What’s in Your Blend?

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.

The advancements in technology and developments in teaching and learning methodologies have presented new circumstances for more efficient and effective implementation of learning programs, which make it simple for students and teachers to communicate in non-traditional methods and which “are characterized by the introduction of flexible and innovative teaching and learning technology into teaching. What is more, along with information technologies, particularly Internet has become one of the most important economic and democratic mediums of learning and teaching in the world of education. Effective learning could be supported by integration of online technology with traditional teaching learning methods which can strengthen designing of teaching-learning strategies. This integration can be called as ’blended learning’. Moreover, several reviews of literature discussed that social interaction is required for learning and it is still the best form of learning. This paper explores into designing of blended learning programmes and also attempts to present pedagogy based blended learning model in which an instructional model is created using various pedagogical practices. This paper concludes that blended learning design, especially in teacher education, is well equipped to support the chosen pedagogical practices.

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.

The paper discusses how the use of blended learning approach was adopted to deliver a 3rd year Mechanics of Machines course for Mechanical Engineering students at the University of Botswana. The course delivery involved a mix of both face-to-face and Blackboard technology to create an efficient and effective learning environment. A survey of 101 students was conducted over a period of 3 years for the respondents to evaluate their teaching and learning preferences. The results show that students accepted the blended learning approach because of its benefits. More lecturers are encouraged to use blended learning and teaching approaches to promote active, independent and lifelong learning.

Higher education is experiencing phenomenal changes due to the advancement and use of information communication technology (ICT). Blended teaching and learning are an outcome of an advanced technology-based learning system. The traction of the blended teaching, and learning approach lies in the adaptation of technology-aided learning methods in addition to the existing traditional-based learning. Blended teaching and learning combine face-to-face and online delivery methods that influence students' perceptions of the learning environment and their study experiences, learning outcomes, and ultimately, academic achievement. The study’s objective was to explore the experiences of lecturers and students regarding blended teaching, and learning, in higher education institutions in Zimbabwe. A qualitative study was conducted using in-depth interviews with lecturers and Focus Group Discussions (FGDs) with students from selected universities. The study employed snowball sampling to select respondents from lecturers and convenience sampling to select respondents from students. Both In-depth interviews and FGDs were conducted online through WhatsApp, telephone, and Zoom platforms. The study included five public universities in Zimbabwe. The data was analysed using thematic analysis and Nvivo Version 11 software. Findings revealed that poor technology infrastructure including poor internet connectivity, unavailability of computers, and poor technical skills to execute interactive online teaching as the major challenges facing lecturers. The study further noted that students continue to face challenges in accessing personal computers to facilitate blended learning. Despite these barriers, blended learning and teaching are the future of higher education hence the need to ensure that universities have sufficient resources to support the transition. The study recommends the need to align blended teaching and learning with overall institutional goals and priorities.

This study was to examine the reliability of the questionnaire on the level of anxiety of trainee teachers during teaching training courses and implementing face-to-face and blended Teaching and Learning (PdP) sessions during the Covid-19 pandemic. The study sample involved 10 respondents consisting of students of Bachelor of Science with Education (Sports Science). The instrument was modified from the Beck Anxiety Inventory (BAI). This instrument has also been validated by two experts. The collected data will be analyzed using Cronbach's Alpha reliability tests. The results of the study found that the item reliability value for face-to-face teaching type respondents was 0.96 while the item for blended learning type respondents was 0.93. Based on the Cronbach's Alpha value, it is good and shows that each item has a high reliability value. Therefore, this modified questionnaire instrument is suitable and can be used to study the level of anxiety of trainee teachers during teaching training courses and implement face-to-face and blended Teaching and Learning (PdP) sessions during future Covid-19 pandemics in schools.

The evolving societal landscape and technological advancements have redefined educational demands, leading to notable improvements in teaching methodologies driven by continuous technological evolution. Blended learning, a widely embraced approach, transcends traditional educational boundaries, emphasizing the paramount role of student communication and interaction in an era of extended education beyond physical classrooms. Collaborative learning groups are increasingly integrated into blended teaching, with group formation as a pivotal element. This study draws upon cognitivism, collaborative learning, and social interdependence principles to address issues within group cooperative activities in blended teaching. It leverages the strengths of blended teaching and collaborative learning, designing instructional activities and conducting action research in practical teaching settings. The research methodology unfolds in phases: a literature review explores the current landscape of blended collaborative learning, providing insights into challenges; a theoretical exploration, grounded in educational theory, delves into the design of teaching activities within blended environments; the technical investigation combines collaborative grouping with machine learning to propose innovative grouping strategies; and the action research phase validates findings through specific instructional courses and research subjects.

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.

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.

