scholarly journals Flexible learning with multicomponent blended learning mode for undergraduate chemistry courses in the pandemic of COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chui-Man Lo ◽  
Jie Han ◽  
Emily S.W. Wong ◽  
Chin-Cheung Tang
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Organic Synthesis ◽  
Flipped Classroom ◽  
Course Evaluation ◽  
Flexible Learning ◽  
Content Type ◽  
Face To Face ◽  
Undergraduate Chemistry ◽  
E Learning

Purpose This paper aims to report a case study in flexible learning with multicomponent blended learning mode in an undergraduate chemistry course. Traditional chemistry courses usually include lectures, tutorials and laboratory sections. For a course “Advances in Organic Synthesis” at undergraduate level, it consists of advanced information in organic chemistry such as reaction mechanisms, asymmetric catalysis, retrosynthesis and applications in synthesis of natural products. This course is a difficult subject and requires deep understanding of contents. After learning this course, students should have comprehensive knowledge in advanced strategies of organic synthesis and have an ability to apply them to real cases. This “flexible learning with multicomponent blended learning mode” was implemented by the authors to enhance student engagement and self-motivation in their studies. Design/methodology/approach The authors hoped to enhance students’ engagement in “flexible learning” – a mixed concept with “blended learning” and “flipped classroom” – and called this approach as “multicomponent blended learning mode.” Blended learning combines face-to-face and e-learning components with interactive Web-based components and technical experimental videos were developed. The knowledge integrated in different components provides a natural environment to link the different synthetic methods together, which help students to get a better understanding of the complicated knowledge and strengthen their skills. For flipped classroom, students participated in the case studies of the organic synthesis and shared their findings to other classmates in oral presentations. Findings In this study, both course evaluation score and students’ academic performance in the “multicomponent blended learning mode” were increased significantly when comparing with traditional teaching methods in 2011. It was found that students’ engagement and their self-motivation in learning were enhanced. Originality/value The positive feedback from the students and the enhancement of their academic performance supported the value in this research. Besides, most universities in Hong Kong have suspended all face-to-face classes and conducted all teaching in online mode during COVID-19 outbreak. As the multicomponent blended learning mode of this course has already been conducted for eight cohorts, the authors are confident that this feature can minimize the sudden change in the learning habits for the students. As social factors and individual variations in students’ learning and study mode may affect the learning outcomes, these interactive multicomponent e-learning components in this special period make students excited when they can study and digest the knowledge according to their own pace.

Factors affecting students’ engagement with online content in blended learning

Kybernetes ◽  
2019 ◽  
Vol 48 (7) ◽  
pp. 1500-1515 ◽  
Author(s):  
Alka Dwivedi ◽  
Prasoom Dwivedi ◽  
Samo Bobek ◽  
Simona Sternad Zabukovšek
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Holistic Approach ◽  
Strategic Decision ◽  
Online Content ◽  
Content Type ◽  
Factors Affecting ◽  
Approach To Learning ◽  
Face To Face ◽  
E Learning

PurposeIncreasing use of information and communication technology (ICT) in education has, along with other consequences, shifted the context from teacher-centric to student-centric. These changes pose fresh challenges to the prevalent education systems all over the world, which already have fallen short of the expectations. The purpose of this study is to show that e-learning is not only about ICT following a holistic approach to learning which embeds systemic approach and learning loops but also about students and teacher’s actions in ICT-enabled learning environment. This study investigates the importance of engagement of students and teachers in blended learning with a focus on factors which affect this engagement.Design/methodology/approachBased on systems theory and socio-technological approach to e-learning, the paper documents an experiment which was carried out in a higher education institution. Postgraduate students of one course were divided into two groups. Instructor of the first group was not required to engage with the online content and had to deliver his course in a traditional face-to-face format. Instructor of the second group continuously spent time on the learning management system (LMS), developing more content, participating in online discussions and responding to students. LMS tracked the online activity of both the instructors, and semi-structured interviews of students were conducted.FindingsBased on behaviour of 152 students of a postgraduate programme, students’ time spent online is directly proportional to the instructor’s online time, promptness of instructor’s response to online activities queries of students increased student engagement, the students’ engagement increases if the online content is related to the syllabus but engagement is not the same as the face-to-face lectures in the class.Research limitations/implicationsThe research was conducted in India and is based on the behaviour of instructors and students in India. It was focussed on engagement issues of blended learning, while other issues of blended learning have not been in the focus of the research.Practical implicationsThe research is important for the practice of higher education, and the result of the study can be taken into consideration while developing online courses for students enrolled in higher education.Social implicationsIf higher education institutions take a strategic decision to use ICT in e-learning, engagements of participants and factors affecting engagement are crucial for the better quality of education. In such a way, blended learning fulfils requirements of a holistic approach to learning.Originality/valueDespite the fact that e-learning as a way to deliver academic content has been extensively researched, there are not many studies focussed on engagement issues in blended learning, and even fewer studies have been conducted in an experimental way which allow in-depth research.

