scholarly journals Examining Student Standpoint: Blended Learning as a Beneficial Teaching Approach

2019 ◽  
Vol 1 (2) ◽  
pp. 36-43
Author(s):  
Prashalini Naidu ◽  
Farah Idayu Razali
Keyword(s):  
Focus Groups ◽  
Blended Learning ◽  
Cost Efficiency ◽  
Teaching Method ◽  
Teaching Approach ◽  
Working Environment ◽  
Face To Face ◽  
E Learning ◽  
Shed Light ◽  
Ordinary Teaching

The purpose of this paper is to shed light on the benefits of blended learning as a method and its contribution to teaching. It was discovered that blended learning isn’t just an ordinary teaching method but its usage reduces cost. Current Malaysian working environment and its employers demand certain skills and therefore Malaysian graduates are encouraged to be IT savvy and technology wise. Blended learning will help equip students with e-learning knowledge but it doesn’t take away their face to face interactions with their lecturers in class. Blended learning combines both the virtual and real class experience for students. This paper seeks to discover the benefits of blended learning from a student viewpoint by using focus groups. The outcome suggest that the student’s view blended learning as an effective approach for cost efficiency, to manage their study time, accessibility, promotes efficiency and also encourages e-learning.

scholarly journals Effect of using Blended Learning Method on Final Year Students of BAMS to Learn Shalyatantra

2021 ◽  
pp. 129-134
Author(s):  
Pooja Shrivastav ◽  
Babaji Ghewade ◽  
Shweta Parwe ◽  
Devyani Dasar
Keyword(s):  
Blended Learning ◽  
Teaching Method ◽  
Traditional Learning ◽  
Learning Method ◽  
Face To Face ◽  
Conventional Teaching ◽  
E Learning ◽  
Group A ◽  
Face To Face Learning ◽  
Group B

Background: E – learning has been considered as one the most up-to-date learning techniques, which come with a slew of benefits like it allows worker to be trained, educated etc and negative aspect like dependence on technology, a lack of motivation, and a lack of human touch. Blended learning, on the other hand, is a mix of online and face-to-face learning. The aim of this study is to compare the efficacy of blended learning to traditional learning. Aim and Objectives: To study the effect of Blended learning method on Final year BAMS students in comparison with conventional teaching method to learn Shalyatantra. Methodology: The Final year BAMS students of MGAC.H & RC will be selected for the study and equally divided in two equal groups i.e A and B. ‘Kshar Karma’ will be taken as study topic. In Group A, topic will be taught by Conventional method while in Group B it will be taught by Blended learning method. Senior and experienced Shalyatantra faculty will be chosen. Sensitization of teacher and final year BAMS student regarding Blended learning method will be done. Total 70 students will be equally divided into two groups. Pretest (before commencing study) and posttest (after sessions) form consisting of 20 MCQ will be distributed and filled up by the participants.   Results: Result will be drawn on the basis of the observations. Conclusion: Conclusion of the study will be drawn on the basis of statistical data calculated.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

scholarly journals Changing Attitudes towards Occupational Medicine with Blended Learning Methods Is Possible among Medical Students in Spain: A Longitudinal Study

2022 ◽  
Vol 19 (2) ◽  
pp. 878
Author(s):  
Isabel Iguacel ◽  
Begoña Abecia ◽  
José Luis Bernal ◽  
Begoña Martínez-Jarreta
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Blended Learning ◽  
Occupational Medicine ◽  
Teaching Method ◽  
Professional Performance ◽  
Face To Face ◽  
La Mancha ◽  
Before And After ◽  
Changing Attitudes

Medical students generally express a low interest in Occupational Medicine. We aimed to assess the attitudes and changes in attitudes of students towards this area after completing a course on Occupational Medicine in two Medical Universities in Spain (Zaragoza and Castilla-La Mancha). The teaching method included blended learning as a model that used online virtual patient platforms (CASUS) and/or EMUTOM, as well as traditional methods such as face-to-face teaching. A total of 526 students (98 of whom attended the University of Castilla-La Mancha) participated during three academic years (2015–2016, 2016–2017 and 2017–2018). The validation of the questionnaire was carried out using reliability, exploratory and confirmatory factor analysis. For the analysis of internal consistency and discrimination, Cronbach’s alpha was used. The adequacy of the factor analysis was measured by means of KMO, and a correlation matrix was examined by means of Bartlett’s test of sphericity. To identify differences between students before and after completing the course, the Mann–Whitney U-test for independent samples was used. Our results show that despite a negative or neutral attitude towards Occupational Medicine, the acquisition of competences and skills in this area and their training were recognized as fundamental for their future professional performance as doctors in any specialty.

