scholarly journals AN ADMINISTRATOR’S GUIDE TO THE WHYS AND HOWS OF BLENDED LEARNING

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Mary Niemiec ◽  
George Otte
Keyword(s):  
Blended Learning ◽  
Successful Implementation ◽  
Institutional Benefits ◽  
Institutional Challenges ◽  
Drill Down

Given the importance of administrative attention to blended learning, this article adumbrates the institutional benefits but also the institutional challenges of this integration of online and on-campus instruction. The reasons for engaging in blended learning determine how it will play out, so the why is given precedence over the how. But there is an attempt to elaborate the methods even more extensively than the reasons, to drill down into the considerations that must be taken into account in any successful implementation. Just how the details will sort out will necessarily vary from one institution to the next, but there are certain considerations that seem genuinely indispensable, the keys to success or failure, sustainability or aborted effort.

scholarly journals AN ADMINISTRATOR’S GUIDE TO THE WHYS AND HOWS OF BLENDED LEARNING

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Mary Niemiec ◽  
George Otte
Keyword(s):  
Blended Learning ◽  
Successful Implementation ◽  
Institutional Benefits ◽  
Institutional Challenges ◽  
Drill Down

Given the importance of administrative attention to blended learning, this article adumbrates the institutional benefits but also the institutional challenges of this integration of online and on-campus instruction. The reasons for engaging in blended learning determine how it will play out, so the why is given precedence over the how. But there is an attempt to elaborate the methods even more extensively than the reasons, to drill down into the considerations that must be taken into account in any successful implementation. Just how the details will sort out will necessarily vary from one institution to the next, but there are certain considerations that seem genuinely indispensable, the keys to success or failure, sustainability or aborted effort.

A Study on Learners’ Readiness and Perceptions of the Implementation of Blended Learning in UiTM Kedah

2019 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Robekhah Harun ◽  
Zetty Harisha Harun ◽  
Laura Christ Dass
Keyword(s):  
Blended Learning ◽  
Successful Implementation ◽  
Learning Approaches ◽  
Learner Readiness ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Assessments ◽  
Research Findings ◽  
On Line ◽  
Learning Institutions

The increase in student enrolment and the need  to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.  

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

2021 ◽  
pp. 204275302110482
Author(s):  
Thi Nguyet Le ◽  
Bill Allen ◽  
Nicola F Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Web Based ◽  
Learning Barriers ◽  
Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

scholarly journals The Impact of Blended Learning on the Twelfth Grade Students’ English Language Proficiency

2021 ◽  
Author(s):  
Omar Hussein Al Noursi
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Successful Implementation ◽  
Learning Approach ◽  
Significant Difference ◽  
Twelfth Grade ◽  
The Impact ◽  
Experimental Group

The blended learning approach utilizes modern technologies and electronic media in teaching to create a technology-based environment. However, it is not an exclusive online environment because the teacher and the students have to be present in a traditional face-to-face classroom. It is widely believed that adopting a blended learning approach will enable learners to have quality educational opportunities and improve their performance. The incentive for conducting the research is to evaluate the effect of the blended learning approach on high school students’ English proficiency. Specifically, the study aimed at answering the question: is there a significant difference in the Twelfth-Grade students’ English language proficiency as measured by IELTS due to the model of delivery (Blended learning model and the traditional delivery model)? To achieve the study’s goal, the researcher applied the experimental method and used IELTS to measure language proficiency. The study sample selected purposively consisted of 63 male twelfth-grade students in one of the private schools in Al Ain, United Arab Emirates (UAE). The study sample was assigned to two groups: the experimental group taught using blended learning consisted of 31 students, and the control group led by the traditional method consisted of 32 students. The results showed statistically significant differences at the level of (a<0.01) between the means of the results of the two groups on the post achievement test in favor of the experimental group. These results illustrated the impact of adopting the blended learning approach in an English Foreign Language (EFL) setting on students’ achievement in standardized tests. However, the successful implementation of blended learning largely depends on how responsible and committed students are towards active learning.

scholarly journals Mobile learning via SMS at Open University Malaysia: Equitable, effective, and sustainable

2011 ◽  
Vol 12 (2) ◽  
pp. 122 ◽  
Author(s):  
Tina Lim ◽  
Mansor Fadzil ◽  
Norziati Mansor
Keyword(s):  
Blended Learning ◽  
Conceptual Model ◽  
Mobile Learning ◽  
Pilot Project ◽  
Distance Learners ◽  
Successful Implementation ◽  
Learning Approach ◽  
Open University ◽  
Process Flow

This article describes Open University Malaysia’s efforts at enhancing the blended learning approach for undergraduate distance learners with the successful implementation of the Mobile Learning via SMS initiative. The pilot project was implemented in the May 2009 semester, and this coming January 2011 semester will be in its sixth consecutive semester. Aspects such as the conceptual model, the process flow of group messaging, and challenges faced, as well as effectiveness of the initiative, are discussed.

scholarly journals Learning Innovation: A Framework for Transformation

2014 ◽  
Vol 17 (2) ◽  
pp. 220-236 ◽  
Author(s):  
Gilly Salmon
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Innovation Strategy ◽  
Successful Implementation ◽  
Stages Of Development ◽  
Strategic Processes ◽  
Model Complex ◽  
Four Quadrant