scholarly journals A Moodle-based blended learning solution for physiology education in Montenegro: a case study

2018 ◽  
Vol 42 (1) ◽  
pp. 111-117 ◽  
Author(s):  
Natasa Popovic ◽  
Tomo Popovic ◽  
Isidora Rovcanin Dragovic ◽  
Oleg Cmiljanic
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
User Satisfaction ◽  
Positive Impact ◽  
Traditional Teaching ◽  
Web Based ◽  
Face To Face ◽  
Assessment Scores ◽  
E Learning ◽  
The Impact

This study evaluates the impact of web-based blended learning in the physiology course at the Faculty of Medicine, University of Montenegro. The two main goals of the study were: to determine the impact of e-learning on student success in mastering the course, and to assess user satisfaction after the introduction of e-learning. The study compared a group of students who attended the physiology course before, with a group of students who attended the physiology course after the Moodle platform was fully implemented as an educational tool. Formative and summative assessment scores were compared between these two groups. The impact of high vs. low Moodle use on the assessment scores was analyzed. The satisfaction among Moodle users was assessed by the survey. The study found that attendance of face-to-face lectures had a positive impact on academic performance. The introduction of Moodle in the presented model of teaching increased interest of students, attendance of face-to-face lectures, as well as formative and summative scores. High frequency of Moodle use was not always associated with better academic performance, suggesting that the introduction of a new method of teaching was most likely equally accepted by low- and high-achieving students. Most of the students agreed that Moodle was easy to use and it complemented traditional teaching very well, but it could not completely replace traditional face-to-face lectures. The study supports continuing the use of web-based learning in a form of blended learning for physiology, as well as for other courses in medical education.

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.

Insights from pre Covid-19 perceptions of law students on four learning methods: implications for future design of blended learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tsipi Heart ◽  
Elad Finklestein ◽  
Menashe Cohen
Keyword(s):  
Social Learning ◽  
Blended Learning ◽  
Contract Law ◽  
Law Students ◽  
Life Assessment ◽  
Learning Effectiveness ◽  
Content Type ◽  
Face To Face ◽  
Face To Face Learning ◽  
Students Satisfaction

Purpose The purpose of this study is to assess students’ perceptions of four teaching and learning (T&L) methods used in a blended learning Contract Law course, namely, frontal, written assignments, simulations and online asynchronous T&L. Design/methodology/approach Law students (n = 417) filled in an anonymous questionnaire on their relative satisfaction with the four methods and their preferences. Participation was voluntary. The questionnaire was administered at the end of term, in class, prior to the Covid-19 restrictions. The results were calculated using Statistical Package for Social Sciences. Findings The students preferred face-to-face T&L in class and ranked online T&L last. Notably, 84% preferred blended learning combining all four methods. These results suggest that the online T&L for this Contract Law course setting was unsuccessful and that teachers should experiment with blending various T&L methods to maximize learning effectiveness and students’ satisfaction. Research limitations/implications The results only reflect one course in one year among law students, thus affecting the generalizability of the findings. This is further exacerbated by the convenience sample and the fact that only one type of blending was evaluated. Overall, the findings indicated that the survey participants were not yet ready to embrace online T&L as a primary component of blended T&L. Practical implications This study Alternative online solutions should be sought to foster social learning when face-to-face learning is not feasible for reasons, such as geographic distance, students’ disabilities or the current pandemic that prohibits social gatherings. This conclusion is particularly pertinent with respect to the impact of Covid-19 on face-to-face learning. Designers of blended learning programs should listen more carefully to students’ voices, and bear in mind that minimizing face-to-face T&L for various reasons might jeopardize students’ satisfaction, which is likely to decrease learning effectiveness. Social implications It is important that students’ perceptions be considered when building future T&L programs, especially students’ need for collaborative and social learning. Originality/value This study assessed four T&L methods administered in one course during the pre-Covid-19 era. This setting, which is rare, enabled a real-life assessment of the effectiveness of these popular methods as perceived by students.

