Using Blended Learning Approach to Deliver Courses in An Engineering Programme

This study adopted an empirical study to examine the application of the blended learning approach to Web-based College English Teaching Platform (WCETP) in a medical university in eastern China.The study was conducted on 40 students majoring in Clinical Medicine from two classes and raised two questions:(1) Is there a significant difference between the blended learning approach and the traditional classroom learning approach in terms of students' attitudes and satisfaction?(2) Is there a significant difference between the blended learning approach and the traditional classroom learning approach in terms of students' academic achievement?By analyzing and discussing the resultant statistics, the author drew the conclusion that compared with the traditional teaching approach, participants held more positive attitudes towards the blended learning model.Besides, participants preferred to this new blended learning model, which could better stimulate their interest, foster their autonomous learning and collaborative learning and prompt their confidence.What is more, the quantitative research with the comparisons of language learning achievement between the experimental group and the control group revealed that there was a significant difference in terms of students' academic achievement between the traditional classroom learning approach and the blended learning approach.Furthermore, students performed better in language learning under the blended learning model than those under the traditional model.The findings of the study indicate that as the brand-new learning approach, the blended learning approach which integrates the advantages of online learning and face-to-face classroom teaching could enhance students' comprehensive language skills, improve students' self-confidence in learning English, and cultivate the learners' ability of self-learning.Therefore, study on the application of blended learning for college English learning has an important reference value and practical significance for the reform of College English Education.

Background: During and after the COVID-19 pandemic, many academics and researchers in English Language Teaching (ELT) have studied a variety of issues faced in various types of online teaching and learning, including examining the efficacy of the Blended Learning (BL) approach as a result of the emergency remote and fully online learning or e-learning in response to the learning-from-home policy. Nevertheless, the researchers discovered that only a few studies employed a narrative inquiry method to explore students' perspectives, stories, and voices relating to their ways of learning during and after the pandemic. Objective: This study helped the researchers better understand the challenges students faced and the adjustments they made, providing unique insights that other methods might miss. Methods: This study addresses that gap by examining the stories and views of nine EFL students from three Indonesian universities who experienced various learning modes during and after the pandemic, including face-to-face, fully online, and blended classes. The students were requested to share their experiences and viewpoints about the BL approach through open-ended questionnaires and semi-structured interviews. The methods and tools from the narrative analysis were then employed to analyze the gathered stories and responses. Findings: The findings indicate that while most students supported BL using appropriate online tools, their understanding of the approach varied, emphasizing the need for specific conditions for its successful implementation. Conclusion: This study contributes to the understanding of the approach variations of BL.

The present education system has been disturbed due the COVID-19 pandemic and has imposed a greater challenge on educational institutions to seek out alternative approaches in the teaching-learning process. Most of the educational institutions took several initiatives to impart education with the aid of digital technology. In Today’s world knowledge construction in students can be enhanced by combining technology with the traditional way of lecture delivery. Blended learning is a technique which integrates digital media and technology along with traditional classroom activity. It also provides more flexibility for students to customize their learning experiences. Both online and offline will complement each other by using their individual strength. This paper presents a Blended learning approach using Modular Object-Oriented Dynamic Learning Environment (Moodle) as Learning Management System (LMS) platform. Asynchronous videos were created in studios using Lightboard and uploaded on LMS and subsequent Synchronous classes were handled using the MS Teams platform. Learners Centric Blended learning model includes interactive videos, Frequently Asked Questions (FAQs), post-tests, additional study materials, Quizzes, Assignment submissions, etc. This model is effectively implemented for all the courses in our institution and is illustrated in this paper using the Numerical Methods and Differential Equations (NMDE) course at second Year Biotechnology.An online survey was conducted to understand the perception of the students about the blended learning approach through LMS. The results of feedback revealed that the blended learning approach is more flexible and provides independent opportunities for students to learn. More than 82% of the students have given positive feedback towards this technological transformation in teaching and learning. Keywords: Blended Learning, Asynchronous and synchronous mode, Online Teaching-Learning, Lightboard, Learning Management System.

