Blended Learning in the Spotlight of Educational Management - A Scientometric Analysis

Public participation in the management of an educational organization, which has a tradition in Russian educational practice since the XVIII century, is an integral part of its management activities. One of the fundamental principles of the relationship between the state and its citizens is the right of society to participate in governance. The state in educational policy, the National project “Education” considers the formation of state-public management of an educational organization as a priority in its activities, understanding the importance of public participation in education management. At the federal level, the rights and obligations of participants in educational relations are defined. The article gives several definitions of the concept of state-public management of education, which reveal the essence of this process. Most Russian scientists understand the state-public management of education as constant participation in the management and interaction of two subjects expressing the interests, policies of both the state and the interests of society and the population. The author analyzes the historical experience of managing education with public participation, noting that the insufficient development of democratic institutions in Russia until the second half of the XIX century prevented the establishment of a dialogue between the authorities and society in matters of education. The Zemstvo reform of 1864 became the catalyst for the process of public participation in the management of education. Further, the author characterizes the activities of public governing bodies of educational organizations, such as the School Council, the governing council, the board of trustees, etc. The article presents a theoretical understanding of the forms of public administration, examples of successful educational practices are given. The federal law “On Education in the Russian Federation” defined the requirements for taking into account public opinion when making a number of managerial decisions by the heads of educational organizations, granted the right to teachers, students and their parents to participate in management. Emphasis is placed on a list of a number of reasons that impede the development of public participation in the management of a general educational organization, and directions for optimizing the management process are proposed.

Background: The use of technology in education is significantly increasing. Its primary focus is to improve educational standards and facilitate the learning process. Recent developments in educational technology, which emphasize accessibility, greatly influence the future of education and the learning process. Purpose: This paper analyzes the recent trends in educational technology in India by reviewing the research articles published in the Indian Journal of Educational Technology (IJET) by NCERT from 2019 to 2024 (up to January 2024). Method: The content analysis technique was used in order to achieve the research objective. Results: The result of the study shows that online teaching and learning, as well as the use of ICT- based tools, were the most frequently discussed topics, indicating the need to investigate other aspects of educational technology as well. The study also highlights a strong lack of collaborative research practices among authors. The most commonly used sampling techniques were purposive sampling and random sampling, with most studies considering a sample size of fewer than 100 participants. For the majority of authors, the primary focus areas were teacher education and school education. Questionnaires were the most commonly used to collect data. Conclusion: However, this study’s limitation was its exclusive analysis of research articles published in IJET-NCERT, excluding other journals. The study aims to help researchers, policymakers, and academicians develop a roadmap for promoting and conducting technology- based research.

<p>Information technology (IT) has provided a new means for online learning outside conventional classrooms. By using IT, blended learning is an approach that gives the best advantage from class and online learning. It is also help the higher education to improve their understanding of how students see blended learning and formulate strategies to successfully implement blended learning. The aim of this research is to examine how students' attitudes towards various aspects of learning which can influence their readiness to participate in blended learning. We provide six aspects of learning and then collect 85 students as respondent. The analysis revealed three main findings. First, the use of technology in education is not an obstacle for students. Second, the ability to follow blended learning are influenced by four things namely attitudes toward online learning, study management, online interaction, and learning flexibility. Third, attitudes toward learning in class have a negative relationship with students' readiness to participate in blended learning. The last, student attitudes towards various aspects of learning can be important in assessing students' readiness for blended learning, which is a prerequisite for the successful application of blended learning.</p><p><em> </em></p><p><strong>Keywords</strong>: Blended learning, industry 4.0, student attitudes</p>

Highlights: Education 4.0, prioritizes practical experimentation on the part of students, intensifies the understanding of the “maker culture”. Education 4.0 consists of an advanced theoretical-practical approach to management and teaching in formal education. We can see those features such as Digital Didactic Material, Hybrid Teaching, Digital Interactivity, Autonomous Learning and New Information and Communication Technologies were essential for education not to be stagnant in time x space during the COVID 19. Teachers need to innovate and renew their knowledge constantly. In the 4.0 environment, acting as guides, tutors, advisors, they need to be connected with the reality and the actuality of the facts, so that they can correctly lead their students in the construction of knowledge. Goal: The present study aims to present, from the main characteristics of Education 4.0, its possibilities and applicability in times of pandemic. Design / Methodology / Approach: As a subsidy, an exploratory study was carried out through bibliographic research in the main research bases in order to obtain updated knowledge on the theme of Education 4.0. Results: The results denote the importance of the applicability of the main ideas of this form of education in the current and future moment, mainly because the current and future generations are very involved in the concepts of connectivity and hybrid learning. Limitations of the Investigation: The limitations of this research reside in the fact that, as it is a new situation, which had to be adopted almost instantly, it needs to have a greater maturity and there is a need for further research and studies, mainly in the search for the best application of technologies in the educational field. Practical implications: The practical implications highlight that the use of technologies in education is a reality in which teachers and students should increasingly perceive themselves as immersed and open to new educational possibilities. Originality/Value: The originality lies in the fact that the various educational institutions, at different educational levels, had to adapt to a new reality imposed by the pandemic situation, where the need for the massive use of technology was fundamental for the minimum maintenance of the teaching-learning process. And this work sought to denote these characteristics.

