Criteria for successful blended learning

This study adopted an empirical study to examine the application of the blended learning approach to Web-based College English Teaching Platform (WCETP) in a medical university in eastern China.The study was conducted on 40 students majoring in Clinical Medicine from two classes and raised two questions:(1) Is there a significant difference between the blended learning approach and the traditional classroom learning approach in terms of students' attitudes and satisfaction?(2) Is there a significant difference between the blended learning approach and the traditional classroom learning approach in terms of students' academic achievement?By analyzing and discussing the resultant statistics, the author drew the conclusion that compared with the traditional teaching approach, participants held more positive attitudes towards the blended learning model.Besides, participants preferred to this new blended learning model, which could better stimulate their interest, foster their autonomous learning and collaborative learning and prompt their confidence.What is more, the quantitative research with the comparisons of language learning achievement between the experimental group and the control group revealed that there was a significant difference in terms of students' academic achievement between the traditional classroom learning approach and the blended learning approach.Furthermore, students performed better in language learning under the blended learning model than those under the traditional model.The findings of the study indicate that as the brand-new learning approach, the blended learning approach which integrates the advantages of online learning and face-to-face classroom teaching could enhance students' comprehensive language skills, improve students' self-confidence in learning English, and cultivate the learners' ability of self-learning.Therefore, study on the application of blended learning for college English learning has an important reference value and practical significance for the reform of College English Education.

Background: During and after the COVID-19 pandemic, many academics and researchers in English Language Teaching (ELT) have studied a variety of issues faced in various types of online teaching and learning, including examining the efficacy of the Blended Learning (BL) approach as a result of the emergency remote and fully online learning or e-learning in response to the learning-from-home policy. Nevertheless, the researchers discovered that only a few studies employed a narrative inquiry method to explore students' perspectives, stories, and voices relating to their ways of learning during and after the pandemic. Objective: This study helped the researchers better understand the challenges students faced and the adjustments they made, providing unique insights that other methods might miss. Methods: This study addresses that gap by examining the stories and views of nine EFL students from three Indonesian universities who experienced various learning modes during and after the pandemic, including face-to-face, fully online, and blended classes. The students were requested to share their experiences and viewpoints about the BL approach through open-ended questionnaires and semi-structured interviews. The methods and tools from the narrative analysis were then employed to analyze the gathered stories and responses. Findings: The findings indicate that while most students supported BL using appropriate online tools, their understanding of the approach varied, emphasizing the need for specific conditions for its successful implementation. Conclusion: This study contributes to the understanding of the approach variations of BL.

The paper discusses how the use of blended learning approach was adopted to deliver a 3rd year Mechanics of Machines course for Mechanical Engineering students at the University of Botswana. The course delivery involved a mix of both face-to-face and Blackboard technology to create an efficient and effective learning environment. A survey of 101 students was conducted over a period of 3 years for the respondents to evaluate their teaching and learning preferences. The results show that students accepted the blended learning approach because of its benefits. More lecturers are encouraged to use blended learning and teaching approaches to promote active, independent and lifelong learning.

Recently, the use of digital social networks in the field of English education has increasingly attracted the attention of researchers. However, previous research has tended to focus on resources like Facebook. In this study we focused instead on smartphone applications and determined that they are a critical and valuable resource for engaging students as active and social language learners. In this vein, this paper aims to present a strategic learning design for L2 writing classes in a smartphone-based blended learning environment. This paper discusses how the smart-phone-based applications Mobile Community (Mocafe) and Kakao Talk can be implemented and blended with offline classes to teach writing. This study also evaluates the effectiveness of this experimental blended learning and the impact of its adoption upon peer and teacher feedback. Eight students aged 14-15 from a private language institute participated in this study, and a mixed methods approach was used to acquire both quantitative and qualitative data. This included questionnaires, pre- and post-tests, and interviews. The study found that this experimental blended learning approach increased students` written output in both quantity and quality. In addition, this study determined that students preferred doing asynchronous writing activities through Mobile cafe (Mocafe) to synchronous writing activities through Kakao Talk. We found that a blended learning approach positively shaped peer and teacher feedback and activated social interaction and student` participation. These findings concur with the work of other researchers in the field of collaborative and digital learning including Swain (2006).

