Research-Based Guidelines for Designing Blended Learning

2008 ◽  
Vol 16 (1) ◽  
pp. 23-29 ◽  
Author(s):  
Dana E. Sims ◽  
C. Shawn Burke ◽  
David S. Metcalf ◽  
Eduardo Salas
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Employee Development ◽  
Review Of The Literature ◽  
Global Knowledge ◽  
Effective Learning ◽  
Knowledge Based ◽  
New Knowledge ◽  
E Learning

FEATURE AT A GLANCE: Today's organizations exist in an ever-changing, global, knowledge-based environment. As such, they expect employees to rapidly gain new knowledge, skills, and abilities (KSAs) to ensure the organization's viability. Blended learning, which evolved from e-learning, has been offered as one means to support employee development and organizational viability. A review of the literature makes it clear that most guidance offered to practitioners has focused on the “bells and whistles” of the technology rather than the pedagogical value of blended learning. We offer 10 research-based guidelines to aid in the development of blended learning courses that are theoretically sound, engage trainees, and lead to effective learning outcomes.

Implementation of a Blended Learning Module to Teach Handling, Restraint, and Physical Examination of Cats in Undergraduate Veterinary Training

2021 ◽  
pp. e20200160
Author(s):  
Mirjam B.H.M. Duijvestijn ◽  
Bente M.W.K. Van der Wiel ◽  
Claudia M. Vinke ◽  
M. Montserrat Diaz Espineira ◽  
Harold G.J. Bok ◽  
...  
Keyword(s):  
Physical Examination ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Clinical Training ◽  
Skills Training ◽  
Veterinary Students ◽  
Learning Modules ◽  
Learning Module ◽  
E Learning ◽  
Standard Module

Cats can be easily stressed in a clinical (training) setting and may show unpredictable reactions and patterns of defensive aggression. This can be a complicating factor in undergraduate veterinary training. Inexperienced veterinary students can evoke defensive feline behavior that negatively affects learning outcomes and animal welfare. As a result, restraint techniques and physical examination of cats was hardly practiced in pre-clinical training at Utrecht University. To overcome this, a new blended learning module was developed using a lecture on feline behavior; e-learning modules about feline behavior, handling, restraint, and physical examination skills; and redesigned practical sessions in which live animals and manikins were used. The aim of this study was to investigate how students’ perceptions of competence and confidence changed regarding feline behavior, handling, restraint, and physical examination skills after the new module was implemented. Questionnaires were used for quantitative analysis, and focus groups were used for qualitative analysis. The results show that compared with students who followed the standard module, students who participated in the blended learning module scored higher in feeling confident with handling animals, feeling competent to perform physical examination on cats, and ability to assess whether a cat is stressed. Students with less experience with cats were more likely to show improvement in assessing a cat’s stress level than students who had much experience with cats. The results demonstrate that the blended learning module improves students’ learning outcomes regarding feline skills training and adds to reduction, refinement, and replacement of the use of live cats.

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

scholarly journals Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective

2021 ◽  
Vol 13 (16) ◽  
pp. 9298
Author(s):  
Chien-Chih Chen
Keyword(s):  
Experiential Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Theory ◽  
Flipped Classroom ◽  
Learning Cycle ◽  
Experiential Learning Theory ◽  
E Learning ◽  
Flipped Classrooms ◽  
Better Than

This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted in the course of Enterprise Resource Planning System. The purpose is to investigate the effects of learning outcomes and satisfaction among high-FC, traditional BL, and low-FC. This research adopts a quasi-experimental method. The sample for the study is a compulsory course of the Information Management Department of the University of Science and Technology in Taiwan, with a total of 94 students in two classes. There are several research conclusions. (1) The three groups of t test results found that there are significant differences in the learning outcomes of the system skills. high-FC is better than low-FC, low-FC is better than traditional BL, and high-FC is better than traditional BL. However, there are no significant differences in the learning outcomes of process knowledge. (2) The results of ANOVA testing showed that students have the highest perceived learning outcomes for high-FC, followed by low-FC and traditional BL. (3) The results of ANOVA testing showed that students have the highest perceived learning satisfaction in high-FC, followed by low-FC, and the lowest is traditional BL. (4) The t test result shows that students are more satisfied with preview e-learning than review e-learning. The study findings provide several implications. (1) It is feasible to implement flipped classrooms from the perspective of experiential-learning theory. (2) Fully flipped classrooms have practical difficulties. A partially flipped classroom (high-FC or low-FC) can be a feasible gradual strategy. (3) Flipped classrooms and e-learning support each other’s sustainable development. (4) The flipped classroom based on experiential learning theoretical perspective has obtained preliminary verification in the ERP-system course.