In recent times, one of the major reasons for the promotion and continuous relevance of online learning platforms is to reduce the rapid spread of COVID-19 most especially among the middle age. It is expected to engender continued access to learning anywhere irrespective of time and location. This does not preclude the traditional face-to-face method of teaching from providing an opportunity for robust student-teacher interaction. The combination of these two modes of teaching could be termed blended learning or blended learning, and it is fast becoming a popular approach to teaching in this post-COVID-19 era. Blended learning as an approach to the teaching-learning system is a necessary merging of face-to-face traditional teaching approach and online-based class for actual learning that encourages teacher’s control of class activity in post-COVID-19 time. Notwithstanding, the online method of teaching is characterized by problems occasioned by individualization and a series of other challenges in aftermath of post-COVID-19. Blended learning has therefore been shown to encompass numerous benefits that are lacking in either the online or internet-based teaching methods or the traditional face-to-face method of teaching. These are found in examples such as Flipped learning, Computer Assisted Instruction (CAI), live chat and other e-learning environment techniques that have been reported to boost learning outcomes. It is instructive to note that despite the advancements and seeming benefits, teacher-student interaction which is quintessential to student development has been estranged. This is a strong limitation that may make the sole adoption of learning strategies outside the regular classes (Online Learning) more complicated. It is recommended that the blended learning approach should be encouraged to help synchronize the two teaching strategies to maximize the benefits that can minimize or eradicate the inherent deficiencies.

A critical component of blended learning is that technology is combined with face-to-face instruction to enhance learning for students. Without this essential component, blended learning would be no different than when a teacher projects online curriculum to the entire class on a whiteboard. A blended learning methodology enables students to utilize technology to learn in a way that best meets their needs while in an environment that encourages creativity, critical thinking, and problem solving. The focus on how technology is used in a blended learning approach is critical for separating it from being a technology-rich classroom. Blended learning is an instructional approach that enables teachers to have more time to personalize learning for their students. Learning is personalized so that students in a blended learning environment have some control over the pace of their learning.

The present study aims at exploring the strategies for managing innovation in technical education by using blended learning philosophy and practices with special reference to Politeknik Brunei. Based on literature review and desk research, the study found out salient characteristics, explored constraining factors, elicited strategies of Politeknik Brunei, and suggested some options and a framework for innovations management and development of effective blended teaching and learning. The limiting factors identified are the unwillingness of the top-level management, lack of structural support, dearth of readiness of the stakeholders, the gap between teacher's expectations and changed students characteristics, and blended teaching myopia on the way of effective application of blended learning strategies. Notable suggestions for strategic development are developing wide-angle vision and self-renewal processes, analyzing the environment for needs determination. Clarity of purpose and tasks, technological adaptability, data-driven decision making, prompt feedback, flipped classroom, and development of learning clusters are other dimensions that may go a long way toward innovating teaching-learning and the overall development of an academic institution. Finally, the study suggested important guidelines for applying the strategies and proposed framework for quality blended learning and managing innovations in technical education.

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.

Blended learning is the fastest growing teaching modality in North America and much of the world. However, research and training in blended learning are far outpaced by its usage. To remedy this gap, we developed a competency framework and Blended Teaching Readiness Instrument (BTRI) to help teachers and researchers evaluate teacher readiness for blended environments. The purpose of this research is to show that the blended teaching readiness model and accompanying BTRI are reliable for use with teacher candidates both before and after going through a blended teaching course. This knowledge would allow researchers and practitioners to have greater confidence in using the BTRI for future growth curve modeling for the identified blended teaching competencies. To accomplish this, we collected pre‐ and post‐data from teacher candidates across multiple semesters who were studying in a blended teaching course. Using confirmatory factor analysis, we determined the pre‐class survey results fell within the range of the four fit statistics cutoffs (RMSEA = 0.045, CFI = 0.933, TLI = 0.929 and SRMR = 0.043). And, the post‐class survey results had good fit as well (RMSEA = 0.044, CFI = 0.911, TLI = 0.905 and SRMR = 0.051). We also showed that the factor loadings and communalities were statistically significant. By testing the factors in this way, we make a case for the survey to be a valid and reliable instrument in assessing blended teacher competency. Additionally, we tested the model for measurement invariance and found that we could reliably use the BTRI for pre‐post growth modeling. Practitioner Notes What is already known about this topic? Blended learning is the fastest growing teaching modality in Canada and the United States, and is expanding rapidly throughout the rest of the world. Teaching in blended learning settings requires distinct skills and dispositions specific to the modality. A blended‐teaching‐focused competency framework is a necessary element in any blended teacher preparation program. Though there have been attempts to make a blended teaching framework before, none of these exclusively focus on the distinct skills of blended teaching nor have they been validated. What this paper adds? Describes our free, publicly accessible competency framework that focuses exclusively on blended teaching Validates a concise Blended Teaching Readiness Instrument (BTRI) to go along with the framework. Confirms pre‐post measurement invariance for the BTRI which allows for use with pre‐post growth modeling. Implications for practice and policy The competency framework and validation are a theoretical contribution to the rapidly expanding field of blended learning research. With the valid BTRI instrument and framework, teachers can get feedback on their strengths and weaknesses in blended teaching and learn how to improve and help others.