Background: In the age of digital literacy, blended learning is a massive and comprehensive approach for navigating skills and competencies of the young aspirants in inclusive culture. This paper aims to enhance prospective teachers' attitudes towards the blended learning approach in inclusive classroom environment to improve their technological skills and competencies. Method: Primary data was collected from 670 B.Ed. students purposively from different teachers’ training colleges and universities of West Bengal, India. To explore the technological potentialities and competencies of these prospective teachers, a self-prepared questionnaire on ASBLA was administered via Google Forms. The ASBLA was validated by experts, and its reliability was established through Cronbach's Alpha, which yielded a coefficient of 0.864, indicating good internal consistency. As a result, it was found that the constructed tool had acceptable reliability measurements. Data were quantitatively analysed using mean, t-test, ANOVA and percentage analysis in ‘IBM SPSS Statistics 21’ software. Results: Results showed no statistically significant differences in attitude towards blended learning approach based on age and locality at 0.05 level of confidence. Additionally, significant differences were found between the gender and type of institutions. Discussion: Eventually, the result of the study shows that prospective teachers developed a positive attitude towards blended learning approach, whereas approximately 40% expressed dissatisfaction. Conclusion: The study recommends stakeholders to implement blended learning approach for enhancing teachers’ skills in inclusive classroom environment.

Background: During the last two years, the pandemic has taken a toll on education. However, E learning tools and other innovative computer software technologies are being widely adopted to deliver educational elements of different courses to students who are placed in far off areas from the university campus. However, Teaching is demanding and complex task and the key limitations in total e-learning format included limited interactions with peer and teachers, communication problems, and insufficient sense of bonding between the teacher and student. To address these issues concept of “blended learning” was adopted. Blended learning escalates the chances of student engagement, enhance critical-thinking development and improve learning processes in the presence of a valued teacher. However, whenever innovative techniques are introduced, it becomes essential to ensure that there is no impact on instructional integrity. Thus, the response of students who are amongst the main stakeholders is absolutely vital to confirm an effective implementation of any teaching and learning approach. Objective: This study provides help to the faculty who newly incorporate BLA (blended learning approach), also it provides guidance for educators and curriculum planners to effectively plan their modules while incorporating a BL approach in medical education. Study Design: Qualitative study (Phenomenology). Settings: Three universities, Riphah International University Islamabad, University of Lahore, Lahore and Khyber Medical University, Peshawar in Pakistan. Duration: Six months from February to August 2017 Methods: Sampling was done by purposive (homogenous) sampling. Study population included MHPE students from three different universities of Pakistan. Population size was 10 MHPE students who completed their course work, and data was collected through one on one semi structured interviews. All interviews were audio recorded, transcribed and analyzed manually as well as by importing in NVivo software version 11. Results: By a thematic analysis a total of six major areas were identified that influences the student learning in blended programs. Out of these the major influencing factor came out to be the role of teachers’ both in online and face to face sessions. This blended course design helped them to become more self-regulated, self-directed, lifelong and active learners, and they were also able to transfer these learning skills to their students as well. Conclusion: Students hold a positive perception of the BLA being offered in this MHPE program. Research findings suggests that a BL course design can be successfully used in postgraduate education as well as undergraduate studies it helped to impart new learning approaches in them. The main factors which were appreciated in these courses were flexible or hybrid course design, role of a teacher as facilitators who reinforced learning strategies towards learners’ professional needs.

