Leading learning organizations through transformational change

A new perspective is required in approaching the chemistry teaching and learning instead of rote memorization that has been followed for ages. Employing blended learning strategy can enhance the teaching and learning of Chemistry. Blended learning strategy is an instructional methodology involving the integration of synchronous and asynchronous learning tools for teaching learning process. The present study was aimed at finding the influence of blended learning strategy on secondary level students' achievement in chemistry by comparing it with existing method. The blended learning model employed was a blend of technology enabled synchronous meetings and asynchronous activities. The study employed experimental method with pretest-posttest nonequivalent-groups design. The sample was selected from one of the semi urban CBSE schools in Kerala. A blended learning package comprising of both face-to face teaching and online media was developed for teaching the chapters 'Atoms and Molecules' and 'Structure of the Atom' from NCERT standard IX science textbook. The statistical techniques used for analysis of data are t-test and ANCOVA. It was found that the Blended learning strategy was effective in influencing the achievement in chemistry among secondary school students. The finding of the study has several educational implications for the policy makers, curriculum planners and teachers. If policy makers can integrate blended learning in the subject of chemistry teaching learning it can improve the achievement in chemistry among secondary school students.

Performance ImprovementVolume 44, Issue 8 p. 8-13 Article Coaching: The missing ingredient in blended learning strategy George H. Stevens, George H. Stevens Gary W. Frazer, CPT, EdD, is an experienced senior executive with more than 25 years of success in helping companies develop and deploy learning environments ranging from project-specific training to launching and managing training and career coaching activities for multiple companies. Gary has managed multimillion dollar projects with large cross-functional teams across multiple industries, including health care, aerospace, insurance, oil and gas, entertainment, technology, telecommunications, and financial services. As a program manager, Gary has managed and developed performance solutions for multi-site locations in supply chain, shared services, and enterprise resource planning environments. Learning solutions that Gary has managed and developed include web-enabled learning and traditional instructor-led materials in provider, long-term care, and life sciences. He may be reached at gfrazer@interactivealchemy.com.Search for more papers by this authorGary W. Frazer CPT, EdD, Gary W. Frazer CPT, EdD George H. Stevens leads enterprise learning and performance improvement initiatives for organizations as diverse as Catholic Healthcare West, Bank of America, Coca Cola Bottling, and the National War College. He is currently completing work leading change, blended learning, electronic performance support systems, and knowledge management organizations required for AT&T's creation of a unified global CFO function. George has successfully led numerous multimillion dollar learning and performance improvement initiatives for organizations facing regulatory compliance, technology-driven change, startup, merger, acquisitions, and right sizing. He is responsible for leading more than two dozen organizations in blending technology-based learning, virtual collaboration, knowledge management, and electronic performance support with traditional classroom training, coaching, and action learning. He has authored more than 60 peer-reviewed articles and coauthored the award-winning text Designing Electronic Performance Support Systems: Improving Workplace Performance with Hypertext, Hypermedia and Multimedia. He may be reached at gstevens@carolina.rr.com.Search for more papers by this author George H. Stevens, George H. Stevens Gary W. Frazer, CPT, EdD, is an experienced senior executive with more than 25 years of success in helping companies develop and deploy learning environments ranging from project-specific training to launching and managing training and career coaching activities for multiple companies. Gary has managed multimillion dollar projects with large cross-functional teams across multiple industries, including health care, aerospace, insurance, oil and gas, entertainment, technology, telecommunications, and financial services. As a program manager, Gary has managed and developed performance solutions for multi-site locations in supply chain, shared services, and enterprise resource planning environments. Learning solutions that Gary has managed and developed include web-enabled learning and traditional instructor-led materials in provider, long-term care, and life sciences. He may be reached at gfrazer@interactivealchemy.com.Search for more papers by this authorGary W. Frazer CPT, EdD, Gary W. Frazer CPT, EdD George H. Stevens leads enterprise learning and performance improvement initiatives for organizations as diverse as Catholic Healthcare West, Bank of America, Coca Cola Bottling, and the National War College. He is currently completing work leading change, blended learning, electronic performance support systems, and knowledge management organizations required for AT&T's creation of a unified global CFO function. George has successfully led numerous multimillion dollar learning and performance improvement initiatives for organizations facing regulatory compliance, technology-driven change, startup, merger, acquisitions, and right sizing. He is responsible for leading more than two dozen organizations in blending technology-based learning, virtual collaboration, knowledge management, and electronic performance support with traditional classroom training, coaching, and action learning. He has authored more than 60 peer-reviewed articles and coauthored the award-winning text Designing Electronic Performance Support Systems: Improving Workplace Performance with Hypertext, Hypermedia and Multimedia. He may be reached at gstevens@carolina.rr.com.Search for more papers by this author First published: 09 February 2007 https://doi.org/10.1002/pfi.4140440804Citations: 6 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume44, Issue8September 2005Pages 8-13 RelatedInformation