Analysis of Efficiency and Effectiveness in the Implementation of the Flipped Classroom in the Context of Higher Education

2021 ◽  
pp. 244-261
Author(s):  
Sergio Francisco Sargo Ferreira Lopes ◽  
Luís Borges Gouveia ◽  
Pedro Reis
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Field Investigation ◽  
Educational Models ◽  
Face To Face ◽  
Efficiency And Effectiveness ◽  
E Learning ◽  
How People Learn

The study and investigation around educational models and teaching and learning methodologies is a theme that has long aroused the interest of the academic environment in higher education, both in the period before the advent of digital technology, as in current times in which technology is strongly embedded in the various teaching and learning processes, which involve classroom and distance-learning classes and courses, both in the context of e-learning and b-learning. Understanding how people learn and understand the themes presented in the classroom in face-to-face and e-learning is fundamental for planning and implementing processes that allow teachers to apply teaching and learning methodologies that can be efficient and effective. The main objective is to carry out a critical reflection on b-learning teaching, about the implementation of the teaching and learning methodology of the flipped classroom, one of the variants of b-learning teaching, supported by the results of a field investigation carried out with 152 students (n=152) of higher education.

The Role of the Tutor in Blended E-Learning

2009 ◽  
pp. 18-34 ◽  
Author(s):  
Rhona Sharpe ◽  
Jillian Pawlyn
Keyword(s):  
Staff Development ◽  
Blended Learning ◽  
Professional Learning ◽  
Interprofessional Education ◽  
Learning Strategy ◽  
Environment Analysis ◽  
Face To Face ◽  
E Learning ◽  
Five Elements ◽  
Uk National Health Service

This chapter reports on an implementation of blended e-learning within three modules in the School of Health and Social Care at Oxford Brookes University. All preregistration students within the school are required to take an interprofessional education module in each year of their study. These three modules have undergone a radical redesign, prompted by the school and university strategies for e-learning and the European and UK National Health Service IT skills agenda. The redesign resulted in a blended-learning strategy that combined face-to-face teaching with online work of increasing sophistication during each of the three modules. In each module, there was an emphasis on collaborative, interprofessional learning. Interviews were conducted with seven members of the course teams to ask them about their perceptions of their roles as tutors in this blended environment. Analysis of the interview transcripts revealed five elements of the tutors’ roles: relationships with students, supporting group work, supporting professional learning, managing the blend, and developing new tutoring skills. The implications are discussed for improving staff development for tutors in this case study and for our understanding of blended learning more generally.

Integrating Blended Learning Within Sport Event Management Curriculum

2019 ◽  
Vol 13 (2) ◽  
pp. 105-116 ◽  
Author(s):  
Leeann M. Lower-Hoppe ◽  
Liz A. Wanless ◽  
Sarah M. Aldridge ◽  
Daniel W. Jones
Keyword(s):  
Blended Learning ◽  
Sport Management ◽  
Student Assessment ◽  
Course Evaluation ◽  
Event Management ◽  
Sport Event ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Learning Types ◽  
Management Curriculum

Experiential learning is a critical component of sport management education and industry preparation; however, the inclusion of time-intensive experiential projects can displace content learning. Blended learning integrates face-to-face and online instruction to enable the space to maximize multiple learning types. This article proposes an innovative experiential project that integrates blended learning—implemented in a sport event management course—with reflection and scholarship supporting the pedagogical strategies. The article concludes with implications to optimize blended learning (e.g., multimedia, pedagogical workshops, course evaluation), enhance communication (e.g., office hours, discussion forum, orientation video), and expand student learning outcomes (e.g., reading outlines, video lectures, student assessment).

scholarly journals Do course evaluation systems have an influence on e-learning student satisfaction?