In our increasingly technology-mediated educational landscape, blended teaching and learning methodologies – which bring together selected features of online and face-to-face training - can enhance the educational experience of both trainers and trainees. Yet the implementation of blended teaching and learning approaches in some fields of translation can present trainers with a number of problems. These include the trainers’ lack of familiarity with the use of certain software applications and the scarcity of electronic materials and pedagogical scenarios for them to draw on. This paper explores the pedagogical resources developed as part of two European collaborative projects in the domain of translator training and discusses the lessons learnt from the exploitation of these resources in blended learning scenarios. It offers an overview of the changes that technology has brought to the educational sector, followed by a discussion of key features of the blended teaching and learning approach, and an examination of the impact of technological developments on the translation industry and their transformational effect on professional practices and the training of translators. The final sections present the materials created under the framework of the eCoLoTrain and eCoLoMedia projects, which aim to support blended learning in translation and multimedia localization, respectively. Throughout, an overview of how some project-specific resources and materials can be used in translator training environments is followed by advice on relevant best practices. The conclusion speculates briefly on how the materials which are still under development will effectively be put to use by trainers and trainees alike.

It is generally noticed that all the teaching learning practices have changed over a period of time, with changing needs and demands of the society as well as the Nation. Teacher education is one such area that is experiencing phenomenal changes as a result of the advancement and use of technology. Latest innovations and technological revolution has drastically affected the affordability, accessibility and adaptability to these modern ICT and ICT related tools and gadgets. With these technological changes, the way and means of imparting education has also been revolutionized. The wide use of online technologies and available Internet in the field of education and the opportunity of blending face-to-face instruction with online teaching environments have caused a paradigm shift in the way of delivering instruction to the learners. An important implication of this shift is the need for a recommitment to create an ideal learning environment for students and employing new pedagogies and technologies, where appropriate. One such technology is ‘Blended Learning’. Blended learning is a strategy that creates a more integrated approach to teaching learning process where different learning environments like Face-to-Face, online, social networking etc are mixed with a goal to provide most efficient and effective instruction experience. Blended learning is a potential outcome of advanced technology-based learning systems. Blender learning approaches makes use of advance technology to provide training and development in higher education and within industry. Its rapid growth has been facilitated by the Internet and other emerging technologies like cloud computing, cybernetics, artificial intelligence etc. Over the past few decades, a lot of research work has been done on blended learning and its utility in institutions of higher learning. In the present research study, the author has tried to explore the role of blended learning technology in developing and enhancing pedagogical skills among the teacher educators and prospective teachers. The author through this paper have provided directions for creating a blended learning environment, which can be used by institutions of higher learning to take decisions about the learning and teaching initiatives. The present paper also discusses about how blended learning can improve the teaching, working environment, quality of teacher education and help in managing and improving the costly and expensive education of today that the student community have to bear. The author has tried to highlight the various challenges and implications which are there in implementing and integrating such a technology in teacher educational initiations. The general conclusion which is drawn from this research study is that blended learning approach offers the most efficient and effective way of teaching learning process in today's fast changing, competitive global arena of higher education in general and teacher education in particular. Further research work can be done, where we can compare the students’ academic achievement using this blended learning approach in comparison to traditional or conventional approach of learning.

With the advent of artificial intelligence, institutions are now adopting the Blended learning approach, which infuses face-to-face strategies and online teaching methodologies. A blended learning approach is a way to enhance the quality of teaching and learning in higher education institutions, but how feasible is that in TVET Colleges? This study thus investigated the global perceptions of lecturers and students in Technical Vocational Education (TVET) colleges regarding Blended learning for teaching practical subjects online. It examined the challenges and opportunities of moving practical learning online, considering the unique requirements of first-hand subjects like Electrical Engineering, Tourism, Hospitality, Art, and Design. The study utilised articles from Google Scholar and Science Direct databases to comprehensively understand the effectiveness of Blended learning in the TVET context. Using Blended learning as a theoretical framework, a new methodological approach, and a promising blueprint for transforming higher education, the study adopted an integrative literature review methodology to synthesise identified cases and draw themes from the survey. The study brings new knowledge regarding the significant shift in online learning usage during and after the COVID-19 pandemic, particularly in vocational education, providing valuable insights for designing effective online learning strategies. Keywords: Artificial Intelligence, Blended Learning, Integrative Literature Review, Technical Vocational Education (TVET) Colleges

