scholarly journals How to improve students’ experience in blending learning? Evidence from the perceptions of students in a Postgraduate Master’s Degree

2021 ◽  
Vol 12 (2) ◽  
pp. 1-15
Author(s):  
Beatriz Garcia-Ortega ◽  
Javier Galan-Cubillo
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Blended Learning ◽  
Master's Degree ◽  
Learning Experience ◽  
Student Perception ◽  
Learning Context ◽  
Face To Face ◽  
Master’S Degree ◽  
Face To Face Learning

This paper examines the perceptions of a group of students of a Postgraduate Master’s Degree in Cosmetics Industry at the Universitat de València, delivered with a blended learning modality, in relation to their experience in face-to-face learning and differentiating between those with or without a previous background in a remote online learning environment, with the added purpose of identifying strategies to enhance that experience, while offering further evidence for scholars, educators and institutions in this field. To this end, a survey with open questions devised ad hoc leaning on our literature review was submitted to a group of 114 students of the Master’s Degree in the period 2017-2020. Students were enquired about the pros and cons of their blended learning experience in relation to the traditional face-to-face learning, and which modality they would choose next time if both were offered, only considering the achievement, experience and satisfaction, regardless of the price. 77 students of our initial sample participated in the questionnaire, 38 of them without previous experience in blended or distance learning. The results show a certain predilection for face-to-face learning, especially in the group of newbies in blended or distance learning. They highlight how they miss a closer interaction with their peers and professors and the difficulties to assimilate certain content, while appraising the flexibility, autonomy, and the self-pace of the blended learning modality. Correspondingly, students with experience in remote online education settings generally show a better predisposal and find fewer disadvantages in blended learning. This suggests that the factor of experience and adaptation to new tools and methods improves student perception and confidence and shapes their preferences, with a foreseeable growing acceptance of blended learning in the future. Finally, the outcome allows us to define a series of strategies to improve the achievement, experience, and satisfaction of students in this learning context.

Blended Learning

2011 ◽  
pp. 194-199
Author(s):  
Kathleen P. King
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Hybrid Learning ◽  
Future Trends ◽  
Learning Context ◽  
Face To Face ◽  
Face To Face Learning ◽  
Year 2000 ◽  
Education Concept

Blended learning has become a more widely discussed distance education concept and practice since the year 2000 and beyond. Also known as hybrid learning, these terms refer to more than one delivery system being used for one course. In most cases, when they use the term blended learning in a distance learning context, educators are referring to face-to-face learning combined with some elements delivered through technology. This chapter will describe the background of this development within distance learning, its benefits, and possible future trends.

scholarly journals Covid-19 Lockdown Challenges or New Era for Higher Education

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Iryna Didenko ◽  
Olena Filatova ◽  
Lyudmyla Anisimova
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Master's Degree ◽  
Degree Programs ◽  
New Era ◽  
Face To Face ◽  
Master's Degree Programs ◽  
Master’S Degree ◽  
Face To Face Learning

The findings of this research allow to assume that after lockdown it might be worth reconsidering the format of learning for Master’s Degree Programs and shift from conventional face-to-face learning to blended or even distance learning.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

scholarly journals Distance Learning in Greece during Covid-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. p69
Author(s):  
Apostolou George ◽  
Papatsimpas Achilleas ◽  
Gounas Athanasios ◽  
Gkouna Ourania
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Educational Process ◽  
Statistical Hypothesis ◽  
Hypothesis Tests ◽  
Face To Face ◽  
The Future ◽  
E Learning ◽  
Face To Face Learning ◽  
Restrictive Measures

The purpose of this study is to investigate the reaction of Greeks to this new educational reality due to the Covid-19 outbreak. Since the first restrictive measures were implemented in March 2020in Greece, distance learning has become a dynamic part of people’s daily lives with the prospect of remain in gas such in the future. A total of N=170 students, parents, teachers, civil servants, private sector employees who were involved in the distance learning process either as instructors or as students in the period of Covid-19 pandemic in Greece, were selected with the use of snowball sampling. A questionnaire using demographic and satisfaction related variables was completed by the respondents, namely citizens across Greece, based on a Likert scale questionnaire which is a useful and multidimensional instrument, to assess satisfaction within the time frame from July 7, 2020 to October 20, 2020; the period when there occurred a loosening in the restrictive measures between the two lockdowns in Greece. It was investigated how the demographic factors, specifically gender, age, occupation, and place of residence, influence the attitude of the respondents towards synchronous and asynchronous distance learning as well as their intention to continue using online education services in the future after the lifting of the restrictive measures. Additionally, the customers’ preferences concerning the most enjoyable distance learning experience were examined, so that they will be available to the distance learning program designers. Descriptive statistical analysis and non-parametric statistical hypothesis tests were conducted in SPSS and R. Most of the respondents had not participated in online courses before the Covid-19 outbreak, 46 % did participate in e-learning courses before the Covid-19 lockdown while 54 % did not and 34.1% respondents prefer face-to-face learning, while 15.9% prefer e-learning. Also, 50% respondents prefer a combination of face-to-face learning and e-learning. Hypothesis tests showed that there are statistically significant differences between users’ preferences as well as regarding their demographic characteristics. Undergraduate and postgraduate university students continue to participate in online learning courses and are willing to invest financial resources and time in this new educational process (?2(4)=10.440, p=0.034), unlike high school students who prefer face-to-face learning (p=0.042). The present study will lead to practical implications, such as the formation of e-learning programs which aim for the best user experience and the best learning outcomes. Also, private educational organizations can include the results in the key elements to implementing a strategic marketing mix.

