Evaluation of School Learning Continuity Plan (LCP) Utilizing Context, Input, Process, and Product (CIPP) Model

Service-learning (SL) and community-engaged learning (CEL) are high-impact practices whose ideological foundations are built upon ideas pioneered by philosophers such as John Dewey and William James. Given that one methodology (CEL) directly branched from the other (SL), these practices are expected to have fundamental underpinnings that differentially influence how projects within these practices are carried out. Stufflebeam and Shinkfield’s Context, Input, Process, and Product (CIPP) model for evaluation was applied to assess these two high-impact practices. This narrative review has two goals: (1) discuss the usage of the CIPP model to evaluate established SL and CEL projects, and (2) assess any differences in evaluation garnered from CIPP model usage that may have stemmed from nuances in SL and CEL ideology. Literature covering either practice had shown, in some cases, to be inconsistent with how the implementation and guiding principles of such projects matched the terminology used by project organizers. This discrepancy has implications for how these projects are carried out and evaluated in the future.

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.

Development of a blended teaching quality evaluation scale (BTQES) for undergraduate nursing based on the Context, Input, Process and Product (CIPP) evaluation model: A cross-sectional survey

The aim of this research is to reveal the effectiveness of online learning at the Universitas Terbuka and the effectiveness of hybrid learning at the Majapahit Islamic University. This research uses qualitative research with a descriptive approach. The researchers use survey and observation as data collection. The data that has been collected is analyzed using Miles and Huberman's interactive analysis techniques. The results of this research show that online learning and hybrid learning have a positive impact, namely (1) students are helped in learning activities, (2) students are helped in understanding the material provided by the lecturer, (3) students are more interested and can take part in online and hybrid learning well. (4) there are obstacles or limitations in terms of technology that disrupt students when doing online or hybrid learning, but the majority of students are not disturbed when doing online or hybrid learning. From the results of the research above, it can be concluded that in general online learning at the Universitas Terbuka and hybrid learning at the Islamic University of Majapahit have been running quite effectively. Keywords: Effectiveness; Online Learning; Hybrid Learning

BackgroundHigher education institutions (HEIs) shifted from in-person attendance to blended and online learning due to the COVID-19 lockdowns. ObjectiveThis study investigated the students' perception of satisfaction, convenience, engagement, and learning towards blended and online courses conducted before, during, and after the COVID-19 lockdowns. MethodsA longitudinal study design was adopted to examine the students' perception of online and blended learning courses before, during, and after the COVID-19 lockdowns. The subjects consist of Health science students (N = 130) belonging to two different colleges of a public university and the study period includes three academic years (i.e., six semesters) (2018–2021). A survey tool was developed to collect data from students studying the computer fundamentals course through blended and online learning modes from 2018 to 2021. ResultsOver 95% of students have been satisfied with the course offered through various blended learning formats since 2018. The blended 0.50-course format is the most preferred one for the students; however, the Blended 0.75-course format is highly rated by the students regarding their satisfaction and engagement than other learning formats during the COVID-19 lockdowns. Following adaption after COVID-19, the students reported a high perception of learning towards the course when delivered through 100% online learning mode. ConclusionStudents' achievement is significantly associated with the learning modes, exam modes, and various student batches. The blended 0.75-course format group shows a higher achievement than the other three-course format groups. Likewise, those students who appeared in their exams online showed higher achievement than those who appeared physically. Further, the students felt equally convenient with Blended 0.75 and 100% online learning course formats. These findings would also help HEIs choose appropriate learning and examination modes while designing courses.

Evaluation of an education program is a process of systematic activity to see how successful the planned education program is and to provide information to stakeholders in order to make a decision. The problem that often occurs is that the object of evaluation in education is still focused on the learning process, even though the evaluation includes all educational components and programs in a comprehensive manner. The purpose of this research is to describe program evaluation models and their urgency in evaluating educational programs. The novelty of this study is the implementation of various evaluation models in elementary education. The results of this study indicate that there are more than 50 program evaluation models, of which there are five program evaluation models that can be applied in evaluating educational programs, namely the Context, Input, Process, Product (CIPP), outcomes (CIPPO), Provus, Countenance (Stake), and Kirkpatrick evaluation models. The contribution is that with this evaluation information will be obtained about the achievements of the educational program, including its quality, effectiveness, efficiency and productivity, so that a decision can be made whether the program is worth continuing, revising, stopping or reformulating so that goals, objectives, processes can be found from the previous one

