scholarly journals Post COVID-19 and the Potential of Blended Learning in Higher Institutions: Exploring Students and Lecturers Perspectives on Learning Outcomes in Blended Learning

2021 ◽  
Vol 2 (6) ◽  
pp. 49-59
Author(s):  
Stephen Ntim ◽  
Michael Opoku-Manu ◽  
Anthony Addai-Amoah Kwarteng
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Traditional Classroom ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
Complex Adaptive ◽  
Physical Barriers ◽  
Traditional Classroom Teaching ◽  
Higher Institutions

This study explored students and teachers of Higher Educational Institutions perspectives on the potential of Blended Learning post-Covid-19. Using Shea’s 2007 Four-Model of Blended Learning and the framework of Complex Adaptive Blended Learning (BL) Systems, this paper investigated the correlation between Blended Learning (BL) and students learning outcomes in constructivists learning. The findings provided convincing support that Online Blended Learning offers some potential for teaching in higher institutions more than the stand-alone traditional face-to-face classroom. This is especially the case when teaching intends to enhance students reciprocal learning, students’ inquiry-based learning, learners posing questions and seeking answers on their own, as well as promoting cooperative/collaborative learning among students. Even though, the findings did not entirely dismiss the traditional face-to-face teaching, nevertheless, the results strongly suggest that blending face-to-face teaching with online teaching offers tremendous potential for inquiry-based and constructivist learning more than the traditional classroom face-to-face teaching alone. Additionally, BL creates both cohesive and effective learning environment overcoming geographical and physical barriers of traditional classroom teaching to promote self-paced critical learning among students, especially in institutions of higher learning.

scholarly journals Blended Learning: A Combination of Traditional and Online Teaching Learning

2021 ◽  
pp. 222-225
Author(s):  
Krishna Kulin Trivedi
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Hybrid Learning ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Learning Method ◽  
Traditional Classroom Teaching ◽  
Teaching Learning

Blended Learning also known as hybrid learning is a teaching learning process which is a combination of both the online teaching learning and traditional classroom teaching learning. Due to the Covid-19 Pandemic the sudden and unplanned rise to digitalization and ICT enabled learning, there is an increase in demand of online learning. In the academic fraternity and students there is an increase in demand and acceptance of ICT enabled learning thus, Blended learning also known as Hybrid learning a combination of traditional and online teaching learning is the best method integrating technology along with the traditional classroom teaching learning method. This research paper discusses about the blended learning, its advantages and its disadvantages.

A blended learning approach to palpation and ultrasound imaging skills through supplementation of traditional classroom teaching with an e-learning package

2012 ◽  
Vol 17 (5) ◽  
pp. 474-478 ◽  
Author(s):  
Manuel Arroyo-Morales ◽  
Irene Cantarero-Villanueva ◽  
Carolina Fernández-Lao ◽  
Miguel Guirao-Piñeyro ◽  
Eduardo Castro-Martín ◽  
...  
Keyword(s):  
Blended Learning ◽  
Ultrasound Imaging ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Learning Approach ◽  
E Learning ◽  
Traditional Classroom Teaching

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

2013 ◽  
Vol 115 (3) ◽  
pp. 1-47 ◽  
Author(s):  
Barbara Means ◽  
Yukie Toyama ◽  
Robert Murphy ◽  
Marianne Baki
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Classroom Instruction ◽  
Meta Analysis ◽  
Learning Models ◽  
Web Based ◽  
Face To Face ◽  
Learning Conditions ◽  
Face To Face Instruction

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

Knowledge Acquisition in a Hybrid Graduate Teacher Training Program

2010 ◽  
pp. 317-326
Author(s):  
Thanh T. Nguyen
Keyword(s):  
Learning Environment ◽  
Classroom Management ◽  
Blended Learning ◽  
Knowledge Acquisition ◽  
Online Teaching ◽  
Online Courses ◽  
Group Discussion ◽  
Online Classroom ◽  
Face To Face ◽  
Course Materials

