Teaching Life Writing in a Blended Learning Environment

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.

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?

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.

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.

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.

This research paper, reports the findings of using problem-based learning approach in Blended Learning (BL) environment, while practicing grade 9 mathematical problems by fifty grade 9 students. This three week program was framed in contrast of traditional schooling, intending as enrichment and not remediation, for science group students’ practices in mathematics. The study was framed through formative experiment research method and practiced at public sector Higher Secondary School Jehangira district Swabi, aiming to explore the advantages and hazards of PBL model when applied in BL environment. The data was collected through an open ended self-developed questionnaire and was analyzed by using simple frequency distribution. The results achieved were mostly positive such as students found productive PBL approach through WhatsApp application like solving examples helped them in solving other problems, course work was completed timely, and using smart phone with peers in groups helped in better understanding the problems. But showed some concerns such as poor availability of network/internet services or non-affordability of having smart phone or internet packages, and parents showed unwillingness for using smart phone/internet. On the basis conclusion, it was suggested that these issues can be resolved by teaming up with parents alongside convincing head of the institute.

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.

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.

This research aimed 1) to investigate the efficiency of music learning in a blended learning environment; 2) to assess how technology can facilitate knowledge sharing between the teacher and the students in blended learning environment; and 3) to study the students' attitudes towards the music learning in a blended learning environment. The sample was 14 second - year students who enrolled in course 2071103: introduction to western music theory in the first semester of the 2020 academic year, in western music program, faculty of humanities and social sciences, Phranakhon Si Ayutthaya Rajabhat university, selected by using a purposive sampling technique. The research instruments were 1) lesson plans, 2) pretest and posttest, 3) teacher performance evaluation form, and 4) a questionnaire on students' attitudes towards a blended learning environment. The statistics were mean, percentage, Standard Deviation (S.D.), and t-test with one sample test. The research results were 1) The students' posttest score were higher than the pretest. The findings were statistically significant difference at. 05 level; and 2) The students' opinions towards towards a blended learning environment were at a very high level (X = 4.50, S.D. = 0.62), including 1)The teaching technique (X = 4.67, S.D = 0.61), 2) The assessment (X =4.54, S.D = 0.48), and 3) The generic skills (X = 4.47, S.D = 0.65) respectively.

The purpose of this study was to examine the relationships between students’ computer self-efficacy, intrinsic motivation, attitude, and satisfaction in blended learning environments. The participants were 239 college students enrolled at Hubei University in China. A survey including four existing instruments was used for data collection. The results of structural equation modeling analysis suggested students’ attitudes toward online and face-to-face classes were the most influential toward to satisfaction in blended learning environments. Higher levels of intrinsic motivation were seen to be influential toward satisfaction in blended learning environments. Computer self-efficacy was seen to influence intrinsic motivation and attitudes, but not found to influence satisfaction in blended learning environments.

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.

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.

Supporting students’ basic psychological needs and satisfaction in a blended learning environment through learning analytics