Evaluating blended learning effectiveness: an empirical study from undergraduates' perspectives using structural equation modeling.

The purpose of this research is to examine the impact of online learning and blended learning on developing students' self-regulation at Umm Al-Qura University, using gender and specialization variables. The research sample consisted of 376 students at Umm Al-Qura University in the academic year 2021–2022. According to the instructional type, the research sample was divided into the following main branches: Blended learning: 233 students dealt with blended courses, and online learning: 143 students dealt with online courses. A self-regulation questionnaire was developed to collect the required data from the study sample. The validity and reliability of the questionnaire were ensured. The findings of the study revealed that blended learning is more effective in developing students' self-regulation than online learning. Blended learning is more effective in developing male students' self-regulation compared to online learning. The effectiveness of blended and online learning on female students' self-regulation is equal. Blended learning is more effective in developing practical major students' self-regulation compared with online learning. It was observed that the effect of blended and online learning on theoretical major students' self-regulation is equal. The study findings enrich the understanding of the effect of both blended learning and online learning in developing learning outcomes. In addition, these findings may help decision-makers and stakeholders at higher education institutions to provide all available means for embedding blended courses in instructional systems.

Learning environment has always been traditionally associated with the physical presence of classrooms, textbooks, pen-and-paper examinations and teachers. However, today's evolving technology has rapidly changed the face of education. Online learning, teleconferencing, internet, Computer Assisted Learning (CAL), Web-Based Distance Learning (WBDL) and other technologies are integrated in education. This blended learning environment has become the major role in training and education scene. This paper focuses on a set of quantitative data pertaining to the perception of blended learning, attitude towards technology, effectiveness and efficiency of blended learning by using path analysis. Data were drawn from a group of business students who were engaged in blended learning environment. This study intends to find out the effectiveness and efficiency of blended learning in Malaysia tertiary institutions. The empirical results confirm that blended learning does enhance student's learning experience and learning outcomes.

The COVID-19 pandemic situation has impacted the entire education system, especially universities, and brought a new phase in education, “blended learning.” The objective of the research was to study the relationship of eight independent factors: e-learning environment, e-learning facilitation, e-learning materials, e-learning technical support, instructors’ personal attention, interaction with instructors, interaction with peer students, and laboratory learning environment, in the provision of effective blended learning in higher education during COVID-19 pandemic. Additionally, an extended relationship of gender and level of course with the effective blended learning was studied. A descriptive cross-sectional study was conducted with the students of higher education institutions in the Kingdom of Bahrain, and the Kingdom of Saudi Arabia, with a self-administered questionnaire aimed to learn the students’ perception of blended learning. All levels of undergraduate and postgraduate students took part in the study with a sample size of 1229. Ultimately, this study used a Structural Equation Modelling (SEM) approach to find the positive relationship between the effective blended learning and the eight independent variables and two mediating variables in the higher education sector. The study results portrayed a positive relationship between the eight independent variables and blended learning effectiveness in higher education institutions. The findings revealed that there is a difference in the students' perception of gender, level of the course, and the effectiveness of blended learning in the HEIs. The research offers guidance to governing bodies, administrators, and teachers of HEIs in decision-making and improves their actions to provide the best teaching and learning through blended learning. HEIs need to focus on the study results to enhance blended learning effectiveness based on e-learning environment, e-learning facilitation, e-learning materials, e-learning technical support, instructors’ personal attention, interaction with instructors, interaction with peer students, and laboratory learning environment. Also, since there is a significant difference between the gender, level of the course, and blended learning, providing blended learning based on gender and level of the course needs to be concentrated on by the higher education institutions.

This study aims to determine the effectiveness of blended learning containing soft skills in Numerical Methods in Balikpapan University. This type of research is quantitative research with a pre-experimental experimental design, namely one group pretest-posttest design. The subject of this study was a student of Mathematics Education at Balikpapan University in the Numerical Methods course. Research instruments in the form of tests. Data analysis techniques using inferential statistical tests with the help of the JASP program. The results showed that blended learning with soft skills was effectively applied in numerical methods course in Balikpapan University with student learning outcomes with an N-Gain value of 0.64 in the medium category, classical completeness of 87.5% and an average value of student learning outcomes of 80.38 above the KKM value of 70.

