scholarly journals Teaching GenerationPMTO, an evidence-based parent intervention, in a university setting using a blended learning strategy

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Ana A. Baumann ◽  
Melanie M. Domenech Rodríguez ◽  
Elizabeth Wieling ◽  
J. Rubén Parra-Cardona ◽  
Laura A. Rains ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Strategy ◽  
Evidence Based ◽  
Parent Intervention ◽  
University Setting

A blended learning strategy: reimagining the post-Covid-19 architectural education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naglaa Megahed ◽  
Asmaa Hassan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Theoretical Framework ◽  
Delivery Mode ◽  
Instructional Models ◽  
Architecture Education ◽  
Content Type ◽  
Teaching Learning

PurposeThe present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.Design/methodology/approachDifferent research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.FindingsThe study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.Research limitations/implicationsThe research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.Social implicationsAs faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.Originality/valueThis paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

A feasibility study af a blended learning dementia care: elective course for nursing students

2020 ◽  
Vol 1 ◽  
pp. 125-131
Author(s):  
Azam David Saifullah ◽  
Sri Mulyani ◽  
Eria Riski Artanti
Keyword(s):  
Nursing Students ◽  
Blended Learning ◽  
Learning Strategy ◽  
Attitude Scale ◽  
Dementia Care ◽  
P Value ◽  
Term Care ◽  
People With Dementia ◽  
Elective Course ◽  
Care Course

As there is a limited long-term care options in Indonesia, people with dementia are cared for by their family. They often hospitalized as the condition progresses. Nurses are the profession with most contact. Therefore, preparing nursing students to care for people living with dementia is needed. Blended learning as e new learning strategy in dementia care for nursing student need to be evaluated to comprehend its feasibility in the future dementia care course.  This study aimed to evaluate the feasibility of a blended learning course for nursing students about dementia. A blended learning course was developed as a three-credits elective course that voluntarily joined by 42 fourth year nursing students. This course integrates the schedule, modules, and assignments in a learning management system called eLOK (Moodle based). One group pre-post test was conducted to evaluate this course using DKAS (Dementia Knowledge Assessment Scale) and DAS (Dementia Attitude Scale) as instruments. Google form was integrated to evaluate the course and the use of eLOK. Data were analysed using a paired t-test. 37 students (88.1%) completed the questionnaires. There is a significant improvement in knowledge towards dementia (t = 5.96, p value < .00) but not the attitude (t = 2.50, p value = .17) right after completing the course. Students also well appreciated the quizzes and project as the evaluation of learning outcomes of the course. Moreover, the audio-visual material in eLOK made them feel helpful in learning new topics and made new constructive experience of learning. In conclusion, this blended learning is feasible to be used as a learning method for delivering dementia care course.

scholarly journals The effect of using blended learning strategy on science achievement among fourth grade students in Tafila Governorate Basira Education Directorate: أثر استخدام استراتيجية التعلم المتمازج في تحصيل العلوم لدى طلبة الصف الرابع الأساسي في محافظة الطفيلة مديرية تعليم بصيرا

2021 ◽  
Vol 5 (30) ◽  
pp. 104-118
Author(s):  
Huda Abdalsalam Alzidaneen Huda Abdalsalam Alzidaneen
Keyword(s):  
Blended Learning ◽  
Science Achievement ◽  
Learning Strategy ◽  
Fourth Grade ◽  
Study Groups ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Fourth Grade Students ◽  
Level Of Significance

This study aimed to find out the effect of the blended learning strategy on the achievement of the fourth-grade students in the basic science subject in the Basira Basira Directorate of Education in Tafila Governorate. The study members were selected by intentional method, and they numbered (52) students from fourth grade students in Al-Harith Basic School for Boys, and the two divisions were randomly assigned and distributed into two divisions. One of them is a control group, which was (27) students who were taught the traditional strategy, and the other is (25) students as an experimental one who learned the blended learning strategy. Its validity and reliability were verified and then applied to the study sample. The results of the study showed a statistically significant difference in the achievement of the study sample at the level of significance )α≤0.05) between the averages of the scores of the two study groups in favor of the experimental group that learned with the blended learning strategy. Achieving science among fourth-grade students in Tafila Governorate by securing the necessary infrastructure to facilitate the application of blended learning by equipping laboratories and ensuring the validity of the Internet.

