Journal ArticleDOI
The present state and future trends of blended learning in workplace learning settings across five countries
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TLDR
A survey of 674 training and human resource development professionals from five different countries, mostly from the Asia-Pacific region (i.e., China, South Korea, Taiwan, United States, and the United Kingdom) was conducted by as mentioned in this paper.Abstract:
This article reports survey findings related to the current status and future trends of blended learning in workplace learning settings from diverse cultures. This particular survey was conducted of 674 training and human resource development professionals from five different countries, mostly from the Asia-Pacific region (i.e., China, South Korea, Taiwan, United States, and the United Kingdom). The results show that blended learning will become a popular delivery method in the future of workplace learning not only in Western countries but also in Asian countries. Still, the respondents indicated that there were several barriers to blended learning; one of the most noticeable issues was their lack of understanding of blended learning. There is a pressing need, therefore, to provide practitioners with guidance on how to implement blended learning in their organizations. Additionally, among the countries surveyed, the results of the present study revealed that there were significant differences in the current level of adoption of blended learning, the respondents’ attitudes toward and perceptions of blended learning, and the content areas taught by blended learning. Respondents’ predictions related to emerging instructional strategies, technologies, and evaluation techniques for blended learning are also reported.read more
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Journal ArticleDOI
Why are faculty members not teaching blended courses? Insights from faculty members
TL;DR: It is indicated that teaching blended courses can be highly complex and have different teaching patterns, which, in turn, impacts successful implementation of the blended college courses.
Journal ArticleDOI
Effect of blended learning environment on transfer of learning: an experimental study
Veysel Demirer,Ismail Sahin +1 more
TL;DR: Although there is no significant difference between the groups in terms of academic achievement, the students in the blended group are more successful in transferring their knowledge to their projects than the ones in the face-to-face group.
Journal Article
Blend or not to blend: a study investigating faculty members perceptions of blended teaching
Journal ArticleDOI
Blended learning and traditional learning: A comparative study of college mechanics courses
Paul Bazelais,Tenzin Doleck +1 more
TL;DR: This study compared the affects of the two learning modes (blended versus traditional) on student academic performance, and revealed that students in the blended classroom experienced more conceptual change and higher performance compared to those in the traditional lecture-based class.
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Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?
TL;DR: In this paper, the authors examined the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment) and found that blended elearning did not significantly affect students' achievement test scores, but significantly affected their selfassessment scores.
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