The purpose of this study was to determine the effectiveness of the application of blended learning on student motivation, student characteristics, and student interaction. The method used in this study is comparative quantitative by comparing the final grades of students before and during the covid-19 pandemic as supporting data. The population in this study were all students of classes XI and XII with a total sample of 218 students with a sample of 160 students taken using purposive sampling. Furthermore, the data collection technique was carried out by distributing questionnaires using google form media. And analyzed using content analysis. The results showed that there was a significant difference in students' final grades as evidence of the effectiveness of applying blended learning compared to face-to-face classes for mathematics, English, and Indonesian subjects; There is no significance between student characteristics and the effectiveness of blended learning; No significance between student interaction and the effectiveness of blended learning; There is a significance between learning motivation and the effectiveness of blended learning.

This study use a discovery learning model combined with blended learning through the Ruangkelas feature on the Ruangguru application with question and answer methods, discussions, group work, and experiments. The purpose of this study was to analyze the effectiveness of discovery learning blended learning through the Ruangkelas feature on the Ruangguru application to improve student learning outcomes on animal tissue material. Research preparation was carried out at the Department of Biology FMIPA UNNES while the implementation of the research was carried out at SMA Negeri 1 Petarukan. The sample used in this study was 72 students of class XI MIPA, using probability sampling technique. This research is a quasi-experimental research using pre-experimental design type one group pretest-posttest design. Data collection used interviews, questionnaires, tests, observation, and documentation. The data analysis technique consists of data analysis (1) learning outcomes in the cognitive domain which are determined based on classical completeness and N-gain; (2) affective domain learning outcomes are determined based on attitude criteria; and (3) learning outcomes in the psychomotor domain are determined based on skills. Learning outcomes in the cognitive domain are determined based on tests (pretest and posttest), LDS, and LKS. Affective domain learning outcomes are determined based on self-assessment and peer assessment, while psychomotor learning outcomes are determined based on performance. The results of this study are (1) student learning outcomes in the cognitive domain of class XI MIPA show classical completeness of 83.33% and an N-Gain value of 0.5 in the moderate category; (2) student learning outcomes in the affective domain show 54.17% in very good attitude criteria and 45.83% good attitude criteria; (3) student learning outcomes in the psychomotor domain show 55.56% in very good attitude criteria and 44.44% good attitude criteria. From the results of this study, it is concluded that discovery blended learning through the Ruangkelas feature is effective in improving student learning outcomes.

<table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="369"><p>The limited face-to-face interaction has reduced school hours and resulted in students having difficulty understanding the lesson and completing assignments given by the teacher, and this caused a decline in learning outcomes. Optimizing the learning process in the new normal era will be effective by applying blended learning. One of the learning models that can support students is blended learning with discovery learning models. Through the discovery blended learning (DBL) model, students become more active in the learning process. This model can increase students' self-efficacy and collaboration with peers in the class because students feel confident and can solve a problem. This study aims to analyze the effectiveness of blended learning with discovery learning models on self-efficacy and learning outcomes in Biology subject during the new normal era. This research is a quasi-experimental research design with non-equivalent control of pretest-posttest group design. Data analysis was carried out by using the N-gain test and independent t-test. The results indicate that there is a significant difference in effectiveness in the class using DBL on student learning outcomes and self-efficacy with the control class using the conventional model. In DBL syntax, students' ability in formulating problems and finding concepts independently, and presenting results can help students improve learning outcomes and self-efficacy. The DBL model can be used as an alternative model to support students learning Biology at the high school level (SMA/MA) in Indonesia so that students are more active in discussions to solve problems related to the subject matter. This model is also expected to guide students to find concepts independently so that students become more confident and believe in their abilities, especially in the new normal era.</p></td></tr></tbody></table>

