocabulary Learning ◽  
Learning Approach ◽  
Face To Face ◽  
Learning Conditions ◽  
Efl Students ◽  
Central Argument ◽  
Full Face ◽  
The Impact

This critique examines three studies about the impact of blended learning on students’ vocabulary enhancement. The name of the author of the first article is Sezen Tosun. The article is entitled as “The effects of blended learning on EFL students’ vocabulary enhancement”. It was published by Elsevier Ltd-Procedia - Social and Behavioral Sciences 199 (2015) 641 – 647. The second article is “Enhancement of Students' Vocabulary Learning through a Blended Learning Approach”. The authors of this article are Dinara G. Vasbieva, Irina I. Klimova, Elena L. Agibalova, Natalya V. Karzhanova and Jana Bírová. The article accessed on IEJME-Mathematics Education on look academic publishers (open access), VOL. 11, NO. 5, 1195-1203 in 2016. The last article is a study about “A Blended Learning Approach to Enhance College Students’ Vocabulary Learning”. It is written by Djiwandono, and released on 2013, Vol. 10, No. 2, pp. 210–220 from Electronic Journal of Foreign Language Teaching. The credentials of the authors are not specifically stated in the articles except Vasbieva et al.  The central argument of the articles was to investigate the effects of the blended learning approach to teach and learn English vocabulary. Therefore, this critique was designed to produce a systematic review of studies contrasting vocabulary learning outcomes for either blended learning conditions or with those of full face-to-face classroom instruction.

Reusable learning objects: a blended learning tool in teaching computer-aided design to engineering undergraduates

2020 ◽  
Vol 34 (10) ◽  
pp. 1559-1575
Author(s):  
George Onofrei ◽  
Paul Ferry
Keyword(s):  
Blended Learning ◽  
Computer Aided Design ◽  
Learning Objects ◽  
Teaching Approach ◽  
Learning Approach ◽  
Learning Tool ◽  
Content Type ◽  
Face To Face ◽  
Computer Aided ◽  
Aided Design

PurposeBlended learning is an emerging trend across many educational settings, adopting the purposeful integration of traditional face-to-face and online teaching to establishing an engaging learning experience for the students. Blended learning provides an ideal platform for the implementation of reusable learning objects (RLOs) as a pedagogical tool to support classroom instruction.Design/methodology/approachThis study had conducted a quasi-experiment followed by semi-structured interviews to determine if a blended learning approach using RLOs can enhance students’ learning in an undergraduate engineering computer-aided design (CAD) module. This study involved learners studying engineering in two different academic years.FindingsStudents from the first year were taught using traditional face-to-face teaching approach. The cohort of students from the subsequent year adopted a blended learning approach: face to face and access to a series of RLOs. The analysis revealed statistical evidence that the use of blended learning had a significant impact on the students' end of term exam grades in the CAD module in comparison to the students who undertook traditional face-to-face teaching approach. The qualitative findings highlighted the positive impact of RLOs on students’ learning behaviour, engagement and knowledge retention.Originality/valueThis study provided empirical evidence of the benefits of using RLOs as a blended learning tool in engineering domain. From a theoretical perspective, the findings highlighted the importance of good instructional design and sound theoretical underpinning of the pedagogical strategy. From a practical point of view, this study informed academics on how to improve learner's academic achievement using RLOs.

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