The role of information and communication technology (ICT) is increasing in building the present, shaping the future and building an evolving society, Technology has become a fundamental requirement in various areas of life, especially in the field of education, It is noticeable that demand is growing day by day in various parts of the world for the use of modern technologies of information and communication technology in the development of systems and the development of methods of education to provide students with the knowledge and skill they need. Technology has a significant impact on the development of traditional teaching and teaching methods, The revolution of technology and knowledge requires that educational systems focus on how to learn and think rather than teach the same knowledge, Fitting the student to how to access and handle knowledge is more important than filling the student's mind with this knowledge. In general, the research attempts to answer the following questions: Does the teaching staff of the University of Nawroz have sufficient skills to use ICT in the educational process? Is there an acceptance of the idea of integrating ICT in university education by faculty members? 3- What are the obstacles that a university professor may face when applying the idea of integrating ICT into university education?Therefore, this research aims to identify the reality of the use of information and communication technology in university education, specifically the University of Nawroz, based on the questionnaire form, The descriptive analytical approach was used to conduct the research. The study concluded with a number of conclusions, the most important of which is that the teaching staff agreed on the need to use ICT in university education, and made a number of proposals, including studies to determine the relationship between teaching specialization and the level of their expectation of benefiting from the use of technology in education.

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

The need to change from the traditional teaching model to the virtual one due to the social isolation leads to discussions about maximizing the use of Information and Communication Technologies (ICT) in education. This study aimed to evaluate the profile of the use of technologies in education and the acceptance and resistance to the use of ICT by faculty members in higher education in health during the COVID-19 pandemic. This study is a quantitative observational cross-sectional study, carried out from March to December 2020, with the universe of investigation being all the teachers linked to the undergraduate level courses in the health area of a higher education institution. The results show that of all the professionals surveyed (n = 248), 46.4% (n = 115) had already had access to knowledge or some training in ICT. When comparing data from before and during the pandemic, we observed a significant increase in the indicators of teachers' experience in remote classes (from 5.2% to 72.2%), knowledge about virtual learning resources (from 8,1% to 60.9%), consideration of the importance of knowledge about ICT (from 46.4% to 98.4%) and training in the area (from 19.4% to 55.7%), besides the reduction in the level of difficulty of teachers regarding the change from the traditional model to the technological one (from 26.6% to 3.6%). We conclude that most teachers improved their acceptance of ICT use during the pandemic. The transition from the traditional to the virtual model positively impacted this process.

The integration of technology in English language teaching has been a significant development, further accelerated by the COVID-19 pandemic. Prior to the pandemic, technology was steadily being integrated into classrooms in developed countries, utilizing tools like interactive whiteboards and educational software. Additionally, digital language learning tools provided learners with flexible resources to enhance their language skills outside the classroom. However, in developing countries, including Indonesia, access to technology remained limited due to infrastructure and socioeconomic challenges, particularly in regional areas. This study looks closely at two high school English teachers’ teaching experience after the pandemic. The COVID-19 pandemic has significantly changed the way English is taught in Indonesia, especially in rural areas like Flores Island. The move to online learning sped up the use of technology in education, changing traditional teaching methods. Teachers like Elsa and Anna showed flexibility by using tools like Google Classroom for remote teaching and to increase student participation. It was also found that there is a doubt that the use of ICT in English language teaching brings a high level of dependency on the technology to the students.

Postgraduate radiology training has traditionally followed didactic approaches; however, complex reasoning skills and critical thinking are essential in the field of radiology. Therefore, the shortages of radiologists in Africa have necessitated the need to review the use of technology in postgraduate education to improve efficient training and service. This scoping review was conducted to map the evidence on the role of technology in postgraduate radiology education and practice. A systematic scoping review search strategy was undertaken to review material published between January 2005 and August 2020 on the use of technology in radiology education. Data from the included studies were extracted and analyzed for emerging themes and presented in response to the research question. Seven articles described studies from the African continent. The most popular technological intervention was telemedicine, and several niche areas of technology implementation were identified (blended learning, flipped learning, digital teaching files). Furthermore, the most challenging aspects relating to technology use remain fiscal and credentialing constraints. Technology plays a role in postgraduate radiology education through networks, synchronous and asynchronous applications. It has the potential to increase support to doctoral students in the African context and alleviate some stressors associated with traditional, face-to-face didactic programs.