How can one leverage the technological benefits of an online classroom without losing both the interpersonal advantages of face-to-face contact and pedagogically sound classroom management techniques? A blended learning environment, combining both traditional face-to-face and online interaction, is a valid higher-education solution that many instructors are adopting in place of 100% online teaching environments. Like total online courses, blended courses offer students the convenience of online access to both lecture/course materials and asynchronous classroom discussions. However, the key feature of a blended learning environment is the ability to use traditional face-to-face sessions to foster and stimulate an online social culture that facilitates knowledge acquisition through interpersonal and group discussion and disclosure. This study examines pedagogical, social and demographic factors that contribute to students’ knowledge acquisition in an 80-20 (80% online and 20% in-class) blended learning environment.

scholarly journals Empirical Research on the Effectiveness of MOOCs in Developing Design Students on Sino-foreign Cooperation University Programs

2016 ◽  
Vol 11 (06) ◽  
pp. 19 ◽  
Author(s):  
Tiejun Zhu
Keyword(s):  
Online Teaching ◽  
Cooperative Education ◽  
Traditional Classroom ◽  
Innovative Teaching ◽  
Visual Communication Design ◽  
Design Students ◽  
Traditional Classroom Teaching ◽  
One Year ◽  
Positive Effect ◽  
Intervention Mechanism

Nowadays, the implementation of Sino-foreign cooperative education program has become an essential way to internationalize Chinese higher education.The large number of MOOC online resources currently available, and their innovative teaching modes has provided a new and novel channel to promote such programs. In order to systematically illustrate and reveal the effectiveness of utilizing MOOC in these projects, which sponsored by Undergraduate cooperative education project of visual communication design between Anhui Polytechnic University and University of Bridgeport, researchers carried out a one-year targeted and systematic tracking, investigation, comparative analysis, consultation, summary and the real-time assessment. Experimental data and detailed research results show that the MOOC intervention mechanism achieved a positive effect in promoting and supplementing students’ knowledge and understanding of their major. It not only strengthened students’ skills and literacy, it was also found to significantly promote traditional classroom teaching at Anhui Polytechnic University. The project proved successful with design students by combining in class and online teaching. It is recommended that such projects be further promoted and applied in the future.

scholarly journals CHALLENGES FACED BY UNDERGRADUATE STUDENTS IN ONLINE LEARNING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 9 (66) ◽  
pp. 15346-15358
Author(s):  
Bhadab Hembram
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Traditional Classroom ◽  
Descriptive Statistics ◽  
Classroom Teaching ◽  
Significant Difference ◽  
Traditional Classroom Teaching ◽  
Girl Students ◽  
Academic Year

Nowadays the education system has dramatically changed from traditional classroom teaching to remote online teaching due to this COVID-19 crisis. This study aimed to estimate the challenges in Online Learning among undergraduate l students studying in various Aided colleges during this lockdown period due to the COVID-19 crisis. The study was conducted by employing a questionnaire prepared using 'Google form'. An aggregate of 136 undergraduate students participated in this survey. For hypotheses testing both descriptive statistics such as 'Mean, SD' and inferential statistics such as t – test' were employed. Analysis showed that there is no significant difference between Problems faced by UG students in terms of gender, place of living, and academic year. The study confirms that girl students have more than boy students in the online learning process.

scholarly journals Teaching Online Versus Teaching hybrid and in class

2014 ◽  
Vol 2 (9) ◽  
pp. 1-9
Author(s):  
Khamis M Bilbeisi ◽  
Barbara Minsky
Keyword(s):  
Learning Style ◽  
Online Teaching ◽  
Classroom Instruction ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Discussions ◽  
Internet Technology ◽  
Face To Face ◽  
Traditional Classroom Instruction ◽  
Class Room

This paper deals with the question: How is hybrid teaching different from online and conventional teaching? In this paper we compare hybrid, face-to-face class-room and online teaching. We found that the numbers of students enrolled in online courses are significantly higher than the number of students enrolled in face-to-face courses. Furthermore, online degrees now offer the same exact course work as hybrid and traditional classroom courses. So the choice of mode of learning comes down to students’ personal preferences. Some students often try out an online course only to find that they like hybrid or traditional classroom instruction better. We believe hybrid courses better meet the needs of most students: they provide a learning style that requires students participate in classroom instruction where they can visually and verbally interact with the instructor and their peers, but yet has the convenience of reducing the need for driving, which saves gas, and also serve to develop students’ Internet, technology and virtual team skills by participating in online discussions, tests and other virtual learning activities.

