A Blended Learning Approach in Mathematics

In this chapter we present our work aimed at interweaving e-learning and face-to-face learning in Calculus courses for undergraduate engineering students. This type of blended learning (BL) contains the best properties of e-learning and face-to-face learning and helps overcome many obstacles in traditional teaching. We use our approach in order to improve students’ conceptual understanding of theorems. We describe online assignments specifically designed to help students better understand the meaning of a theorem. These assignments are given to students in addition to traditional lectures and tutorials with the objective that they can learn to learn on their own. Students “discover” the theorem and study it independently, by using a “bank” of examples and a lot of theoretical exercises we supply. The assignments are built in such a way that students receive feedback and instructions in response to their Web-based activity.

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A Moodle-based blended learning solution for physiology education in Montenegro: a case study

AJP Advances in Physiology Education ◽

10.1152/advan.00155.2017 ◽

2018 ◽

Vol 42 (1) ◽

pp. 111-117 ◽

Cited By ~ 8

Author(s):

Natasa Popovic ◽

Tomo Popovic ◽

Isidora Rovcanin Dragovic ◽

Oleg Cmiljanic

Keyword(s):

Academic Performance ◽

Blended Learning ◽

User Satisfaction ◽

Positive Impact ◽

Traditional Teaching ◽

Web Based ◽

Face To Face ◽

Assessment Scores ◽

E Learning ◽

The Impact

This study evaluates the impact of web-based blended learning in the physiology course at the Faculty of Medicine, University of Montenegro. The two main goals of the study were: to determine the impact of e-learning on student success in mastering the course, and to assess user satisfaction after the introduction of e-learning. The study compared a group of students who attended the physiology course before, with a group of students who attended the physiology course after the Moodle platform was fully implemented as an educational tool. Formative and summative assessment scores were compared between these two groups. The impact of high vs. low Moodle use on the assessment scores was analyzed. The satisfaction among Moodle users was assessed by the survey. The study found that attendance of face-to-face lectures had a positive impact on academic performance. The introduction of Moodle in the presented model of teaching increased interest of students, attendance of face-to-face lectures, as well as formative and summative scores. High frequency of Moodle use was not always associated with better academic performance, suggesting that the introduction of a new method of teaching was most likely equally accepted by low- and high-achieving students. Most of the students agreed that Moodle was easy to use and it complemented traditional teaching very well, but it could not completely replace traditional face-to-face lectures. The study supports continuing the use of web-based learning in a form of blended learning for physiology, as well as for other courses in medical education.

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USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

Progressio South African Journal for Open and Distance Learning Practice ◽

10.25159/0256-8853/572 ◽

2015 ◽

Vol 37 (1) ◽

pp. 54-67 ◽

Cited By ~ 3

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.

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WIRE

Web-Based Engineering Education ◽

10.4018/978-1-61520-659-9.ch011 ◽

2010 ◽

pp. 149-159 ◽

Cited By ~ 2

Author(s):

Yih-Ruey Juang

Keyword(s):

Data Structure ◽

Blended Learning ◽

Learning Environments ◽

Communication Skills ◽

Learning Achievement ◽

Web Based ◽

Warm Up ◽

Face To Face ◽

Face To Face Learning ◽

Structure Class

Much research has shown that the blended learning can effectively enhance the motivation, communication skills, and learning achievement compared with teaching in a single form. However, a crucial issue in blended learning is how to integrate each blended format, media and experience into a coherent learning model, and then to keep interaction between teacher and students either in or outside the classroom. This study introduces a highly interactive strategy for blended learning that incorporates web-based and face-to-face learning environments into a semester course through answering the warm-up questions before class, interactive teaching in class, and review and exercise after class. By the empirical study in a ‘Data Structure’ class, most students made progress in learning achievement and gain more motivation and interaction within the class.

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MODEL BLENDED LEARNING UNTUK MATA KULIAH INTRODUCTION TO LINGUISTICS PADA PRODI PENDIDIKAN BAHASA INGGRIS STKIP PGRI SUMBAR

Jurnal IPTEKS Terapan ◽

10.22216/jit.2017.v11i3.2173 ◽

2017 ◽

Vol 11 (3) ◽

pp. 177

Author(s):

Yendra Yendra ◽

Willy Satria ◽

Wahyudi Rahmat

Keyword(s):