E-Learning as Organizational Strategy

2011 ◽  
pp. 750-762
Author(s):  
Rosemary Du Mont
Keyword(s):  
Teaching And Learning ◽  
New Products ◽  
Just In Time ◽  
Critical Element ◽  
Global Knowledge ◽  
Skill Levels ◽  
Models Of Teaching ◽  
New Knowledge ◽  
E Learning ◽  
Production Cycles

The global knowledge-driven economy is characterized by both structural and personnel changes that are driving new models of teaching and learning. Today’s workforce has to learn and process more information in a shorter amount of time. New products and services are emerging with accelerating speed. As production cycles and life spans of products continue to shorten, skills quickly become obsolete, leading to the need for almost constant re-training. Managers feel the urgency to have new knowledge delivered to workers rapidly and efficiently so that skill levels can be maintained. Just-in-time training is becoming a critical element of organizational success. Learning is becoming a continual process rather than a distinct event (Urden & Weggen, 2000).

Leveraging Distance Education Through the Internet

2011 ◽  
pp. 233-261 ◽  
Author(s):  
Zeynep Onay
Keyword(s):  
Distance Education ◽  
Online Courses ◽  
Classroom Interaction ◽  
The Internet ◽  
Global Knowledge ◽  
Face To Face ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
E Learning ◽  
Key Issues

In a global knowledge-based economy, with an ever-growing demand for learning, the Internet is seen as a vehicle for promoting effectiveness in teaching and reaching wider audiences. The number of online courses and programs offered by traditional higher education institutions, as well as new players in the education industry, has been increasing at an exponential rate. Yet the implementation of distance education through the Internet involves much more than a change of medium from face-to-face classroom interaction to an environment free of time and place constraints. Institutions are faced with the challenge of redefining their strategies to incorporate the e-learning paradigm. This chapter provides an overview of the different models that have emerged, and addresses the key issues that need to be resolved for integrating Internet-based learning in traditional universities. The breadth of strategic, administrative, academic and technological concerns encountered through the evolution of an Internet-based education system, from its inception to implementation, are discussed and illustrated by the e-learning initiative of Middle East Technical University in Turkey.

Operationalization from Dehumanizing Ideologies

2010 ◽  
pp. 166-185
Author(s):  
Karim A. Remtulla
Keyword(s):  
Human Capital ◽  
Information And Communication Technologies ◽  
Management Practices ◽  
Business Processes ◽  
Human Capital Theory ◽  
Value Chains ◽  
Global Knowledge ◽  
Capital Theory ◽  
Knowledge Based ◽  
E Learning

This chapter raises a socio-cultural critique of the ‘dehumanizing ideologies’ workplace e-learning scenario. Dehumanizing ideologies operationalize the workforce in the workplace through strategic priorities, value chains, and business processes. The workplace e-learning scenario of dehumanizing ideologies precipitates around the instantiation of three concepts: information and communication technologies (ICTs), knowledge, and commodification. An exploratory case study looks at Human Capital Theory. The basic assumptions on economics, knowledge, and people which permeate and sustain this socio-economic view are questioned. These pursuits result in a dichotomous worker (when people are considered as capital and, as such, separable from their knowledges). Unquestioned, socio-cultural assumptions and consequences now facing and evaluating the workforce also become known as are the pedagogical outcomes of a workplace e-learning that is interpreted by human capital theory and its concomitant ideologies. Socio-cultural insensitivity from workplace e-learning, in this scenario, comes from the basic, unquestioned assumption that workers are essentially socially flawed and culturally inferior; accountable for overcoming their sociocultural flaws and inferiorities; and, need to be operationalized by workplace e-learning, through strategic priorities, value chains, and business processes, to meet the expectations of the infallible and commodified workplace. The recurring confluence of commerce, technology, and government, all now become visible as they ideologically mould global, knowledgebased economic policies which in turn influence local knowledge management practices and apparatuses. Organizations that wish to participate in global, knowledge-based economies readily comply. Workplace e-learning now becomes another ideological instrument for the ideological pursuits of commodified knowledges from an operationalized and dehumanized subject within 21st century organizations.

scholarly journals Development of Learning Management System-Based Blended Learning Model using Claroline in Higher Education

2020 ◽  
Vol 14 (06) ◽  
pp. 186 ◽  
Author(s):  
Munir Tubagus ◽  
Suyitno Muslim ◽  
Suriani Suriani
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Management System ◽  
Learning Management System ◽  
Statistical Hypothesis ◽  
P Value ◽  
Post Test ◽  
E Learning ◽  
Learning Management

<p class="0abstract">Learning Management System (LMS) is a learning process that utilizes computer information technology equipped with internet and multimedia telecommunications facilities (graphics, audio, video) in delivering material and interaction between instructors and learners. The purpose of this study is to develop blended learning Using Claroline as a learning tool that facilitates students in learning. To achieve the objective of the study the research uses a quantitative approach to collect data using pre and post tests and questionnaires. The sample in the study were students of economic Islamic consisting of two classes, with a total of 50 students enrolled in this study. The results show that the difference in the average pre-test and post-test score 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 are significantly different. The findings of this study can be used to recommend effective ways of learning and teaching using e-learning that can improve student learning outcomes in higher education. The implications of this research is to encourage teachers to use e-learning technology and facilitate students with the technology in improving academic learning outcomes.</p>

scholarly journals PENGEMBANGAN E-LEARNING GUNA MENDUKUNG PELAKSANAAN DIKLAT DI BALAI PENDIDIKAN DAN PELATIHAN KEAGAMAAN DENPASAR