This study aims to explore the relevance between blended learning and students' independent learning curriculum in the digital age. This study used a descriptive method with a qualitative approach to gather and analyze data from diverse participants. Multiple data collection techniques were utilized to ensure a comprehensive and in-depth exploration of the research topic. The sample included teachers from different educational levels, students with varying academic backgrounds, and educational administrators with experience in curriculum development and implementation. Procedures Data analysis involved several iterative steps. Based on the research results, it was found that a strong connection between blended learning and promoting independent learning skills among students. Challenges were identified in effectively incorporating an independent learning curriculum within the blended learning environment. The study highlighted the importance of teacher support, collaborative opportunities, and access to Technology and resources in enhancing the effectiveness of blended learning and independent learning practices. These findings contribute to the ongoing discourse on digital-age education and provide insights for educators and policymakers in designing practical instructional approaches that empower students' independent learning skills in the digital era.

After the COVID-19 pandemic, online and blended learning (BL) have been very popular worldwide. They have become as important as face-to-face (F2F) learning. Previous meta-analyses examined the effects of BL and online learning (OL) compared to F2F learning. However, there is no meta-analytic evidence on the effects of BL vs. OL. Which is more effective: BL or OL? So, this study compares the impact of BL and OL based on 37 empirical articles (2000–2024) via meta-analysis. The results suggest that BL has a positive upper-medium effect on student learning outcomes (SMD = 0.611, p < 0.001), especially on cognitive outcomes (SMD = 0.698, p < 0.001) and affective outcomes (SMD = 0.533, p < 0.001). Moreover, moderator analysis finds that BL’s effects are better than OL (1) for a class size of 0~50 students (2) for K-12 and university students (3) within 3 months of intervention (4) on non-STEM subjects (5) with different teachers (6) with 30%~69% proportion of OL (7) using mixed interaction (8) with mixed and group learning (9) on Asian students. Moreover, the results provide valuable suggestions for educators and researchers to improve BL’s practices.

In the pre‐pandemic world learning was most often onsite, in‐person and co‐located. This was turned upside down during the pandemic where online suddenly became the ‘new normal’. To continue learning in a pandemic world, learning providers and institutions were required to rethink and reconfigure learning to more online and ‘pandemic‐friendly’ formats. In the aftermath of emergency teaching and learning, providers, developers and teachers are now looking ahead to contemplate its impact on the educational landscape. Here, the large‐scale, wide‐spread development and delivery of online, blended and hybrid learning formats might demarcate a turning point for education. However, hybridity, hybrid learning environments and hybrid learning carry with them particular conceptualisations, characteristics and frameworks we need to bear in mind when thinking about lifelong learning in a post‐pandemic world. This article is an effort to provide an operationalisation of theories for hybrid lifelong learning through asking: How can we understand the concepts of hybrids, hybridization and hybridity in order to take advantage of the potentials and opportunities these concepts hold when it comes to lifelong learning? And how can we apply this understanding to describe hybrid lifelong learning in ways that sets it apart from emergency teaching and learning as well as other similar formats such as online learning or parallel teaching? Practitioner notes What is already known about this topic Hybrid learning environments is a central topic in the field, but it is not clear how we should think about this term. Hybrid learning has grown substantially in importance. Yet the field is still under‐theorised. Hybrid learning environments are challenging and under‐researched. The dissolution of dichotomies central in hybrid learning makes it more complex and less predictable. What this paper adds Theoretical groundwork is provided to circumvent the “common sense” understanding of hybridity in hybrid learning. Synthesises insights from a body of recent research on hybrid education and hybrid learning, reflecting the complexity added by the notion of hybridity to learning, learning environments and lifelong learning. A novel conception of hybridity that foregrounds the complexity, entanglement and dissolution of dichotomies as well as a more integrated and holistic theorisation of the assumptions and premises that underpin hybrid learning, based on existing theories and research. Implications for practice and/or policy More theoretically grounded accounts of hybridity, hybrid learning and hybrid learning environments provide richer explanations of these terms, and would benefit the field. The paper's theoretical perspective prompts some rethinking of how design for hybrid learning occurs, what it consists of and how it may be improved. Teachers who want to foster hybrid learning environments and hybrid lifelong learning should be aware of using an integrated theoretical approach when analysing or designing for situations where learning is hybridised. Researchers need to be more explicit about the theories that underpin their studies of hybrid education, hybrid learning and hybrid learning environments.