Blended learning, a pedagogical approach that integrates traditional face-to-face teaching with online learning activities, has garnered significant attention in educational research. This systematic literature review examines the effective strategies of blended learning in educational settings. The study identifies various strategies, analyzes their effectiveness in enhancing student learning outcomes, and provides recommendations for educators on the use of the most effective blended learning strategies. The review reveals that well-designed blended learning strategies, tailored to student characteristics, incorporating active learning methods, diverse pedagogical approaches, and rapid feedback mechanisms, significantly improve student learning outcomes across various levels of education. The findings underscore the importance of carefully implementing and evaluating blended learning strategies to maximize their benefits in educational settings.

BackgroundA flipped classroom with team-based learning is a blended educational strategy that guides active learning inside and outside the classroom. This study aimed to verify the effects of this innovative blended educational strategy on knowledge, problem-solving ability, and learning satisfaction of undergraduate nursing students undergoing public healthcare education.MethodsThe subjects were undergraduate nursing students enrolled in H University in South Korea. The experiment was conducted over a period of 8 weeks in the public healthcare course. Two groups, blended learning (A flipped classroom with team-based learning) which was the experimental group and traditional lecture-based classroom group, the control group, were assessed. In the blended learning group, the students had pre-class, in-class (including team-based learning elements), and post-class learning elements. The two groups were compared on the following learning outcomes: knowledge, problem-solving ability, and learning satisfaction.ResultsResults showed that the blended learning instructional methods, in comparison with traditional lectures, enhanced the students’ knowledge, problem-solving ability, and learning satisfaction in the public healthcare course.ConclusionsThis study supports the feasibility of the flipped classroom with team-based learning as a blended learning strategy, able to produce improvements in nursing students’ learning outcomes. Blended learning approaches may be an effective alternative to conventional approaches in nursing education.

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.

Since the covid 19 pandemic, the basic training model for civil servants in Indonesia uses a blended learning model. However, this model has not been evaluated. Therefore, this research aims to evaluate the implementation of basic training for civil servant candidates in a blended learning format. This study adopts a mixed-methods research design, integrating both qualitative and quantitative data analysis. The population in this study consists of 120 basic training participants and affiliated training institutions from regencies in Gorontalo Province in 2023. The research results show that the balanced scorecard (BSC) approach in the implementation of basic training for civil servant candidates in a blended learning format is highly effective, as it enables a comprehensive evaluation of the training process. The finding this research provide valuable insight for policymaker and agencies seeking to develop performance of civil servant.

The relevance of the research is due to the necessity to form and develop the speaking skills of Faculty of Foreign Languages students with a blended form of education and insufficient development of theoretical and technological tools for the effective implementation of this process. Blended learning is considered as a special type of educational activity, in which there is an alternation of traditional and distance learning technologies. We believe that blended learning has a significant potential for organizing the process of foreign language education in general and teaching speaking to students of the Faculty of Foreign Languages in particular. The specifics and advantages of the blended form of education for foreign language education are highlighted, as well as specific methods, techniques and tasks that can be successfully implemented in the process of teaching speaking in a blended format of education are given. The purpose of the study is to present the technological aspects of teaching speaking to students of the Faculty of Foreign Languages in a blended format of training and the development of educational and methodical support aimed at the implementation of this process. The novelty of the study lies in the fact that it analyzes digital resources that can be effectively used in the process of teaching speaking in a blended educational format, and also provides examples of specially designed exercises for the development of speaking skills that can be used in the process of training future specialists in foreign language education with a combination of traditional and online forms of education.