<span>This paper discusses an innovative blended learning strategy which incorporates online discussion in both in-class face to face, and off-classroom settings. Online discussion in a face to face class is compared with its two counterparts, off-class online discussion as well as in-class, face to face oral discussion, to examine the advantages and disadvantages of the proposed strategy. By integrating online discussion into the flow of the classroom, learners are given dedicated time to foster a habit of critical thinking, reflection and articulating these online, which can subsequently seed further in-class oral discussions, and off-class online discussions. It is found that in-class, online discussion can provide a wider spectrum of discussion perspectives, equalise participation in discussion, and promote cognitive thinking skills and in depth information processing. However, the lack of face to face interactions and the need for sufficient time to do online postings pose challenges in implementing online discussion for face to face classroom learning.</span>

Irrespective of the high popularity of blended learning (BL) applications in higher education centers due to the COVID-19 pandemic, students perceive certain challenges as depriving them of its effective usage for educational purposes. Using a qualitative study approach, this study aimed to find out the challenges students face using the BL approach during and after the era of the COVID-19 pandemic and the measures institutions put in place to help students' BL best practices. Ten participants from the Ghana Communication Technology University took part in a semi-structured interview session to ascertain the students' BL practices in higher education centers. Although the study's outcome revealed some potential benefits derived from the BL approach, poor internet connectivity, poor student-lecturer engagement, the high cost of internet data charges, poor power supply, and a dearth of proper orientation programs amongst students were the challenges identified.The study has emphasized that implementing effective BL in teaching and learning leads to increased student satisfaction, student-instructor interaction, student-centered learning and collaboration, and student engagement. Hence, recommendations are made to ensure students achieve effective BL in schools.

It is generally noticed that all the teaching learning practices have changed over a period of time, with changing needs and demands of the society as well as the Nation. Teacher education is one such area that is experiencing phenomenal changes as a result of the advancement and use of technology. Latest innovations and technological revolution has drastically affected the affordability, accessibility and adaptability to these modern ICT and ICT related tools and gadgets. With these technological changes, the way and means of imparting education has also been revolutionized. The wide use of online technologies and available Internet in the field of education and the opportunity of blending face-to-face instruction with online teaching environments have caused a paradigm shift in the way of delivering instruction to the learners. An important implication of this shift is the need for a recommitment to create an ideal learning environment for students and employing new pedagogies and technologies, where appropriate. One such technology is ‘Blended Learning’. Blended learning is a strategy that creates a more integrated approach to teaching learning process where different learning environments like Face-to-Face, online, social networking etc are mixed with a goal to provide most efficient and effective instruction experience. Blended learning is a potential outcome of advanced technology-based learning systems. Blender learning approaches makes use of advance technology to provide training and development in higher education and within industry. Its rapid growth has been facilitated by the Internet and other emerging technologies like cloud computing, cybernetics, artificial intelligence etc. Over the past few decades, a lot of research work has been done on blended learning and its utility in institutions of higher learning. In the present research study, the author has tried to explore the role of blended learning technology in developing and enhancing pedagogical skills among the teacher educators and prospective teachers. The author through this paper have provided directions for creating a blended learning environment, which can be used by institutions of higher learning to take decisions about the learning and teaching initiatives. The present paper also discusses about how blended learning can improve the teaching, working environment, quality of teacher education and help in managing and improving the costly and expensive education of today that the student community have to bear. The author has tried to highlight the various challenges and implications which are there in implementing and integrating such a technology in teacher educational initiations. The general conclusion which is drawn from this research study is that blended learning approach offers the most efficient and effective way of teaching learning process in today's fast changing, competitive global arena of higher education in general and teacher education in particular. Further research work can be done, where we can compare the students’ academic achievement using this blended learning approach in comparison to traditional or conventional approach of learning.

Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial

The present education system has been disturbed due the COVID-19 pandemic and has imposed a greater challenge on educational institutions to seek out alternative approaches in the teaching-learning process. Most of the educational institutions took several initiatives to impart education with the aid of digital technology. In Today’s world knowledge construction in students can be enhanced by combining technology with the traditional way of lecture delivery. Blended learning is a technique which integrates digital media and technology along with traditional classroom activity. It also provides more flexibility for students to customize their learning experiences. Both online and offline will complement each other by using their individual strength. This paper presents a Blended learning approach using Modular Object-Oriented Dynamic Learning Environment (Moodle) as Learning Management System (LMS) platform. Asynchronous videos were created in studios using Lightboard and uploaded on LMS and subsequent Synchronous classes were handled using the MS Teams platform. Learners Centric Blended learning model includes interactive videos, Frequently Asked Questions (FAQs), post-tests, additional study materials, Quizzes, Assignment submissions, etc. This model is effectively implemented for all the courses in our institution and is illustrated in this paper using the Numerical Methods and Differential Equations (NMDE) course at second Year Biotechnology.An online survey was conducted to understand the perception of the students about the blended learning approach through LMS. The results of feedback revealed that the blended learning approach is more flexible and provides independent opportunities for students to learn. More than 82% of the students have given positive feedback towards this technological transformation in teaching and learning. Keywords: Blended Learning, Asynchronous and synchronous mode, Online Teaching-Learning, Lightboard, Learning Management System.

With the advent of artificial intelligence, institutions are now adopting the Blended learning approach, which infuses face-to-face strategies and online teaching methodologies. A blended learning approach is a way to enhance the quality of teaching and learning in higher education institutions, but how feasible is that in TVET Colleges? This study thus investigated the global perceptions of lecturers and students in Technical Vocational Education (TVET) colleges regarding Blended learning for teaching practical subjects online. It examined the challenges and opportunities of moving practical learning online, considering the unique requirements of first-hand subjects like Electrical Engineering, Tourism, Hospitality, Art, and Design. The study utilised articles from Google Scholar and Science Direct databases to comprehensively understand the effectiveness of Blended learning in the TVET context. Using Blended learning as a theoretical framework, a new methodological approach, and a promising blueprint for transforming higher education, the study adopted an integrative literature review methodology to synthesise identified cases and draw themes from the survey. The study brings new knowledge regarding the significant shift in online learning usage during and after the COVID-19 pandemic, particularly in vocational education, providing valuable insights for designing effective online learning strategies. Keywords: Artificial Intelligence, Blended Learning, Integrative Literature Review, Technical Vocational Education (TVET) Colleges

We are experiencing a transitional period in education: from the traditional, face to face teaching model to new teaching and learning models that apply modern pedagogical approaches, utilize technological achievements and respond to current social needs. For a number of reasons including the recent pandemic covid-19 situation, technology enhanced distance learning, seems to gain ground against traditional face to face teaching and in fact, in a sharp way. Acknowledging that changes in education need time, research and careful steps in order to be successfully applied and established at large scale, in this paper we attempt to compare face to face (“traditional”) teacher training with teacher training through a blended learning approach/ model. The latest combines characteristics of both face to face and distance learning models. The case study is based on a large-scale in-service teacher training initiative which has been taking place in Greece for over a decade to train teachers in the utilization and application of digital technologies in the teaching practice (i.e. B-Level ICT Teacher Training). The B-Level ICT Teacher Training was initially based exclusively on face to face teaching but it was later adapted to a specially designed blended learning model which combined both face to face and synchronous distance sessions, accompanied by asynchronous activities and supported by specific e-learning platforms and tools. The comparison refers to the effectiveness of the two models/ approaches, as it derives from teacher trainees’ performance, especially in the framework of the certification procedure that takes place through nationwide, independent exams that follow the training and assesses the relevant knowledge and skills acquired. Research findings point out better performances of a small or marginal scale for the teachers of various specialties who participated in blended learning teacher training programs compared to those who participated in traditional teacher training programs. Actually, it is shown that blended learning model trainees i) feel more comfortable to participate in the exams for the certification of knowledge and skills acquired, ii) have some better success rate and iii) get a bit higher grades in these exams. Thus, it can be argued that learning outcomes of the blended learning application in this teacher training initiative, overstep those of the “traditional” model in a small scale and with some slight differentiations among teacher specialties.

