Reform and Application of Using Blended Learning in Teaching and Learning Systematic Anatomy

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.

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

International Journal of Architectural Research Archnet-IJAR ◽

10.1108/arch-04-2021-0081 ◽

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.

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Design and evaluation of two blended learning approaches: Lessons learned

Australasian Journal of Educational Technology ◽

10.14742/ajet.896 ◽

2011 ◽

Vol 27 (8) ◽

Cited By ~ 15

Author(s):

Wing Sum Cheung ◽

Khe Foon Hew

Keyword(s):

Blended Learning ◽

Teaching And Learning ◽

Theoretical Foundation ◽

Graduate Programs ◽

Lessons Learned ◽

University Teaching ◽

Learning Approach ◽

Learning Approaches ◽

Communication Tool ◽

Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

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The Effectiveness of Using Blended Learning with Google Classroom and Zoom Media on Students' Understanding

INNOVATION RESEARCH JOURNAL ◽

10.30587/innovation.v2i2.3006 ◽

2021 ◽

Vol 2 (2) ◽

pp. 99

Author(s):

Wasti Reviandani

Keyword(s):

Blended Learning ◽

Learning Process ◽

Quantitative Research ◽

Teaching And Learning ◽

Virus Disease ◽

Direct Interaction ◽

Analysis Tool ◽

Teaching Activities ◽

Corona Virus ◽

The Impact

The teaching and learning process is the core of education. Everything that has been programmed will be carried out in the teaching and learning process where interaction and involvement is needed between educators and students with materials as the medium. Teaching activities at the strata 1 level involve educators called lecturers and students called students. In general, teaching activities are carried out offline, which involves direct interaction between lecturers and students. At the beginning of 2021, rumors began to appear that there was a global disaster of the Corona Virus Disease (COVID-19) pandemic, which initially Indonesia considered that the Corona virus was impossible to enter Indonesia. However, the development of the virus is so fast. Indonesia finally announced in early March 2021 as a country experiencing the impact of the global disaster due to the COVID -19 pandemic. This study wants to find out how effective it is to use blended learning by using google classroom and zoom to improve the understanding of FEB students at Muhammadiyah University of Gresik. This research is a quantitative research using causal clause relationship, using SPSS version 23.0 analysis tool. The results obtained from this study are that the Google Classroom and Zoom applications partially and simultaneously have a significant positive effect on student understanding.

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Design for learning – a case study of blended learning in a science unit

F1000Research ◽

10.12688/f1000research.7032.1 ◽

2015 ◽

Vol 4 ◽

pp. 898

Author(s):

Roslyn Gleadow ◽

Barbara Macfarlan

Keyword(s):

Blended Learning ◽

Teaching And Learning ◽

Scientific Practice ◽

Learning Experience ◽

Science Students ◽

Face To Face ◽

Design For Learning ◽

Learning Management

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21st century.

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A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014

Online Learning ◽

10.24059/olj.v21i1.963 ◽

2017 ◽

Vol 21 (1) ◽

Cited By ~ 24

Author(s):

Sedef Uzuner Smith ◽

Suzanne Hayes ◽

Peter Shea

Keyword(s):

Communities Of Practice ◽

Blended Learning ◽

Community Of Practice ◽

Online Teaching ◽

Teaching And Learning ◽

Empirical Work ◽

Theoretical Framework ◽

Future Research ◽

Online Teaching And Learning ◽

Integrative Research

After presenting a brief overview of the key elements that underpin Etienne Wenger’s communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant empirical work grounded in this framework to investigate online/blended learning in higher education and in professional development. The review is based on integrative research approaches, using quantitative and qualitative analysis, and includes CoP oriented research articles published between 2000 and 2014. Findings are presented under three questions: Which research studies within the online/blended learning literature made central use of the CoP framework? Among those studies identified, which ones established strong linkages between the CoP framework and their findings? Within this last group of identified studies, what do the patterns in their use of the CoP framework suggest as opportunities for future research in online teaching and learning?