Background. The COVID-19 pandemic has significantly disrupted traditional education systems, forcing a rapid transition to online learning. This transition has highlighted the need for flexible and adaptive teaching methods, making blended learning models increasingly relevant. Blended learning, which combines face-to-face and online education, has emerged as a potential solution for post-pandemic education systems. Purpose. This study aims to explore how blended learning models can be adapted and implemented in post-pandemic education systems to enhance student engagement, accessibility, and learning outcomes. A mixed-methods approach was used, combining surveys and interviews with educators and students across various educational institutions. Method. The data were analyzed to assess the effectiveness, challenges, and perceptions of blended learning in post-pandemic contexts. Results. The results indicate that while blended learning models are perceived positively, challenges such as technological limitations, teacher training, and student motivation remain significant. However, schools and universities that successfully integrated blended learning models reported improvements in flexibility, student satisfaction, and academic performance. Conclusion. The study concludes that blended learning has the potential to transform education systems by offering a more personalized, accessible, and adaptable learning experience. For successful implementation, ongoing professional development for educators and investment in technology infrastructure are crucial.

Nowadays blended learning, which mixes online instruction with traditional classroom instruction, is quickly becoming a crucial educational tool. This study investigates the effectiveness of blended learning in improving language proficiency among students learning English as a second language (ESL) in Selangor. By examining both language proficiency gains and student experiences, the study seeks to ascertain if blended learning can increase ESL students' language proficiency in Selangor. 110 students from various programs participated in the study, which included a variety of techniques to measure development. Language exams were administered both before and after a year of blended learning, and some students' experiences were explored through interviews. The outcomes demonstrated that following a year of blended learning, pupils' language proficiency increased dramatically. Students felt more involved, supported, and grateful for the blended learning approach's flexibility, according to interviews. On the other hand, technological difficulties underscored the necessity of dependable infrastructure and continuous assistance. This study shows that blended learning can successfully raise the language proficiency of ESL students in Selangor. It also offers educators and policymakers insightful information on how blended learning can raise student support and involvement. Although the results show promise, the study highlights how crucial robust technology support is. Future research should look into the long-term effects of blended learning as well as the role of certain digital tools in different educational contexts.

Blended learning plays an important role in teaching writing and offers new prospects for enhancing autonomous learning in writing instruction for the Indonesian educational context. This study investigates the effectiveness of blended learning on students’ autonomous learning and writing achievement. This study employed a mixed-method research design, with sixty-six students from a private university in Malang, Indonesia, participating in the study, engaging in blended learning sessions comprising both online and face-to-face components. Findings indicate a significant interaction between blended learning and learners’ autonomy, positively influencing students’ writing proficiency. The study revealed a p-value of 0.029. The p-value is lower than the significance level of 0.05, which means that sig = 0.029 < 0.05. Based on the statistical computation’s outcomes, it can be inferred that the effect of blended learning depends on Autonomous Learning. This suggests that Autonomous Learning and blended learning both have an impact on students’ ability to write. Cooperatively, blended learning and autonomous learning have an interactive rather than additive impact on writing achievement. While the study underscores the potential benefits of blended learning, limitations include its focus on a specific student demographic and educational setting, potentially limiting generalizability. Implications suggest that educators consider integrating blended learning to enhance student engagement and writing skills.

This research is a type of research (action research), aimed at collecting data on whether blended learning with the home visit method can increase learning activities and gross motor skills of group B. The formulation of the problems in this study is: 1) whether blended learning with the method home visit can improve children's gross motor skills? 2) Can blended learning with the home visit method increase children's learning activities? 3) How is the blended learning process learning with the home visit method can improve gross motor skills and learning activities of children in group B? Based on the findings of action research (action research), 1) the researchers drew the conclusion that blended learning with the home visit method can increase learning activities and gross motor skills of group B students. Students' gross motor skills in cycle 1 by 25%, cycle 2 by 30%, and in cycle 3 it increases to 75%. 2) while in student learning activities cycle 1 by 25%, cycle 2 by 40%, and in cycle 3 it increases to 80%. The blended learning process with the home visit method that has been implemented properly and proven to be the right alternative can improve the ability of children's learning activities and gross motor skills in group B. The effectiveness of blended learning can be seen from the increase in children's learning activities in each cycle and gross motor skills.