Abstract Learning with and through technological enhancements operates in a landscape unrecognisable only a few years ago. Focussing on Higher Education, this article shows how to capture and model complex strategic processes that will move the potential of online and blended learning in universities to new stages of development. It offers the example of a four quadrant model created as a framework for an online and blended learning innovation strategy, and its successful implementation in practice.

scholarly journals Improving Academic Performance Through Blended Learning: The Case of Afghan Higher Education

2021 ◽  
Vol 16 (11) ◽  
pp. 104
Author(s):  
Hamidullah Sokout ◽  
Tsuyoshi Usagawa
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Pearson Correlation ◽  
Psychological Theory ◽  
Least Square ◽  
Successful Implementation ◽  
E Learning ◽  
Ordinary Least Square Regression

The last two decades have witnessed a global revolution in educational information that has led to the development and promotion of e-learning. Blended Learning (BL) is an increasingly growing e-learning model with a background in pedagogical and psychological theory that combines both online and traditional activities. In recent years, it has been an emerging trend and has impacted the growth, revenue, learner retention, and academic accreditation in higher education. With current improvements, extensive research, and successful implementation of blended and fully online learning, little research has been done to report the success of transitioning from face-to-face to blended learning or evaluations of e-learning data regarding learners from developing nations, particularly Afghanistan. This study aims to investigate and analyze the effectiveness of educational types (blended vs. traditional) regarding learners’ academic performance, in-class engagement, and satisfaction from the data in six BL courses and four traditional learning (TL) courses. To measure the success, this study used descriptive statistics. Additionally, Welch’s t-test was used to compare BL with TL courses and assess the differences between success and failure levels for both courses. Likewise, the Pearson correlation coefficient, along with an ordinary least square regression, was used to indicate the relationship between the final score and the BL and TL activities, respectively. The study outcome will be used for reporting and feedback for educational parties to value the quality of teaching and learning, enhance learners’ performances, and for the institutionalization of BL in the country.

scholarly journals Using Innovative Tools to Teach Computer Application to Business Students - A Hawthorne Effect or Successful Implementation Here to Stay

2014 ◽  
Vol 11 (1) ◽  
pp. 61-72
Author(s):  
Zeenath Reza Khan ◽  
Keyword(s):  
Blended Learning ◽  
Management System ◽  
Business Students ◽  
Learning Management System ◽  
Computer Application ◽  
Primary Study ◽  
Successful Implementation ◽  
Guided Discovery ◽  
Learning Management ◽  
The Impact

A year after the primary study that tested the impact of introducing blended learning and guided discovery to help teach computer application to business students, this paper looks into the continued success of using guided discovery and blended learning with learning management system in and out of classrooms to enhance student learning. Particularly, it looks at the successful adaptation and implementation of learning management system as an aid to learning and delivery of a computer application subject to a class that is majorly populated by business students with little or no IT background. This paper tests the continued success to establish whether the success recorded after the first implementation was sustainable or merely influenced by the Hawthorn effect of trialing an innovation. It concludes with final grade measure over a one-year period of implementation of the system, and student responses that strongly support the original approach used by the author.

scholarly journals Blended learning: how to flip the classroom at HEIs in Bangladesh?

2019 ◽  
Vol 13 (2) ◽  
pp. 228-242 ◽  
Author(s):  
Faieza Chowdhury
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Secondary Data ◽  
Well Being ◽  
Primary Data ◽  
Successful Implementation ◽  
Learning Program ◽  
Content Type ◽  
Learning Programs

Purpose E-learning is a very popular concept in the education sector today, and one of the best ways to implement this is through blended learning. However, the implementation of blended learning program at Higher Education Institutions (HEIs) is quite new in Bangladesh. The purpose of this paper is to explore the concept of blended learning, how to construct a blended learning program, the benefits of blended learning and some prerequisites to implement blended learning program successfully at HEIs in Bangladesh. Design/methodology/approach Nature of the study is explanatory, descriptive as well as evaluative. Primary data were collected through face-to-face interviews using structured questionnaire having both open- and close-ended questions including personal observations. Secondary data comprise relevant documents available from government agencies, archives, and library and research organizations. Findings By utilizing the blended learning tools, HEIs in Bangladesh can achieve radical improvements in education quality as well as in the accessibility and cost-effectiveness of learning programs. Moreover, any innovative educational reform will be successful only when it is fully accepted and adopted by all the key stakeholders: students, parents, teachers, academic administrators, researchers and policy makers. Practical implications Several practical solutions have been presented in this paper: how to create a blended learning program, how to overcome the obstacles for successful implementation of blended learning and how to create a flipped classroom with the aid of technology. Social implications A country’s soul and economic well-being depends to a large extent on the quality of their citizen’s education. Implementing innovative teaching programs within the education system will enhance the quality of education at HEIs in Bangladesh, creating more efficient labor force hence benefiting the overall society. Originality/value Originality in terms of exposing the hurdles that needs to be addressed for successful implementation of blended learning programs at HEIs in Bangladesh and providing an easy guideline to educators on how to create flipped classrooms.

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