The use of technology in special education facilitates learning and permanence. Technology infuses classrooms with digital learning tools, such as computers and hand held devices, expands course offerings, experiences and learning materials and supports learning. The role of families of children with special needs in integrating technology into students’ lives is crucial as teachers since they spent much time with their children. This study aims to determine technology attitudes of parents with special needs children and using technology in courses. This study used quantitative research and a scale was used as data collection tool. Results of the study revealed that attitudes of parents of children with special needs towards technology and using technology in courses are positive at a moderate level. In addition to this, attitudes of parents showed significant difference based on parents’ educational status and thoughts on the usefulness of technology in education. Suggestions for further research and practices were presented with relevant literature.KeywordsSpecial educationSpecial needsFamilies of children with special needsTechnologyAttitude

Background:The implementation of hybrid learning is a learning method that refers to a learning method that combines or combines face-to-face and online-based learning. By implementing hybrid learning, it is possible for students who have limited infrastructure to study without coming to school. Research purposes:This research was conducted with the aim of determining the flexibility and quality of learning by implementing hybrid learning. Apart from that, it is also possible to find out about the learning experiences that have been produced through the hybrid learning process. Method:The method used in this research is a quantitative method.This method is a way of collecting numerical data that can be tested. Data was collected through distributing questionnaires addressed to students. Furthermore, the data that has been collected from the results of distributing the questionnaire will be accessible in Excel format which can then be processed using SPSS. Results:From the research results, it can be stated that the impact of implementing hybrid learning can help optimize the use of technology in education, so that learning materials can be developed that are more flexible and high quality, and teachers can choose appropriate teaching methods that suit student needs. Conclusion:From this research, it can be concluded that the impact of implementing hybrid learning can make it easier to carry out the learning process. Where the learning process is not only carried out face to face, but can be carried out online by utilizing existing technology

PurposeThe study explores techno-work engagement, which is a positive and fulfilling state of well-being with respect to the use of digital technology at work. It provides insight into the circumstances in which the educational use of ICT enhances work well-being.Design/methodology/approachA total of 60 Finns from the education sector wrote descriptions of situations in which they experienced techno-work engagement related to the use of educational technology. The responses were analysed qualitatively.FindingsParticipants experienced techno-work engagement not only when educational technology facilitated work, enabled progress and produced novelty value but also when working in collaboration and in a positive climate.Originality/valueThis first qualitative study of techno-work engagement deepens the understanding of positive well-being experiences associated with the use of educational technology. It also provides suggestions for leading technology-related work well-being in educational sector.

One of the most important topics that stand out in the process of Turkey's candidacy for the European Union is undoubtedly education. Undoubtedly, one of the attitudes that are desired to be imparted to students in primary, secondary and higher education institutions today is to learn the use of new technologies in education. Electronics and communication technology The only way for students to stay up-to-date after graduating in their rapidly developing fields is to ensure lifelong learning by maintaining the use of new technologies in education. In addition, they are expected to acquire this attitude that they developed during their student life to their own students in the teaching profession. Developing and strengthening lifelong learning attitude by maintaining the use of new technologies in education among students includes differences according to other attitudes, skills and habits that students want to acquire. The development of a lifelong learning attitude by maintaining the use of new technologies in education involves students gaining new skills such as information collection, as well as developing some special attitudes and desires related to learning. Another issue related to lifelong learning through the method of maintaining the use of new technologies in education is self-learning. Self-learners generally have certain characteristics, attitudes and skills. These attitudes include that learning is a personal responsibility, an approach such as challenging problems, and a willingness to learn. Lifelong learning characteristics include being motivated, independent, self-disciplined and self-confident by the method of maintaining the use of new technologies in education. His skills include basic study skills and time management. Presenting activities such as design, where the solution is not obvious, instead of closed-ended problems to students in education and training processes, can help them develop the skills and attitudes necessary for lifelong learning, as it will require the integration of the learned material, the discovery of knowledge through experiments and research. Key Words: Training Methods and Techniques, New Technology, Design Process, Coordination and Implementation

The digital age together with the political and economic agenda to make higher education more accessible and cost effective are challenging teaching academics worldwide to rethink and redesign their pedagogical practices. The challenges include how to respond to increasingly diverse twenty first century learners who demand flexibility, and the requirements of a more service driven economy. For a program to be successful in higher education's current learnscape, teaching and learning need to optimise students' experiences and learning outcomes. The exploratory study discussed in this chapter investigates seventy-three postgraduate students' experiences with blended learning in guidance and counselling programs in one Australian university with an offshore branch campus in Singapore. The study aims to inform the future design and delivery of teaching and learning within blended learning spaces with a focus on pedagogical practices for student engagement. As such, it contributes to the body of knowledge about learning design that enhances student learning experiences.

Objective: characterizing teaching technologies used or developed in nursing dissertations and theses in Brazil. Methods: adocumentary research that had data collection sourced from directories of theses and dissertations available on the websiteof the Brazilian Nursing Association, from Volumes Nineteen (XIX) (2001) to Twenty-one (XXI) (2013). Results: of 6346studies, 18 (0.28%) used or developed teaching technologies, composed of the following categories: use of conceptualmap; use of games; development of Virtual Learning Environment; development of educational materials; developmentof Distance Education courses; and artifact development. Conclusion: national research on the development and use ofteaching technology in nursing are still insufficient, especially in the North and Northeast. Multiple benefits of the use ofteaching technologies in nursing and learning environments were highlighted, not only for students and professionals, butalso for patients.aprendizagem da enfermagem, tanto com estudantes e profissionais, quanto com os pacientes.