Problem-Based Learning in Blended Classrooms: An Approach in Covid 19 Emergency Situation

E-Learning in Music: A Case Study of Learning Group Composing in a Blended Learning Environment

Online and blended learning requires the reconstruction of instructor and learner roles, relations, and practices in many aspects. Assessment becomes an important issue in non-traditional learning environments. Assessment literacy, i.e., understanding assessment and assessment strategies, is critical for both instructors and students in creating online and blended environments that are effective for teaching and learning. Instructors need to identify and implement assessment strategies and methods appropriate to online or blended learning. This includes an understanding of the potential of a variety of technology tools for monitoring student learning and improving their teaching effectiveness. From the students’ perspective, good assessment practices can show them what is important to learn and how they should approach learning; hence, engaging them in goal-oriented and self-regulatory cognitions and behaviors.The book targets instructors, instructional designers, and educational leaders who are interested in understanding and implementing either summative or formative assessment in online and blended learning environments. This book will assist the relevant audience in the theory and practice of assessment in online and blended learning environments. Providing both a research and practice perspective, this book can help instructors make the connection between pedagogy and technology tools to maximize their teaching and student learning. Among the questions addressed in this book are:• What assessment strategies can be used in online or blended learning?• How can instructors design effective assessment strategies?• What methods or technology tools can be used for assessment in online or blended learning?• How does peer-assessment work in online or blended learning environments?

This study aims to improve the ability of solving mathematical problems and learning motivation in primary school through learning by using problem-based learning (PBL) approach. The method used is a free variable experimental method (quasi experimental) with design control group is not equivalent. Population in this research is all class V in Sumedang South. Meanwhile, the sample is the students of class V SDN Sukaraja I (control) and SDN Sukaraja II (experimental). Instruments used in the form of problems of mathematical problem solving skills, learning motivation attitude scale, teacher performance observation sheet and student activity, and student response questionnaire. Result of research with significance level α = 0,05 shows that conventional approach and PBL approach can increase the ability of mathematical problem solving and student's learning motivation. The improvement is influenced by the performance of the teacher which done well so that the students can follow the learning very good.

With the continuous integration and development of information technology and education, blended learning methods have emerged. Blended learning environment is a combination of an online learning environment and an offline traditional learning environment. In the blended learning environment, students gradually occupy the dominant position in learning and actively study by themselves. To better understand the deep learning of college students in the blended learning environment, the article combines literature research and scholars’ opinions to determine the five key factors that affect college students’ deep learning in the blended learning environment. On the basis of it, research hypotheses are put forward and a structural equation model is established. In the questionnaire survey, a total, of 508 college students responded to the survey. The results of this study show that self-management ability, initiative cooperation ability, learning motivation, e-learning environment, and communication frequency all have a positive effect on deep learning. Besides, all of the first four significantly affect deep learning. Finally, based on the research conclusions, relevant suggestions are put forward to improve the deep learning level of college students in the blended learning environment.

Teaching in blended and online learning environments requires different pedagogical approaches than teaching in face-to-face learning environments. How educators are prepared to teach potentially impacts the quality of instruction provided in blended and online learning courses. Teaching presence is essential to achieving student learning outcomes, yet previous research has focused on student perceptions of teaching presence. Therefore, the purpose of this mixed methods convergent parallel study was to explore educators’ preparation to teach, perceived teaching presence, and perceived teaching presence behaviors in blended and online learning environments. The study was designed to examine the differences in educators’ perceived teaching presence and preparation to teach in blended and online learning environments. An adapted Community of Inquiry Survey Instrument was used to measure faculty perceptions of teaching presence. Results indicated a statistically significant difference between perceived teaching presence of facilitation for faculty that completed certification courses in preparation to teach in blended and online learning environments, as compared to faculty that only received on-the-job training. Qualitative responses to corresponding interview questions supported the findings. The findings of this study provide information to university educators and administrators supporting the importance of faculty preparation specific to teaching in blended and online learning environments.

As defined as the blending of online learning activities and traditional face-to-face learning activities, blended learning is becoming a common practice in higher educational as a result of the integration of learning management systems (LMS) into traditional teaching [5]. Along with the new Internet technologies such as Web 2.0, blended learning environment (BLE) has increased the complexity of higher education teaching and learning. While BLE is still evolving and under-researched, more theoretical elaboration followed by empirical studies are needed. This study articulates on the important conceptual constructs of BLE in terms of complexity, transactional distance, instructional design, Web 2.0 implications and the challenges to BLE framework construction. A five-layer conceptual framework for BLE instruction design is then proposed in order to serve as a groundwork for further BLE theoretical and empirical studies.