Blending Face-to-Face and Technology

2014 ◽  
pp. 105-119 ◽  
Author(s):  
Philip G. Pulley
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Universal Design ◽  
Teaching Method ◽  
Learning Model ◽  
Flipped Learning ◽  
Face To Face ◽  
History Of ◽  
Flipped Classrooms ◽  
Traditional Homework

Flipped or inverted learning is a type of blended learning that involves the use of educational technology to switch or flip what is traditionally done in the classroom with what is done as homework. With the flipped model, lectures are often recorded for students to watch at home while traditional homework, or projects that involve application, are done in the classroom with the teacher available as a guide and resource. Like any new teaching method, with the flipped learning model there is a need for the instructor to evaluate its use and determine whether changes will be required with each implementation. In this chapter, an overview of the history of the flipped model is presented. In addition, an outline of methods like universal design that can be implemented for learning in flipped classrooms is provided.

The Role of the Tutor in Blended E-Learning

2009 ◽  
pp. 18-34 ◽  
Author(s):  
Rhona Sharpe ◽  
Jillian Pawlyn
Keyword(s):  
Staff Development ◽  
Blended Learning ◽  
Professional Learning ◽  
Interprofessional Education ◽  
Learning Strategy ◽  
Environment Analysis ◽  
Face To Face ◽  
E Learning ◽  
Five Elements ◽  
Uk National Health Service

This chapter reports on an implementation of blended e-learning within three modules in the School of Health and Social Care at Oxford Brookes University. All preregistration students within the school are required to take an interprofessional education module in each year of their study. These three modules have undergone a radical redesign, prompted by the school and university strategies for e-learning and the European and UK National Health Service IT skills agenda. The redesign resulted in a blended-learning strategy that combined face-to-face teaching with online work of increasing sophistication during each of the three modules. In each module, there was an emphasis on collaborative, interprofessional learning. Interviews were conducted with seven members of the course teams to ask them about their perceptions of their roles as tutors in this blended environment. Analysis of the interview transcripts revealed five elements of the tutors’ roles: relationships with students, supporting group work, supporting professional learning, managing the blend, and developing new tutoring skills. The implications are discussed for improving staff development for tutors in this case study and for our understanding of blended learning more generally.

The Blended Learning Ecosystem of an Academic Institution in Greece

2010 ◽  
Vol 5 (3) ◽  
pp. 14-35 ◽  
Author(s):  
Mara Nikolaidou ◽  
Chryssa Sofianopoulou ◽  
Nancy Alexopoulou ◽  
Kostas Abeliotis ◽  
Vassilis Detsis ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Academic Institution ◽  
Academic Environment ◽  
Face To Face ◽  
Learning Capabilities ◽  
E Learning ◽  
Learning Ecosystem ◽  
Enhanced Learning

Blended learning has been recognized as the most promising emerging trend in higher education, offering new capabilities, as it may significantly enhance the interaction and communication between instructors and students. The challenge of blended learning is to balance weaknesses and strengths of face-to-face and e-learning teaching environments and effectively combining them to provide enhanced learning capabilities. Its success should benefit instructor-student relation. To this end, the authors adopt ecosystem-based approach to model the blended learning environment and identify its constituents, i.e., instructors, students, consultants, technology. and their evolving relations. The proposed concept was utilized to explore the potential of blended learning in the academic environment. A study was conducted at Harokopio University of Athens over a period of three years to explore the relations between blended learning ecosystem constituents, focusing on instructor -student relation.

scholarly journals The effectiveness of blended learning in basic life support training among nursing students: A systematic review

2021 ◽  
pp. 402-414
Author(s):  
Mulyadi Mulyadi ◽  
Bih-O Lea ◽  
Reginus Tertius Malara ◽  
Hendro Joly Bidjuni
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Blended Learning ◽  
Health Care Professionals ◽  
Basic Life Support ◽  
Life Support ◽  
Learning Models ◽  
Face To Face ◽  
E Learning ◽  
Computer Based

Coronavirus 2019 (COVID-19) is a global health problem and poses challenges in various fields, including education. Some training programs such as Basic Life Support (BLS) training need to adapt to new policies, which are physical and social distancing. Blended learning by combining face-to-face with online training, may help achieve BLS competencies for health care professionals, including nursing students. This systematic review was conducted to explore blended learning effectiveness in BLS training for nursing student populations. The electronic search strategy was conducted from PubMed, CINAHL, Embase, Web of Science, and Cochrane for the years 2010 to 2020 with full text in English. This review followed the PRISMA guidelines. The initial search yielded 240 studies, and six of those studies were eventually included. The results reported there were three blended learning models appeared, including face to face learning combined with e-learning website, combined with video-based, and combined with computer-based simulations. With an intervention duration of four hours to two weeks, there was an indication of several improving outcomes, including skills, knowledge, attitudes, self-efficacy, problem-solving abilities, and willingness to perform resuscitation. Furthermore, the skill outcome is significantly more effective in blended learning of face-to-face models combined with the e-learning website and combined with computer-based simulations. The knowledge outcome parameter likely is the most effective from all of three blended learning models. These findings imply that BLS training needs to use blended learning models by modifying the training modules, facilities, and infrastructure as consideration.   Keywords: Basic life support, blended learning, nursing students, systematic review

scholarly journals Blended Learning Based Inquiry Collaborative Tutorial Model for Physics Students