This study examined the effect of blended strategy on students’ achievement and retention in chemistry. Three research questions and hypotheses were formulated and quasi-experimental design was adopted. 100 chemistry students, in two intact classes, in two co-educational public secondary schools, in Uyo L. G. A, Akwa Ibom State was selected using random sampling technique made up the sample. Two researcher made instruments containing 25 items each were used. The instruments were Chemistry Achievement Test (CAT) and Chemistry Retention Test (CRT). Reliability coefficient was determined using Kuder Richardson formular 20 (KR-20). The results showed reliability co-efficient of 0.72 for the CAT and CRT. The research assistants were guided to teach the concept of chemical combination using blended learning and expository strategies using lesson guides. Analysis of Covariance (ANCOVA) was the statistical tool used. The result indicated a significant difference in the mean performance scores of chemistry learners instructed using blended strategy than those instructed using expository method in favour of the experimental group. A significant difference existed in the mean retention scores of chemistry learners taught chemical combination with blended strategy than those taught with expository strategy. Gender was found not to be statistically significant. Arising from the findings of the study, it is recommended that teachers of chemistry should make effective use of blended instructional strategy in the teaching of concepts in chemistry.

The study was conducted to assess the effectiveness of using digital technologies (a massive open online course (MOOC) and an electronic textbook) in the professional training of students enrolled in the educational program “Pedagogy and Methods of Primary Education” within a blended learning format. The relevance of the study is driven by the transformation of the educational environment in response to the COVID-19 pandemic, which accelerated the widespread adoption of blended learning models. The methodological framework of the study included the systematization of scientific literature, theoretical and content analysis, observation, comparative and statistical methods, as well as testing. The use of this comprehensive methodological toolkit ensured an objective assessment of the effectiveness of digital educational tools. The experimental pedagogical work was carried out at the Margulan University and involved 92 full-time students. At the final stage of the study, it was found that the purposeful integration of the MOOC and electronic textbook contributed to the systematic assimilation of theoretical knowledge and fostered the development of pedagogical skills essential for the successful implementation of blended learning. The practical relevance of the research lies in the development and empirical validation of effective digital tools, the integration of which into the educational process enhances the quality of teacher training in a blended learning context

This community service program aims to increase the knowledge and understanding of elementary school teachers about blended learning strategies, improve their ability to combine technology and flipped classroom models in learning, and also train teachers on how to implement blended learning using the flipped classroom method. The methodology used in this community service activity consists of four stages, namely the preparation stage, the implementation stage, the evaluation stage, and the post-evaluation stage. The implementation of this community service activity aims to increase the capacity of teachers to implement blended learning through the flipped classroom method. This community service activity program results in increasing the knowledge, understanding, and skills of elementary school teachers in compiling and designing blended learning using the flipped classroom method. The results were obtained after the implementation of training for elementary school teachers in SD Negeri Ciheuleut 1Bogor . The ability of teachers to compile blended learning can be trained and improved, and as many as 75% of teachers have been able to carry out blended learning through the flipped classroom method adapted to school conditions and the local environment, namely SD Negeri Ciheuleut 1 Bogor.

The purpose of this study was to explore the current experiences of students and professors in a Faculty of Education graduate program that has adopted blended learning. It was also intended to uncover some of the enablers and constraints faced by faculty administration in implementing a university wide blended learning initiative. Using a qualitative case study research design, a large faculty of education in a mid-sized university in Eastern Ontario, Canada was the site of the investigation. A constant comparative data analysis technique was used on three data sources, namely: key informant interviews, artefacts and field notes. Results indicated that the graduate student has specific learning requirements that necessitate attention to certain aspects of this new teaching method and that professors who teach in a blended learning format are working towards meeting the needs of such students. Enablers and constraints from an administrator's perspective in further developing blended learning are also addressed.