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Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

European Journal of Open Distance and E-Learning ◽

10.2478/eurodl-2019-0011 ◽

2020 ◽

Vol 22 (2) ◽

pp. 72-86 ◽

Cited By ~ 4

Author(s):

Sinan Keskin ◽

Halil Yurdugül

Keyword(s):

Learning Environment ◽

Blended Learning ◽

Learning Environments ◽

Self Efficacy ◽

Teaching And Learning ◽

Learning Motivation ◽

Task Value ◽

Individual Factors ◽

E Learning ◽

The Individual

AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

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Z GENERATION TOWARDS THE USE OF SMARTPHONE APPLICATION FOR LISTENING ACTIVITIES IN BLENDED-LEARNING

Research and Innovation in Language Learning ◽

10.33603/rill.v2i3.1967 ◽

2019 ◽

Vol 2 (3) ◽

Author(s):

Valentina Dyah Arum Sari

Keyword(s):

Blended Learning ◽

Teaching And Learning ◽

Smartphone Application ◽

Listening Skills ◽

Smartphone Applications ◽

First Semester ◽

Generation Z ◽

Use Of Technology ◽

Listening Skill ◽

Post Test

The character of Generation Z which is closely related to the use of technology triggers awareness of educators to facilitate this generation with teaching and learning techniques that are most suitable for them. One of them is by optimalizing the use of gadget or smart phones as learning media for them. Because of this phenomenon, this study was carried out with the aim to find out the use of smartphone application in learning listening acctivities in blended-learning of English general courses followed by first semester students who are included as Z generation. The research also aimed to find out the significance of smartphone application dealing with the improvement of listening skill towards the non-English department students and to figure out the possible obstacles while using the smartphone application. The researcher applied the two selected smartphone applications. In addition to data triangulation, this study also used pre-test and post-test to see the significance. The other instruments were questionnaires and students’ listening material summary. The data were analyzed by mixed-method technique, namely qualitative and quantitative. The results show that the students showed a medium positive response to the use of smartphone applications for learning listening skills in blended-learning class and did not encounter obstacles while using the applications. Moreover, the smartphone applications also give high positive affects showed by a significant improvement in results experienced by non-English students in listening skills. keywords: listening skill, smartphone applications, blended-learning

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Effectiveness of Using Appropriate Blended Learning Tools for Teaching and Learning Computer Programming Related Courses

International Journal of Creative Multimedia ◽

10.33093/ijcm.2020.1.x1.5 ◽

2020 ◽

Vol 1 (1) ◽

pp. 56-63

Author(s):

Emerson Raja Joseph ◽

Md Jakir Hoseen ◽

Fazly Salleh ◽

Lim Way Soong

Keyword(s):

Academic Performance ◽

Blended Learning ◽

Teaching And Learning ◽

Online Survey ◽

Virtual Classroom ◽

Discussion Board ◽

Digital Tools ◽

Learning Tools ◽

Computer Based ◽

Student Centred Learning

With the advent of technology there are plenty of blended learning tools available for us to use in teaching and training activity. Selecting appropriate tools for a particular category of students and the nature of the subject being taught is important to achieve better academic results. Hence, the objective of this research is to assess effectiveness of various blended learning tools and to find the appropriate tool for teaching a computer -based campus in Malaysia. This subject was delivered using four selected blended learning digital tools; ED puzzle virtual classroom videos, Home works on MMLS, MMLS online Quiz and MMLS discussion board, at the beginning of Trimester 2, 2018/2019. They were asked in the middle of the trimester to rate the usefulness of the four selected blended learning digital tools in a 5-point scale using an online survey. The analysis feedback shows that D puzzle virtual the trimester. The effectivenes when the achievements of the students in terms of their academic performance were compared with previous year. It clearly shows that the academic performance of the students of year 2019 is better than of students towards student centred learning.

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The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context

English Language Teaching ◽

10.5539/elt.v10n6p190 ◽

2017 ◽

Vol 10 (6) ◽

pp. 190 ◽

Cited By ~ 3

Author(s):

Sarah Al LHassan ◽

Nadia Shukri

Keyword(s):

Foreign Language ◽

Blended Learning ◽

Teaching And Learning ◽

English Language ◽

Female Students ◽

Proficiency Level ◽

Level Of Satisfaction ◽

The Future ◽

Efl Students ◽

Students Satisfaction

The present study intended to investigate the effect of utilizing Learning Management System (LMS), Blackboard® on enhancing English as a Foreign Language (EFL) female students’ satisfaction in the Saudi context. It is found that the effectiveness of utilizing the supplementary materials on Blackboard® is leading up to EFL students’ satisfaction. Since, Blended Learning (BL) model could stimulate a classroom setting with activities that are carried out under flexible and engaging manner. The sample consisted of ninety-eight students from proficiency level -104. The data of the study was collected using a questionnaire to identify students’ level of satisfaction. The results revealed that students’ satisfaction was apparent as their positive responses outweighed their negative responses mainly in terms of richness of learning resources, opportunity to interact in foreign language, appropriateness and variety of content, and ease of using Blackboard®. Based on the results, the study recommends considering the positive assets and challenges to plan the future of both teaching and learning English language effectively. The study suggested several areas to be investigated in the future such as examining the motivational behavior of both the teachers and the students and finding out the factors that will affect the environment of BL in EFL.

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