2019 ◽  
Vol 8 (2) ◽  
pp. 1676
Author(s):  
Lovy Herayanti ◽  
Wahono Widodo ◽  
Endang Susantini ◽  
Gunawan Gunawan
Keyword(s):  
Blended Learning ◽  
Group Discussion ◽  
Learning Model ◽  
Learning Theories ◽  
Learning Method ◽  
Student Responses ◽  
Physics Students ◽  
Face To Face ◽  
E Learning ◽  
Further Development

Blended learning is basically a combination or mixture found in learning practice. Blended learning is a further development of the e-learning method, namely learning methods that combine e-learning systems with conventional or face-to-face methods. The purpose of this study was to determine the validity of the models and learning devices both in terms of content and model constructs, as well as to find out student responses to the model developed. The model developed was validated through a forum mechanism, namely, focus group discussion (FGD) which was followed by researchers and experts. The suggestions and improvements generated from the validation activities were then followed up to revise the Inquiry Collaborative Tutorial-based blended learning model. Inquiry Collaborative Tutorial-based blended learning model and learning devices developed in this study have met valid criteria in content and construct. Valid content because there are elements of need and novelty, as well as valid constructs because there is consistency between parts of the model and there is relevance between the models developed with learning theories that underlie it. In general, the average student responds positively to the blended learning model based on the Inquiry Collaborative Tutorial. The model applied is considered to provide opportunities for students to actively participate.

scholarly journals Evaluasi Implementasi Blended Learning dengan Pendekatan Theory Plan Behavior

Syntax Idea ◽  
2021 ◽  
Vol 3 (6) ◽  
pp. 1269
Author(s):  
Arief Harkat Idram
Keyword(s):  
Blended Learning ◽  
Behavioral Intention ◽  
Perceived Control ◽  
Subjective Norm ◽  
Control Beliefs ◽  
Behavior Control ◽  
Behavioral Beliefs ◽  
Plan Behavior ◽  
Face To Face ◽  
E Learning

Blended Learning bisa juga disebut dengan Hybrid Learning, sesuai dengan namanya merupakan suatu metode pembelajaran yang mengkombinasikan metode pembelajaran tatap muka dengan online learning. dan juga merupakan integrasi antara metode kelas traditional dengan aktifitas online atau e-learning. Pendekatan ini dapat memaksimunkan keuntungan berupa peningkatan transfer pengetahuan yang dihasilkan dari interaksi face-to-face dengan interaksi online. Akan tetapi implementasi metode ini terkendala oleh kebiasaan atau perilaku ajar mengajar konvensional yang sudah membudaya sehingga untuk merubahnya perilaku tersebut memerlukan perencanaan yang matang. Teori Perilaku yang direncanakan atau Theory Plan Behavior (TPB) menjelaskan bahwa, tindakan manusia dipandu oleh tiga macam pertimbangan: keyakinan tentang kemungkinan hasil dari perilaku serta evaluasi dari hasil ini (behavioral beliefs), keyakinan tentang harapan normatif orang lain dan motivasi untuk mematuhi harapan (normative beliefs), serta keyakinan akan adanya faktor-faktor yang dapat memfasilitasi atau menghambat kinerja perilaku dan kekuatan yang dirasakan dari faktor-faktor tersebut (control beliefs). Dalam kombinasi, Attitude toward Behavior, norma subyektif, dan persepsi dari Behavior Control mendorong terbentuknya suatu Behavioral Intention. Sebagai aturan umum, semakin menguntungkan sikap/attitude dan Subjective Norm (norma subjektif), dan semakin besar Perceived Control/ kontrol yang dirasakan, semakin kuat harus niat seseorang untuk melakukan perilaku yang bersangkutan jadi Behavioral Intention menguat. Akhirnya, mengingat tingkat kontrol sebenarnya atas perilaku sudah cukup, orang diharapkan untuk melaksanakan niat mereka ketika ada kesempatan.

scholarly journals Implementation of Practice Learning During the Covid-19 Pandemic

2020 ◽  
Vol 9 (2) ◽  
pp. 1184-1188
Keyword(s):  
Social Distance ◽  
Teaching Method ◽  
Research Result ◽  
Careful Examination ◽  
Face To Face ◽  
Assessment Of Learning ◽  
Engineering Department ◽  
E Learning ◽  
Specific Teaching ◽  
E Mail

This research was done because of the covid-19 pandemic. One regulation impact of this pandemic is social distance, so it disturbed the implementation of learning because students did not allowed to learn face to face in a room or at campus. They must learn from home by online learning. This regulation was not a problem for some courses, but it was not easy for practice course because students need tools and do demonstration in laboratory or workshop. This descriptive qualitative reseach was done to observed people who involved in specific teaching method course in the mechanical engineering department of Universitas Negeri Padang (UNP). The key of this research are about data observation, triangulation, careful examination, then data reduction, presentation, and conclusion. The research result stated that; 1) there was no changes in the substance of the learning planning during covid-19, 2) the implementation of practice learning was done by fully learning during covid-19, student and lecture did communication by using whatsapp, e-mail, zoom cloud meeting, UNP’s e-learning, and others tools such as youtube, 3) the assessment of learning was done by testing and observation.

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