The wide application of information technology makes web-based instruction pervasive in all levels of China’s educational institutions. The study aims to explore the inner relationship between learning motivations and learning strategies in the blended EFL learning environments based on a review on former studies about learning motivations, learning strategies and self-regulated learning. Altogether 540 pieces of questionnaire were distributed to non-English majored students in Dalian University of Technology who learnt English in a blended environment. Using the software SPSS, the data were thoroughly analyzed, indicating that students who display more adaptive self-regulatory strategies demonstrate better learning efficacy and higher motivation for learning and students’ performance is predictable with the help of learning motivation and strategies.

Learning is a complex construction activity of human body functions. In order to understand the factors that affect learners’ learning performance in a blended learning environment, this study uses the method of questionnaire surveys to analyze and adjust the factors in the learning process of learners. The questionnaire has undergone multiple rounds of expert review and tested its reliability and validity to ensure a high level of representativeness of the questionnaire. Finally, it is concluded that the factors that affect learners’ learning performance in blended learning environment: cognitive ability, self-efficacy, learning motivation, online learning behavior, learning interest and learning resources, according to the degree of strength, and learning resources have the least impact on learning performance of blended learning. This research provides a theoretical basis for learning intervention and learning adjustment in a blended learning environment, and has important guiding significance for the improvement of learners’ learning efficiency in a blended learning environment.

With the rapid advancement of educational technology, the blended learning model has gained increasing prominence as an effective approach to modern education. The emergence of ChatGPT, developed by OpenAI, is further expected to serve as a powerful tool for facilitating personalized learning and enhancing student engagement in blended learning environments (Malhan et al., 2024). Previous research has demonstrated that blended learning can effectively foster students’ practical competencies, including critical thinking, problem-solving, and literacy skills. The present study investigates Hong Kong EFL learners’ perceptions of blended learning, with a particular focus on whether this learning model enhances their critical thinking skills. It also explores the key factors that contribute to the development of critical thinking in blended learning contexts. A mixed-methods design was employed, combining quantitative and qualitative approaches. Specifically, 65 Hong Kong EFL learners completed a questionnaire, and 4 participants were subsequently invited to take part in semi-structured interviews. The findings indicate that blended learning has a positive impact on the development of EFL learners’ critical thinking. Moreover, factors such as classroom discussion, learner–teacher interaction, instructional materials, learning topics, and teaching strategies were identified as significant contributors to this improvement. These results offer pedagogical implications for both EFL learners and educators seeking to promote critical thinking in blended learning environments. This study also lays the groundwork for future experimental research aimed at examining the extent to which blended learning influences Hong Kong EFL learners’ critical thinking development.

The purpose of this study is to reveal the effectiveness of contextual teaching and learning (CTL) and problem-based learning (PBL) approaches on students' interest. This study was quasi-experimental research with pretest-posttest group design. The population of this research was all students of grade VIII of State Junior High School 9 Yogyakarta. Then, the sample involved 34 Junior High School students in each class that has been taken using purposive random sampling. The first experiment class used Contextual Teaching and Learning (CTL) approach, and the second one used the Problem-Based Learning (PBL) approach. The instrument was the interest questionnaire which was given to the students before (pretest) and after treatment (posttest). The data were analyzed using one sample t-test with a significance level of 5% to find out the effectiveness of CTL and PBL approaches on students' interest. Then, the data were analyzed using independent sample t-test to compare the effectiveness of both approaches. The results showed that both CTL and PBL methods were effective in terms of students' interest mean scores. The comparison result demonstrated that CTL was more effective than PBL to improve the interest of junior high school students.

Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning challenges the self-regulatory abilities of learners, though the literature does little to explain these findings; nor does it provide solutions. In particular, little is known about the attributes that are essential to support learners and how they should guide course design. To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n = 95) examines evidence published between 1985 and 2015 on attributes of blended learning environments that support self-regulation. The purpose of this review is therefore to identify and define the attributes of blended learning environments that support learners’ self-regulatory abilities. Seven key attributes were found (authenticity, personalization, learner-control, scaffolding, interaction, cues for reflection and cues for calibration). This review is the first to identify and define the attributes that support self-regulation in blended learning environments and thus to support the design of blended learning environments. This study may serve to facilitate the design of blended learning environments that meet learners’ self-regulatory needs. It also raises crucial questions about how blended learning relates to well-established learning theories and provides a basis for future research on self-regulation in blended learning environments.