2020 ◽  
Vol 12 (1) ◽  
pp. 13
Author(s):  
Komang Sudarsana
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Practical Aspect ◽  
Ease Of Use ◽  
Learning Materials ◽  
Average Value ◽  
Significant Difference ◽  
Before And After ◽  
E Learning ◽  
Addie Model

This research aims to produce learning in the form of e-learning as a blended learning that is valid, practical, and effective in the execution of training preparation of learning materials in Balai Diklat Keagamaan Denpasar. This development research is based on the lack of a variety of media and learning materials that are used in the training process, the learning methods applied are still conventional, and the limited communication between lecturer with participants. The development procedure uses the ADDIE model consists of five stages: (1) analysis, (2) design, (3), development, (4) implementation, and (5) evaluation. The results showed that the teaching materials developed have met the aspects of validity, practicality, and effectiveness. The results of the validity test shows that e-learning as a blended learning is at a very good category based on test experts. E-learning also has fulfilled the practical aspect seen from the participants's response related to ease of use and interface attractiveness. The t-test results show that there is a significant difference between the mean score of learning outcomes before and after using e-learning as blended learning. Where the posttest average value is greater than the average value of pretest and has met the minimum predefined criteria that have been set. Based on this, e-learning as a blended learning is considered effective in improving learning outcomes.

scholarly journals Finding the Right Blend of Technologically Enhanced Learning Environments: Randomized Controlled Study of the Effect of Instructional Sequences on Interprofessional Learning (Preprint)

2018 ◽  
Author(s):  
Sok Ying Liaw ◽  
Khoon Kiat Tan ◽  
Ling Ting Wu ◽  
Seng Chee Tan ◽  
Hyekyung Choo ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Activities ◽  
Controlled Study ◽  
Learning Approach ◽  
Interprofessional Learning ◽  
Effective Learning ◽  
Instructional Sequences ◽  
Enhanced Learning ◽  
Interprofessional Competencies

BACKGROUND With the availability and capabilities of varied technologically enhanced learning activities, the blended learning approach has become increasingly popular in interprofessional education. The combined use of different technologically enhanced learning activities has not been fully examined, particularly to determine the effects of instructional sequences for effective learning outcomes. OBJECTIVE The objective of this study was to investigate whether the instructional sequences of a blended learning approach can improve students’ learning outcomes on interprofessional competencies. METHODS A randomized controlled study was conducted with 40 interprofessional health care teams. These teams undertook three technologically enhanced learning activities—Web-based instruction (WI), virtual reality (VR), and simulation exercise (SE)—after random assignment to three groups based on three different instructional sequences (WI-VR-SE, WI-SE-VR, and SE-WI-VR). Pretests and posttests were conducted to evaluate the students’ learning outcomes on interprofessional competencies. RESULTS A total of 198 participants from the three groups completed the questionnaires. All three groups reported significant improvement in their levels of self-efficacy (P<.05) and attitudes (P<.001) toward interprofessional team care about 1 month after the interprofessional learning activity. Although no significant difference was found (P=.06) between the WI-VR-SE and WI-SE-VR groups in the self-efficacy posttests, participants in the SE-WI-VR group reported significantly lower (P<.05) posttest scores than those in the WI-SE-VR group. The majority of the participants (137/198, 69.1%) selected the instructional sequence “WI-VR-SE” as their top preference. CONCLUSIONS This study shows that the instructional sequence of a blended learning approach can have a significant impact on students’ learning outcomes. The learning of concepts from WI followed by problem-solving activity in the SE was found to be a more effective learning sequence than the reverse sequence. We recommend that future studies focus on scaffolding students’ learning when planning instructional sequences for technologically enhanced learning activities within blended learning environments.

scholarly journals Formation of cognitive activity of technical university students using elements of blended learning in the study of quantum physics

2021 ◽  
Vol 14 (33) ◽  
pp. e15296
Author(s):  
Diana Arkad`evna Denisova ◽  
Natalia Gennadyevna Levanova ◽  
Irina Vladimirovna Evgrafova ◽  
Alexander Sergeyevich Verkhovod
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Quantum Physics ◽  
Cognitive Activity ◽  
Real Life ◽  
Activity Levels ◽  
Electronic Learning ◽  
Study Results ◽  
E Learning ◽  
Technical University

The study aims to analyze the expediency of using the capabilities of LMS Moodle for the implementation of blended learning in physics at a technical university in the study of quantum physics. The opportunities presented by the Moodle online environment are analyzed. It is demonstrated that online learning combined with in-person learning greatly improves learning outcomes. An instrument for e-learning in quantum physics in the Moodle environment is described and its educational capabilities are determined. The article examines the method of creating computer models using Easy Gif Animator. Modeling is examined as a means of promoting the formation of students’ cognitive activity. The use of modeling and thought experiments contributes to enhancing students’ understanding of real-life experiments and theories in physics. The study results support the hypothesis that the introduction of an electronic learning component in teaching quantum physics will increase students’ cognitive activity levels.

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