PjBL-Based Blended Learning Implementation on Energy Topic to Improve the Problem-Solving Skill

2021 ◽  
Vol 1 (1) ◽  
pp. 32-41
Author(s):  
Mega Gestira ◽  
Abdurrahman ◽  
Viyanti
Keyword(s):  
Problem Solving ◽  
Blended Learning ◽  
Learning Process ◽  
Learning Strategy ◽  
T Test ◽  
Problem Solving Skills ◽  
Paired Sample ◽  
New Strategy ◽  
Face To Face Learning ◽  
And Mathematics

Blended learning is a new strategy or way in the learning process. Besides face-to-face learning, the learning process should also be carried out in an online manner. Online learning could facilitate teachers and learners to learn anywhere and anytime. It is an appropriate learning strategy and supported by a learning model that could integrate various science disciplines, such as science, technology, engineering, and mathematics. This research aims to describe the improvement of problem-solving skills on energy via blended learning-based PjBL STEM. Each syntax of the learning consists of five-stage. They are problem solving,  focus the problem, describe the problem in physics description, plan a solution, execute the plan, and evaluate the solution. This research applied an experimental research design with pre-experimental (one group pretest-posttest design). The sample consisted of thirty-five Al-Azhar Islamic SHS 3 Bandar Lampung at X Science 1. The instrument was a problem-solving skill test in the form of an essay. The test results were analyzed with paired sample t-test. Based on the promoted research, the N-gain of experimental group learning outcome was 0.43, categorized moderate. The paired sample t-test hypothesis result obtained the Asymp. Sig (2-tailed) ≤0,05 is 0,00. It showed the improvement of problem-solving skills using the blended-learning-based PjBL STEM model.  

Blended Learning

2017 ◽  
pp. 108-125
Author(s):  
Mark B. Russell ◽  
Irene M. Y. Woon ◽  
Stylianos Hatzipanagos
Keyword(s):  
Online Learning ◽  
Educational Leadership ◽  
Change Management ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Strategy ◽  
Online Learning Environments ◽  
Face To Face ◽  
Face To Face Learning ◽  
Faculty And Administrators

Blended Learning should be a deliberately-designed and pedagogically-informed endeavour. Blended Learning integrates (blends) face-to-face learning environments with online learning environments so that learning can occur anyplace and anytime and can transcend the physical boundaries of traditional face-to-face settings. Moving towards successful blended learning does not happen by chance. It requires educational leadership and a supportive change management strategy. Such a strategy should include a vision for innovation, plans for diffusing the innovations and the provision of advice and guidance to faculty and administrators. The chapter offers examples of what is possible through the genre of ‘Cluster Scenarios' and explores some implications for adopting a blended learning strategy for faculty and administrators.

Using the Flipped Classroom to Improve Knowledge Creation of Master's-Level Students in Engineering

2019 ◽  
pp. 1079-1092 ◽  
Author(s):  
Sachin Ahuja
Keyword(s):  
Data Mining ◽  
Blended Learning ◽  
Knowledge Creation ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Master's Level ◽  
Undergraduate Level ◽  
Instructional Content ◽  
Using Data ◽  
The Impact

Student engagement in traditional teacher centered model of teaching is limited to independent working or working in a small group on a task designed by the teacher. Flipped classroom is a blended learning strategy that reverses the traditional educational arrangement by delivering instructional content, often online, outside of the classroom and moves activities, including those that may have traditionally been considered homework, into the classroom. Various studies support and recommend flipped model of teaching at graduate and undergraduate level but very less have analyzed the impact of flipped classroom on academic performance and especially knowledge creation at post graduate level. In this paper we are analyzing the performance and knowledge creation of master's level students using Data Mining Techniques in a flipped classroom model.

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