PurposeThe purpose of this article is to highlight the factors that need to be considered when implementing a blended learning solution in a group environment.Design/methodology/approachThe insights are based on the authors experience of delivering a blended learning module to successive cohorts of international Executive MBA candidates over a three year period. A range of post‐module evaluation mechanisms were utilized to collect quantitative and qualitative data and this was supported by face‐to‐face and online discussion with participants. In addition, the authors own reflections on the experience as faculty and e‐learning consultants has been taken account of in the interpretation of the results.FindingsThe importance of human behavioral factors over content and tool selection when implementing a blended learning solution cannot be ignored. The role of group dynamics in achieving the learning outcomes also needs to be considered, as does the perceived value of the approach to be taken by the participants. Findings relate to both the e‐learning experience and other learning methods experienced on the course, influenced partly by the students' expectations and preferences.Practical implicationsKey learning is shared with readers so that they can learn from the author's experiences such that anyone considering a blended learning approach in the future considers the three‐way partnership of the organization, the learner and the supplier.Originality/valueThis article will be of special interest to e‐learning developers or development specialists considering blended learning approaches as it draws their attention to the factors beyond the technological application itself which is where attention can become overly focused.

Many countries view citizenship education as one of the main obligations of formal schooling. In this paper, we describe a case study involving a Singapore primary school (two primary five classes) to foster primary school students’ affective commitment to their country. We describe a blended learning approach that combined the use of an asynchronous online peer discussion forum, persuasive cases, reflection, face-to-face classroom discussions, and teacher presentations. We discuss the theoretical foundations of the blended learning approach. We share insights of the blended learning approach based on students’ data (e.g., online postings, questionnaires, reflections, and interviews), as well as our own reflections. The results of our study suggested that the blended learning approach was able to instill a positive student affective commitment to their country. Finally, we discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning for the purpose of citizenship education.Keywordscitizenship educationasynchronous online discussionelementary educationaffective domainpeer learning

This study examines the ever-changing environment of blended learning, with a special emphasis on how teachers in public schools in the Philippines use Google Classroom in the shifting educational landscape. Based on a mix of academic views and practical research, the study seeks to improve our understanding of the difficulties and possibilities related to blended learning. The conceptual framework, derived from Graham et al.'s blended teaching matrix, classifies interactions into four quadrants, offering a complete structure for comprehending blended learning situations. The study aims to identify the blended teaching approaches used by instructors, evaluate the utilization of Google Classroom features and Google Apps for Education, and ascertain the frequency and dependence of Google Classroom as a key teaching tool. Data was gathered from 123 public-school teachers at the Schools Division Office of Isabela through a systematic survey. The results demonstrate a prevalent use of Google Classroom features, highlighting its significance in facilitating the transmission of lessons, communication between students, distribution of assignments, and improvement of learning activities. An examination of the features of Google Classroom, Google Apps for Education, and Google Docs file templates reveals a wide range of use patterns among instructors, ranging from seldom to regular utilization. Teachers demonstrate favorable attitudes towards the adaptability and compatibility of Google Classroom, emphasizing its seamless connection with portable devices. Challenges arise from the sporadic Wi-Fi connections, which have a negative influence on the quality of blended learning. The research suggests implementing customized professional development program for teachers and highlights the need to include adaptive technological frameworks in curriculum design. This study provides essential knowledge on the implementation of blended learning methods by public school teachers. It gives suggestions for policymaking, curriculum design, and teacher training in response to the ever-changing educational environment.