This session will engage participants in a supported process of Peer Review (PR) in blended learning environments. An introduction to PR and short overview of a current PR project (McKenzie et al 2008) will contextualise the activities. Participants will form pairs and use a ‘briefing template’ to ask each other questions in relation to a subject/unit or staff activity run in blended learning mode. Each pair will to log on to their subject/unit/activity site to work through part of a peer review framework. A debrief and look at project resources and website will conclude the session. This session is intended for all academics who have been teaching, or running staff development workshops, in blended learning environments. Delegates who have recently taught a subject, unit or workshop should bring along their laptops to engage in this ‘hands on’ review of learning and teaching in blended learning environments.

Problem based learning (PBL) has been used for many years and it is one of the effective educational methodologies applicable for distinguished engineering disciplines. It is a widely used student-centric approach through which students get engaged to solve real world problems by research, continuous study, and regular practices along with knowledge utilization during implementation. This study explores the PBL with an advanced computer engineering course of pre-final year students. This study centers around the implementation of a system to solve one of the real-life problems and distinguishes a portion of the difficulties that lie ahead for PBL. Here, to examine the impact of PBL approach for the specified subject, the result of B.Tech. (CE and IT branches) sixth semester students (A.Y. 2019-20 and 2020-21) are considered with various known parameters. Students' feedback is taken at the end of course study. Problem title, hook of the problem, background or history of the problem, clarifying/providing constraints, list of deliverables, strategy to solve the problem, assessment criteria/rubric etc. are provided well in advance to the students to be comprehensible for the problem. Learning sequence sessions are also arranged on a regular basis during problem solving by the facilitator to fill out the gap. As a result, the PBL approach is found to be intended more strongly for engineering students than for other students; in contrast, with traditional MCQ based examination students mostly focus on mug up of concepts rather than implementation and critical thinking. Engineering students are able to work smartly along with hard work, and as a result students have developed their technical skills, collaborative skills, self-learning approach with advanced computer engineering courses. Assessment pattern has changed into advancement with the proposed PBL approach over a traditional MCQ based approach. Continuous assessment is performed on covering all segments of the exam. Results found with traditional approach are contrasted with results found with PBL approach and tracked down that a more prominent number of students had secured more than over average score (>=60%) with the proposed PBL approach and statistically proven for the same. This correlation shows that students are more noticeable and curious about the PBL approach as opposed to robbing up hypothetical ideas and choosing the appropriate answers with a traditional MCQ based approach. In Addition, student’s feedback is observed to be very satisfactory. It has been seen that through PBL, students' retaining level has extremely increased and their learning abilities and understanding level too has improved altogether. PBL plays out a fundamental role for achieving the student's involvement and commitment towardslearning. Logical, critical thinking, teamwork, technical etc. skills for engineering students can be developed effectively with the PBL approach. Keywords— Problem-based learning, Continuous assessment, PBL, self-regulated learning, self-directed learning

Blended problem-based learning (BPBL) combines problem-based learning (PBL)'s active engagement with blended learning (BL)'s flexible delivery, creating a powerful learning experience. This paper contributes by conducting a systematic literature review using the PRISMA method, based on selection criteria, covering 24 articles published between 2009 and 2023. The analysis explores the trends, technological integration, and design elements of BPBL. BPBL research has shown a steady growth trend in large samples and multi-disciplinary applications and has a significant effect on students' performance and higher-order thinking abilities in recent years; online course learning platforms and computer software (Google+ Hangout Video Conference, Zoom Application, Google Classroom Application, mobile applications, blogs, and mobile social networks AutoPlay studio; Video recording etc.) are the most widely technology used in BPBL, when integrating technology, we need to consider the benefits and challenges of technology. After analyzing the articles, we proposed that elements such as needs analysis, propose problem, technology integration, teaching activity and resource design, interaction, evaluation and feedback should be considered when designing BPBL, among them, interaction in the learning process is a key element. Finally, we hope this article can provide theoretical and practical guidance for educators when designing BPBL teaching.

This article describes a collaborative study of the blended learning approach, designed to pave the way for higher education students to integrate online and face-to-face learning environments in an ―Instructional Technology and Material Development‖ course at the University of Yildiz Technic in Turkey. The purpose of this study is to investigate the students‘ perceptions of the blended learning environment and to trace the integration between online and face-to-face learning environments. For this purpose, 30 students were given statements on the redesigned course, which they rated on a 5-point Likert scale. To probe more deeply into their positive and negative responses, a focus group discussion was held to gather the students‘ views. The findings are reveal that the majority of the students (90%) enjoyed being in the blended learning environment. However, improvement in methods of application and online study materials are needed. Additionally, other factors that may be salient in blended learning environment are also discussed.