Blended learning is a combination of online learning and face-to-face learning. It is an important trend in the development of tertiary education in China and foreign countries. In recent years, the discussion of blended learning gradually moves from theory to practice, and more and more college teachers begin to pay attention to blended teaching design and put it into practice. This study attempts to give an overview on the topic of blended learning in tertiary education, with a comparison of Chinese and global perspectives. By using “blended learning” and “higher education” as the theme word, and through the advanced search function in CNKI (Core of Peking University /CSSCI) and Scopus database, this paper retrieved 356 and 2293 relevant journals respectively from 2004 to 2023. Utilizing a comparative approach, this study compared the retrieved data from CNKI and Scopus, sorted out the research context in China and foreign countries, analyzed the current research hot-spots, research topics and research trends of blended teaching in tertiary education using a comparative approach, and provided references for the future research in this field. The result showed that the research hot-spots includes the effectiveness of blended learning, blended learning models, blended learning strategies, and influencing factors of blended learning adoption. Furthermore, the study demonstrated a shift in research focus, from initial discussions to investigations into its pedagogical implications.

The problem of the research lies in the process of learning to perform the stages of fast break and refereeing skills is one of the important topics in handball, especially for students of the college of Physical Education and Sports Sciences, third stage. It is one of the difficult tasks that students suffer from, as it includes planning exercises with group work in most of them, which requires deep cognitive and practical aspects so that the student can acceptably perform them.

The nursing workforce shortage is the biggest crisis that demands increased qualified licensed graduate nursing students. The shortage of licensed professional nurses has tremendously affected the quality of health care delivery. Subsequently, nursing schools are challenged to educate nursing students faster. Undergraduate nursing colleges have been challenged to educate more nurses faster to meet the increasing demands of qualified nurses in the workforce. Successful completion of the NCLEX exam is an entry requirement to practice as a registered nurse in the United States . The purpose of this quantitative, correlational research study is to compare the NCLEX score rates and sub-scores of psychosocial integrity and safety using data from multiple cohorts of the pre-licensure nursing program to evaluate the impact of the sudden transition from face-to-face (F2F) learning to a blended learning format. The study participants included students from the 2019 Spring and 2019 Fall cohorts who completed nursing in a F2F setup and 2020 Fall and 2021 Spring cohorts who completed nursing in a blended format. The pre-existing data of NCLEX scores and subcategory scores were obtained from two hundred and eighteen students enrolled in the F2F track, and two hundred and twenty-one students enrolled in the blended track of the nursing program. The pre-existing data obtained were coded separately in three sets using '0' for fail grade and '1' for pass grade to assess the correlation. The chi-square test of independence and Phi were employed to test the null hypothesis. The statistical analysis reported a significant difference in the NCLEX scores of the students, p < .001. Findings of the NCLEX safety and psychosocial subsection scores showed no ranked significant difference, p < .133 and p < .355. This study's results will help modify appropriate teaching-learning platforms to foster successful student learning outcomes and NCLEX success rates. Suggestions for future research include qualitative research to erase certain limitations, correlational studies including demographic factors, and a comparative study using a diverse, larger sample size. Additionally, as the global pandemic impacts this study, a follow-up study is recommended in the future to analyze NCLEX scores with sub-scores after the COVID pandemic. Keywords: Nurse education, NCLEX, COVID-19, Blended Learning, Exam scores. DOI: 10.7176/RHSS/13-6-02 Publication date: March 31 st 2023

The relevance of the research topic is due to analysis of experience of Chinese university lecturers; it shows blended learning, combining two formats - traditional face-to-face learning and online distance learning, can improve the quality and efficiency of the educational process without increasing the overall cost of education. Successful blended learning can encourage students to learn on their own rather than relying on the lecturer to passively learn new knowledge. However, there are disadvantages of blended learning, such as the need to form a digital infrastructure of the university, dependence on technology and discomfort for students who rely on direct contact with the lecturer. The research purpose is to study the possibility of using the blended learning format by Chinese university lecturers through focus group interviews. Methodology and scientific approaches . Based on a systematic approach to pedagogy and Bloom's Taxonomy, we conducted in-depth interviews with lecturers at Chinese universities using the qualitative research method “focus group”, which made it possible to identify the positive aspects and issues of blended learning. Main conclusions . Analysis of the experience of Chinese lecturers showed that a combined approach to the educational process takes learning beyond the traditional format, focuses on students who learn with different speed of learning, so high-quality learning goes beyond the usual time and space in the classroom. An analysis of the experience of Chinese lecturers shows that the practical advantages of blended learning, due to the flexibility and involvement of students in the process, makes learning more meaningful for students. These findings suggest that student learning can be optimized with this teaching approach.