This empirical study is conducted in a blended learning setting of a technology-focused private university in Bangladesh to offer a model that could help attain a comprehensive goal of blended lear...

Promoting student-centred blended learning in higher education: A model:

Blended learning in the Philippines is still considered new and young. However, this growing demand for blended learning possesses problems and challenges that are noteworthy to investigate, specifically in emerging higher education institutions, which hinder effective and efficient delivery of teaching and learning. This paper reflects different lenses of experiences encountered by five purposively selected facilitators teaching National Service Training Program (NSTP) in a certain university in Manila, Philippines. A qualitative case study research method was employed to interview the participants. The data were collected using a semi-structured interview questionnaire, and analyze thematically. There were five themes or “roadblocks” reported in this study: technological, instructional, class size, technical support, and collaboration. Findings were also discussed in the lenses of various literatures, particularly in terms of design and development, implementation, and assessment and evaluation of blended learning. An overarching proposal, which is aligned to the results of this research study, was presented. Nevertheless, it aims to add to the pool of teachers’ voices who are experiencing problems and challenges in the delivery of blended learning. The results of this study can serve as a basis for continuous faculty training and development, as well as for the improvement of the NSTP course, in general.

https://files.eric.ed.gov/fulltext/EJ1285361.pdf

Learning from the problems and challenges in blended learning: Basis for faculty development and program enhancement

Moderating effects of academic involvement in web-based learning management system success: A multigroup analysis

This study determines the effect of developing blended learning models using Edmodo on students’ critical thinking skills on impulse and momentum. The research method used in this study is ADDIE. The population in this study is class X MIA SMAN 4 Serang City. The sample of this study amounted to 31 students from class X MIA 2 as an experimental class using a blended learning model and 30 students from class X MIA 3 as a control class using a cooperative model. The test used in this study was seven indicators of critical thinking skills. These results indicate an increase in students’ critical thinking skills after being given treatment that is by using a blended learning model. The N-Gain value evidences a large increase in the experimental class that is 0.60 in the medium category and 0.23 in the low category in the control class. The average value of pretest and posttest is 5.27 and 9.77 in the control class, while in the experimental class is 5.65 and 16.61. These results show that there is an influence on the development of blended learning models for critical thinking skills on the momentum and impulses.

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The Development of Blended Learning Model using Edmodo to Train Student Critical Thinking Skills on Impulse-Momentum Topic

Nowadays, blended learning represents a combination of both e-learning and Face-to-Face learning approaches, which has been considered as an emerging concept of modern education. It has been regarded as a prominent alternative learning approach compared to the conventional e-learning approach. The degree of satisfaction of students with blended learning played a crucial role in evaluating the effectiveness of adopted techniques for blended learning. Therefore, this study examines a number of key factors that affect students’ satisfaction within a blended learning environment among undergraduate students involved in a private university in Saudi Arabia. In this paper, a comprehensive online questionnaire is used to assess the impact of blended learning based on seven factors of the blended learning environment. The respondents for this study are generally 221 young undergraduate students with an average age of 20-30 years old. The collected data is analysed by using SmartPLS 3. The results reveal that students are mostly satisfied with the blended learning factors, particularly, with the convergence of the Face-to-Face and Videoconferencing classes and the role of their instructors. Those students are moderately satisfied with the SIS, the online forums, and their course materials and modules, and least satisfied with the LMS and the E-library factors. Accordingly, the suggested recommendations pertaining to the future research are highlighted where this paper offers useful insights for future researchers based on different empirical evidences.

/pdf/impacts-of-blended-learning-systems-on-aou-students-4pt45da1aw.pdf

Impacts of blended learning systems on aou students’ satisfaction: an investigational analysis of ksa’s branch

This paper aims to explore the benefits of Blended Learning towards students’ learning experiences at an offshore campus of an Australian university located in Ho Chi Minh City, Vietnam. At the university campus, the Blended Learning practice in use is the displacement of content. Content displacement refers to a portion of the learning content and activities for a course being delivered online via the Learning Management System. Learning not only happens in face-to-face sessions at a given time but is extended to online spaces as well, happening anywhere at any time at students’ preference. The focus of this research is its usefulness and effectiveness in promoting interactions between students and their peers, their teachers, and course materials. An online survey, which was designed based on a set of validated questions, was used to collect data from sixty-six students enrolled in eight Blended Learning courses. The analysis of the survey results provides empirical evidence to the claim that students’ perception of their learning experiences at the university was beneficially impacted as a result of the Blended Learning environment in each of their classes. Specifically, factor analysis using oblique rotation method identifies a clear factor structure across survey questions, representing four dimensions of benefits: Engagement, Flexibility of learning, Online learning experience, and Self-confidence. In addition, significant differences between the clusters on these factors indicate that students vary in their responses towards the benefits of Blended Learning and their experience with a Blended Learning approach.

/pdf/defining-student-learning-experience-through-blended-ezpnu1979z.pdf

Lilibeth Jandug-Montera

Papers

Defining student learning experience through blended learning