Purpose – One of the biggest problems in the e-learning distribution process is the lack of quality content and learners' discredit in e-learning content. In order to respond to the various demands of the corporate education field appropriately, it is necessary to search for directions of new e-learning models that are out of traditional e-learning contents. The purpose of this study is to identify recent trend issues related to corporate e-learning and to suggest directions for development. Research design, data, and methodology – Based on the literature review, trend issues that should be considered important in corporate e-learning were derived. Online survey was conducted to evaluate the importance-feasibility of each issue to 13 experts on e-learning and corporate education. The contents of the questionnaire are as follows: 1) recognition of importance and feasibility of trend issues to be considered important in the future corporate education field; 2) factors to be considered in developing future e-learning contents. Results – Six trends derived from a comprehensive literature review. The most important e-learning trends for corporate education field were 'mobile learning', 'micro learning', 'blended learning', 'social learning', 'adaptive learning', ‘engaged learning'. As a result of evaluating the importance and feasibility of each issue, experts point out that 'mobile learning' and 'micro learning' should be actively considered for introduction and utilization at present. In addition, 'social learning' and 'blended learning' need to be actively considered in the near future. On the other hand, experts recognized that 'adaptive learning' and 'engaged learning' need to be prepared from a long-term perspective. Conclusions – There are two main reasons for this result. First, in corporate e-learning, it is important to 1) be able to update on time, 2) the connection with the workplace is important. Second, it requires realistic verification of the expected performance of the learning model. To be considered part of the future are as follows: First, the value and effectiveness of the new e-learning type should be studied. Seconds, e-learning contents should be developed through adopting SAM or Agile methodology. Through this process, we would be able to enhance the quality in e-learning content.

As Canadian post-secondary institutions emerge from the pandemic restrictions, they are in a historically unique position to assess how online education has both facilitated and hindered learning, and how the effects might be greater for some. In this study, open-ended comments from the Canadian Digital Learning Research Association 2022 Spring National Survey were analyzed to understand how online and/or hybrid learning both supported equity, diversity, and inclusion (EDI) and presented EDI-related challenges. The findings were that: (a) online and hybrid learning presents challenges of access for students marginalized by “race,” class, and location; (b) online and hybrid learning supports EDI by increasing access and flexibility; (c) pedagogy and course design are central to ensuring that online and/or hybrid learning supports EDI; and (d) student experiences and expectations around online learning indicate a need for support and flexibility. These findings highlight some of the promises of online and hybrid learning, but they also bring to light some of the challenges. This paper discusses three challenges, access, pedagogy, and technology, as well as flexibility, and recommendations that might begin to address EDI.

In recent years, “blended learning” and “curriculum-based morality cultivation” have become two research hotspots in Chinese tertiary foreign language education field. Enhancing morality cultivation (also termed as moral education or ideological-political education by some researchers) is the goal for higher education achieved through the instruction of general and specialized college courses. Blended learning, an inevitable product of “Internet + Education” era, provides an effective approach for both teachers and students to reach the goal. For decades, English is learned more as a tool than a means to cultivate students’ humanistic values. Besides, there’s a serious insufficiency in the training of higher-order thinking skills in tertiary EFL classes. To tackle the two problems prevalent in today’s college English teaching, this paper, guided by two important official Guidelines, analyzes the connotation and ways of cultivating morality through language teaching. It also reviews the research on blended learning and blended language learning to show the potentials of this learning model. One specific teaching example from College English Reading and Writing Course is given to demonstrate the ways of imparting knowledge, developing skills and cultivating values by effectively integrating face-to-face and online learning. The study is expected to provide a feasible solution to the two problem mentioned above, deepen readers’ understanding of the two research hotspots and enable teachers of College English Courses in China to apply this model to their teaching practice.