The aim of this study was to investigate the effect of adopting a Massive Open Online Courses (MOOC) as primary supplementary material in blended learning classroom on Taiwanese university EFL learners’ English proficiency levels. The study utilized pre- and post-tests of English proficiency, specifically the Test of English for International Communication (TOEIC) by Educational Testing Service (ETS), learners’ learning experience and learners’ satisfaction. In this study, thirty EFL learners at a private university in Northern Taiwan participated in a year-long paired-group study, first under blended learning environment while adopting a MOOC as primary supplementary material and followed by traditional face-to-face learning, with each learning mode lasting one semester. All participants were computer science and information engineering majors with intermediate English proficiency based on university placement exams. During the first semester (Fall 2013), consists of EFL learning via the blended mode of teaching, which partially incorporates student-centered learning utilizing Coursera education platform. While The second semester (Spring 2014), traditional learning mode the course is comprised of EFL instruction in the traditional way, i.e., teacher-fronted instruction and in-class assignments with textbook materials. Several scholars have suggested that instead of replacing courses at higher education institutions, blended learning with the asynchronous distance learning capabilities of MOOCs could enhance the course content and increase learning proficiency. This paper investigated on such exploration, wherein implementing the online learning experience into English for specific purposes (ESP) course at a private university in Northern Taiwan. This research explained to further understand the implications of blended learning at the tertiary education level in Taiwan. The investigator sought a comprehensive approach to the examination of the blended learning model by utilizing three different sections: students’ learning progress, student’s’ learning satisfaction and students’ learning perspectives. Within-group comparison of the students’ mean scores of the pre- and post-test examinations provided the quantitative assessment of learning progress, while open-ended questionnaire responses and interviews provided the qualitative data comprising the students’ perspective. This research provided a blended learning approach whereby there was a mixture of face-to-face and online learning activities where students would integrate the information and data gathered from both platforms to improve on their learning techniques. The result revealed that the improvement of academic performance and learning satisfaction was attributed to the fact that with the MOOCs assistance, students could study their course materials at their own pace and designated time either at home or in their dormitory rooms. Blending MOOC technology integrates synchronous and asynchronous learning tools that transform and improve the education system and provide room for enforcing learners’ active, autonomous, collaborative, interactive and effective learning techniques.