2019 ◽  
Vol 13 (1) ◽  
pp. 18-32 ◽  
Author(s):  
Óscar Martín Rodríguez ◽  
Francisco González-Gómez ◽  
Jorge Guardiola
Keyword(s):  
Student Satisfaction ◽  
User Satisfaction ◽  
Ordinary Least Squares ◽  
Assessment Method ◽  
Course Evaluation ◽  
Education Student ◽  
Content Type ◽  
Learning Satisfaction ◽  
E Learning ◽  
The Relationship

Purpose The purpose of this paper is to focus on the relationship between student assessment method and e-learning satisfaction. Which e-learning assessment method do students prefer? The assessment method is an additional determinant of the effectiveness and quality that affects user satisfaction with online courses. Design/methodology/approach The study employs data from 1,114 students. The first set of data was obtained from a questionnaire on the online platform. The second set of information was obtained from the external assessment reports by e-learning specialists. The satisfaction revealed by the students in their responses to the questionnaire is the dependent variable in the multivariate technique. In order to estimate the influence of the independent variables on the global satisfaction, we use the ordinary least squares technic. This method is the most appropriate for dependent discrete variables whose categories are ordered but have multiple categories, as is the case for the dependent variable. Findings The method influences e-learning satisfaction, even though only slightly. The students are reluctant to be assessed by a final exam. Students prefer systems that award more importance to the assessment of coursework as part of the final mark. Practical implications Knowing the level of student satisfaction and the factors that influence it is helpful to the teachers for improving their courses. Originality/value In online education, student satisfaction is an indicator of the quality of the education system. Although previous research has analyzed the factors that influence e-student satisfaction, to the best of authors’ knowledge, no previous research has specifically analyzed the relationship between assessment systems and general student satisfaction with the course.

The Blended Learning Ecosystem of an Academic Institution in Greece

2010 ◽  
Vol 5 (3) ◽  
pp. 14-35 ◽  
Author(s):  
Mara Nikolaidou ◽  
Chryssa Sofianopoulou ◽  
Nancy Alexopoulou ◽  
Kostas Abeliotis ◽  
Vassilis Detsis ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Academic Institution ◽  
Academic Environment ◽  
Face To Face ◽  
Learning Capabilities ◽  
E Learning ◽  
Learning Ecosystem ◽  
Enhanced Learning

Blended learning has been recognized as the most promising emerging trend in higher education, offering new capabilities, as it may significantly enhance the interaction and communication between instructors and students. The challenge of blended learning is to balance weaknesses and strengths of face-to-face and e-learning teaching environments and effectively combining them to provide enhanced learning capabilities. Its success should benefit instructor-student relation. To this end, the authors adopt ecosystem-based approach to model the blended learning environment and identify its constituents, i.e., instructors, students, consultants, technology. and their evolving relations. The proposed concept was utilized to explore the potential of blended learning in the academic environment. A study was conducted at Harokopio University of Athens over a period of three years to explore the relations between blended learning ecosystem constituents, focusing on instructor -student relation.

Skill acquisition in blended learning courses: influence on student performance

2016 ◽  
Vol 8 (1) ◽  
pp. 30 ◽  
Author(s):  
Mercedes Rozano ◽  
Jaime Romero
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Skill Acquisition ◽  
Online Resources ◽  
Knowledge Application ◽  
Types Of Knowledge ◽  
E Learning ◽  
Learning Platforms

E-learning platforms are a powerful tool that provides substantial improvements in the academic performance and constitute an important support for the acquisition of skills. The purpose of this paper is to explore whether the usage of online resources in blended learning courses influences their performance. The data comes from a Business Administration course (256 students). We use regression analyses to explain how Moodle platform usage influences academic performance in terms of both types of skills (theoretical and practical). The intensity of resources usage and their variety influence learning outcomes. This influence is higher in theoretical skills than in practical, thus recommending using online resources for both types of knowledge and complementing the latter with offline resources. Keywords: skills assessment; academic performance; blended learning course; knowledge acquisition; knowledge application

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