Blended learning is to regarded a didactical meaningful combination of traditional face-to-face instruction and state-of-the-art e-learning formats. The efficiency and flexibility of computer-mediated forms of learning are combined with the social aspects of face-to-face communication. In other words a useful learning arrangement which combines modern-day means of networking through the internet and ‘classical’ learning methods and media.At the time of writing, blended learning has been operational for some fifteen years. Normally this would be long enough for optimal models to have evolved and regimes to be established to measure the effectiveness of the techniques employed. However, blended learning involves the use of technology – at least in part – and fifteen years is a long time in technology terms.Early online learning developed as an asynchronous process – especially outside the traditional University environment. As a student-centred teaching method it uses different resources to facilitate information sharing among a network of people. It is not constrained by time or place but was constrained by technology, particularly low bandwidth, that restricted the complexity of course material and effectively prevented the construction of synchronous interaction.More recently, with the effective removal of bandwidth constraints, synchronous online learning has been developed as a way of addressing the issues of transactional distance experienced with asynchronous learning.It must be noted that real estate education is not at all unified. Major differences may exist concerning (blended) learning. In order to verify this assumption, a survey about the use of blended learning in real estate education has been conducted.Survey results have been triangulated with a number of in-depth interviews with course directors and leaders. In addition case studies of blended learning practice are presented to add context to the study.

The Covid-19 pandemic requires lecturers and students to carry out online learning activities in accordance with Surat Edaran Nomor 15 Tahun 2020 concerning Pedoman Penyelenggaraan Belajar dari Rumah dalam Masa Darurat Penyebaran Covid-19. Changes in using technology to modify media and learning methods need to be implemented, including in Administrasi dan Supervisi Pendidikan subject at the Program Studi Manajemen Pendidikan, Cenderawasih University, in implementing learning video and Blended Learning- Flipped Classroom (BLFC) learning method. The purpose was to implement instructional video and Blended Learning-Flipped Classroom learning method for Administrasi dan Supervisi Pendidikan students. The method used was the implementation of making learning video and Blended Learning-Flipped Classroom learning method, giving pretest and posttest and distributing questionnaires as data collection results from the implementation. The results showed that there was a positive response from students through learning beforehand using asynchronous learning videos and conducting synchronous discussions which were collaborated using the cognitive realm of Bloom's taxonomy in order to realize a directed and structured learning process. This response was supported by the results of the pretest and posttest showing an increase in understanding by 23 percent and also 90 percent of students suggesting to continue using learning videos in online learning.Keywords: Covid-19; online learning; Learning Video; BLFC

Purpose – Blended Learning in the Aerodrome &amp; Heliport course combines theory and practice flexibly and interactively. Conventional methods are less effective due to the lack of active involvement and limited access to learning materials. This study aims to develop blended learning-based learning materials to improve student competency in the Aerodrome &amp; Heliport course at the Makassar Aviation Polytechnic. In addition, this study was conducted due to the low academic achievement of students, with 20% failing the course.Methodology – The research used the Research and Development (R&amp;D) model. However, only the first three stages are worked on: define, design, and develop. This research involves 24 air transport management diploma program students as respondents and two radio aids to air navigation instructor respondents. Data were collected through survey, interview, observation, and documentation. Assessments from experts on blended Learning and aviation education using qualitative and quantitative analysis methods were conducted to assess the validity of the developed teaching materials.Findings – The study demonstrated that blended Learning considerably raised student proficiency. The methodically created instructional materials received a high validity grade from specialists who rated them as "Very Valid" (Va ≥ 0.80). Additionally, the study discovered that using interactive teaching resources—like video tutorials, simulations, and structured learning modules—helped students comprehend complex ideas.Contribution – On a practical level, this study provides real solutions to address learning challenges in aviation vocational education by combining online and in-person Learning. The teaching materials developed can be used as a model by other similar institutions to design tech-based curricula that meet industry needs. Theoretically, the study deepens our understanding of how effective blended Learning can be in technical education, especially in aviation, by emphasizing the need for flexible instructional design that supports higher-order thinking Skills (HOTS).