Research And Development ◽

Blended Learning ◽

Learning Model ◽

Learning Method ◽

Model Design ◽

Face To Face ◽

Information Center ◽

E Learning ◽

On Line ◽

Face To Face Learning

Abstract The development of technology, especially information technology (internet), gradually unintentionally gives influence to education either directly or indirectly. The influence is clearly visible one of them to the method of learning. Learning methods that used to be done only face-to-face in the classroom and make the educator as a center of information (conventional) gradually begin to change towards learning that is also on-line based on the internet as an information center (E-Learning internet based). In STKIP PGRI Sumatera Barat E-Learning internet based learning method itself has been introduced and implemented since 2014, but has not been maximally optimized. This is because the method does not have a standard in its implementation, and also conventional face-to-face learning method can not be abandoned completely, hence there is overlap between the two. Accordingly, this study developed a model of learning that combines the concept of conventional learning with the concept of E-Learning internet based called Blended Learning. Blended Learning model is expected to be a solution to the above problems, so that the learning process can be implemented effectively. This research is research and development research (R & D) with the outcome is a product that is learning model design. AbstrakBerkembangnya teknologi khususnya teknologi informasi (internet), berangsur angsur tanpa disadari memberikan pengaruh terhadap pendidikan baik secara langsung maupun tidak langsung. Pengaruh tersebut terlihat jelas salah satunya terhadap metode pembelajaran. Metode pembelajaran yang dulunya dilakukan hanya secara tatap muka di dalam kelas dan menjadikan pendidik sebagai pusat informasi (konvensional) berangsur mulai berubah ke arah pembelajaran yang juga bersifat on-line yang berbasis kepada internet sebagai pusat informasi (E-Learning internet based). Di STKIP PGRI Sumatera Barat metode pembelajaran E-Learning internet based sendiri sudah diperkenalkan dan diterapkan sejak tahun 2014, tetapi belum telaksana secara maksimal. Hal ini disebabkan karena metode tersebut belum memiliki standar baku dalam pelaksanaannya, dan juga metode pembelajaran tatap muka secara konvensional belum bisa ditinggalkan secara utuh, karenanya terjadi tumpang tindih antara keduanya. Sehubungan dengan itu, pada penelitian ini dikembangkan sebuah model pembelajaran yang menggabungkan konsep pembelajaran konvensional dengan konsep E-Learning internet based yang disebut dengan Blended Learning. Model pembelajaran Blended Learning ini nantinya diharapkan dapat menjadi solusi atas permasalahan tersebut di atas, sehingga proses pembelajaran dapat terlaksana secara efektif. Penelitian ini adalah penelitian riset dan pengembangan (Research and Development/RnD) dengan luarannya adalah sebuah produk yaitu desain model pembelajaran.

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

Journal of Pharmaceutical Research International ◽

10.9734/jpri/2021/v33i34a31832 ◽

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.

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Quadrant of Blended Learning: a Proposed Conceptual Model for Designing Effective Blended Learning

Jurnal Pembelajaran Inovatif ◽

10.21009/jpi.011.01 ◽

2018 ◽

Vol 1 (1) ◽

pp. 1-5

Author(s):

Uwes Anis Chaeruman ◽

Santi Maudiarti

Keyword(s):

Blended Learning ◽

Conceptual Model ◽

Learning Strategies ◽

Learning Experience ◽

Asynchronous Learning ◽

Instructional Designers ◽

Face To Face ◽

Synchronous Learning ◽

E Learning ◽

Face To Face Learning

Blended learning is not just simply combining online learning with face-to-face learning. It is dynamic and context dependent. It can be viewed from different contexts and perspectives. Different context has different needs and characteristics. It needs different blend of blended learning. But, blended learning has one same ultimate goal, i.e. to determine the most appropriate blend to make optimum learning experience occur. Recent literatures and studies showed that e-learning and blended learning are synonymous with synchronous and asynchronous learning. Therefore, the purpose of this paper is to propose a conceptual model of blended learning design and its definition viewed from the perspective of those learning setting. This conceptual model, called quadrant of blended learning. It consists of four quadrants, i.e.: 1) quadrant 1: live synchronous learning; 2) quadrant 2: virtual synchronous learning; 3) quadrant 3: collaborative asynchronous learning; and 4) quadrant 4: self-directed asynchronous learning. As a conceptual model, it is expected that it can provide framework and idea for instructional designers in designing effective blended learning strategies.