scholarly journals MEDICAL STUDENTS' FEEDBACK ON PARADIGM SHIFT TO ONLINE TEACHING DURING COVID-19 LOCKDOWN

2020 ◽  
pp. 1-2
Author(s):  
R. Ravi Sunder ◽  
I. Jyothi Padmaja ◽  
Neelima. P
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Online Teaching ◽  
Advanced Technology ◽  
Classroom Teaching ◽  
First Year ◽  
Traditional Teaching ◽  
Face To Face ◽  
Traditional Classroom Teaching ◽  
First Year Medical Students

The temporary shutdown of educational institutes due to COVID -19 lockdown has led to the transformation of face to face classroom teaching to virtual online learning. The present study is aimed to evaluate the challenges faced by the first year medical students. After taking informed consent, a self administered questionnaire with 15 questions was given in google form. 148 students (62 boys, 86 girls) between the age group 17-23 years participated in the study. The answers were represented graphically. The results were analysed and compared with other studies. 84.3% students opined that they learnt the concepts better by hands on exposure than online teaching. Only 10.7% students replied that online tasks improve their self-discipline. 78.6% answered that the teacher was available when they needed help. 46% stated that the teacher’s feedback helped them in online learning. 40% accepted the need for online teaching to be combined with the traditional teaching, post COVID in their curriculum. The results were similar to the other studies when compared. Most of them experienced the technical glitches, connectivity issues, suspended video streaming etc. that interrupted their online learning. The present study concludes that the medical students prefer face to face traditional classroom teaching than online teaching amidst advanced technology.

scholarly journals Development Of e Module Based Blended Learning On Hadith Material About Intention In Madrasah Ibtidaiyah

AL MURABBI ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 58-70
Author(s):  
Dani Cahyani Rahayu ◽  
Abdulloh Hamid ◽  
Mohammad Salehuddin ◽  
Winarto Eka Wahyudi
Keyword(s):  
Elementary Education ◽  
Research And Development ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Development Model ◽  
Model Design ◽  
Design Development ◽  
Development Method ◽  
Face To Face ◽  
Face To Face Learning

This study aims to develop a blended learning-based e modulon the hadith material about intentions at the madrasah ibtidaiyah or elementary education level. This study uses the research and development method (Research and Development) with the ADDIE or Analyze development model, Design, Development, Implementation, and Evaluate. The moduldeveloped is made using the Kvisoft Flipbook Maker application and published in Html format, which can be accessed via the internet network. The developed blended learningcombines face-to-face learning and distance learning as the learning process occurs, especially during the pandemic and the new normal. E modulis used as a companion to teaching materials that can stimulate students to study independently due to the parents' busyness or the teacher's distance, which makes the obligation to study independently echoed together with the independent campaign in learning. The validity and response tests carried out 85% agreed with the use of e moduland the pretest and posttest test of students' learning outcomes also showed the effectiveness of using the blended learning-based e modulwith an average of 87 out of 20 students who became respondents.

scholarly journals A Comparison of Students' Learning Outcomes in a Writing-Intensive Course Taught in Both Face-to-Face and Fully-Online Settings

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Chaitanya Ravi ◽  
Ying-Ying Kuo
Keyword(s):  
Learning Outcomes ◽  
Online Teaching ◽  
Research Study ◽  
Online Course ◽  
Satisfaction Level ◽  
Face To Face ◽  
Learning Satisfaction ◽  
Final Grades ◽  
Upper Level ◽  
Intensive Course

Most educators are interested in whether online teaching is at least as good as classroom-based courses in terms of students' learning outcomes, including academic achievement and learning satisfaction. This research study compared two sections of an upper-level, undergraduate, writing-intensive environmental policy course, which were taught in spring 2014 by the same instructor. The f2f session had a blended format with in class-lectures complemented by substantial online resources, while the 100% online course included documentaries, pre-recorded lecture videos, various readings, discussions, and online environmental games.A total of 39 students from both sections voluntarily participated in this research study by taking a course survey online. Both qualitative and quantitative data and students' final grades were collected. The findings revealed no significant statistical difference in students' final grades and learning satisfaction. However, students' overall satisfaction level in the f2f class was higher than the online course. Also, their satisfaction level was associated with (1) receiving valuable feedback from instructor and (2) students' motivation to learn in the course.Our research indicates that the quality of an online course can be equivalent to a f2f course if instructors can support students with regular feedback and keep motivating them to learn.

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