This study aimed to design an educational equity model based on Information and Communication Technology (ICT) with a blended learning approach. The study employed a sequential mixed-methods research design, incorporating both qualitative and quantitative approaches. In the qualitative phase, data were collected through in-depth interviews with educators, administrators, and policymakers, which were then analyzed using grounded theory to identify key components of the educational equity model. The quantitative phase involved surveys administered to a diverse sample of teachers and students to validate the findings from the qualitative phase. Statistical analysis, including structural equation modeling, was used to confirm the relationships between the identified components. The analysis revealed several critical components necessary for achieving educational equity through ICT and blended learning. These included comprehensive planning for educational opportunities, designing inclusive virtual curricula, establishing clear standards for virtual education, ensuring equitable distribution of resources, and fostering a flexible, participatory learning environment. The study also highlighted the importance of teacher proficiency in ICT, continuous professional development, and strong institutional support. Empirical evidence from the quantitative phase supported these findings, demonstrating significant improvements in student engagement, motivation, and academic performance. The integration of ICT and blended learning in education significantly enhances educational equity by providing flexible and inclusive learning opportunities. The proposed model addresses key challenges and leverages opportunities associated with blended learning, ensuring that all students have access to quality education.

This systematic review examines the effectiveness of blended learning approaches in secondary education contexts across diverse global settings. Through a comprehensive analysis of empirical studies published between 2015 and 2024, this research synthesizes findings on the impact of blended learning models on student achievement, engagement, and educational outcomes. Data from 42 peer-reviewed studies representing 15 countries were analyzed using both qualitative and quantitative methods. Results indicate that well-implemented blended learning approaches consistently demonstrate moderate to significant positive effects on academic achievement (mean effect size d = 0.38), with particularly strong results in STEM subjects. Additionally, the review identifies four key implementation factors that moderate success: teacher technological pedagogical content knowledge, institutional support systems, technological infrastructure adequacy, and instructional design quality. The findings reveal that blended learning approaches, when properly implemented with attention to contextual factors, can effectively enhance student outcomes while addressing challenges related to educational access and equity. However, significant disparities exist in implementation quality across socioeconomic contexts. This review contributes to educational practice by providing evidence-based guidelines for blended learning implementation in secondary education settings and identifies critical areas for future research including longitudinal impact assessment and implementation science approaches.

The integration of interactive web-based learning media is essential to address challenges in teaching hydrocarbon materials at SMAN 1 Sungai Pinang. Traditional teaching methods, while effective, often lack student engagement, motivation, and interactivity. This study explores the need for digital learning tools to enhance chemistry education. A needs analysis was conducted through surveys and questionnaires to assess student and teacher perceptions regarding existing teaching methods. The validity and reliability of the questionnaire were confirmed to ensure accurate data collection. The study also examined school facilities and academic challenges that impact the implementation of interactive learning. Findings indicate that well-equipped school facilities support the adoption of interactive and digital learning strategies. While traditional methods remain beneficial, a blended learning approach is necessary to optimize student engagement and academic performance. The study also highlights various academic and non-academic challenges faced by students, necessitating further support and development. Regular evaluation of teaching strategies is crucial to adapting to students' evolving needs. The study underscores the importance of interactive web-based learning media in improving teaching effectiveness and student engagement. The findings suggest that supplementing traditional methods with digital tools can enhance comprehension and motivation. This study supports the development of interactive digital learning media to complement traditional chemistry instruction. Implementing blended learning strategies can address current educational challenges, fostering a more engaging and effective learning environment.

Irrespective of the high popularity of blended learning (BL) applications in higher education centers due to the COVID-19 pandemic, students perceive certain challenges as depriving them of its effective usage for educational purposes. Using a qualitative study approach, this study aimed to find out the challenges students face using the BL approach during and after the era of the COVID-19 pandemic and the measures institutions put in place to help students' BL best practices. Ten participants from the Ghana Communication Technology University took part in a semi-structured interview session to ascertain the students' BL practices in higher education centers. Although the study's outcome revealed some potential benefits derived from the BL approach, poor internet connectivity, poor student-lecturer engagement, the high cost of internet data charges, poor power supply, and a dearth of proper orientation programs amongst students were the challenges identified.The study has emphasized that implementing effective BL in teaching and learning leads to increased student satisfaction, student-instructor interaction, student-centered learning and collaboration, and student engagement. Hence, recommendations are made to ensure students achieve effective BL in schools.