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E-learning and Blended Learning in Orthodontic Education

APOS Trends in Orthodontics ◽

10.4103/apos.apos_49_17 ◽

2017 ◽

Vol 7 ◽

pp. 188-198 ◽

Cited By ~ 4

Author(s):

Avinash Kumar

Keyword(s):

Blended Learning ◽

Large Scale ◽

Future Research ◽

Learning Program ◽

Face To Face ◽

The Face ◽

E Learning ◽

Manual Skills ◽

Face To Face Learning ◽

Better Than

The purpose of this article is to evaluate how effective and efficient e-learning and blended learning is when compared with traditional face-to-face learning in orthodontic education. This article also provides a comparison between face-to-face learning, e-learning, and blended learning. An open PubMed literature search was done from 1980 to 2015, and a total of 23 relevant key articles were reviewed. Information emerging from studies in orthodontic education has indicated that e-learning classes are at least as good as and/or better than face-to-face classroom learning. Till date, only one study stated that the face-to-face conventional learning is better than e-learning. Two studies stated that blended approach using both traditional face-to-face learning and e-learning is the best method. In one study, the advantages of e-learning observed in the theoretical fields of orthodontics were not achieved in learning practical procedures for manual skills. Few studies found improvements in the efficiency of learning with e-learning program. Studies performed through questionnaires showed that student’s attitude and acceptance toward the use of e-learning was positive and favorable; however, blended learning was always rated high. Future research should be based on experiences of both faculty and student on a large scale for implementation of e-learning and blended learning in academic institutions. There is also need to provide professional development for faculty who will be teaching both in the physical and virtual environments.

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THE CONTENT OF THE CONCEPT “BLENDED LEARNING”

Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev ◽

10.37972/chgpu.2021.112.3.019 ◽

2021 ◽

pp. 156-160

Author(s):

Денис Андреевич Драндров ◽

Герольд Леонидович Драндров

Keyword(s):

Blended Learning ◽

System Integration ◽

Educational Material ◽

Learning Technologies ◽

Learning System ◽

Face To Face ◽

E Learning ◽

Face To Face Learning ◽

Distance Learning Technologies ◽

Planning Development

Ситуация с пандемией обострила необходимость более широкого применения дистанционных образовательных технологий в рамках системы смешанного обучения. Цель нашей работы заключается в раскрытии сущности и содержания понятия «смешанное обучение». Реферативный обзор отечественной и зарубежной научно-методической литературы показал, что смешанное обучение рассматривается исследователями по-разному: как система обучения, интеграция форм обучения, интеграция традиционного преподавания и онлайн-обучения, образовательная программа, педагогический подход. Мы полагаем, что специфика смешанного обучения не может быть сведена к своеобразию отдельных его элементов - только его содержания или методов и форм его организации. «Смешанное обучение» рассматривается нами как целостная педагогическая система, которая характеризуется качественным своеобразием содержания учебного материала, средств, методов и форм организации процесса его освоения и усвоения учащимися. Она интегрирует дидактические возможности традиционного очного обучения и электронного дистанционного обучения и предполагает активное участие учащегося в планировании, освоении и усвоении учебного материала, в применении знаний в практической деятельности, в контроле пути, времени, места, темпа и траектории обучения. The pandemic situation has exacerbated the need for greater use of distance learning technologies in blended learning. The purpose of our work is to reveal the essence and content of the concept of blended learning. An abstract review of domestic and foreign scientific and methodological literature showed that blended learning is considered by the researchers in different ways. They are learning system, integration of forms of education, integration of traditional teaching and online learning, educational program, pedagogical approach. We believe that the specifics of blended learning cannot be reduced to the originality of its specific elements: only its content, or methods and forms of its organization. Blended learning is considered by us as an integral pedagogical system, which is characterized by a qualitative originality of the content of educational material, tools, methods and forms of organization of the process of its development and assimilation by students. It integrates the didactic possibilities of traditional face-to-face learning and e-learning, involving the active participation of the student in the planning, development and assimilation of educational material; application of knowledge in practical activities, control of the path, time, place, pace and trajectory of learning.

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Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment

Education Research International ◽

10.1155/2014/731720 ◽

2014 ◽

Vol 2014 ◽

pp. 1-11 ◽

Cited By ~ 5

Author(s):

Sanja Bauk ◽

Snežana Šćepanović ◽

Michael Kopp

Keyword(s):

Blended Learning ◽

Teaching And Learning ◽

Learning System ◽

Kano Model ◽

Web Based ◽

Face To Face ◽

Web Based Learning ◽

Survey Results ◽

Face To Face Learning ◽

Students Satisfaction

Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at “Mediterranean” University in Montenegro. The (dys)functional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis.

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