This extended abstract delineates a collaborative endeavor between the School of Communication & Design and the Learning Design team at RMIT Vietnam. The project’s core objective was to uplift and reimagine blended learning approaches across selected courses. In line with the growing body of research endorsing the role of academic-designer partnerships in fostering technology-enhanced learning (Ellis et al., 2016; Nihuka & Voogt, 2012; Huber & Jacka, 2022; McDonald & Mayes, 2005), this initiative thrived on the close collaboration between academics and learning designers. What sets our approach apart is the non-homogenized implementation of blended learning changes. Instead of uniformly transitioning courses from face-to-face to a blended format, changes were specifically tailored based on the needs and learning outcomes of each course. This bespoke approach, combined with our multifaceted support framework and adaptive project management strategies, ensured that the course design was both effective and reflective of individual course characteristics. The multifaceted support framework leveraged initial design workshops to establish core principles and a shared vision, codesign of initial proof of concept course modules, design templates, a central site providing blended learning exemplars and pedagogical resources and ongoing consultations. Embedded throughout these were foundational frameworks for online and blended learning including Backward Design and Community of Inquiry (Wiggins & McTighe, 2005, Garrison et al., 2001). New tools to support active, social, asynchronous learning were also integrated into the LMS. Adaptive project management strategies addressed challenges as they arose. The transformed courses showcase innovative blended learning approaches personalized to disciplinary contexts, leading to positive measurable impacts. Academics reported feeling empowered by new skills gained through the collaboration and this positive reception extended the reach of the program, providing a catalyst for academics not directly involved to implement the approaches and tools used in the program in their own course design. Despite its success, the initiative was not devoid of challenges. Different priorities necessitated compromise, and academics required additional support to adapt to new the new technologies and pedagogical strategies. The project’s collaborative nature proved instrumental in surmounting these hurdles, enabling learning designers to progressively build academic involvement whilst addressing issues central to blended learning implementation in a Vietnamese context such as lack of familiarity and experience with blended learning (Le et al., 2021). The outcomes of this collaboration underscore the value of leveraging complementary expertise of academics and designers. Beyond elevating technology-enhanced learning, the project fostered mutual understanding, leading to wider impacts than initially anticipated. Insights gained can inform effective collaboration strategies and highlight organizational enablers to nurture such relationships and promote the move to blended learning and uplifting of courses on a larger scale. This tailored approach not only represents a best practice example in the TEL context but also signifies a progressive step in the broader landscape of higher education, which is rapidly evolving towards online and blended modalities. While our experience is grounded in the Vietnamese context, the inherent flexibility and adaptability of our methods make it a model that can be replicated and customised for diverse tertiary educational settings globally. As higher education continues its evolutionary trajectory, academic-designer collaborations such as this one, rooted in blended learning enhancement, will grow in significance. The insights and methods presented here offer valuable pointers for those aiming to advance pedagogical innovation.

The advancements in technology and developments in teaching and learning methodologies have presented new circumstances for more efficient and effective implementation of learning programs, which make it simple for students and teachers to communicate in non-traditional methods and which “are characterized by the introduction of flexible and innovative teaching and learning technology into teaching. What is more, along with information technologies, particularly Internet has become one of the most important economic and democratic mediums of learning and teaching in the world of education. Effective learning could be supported by integration of online technology with traditional teaching learning methods which can strengthen designing of teaching-learning strategies. This integration can be called as ’blended learning’. Moreover, several reviews of literature discussed that social interaction is required for learning and it is still the best form of learning. This paper explores into designing of blended learning programmes and also attempts to present pedagogy based blended learning model in which an instructional model is created using various pedagogical practices. This paper concludes that blended learning design, especially in teacher education, is well equipped to support the chosen pedagogical practices.

This study aimed to design an educational equity model based on Information and Communication Technology (ICT) with a blended learning approach. The study employed a sequential mixed-methods research design, incorporating both qualitative and quantitative approaches. In the qualitative phase, data were collected through in-depth interviews with educators, administrators, and policymakers, which were then analyzed using grounded theory to identify key components of the educational equity model. The quantitative phase involved surveys administered to a diverse sample of teachers and students to validate the findings from the qualitative phase. Statistical analysis, including structural equation modeling, was used to confirm the relationships between the identified components. The analysis revealed several critical components necessary for achieving educational equity through ICT and blended learning. These included comprehensive planning for educational opportunities, designing inclusive virtual curricula, establishing clear standards for virtual education, ensuring equitable distribution of resources, and fostering a flexible, participatory learning environment. The study also highlighted the importance of teacher proficiency in ICT, continuous professional development, and strong institutional support. Empirical evidence from the quantitative phase supported these findings, demonstrating significant improvements in student engagement, motivation, and academic performance. The integration of ICT and blended learning in education significantly enhances educational equity by providing flexible and inclusive learning opportunities. The proposed model addresses key challenges and leverages opportunities associated with blended learning, ensuring that all students have access to quality education.