This study aims to analyze the effect of the blended learning science and technology community approach on student learning outcomes in higher education. The research design used in this study was quasi-experimental with The Matching-Only Post-test-Only Control Group Design. A total of 120 students participated in this study. Subjects were divided into 2 groups, namely the control group (K1) and the treatment group (K2). The instrument of learning outcomes items will first be tested for validity and reliability, then the learning outcomes data that have been obtained will be analyzed using the independent t-test method. The results of this study indicate that the data from the validity test items of the learning outcomes test instrument, out of 40 question items, there are 38 items that are declared valid. reliability test results with an alpha coefficient of 0.880 so that the learning outcomes test instrument is said to be reliable and consistent in data collection. The results of the t-test obtained P <0.05, meaning that there is a significant effect of blended learning with the science technology approach of society on learning outcomes. It can be concluded that blended learning with a community science technology approach can improve student learning outcomes in higher education. It is hoped that blended learning can be used and developed again in learning in higher education.

Background: With the rapid development of healthcare, traditional teaching has been unable to meet the learning needs of hospital staff training, which has led to talent development. With the development of Internet technology, blended learning seems to be a new available choice to solve the current predicament. However, the effectiveness of blended learning is still controversial. In addition, most studies have primarily evaluated the teaching effect unilaterally. Objectives: The purpose of this study was to apply a meta-synthesis approach to synthesize research on blended learning models for talent development in healthcare settings. By examining a body of evidence from peer-reviewed studies, the authors aimed to identify common elements of effective blended learning models applied to hospital employee training. This synthesis provided a foundation for developing a comprehensive blended learning model tailored to the specific needs of hospital employees. Methods: In this study, the meta-synthesis approach was used to synthesize qualitative evidence in relation to blended learning factors in talent development. A comprehensive search strategy was used to retrieve articles from ScienceDirect, Emerald, PubMed, Web of Science, and Scopus within 1990 to 2023. To find additional studies, the bibliographic search of included studies and review articles and a random search in Google Scholar, Research Gate, and Google were carried out. A total of 751 studies were identified. After reviewing the full text of the articles, 89 studies were selected. This review evaluated studies that explained blended learning and talent development among healthcare employees. Eighty-six studies were selected and included in the meta-synthesis process after critical appraisal using the Critical Appraisal Skills Program. Results: The findings consisted of the model’s dimensions, components, and indices. The five identified dimensions include specifying learning needs, learning campaign elements, learning proposal, content strategy, and facilitation model consisting of 22 components and 76 indices. Conclusions: The identification and application of the obtained components will allow the policymakers and managers of the health system field to replace the traditional training of employees with blended learning, culminating in employee talent development.

Blended learning has become an important issue in modern education, combining face-to-face and online learning. The background of this study is the need to enhance students' critical thinking skills in the digital era. The problem identified is the lack of empirical evidence regarding the effectiveness of blended learning in this context. This research aims to analyze the impact of blended learning implementation on the critical thinking skills of high school students. The method used is library research, reviewing relevant literature from various academic sources. The results show that blended learning can enhance students' critical thinking skills through interactive and flexible approaches. Effective implementation requires adequate technological support and ongoing teacher training. This study provides significant insights into how blended learning can be applied to develop students' critical thinking skills

This research aims to determine the effect of blended learning with a collaborative problem-solving approach on students' cognitive learning outcomes and collaboration skills in science learning. This research is a quasi-experimental method using posttest-only control group design with a cluster random sampling technique. Data were obtained from the posttest scores and observation sheets. Using t-test calculation analysis, the results showed that there was a significant effect on the cognitive learning outcomes of experimental class students in the form of a significant increase after learning using blended learning with a collaborative problem-solving approach (t_count = 3.908 with a significance level of 5% dk = 62). The results of the experimental class collaboration skill observations show one indicator is in the “very good category”, and four indicators are in the “good category”, while in the control class there is only one indicator that is in the “good category” and four indicators are in the “bad category”. The results show that there is a significant effect of blended learning with a collaborative problem-solving approach on students' collaboration skills.