scholarly journals Blended Learning: Post Pandemic Solutions

2021 ◽  
Vol 7 (2) ◽  
pp. 425
Author(s):  
Seriwati Ginting ◽  
Miki Tjandra ◽  
Elizabeth Wianto
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Process ◽  
Research Method ◽  
Junior High Schools ◽  
Face To Face ◽  
Face To Face Learning ◽  
Internet Networks ◽  
Interview Questionnaire

<p>Pandemi telah mengubah pembelajaran tatap muka menjadi Pembelajaran Jarak Jauh (PJJ) yang menimbulkan kendala seperti ketidaksiapan menggunakan aplikasi pembelajaran online, belum tersedianya materi untuk diunggah, jaringan internet yang tidak stabil, biaya kuota internet, dan kejenuhan siswa. Penelitian ini bertujuan untuk memberikan gambaran pelaksanaan PJJ dan upaya implementasi blended learning sebagai solusi proses pembelajaran di sekolah dasar dan sekolah menengah pertama. Metode penelitian yang digunakan adalah kuantitatif dan kualitatif, melalui observasi, wawancara, kuesioner dan dokumentasi. Hasil penelitian menunjukkan kombinasi dari pembelajaran online, offline dan tatap muka mampu menciptakan suasana yang lebih menyenangkan bagi siswa, guru dan orang tua.</p><p><em>The pandemic has transformed face-to-face learning into distance learning which has caused obstacles such as unpreparedness to use online learning applications, unavailability of material to upload, unstable internet networks, internet quota fees, and student saturation. This study aims to provide an overview of the implementation of </em><em>distance learning</em><em> and efforts to implement blended learning as a solution for the learning process in elementary and junior high schools. The research method</em><em>s</em><em> used </em><em>are</em><em> </em><em>quantitative and </em><em>qualitative </em><em>through observation,</em><em> interview, questionnaire</em><em>,</em><em> and documentation. The results showed that the combination of online, offline</em><em>,</em><em> and face-to-face learning </em><em>could</em><em> create a more pleasant atmosphere for students, teachers</em><em>,</em><em> and parents.</em></p><p><em> </em></p><p><em>.</em></p><p> </p>

A simplified virtual power system lab for distance learning and ABET accredited education systems

2021 ◽  
pp. 002072092199706
Author(s):  
Omar Mohamed ◽  
Zain Bitar ◽  
Alla Abu-Sultaneh ◽  
Wejdan Abu Elhaija
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Power System ◽  
Design Method ◽  
Electrical Power ◽  
Classroom Interaction ◽  
Power Engineering ◽  
Face To Face ◽  
Learning Programs ◽  
Face To Face Learning

COVID-19 pandemic has had an adverse impact on higher education worldwide. In particular, the situation can be more crucial for electrical power engineering education due to the importance of the direct relationship between the students and their instructor embodied in the campus’ classroom interaction and the requisite face-to-face learning. Apparently, e-learning instructional design has provided a fairly accepted solution through online lectures and exams for power engineering courses. Nevertheless, the difficulty persists in moving the experiment equipment of the laboratories to the homes of the students since most experiments were likely to be carried out on the University campus’ dedicated power system panels. An urgent and reduced cost solution is therefore needed. This paper introduces a shortcut design method as a compensatory solution at no extra cost, which during this challenging period is suitable for teaching power system labs and also suitable for full online education programs. The work presented in the paper goes beyond that to discuss the relevance to ABET student outcomes. Two experiments are presented in the PowerWorld Simulator environment with systematic steps to facilitate the expansion of the rest of the laboratory experiments. The method is based on the simulation of a textbook example and the verification of results from another textbook followed by a discussion of the relevant students' outcomes of ABET. The paper may be used as an educational guide for instructors in the following academic year in institutions that embrace distance learning programs.

scholarly journals Quadrant of Blended Learning: a Proposed Conceptual Model for Designing Effective Blended Learning

2018 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Uwes Anis Chaeruman ◽  
Santi Maudiarti
Keyword(s):  
Blended Learning ◽  
Conceptual Model ◽  
Learning Strategies ◽  
Learning Experience ◽  
Asynchronous Learning ◽  
Instructional Designers ◽  
Face To Face ◽  
Synchronous Learning ◽  
E Learning ◽  
Face To Face Learning

Blended learning is not just simply combining online learning with face-to-face learning. It is dynamic and context dependent. It can be viewed from different contexts and perspectives. Different context has different needs and characteristics. It needs different blend of blended learning. But, blended learning has one same ultimate goal, i.e. to determine the most appropriate blend to make optimum learning experience occur. Recent literatures and studies showed that e-learning and blended learning are synonymous with synchronous and asynchronous learning. Therefore, the purpose of this paper is to propose a conceptual model of blended learning design and its definition viewed from the perspective of those learning setting. This conceptual model, called quadrant of blended learning. It consists of four quadrants, i.e.: 1) quadrant 1: live synchronous learning; 2) quadrant 2: virtual synchronous learning; 3) quadrant 3: collaborative asynchronous learning; and 4) quadrant 4: self-directed asynchronous learning. As a conceptual model, it is expected that it can provide framework and idea for instructional designers in designing effective blended learning strategies.

Exploring the perceptions of the educational environment in online acupuncture learning during the COVID-19 pandemic

2021 ◽  
pp. 096452842110566
Author(s):  
Huijuan Mao ◽  
Linang Wang ◽  
Meng Qin ◽  
Jianzi Wei ◽  
Sheng Liu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Experience ◽  
Educational Environment ◽  
Learning Approaches ◽  
Self Perception ◽  
Five Dimensions ◽  
Face To Face ◽  
Learning Group ◽  
Face To Face Learning

Objective: Students have had to adapt to a “new normal” of online education at home during the COVID-19 pandemic. This poses a considerable challenge to the conduct of online acupuncture courses. Here, we provide our experience and guidance for conducting an online experimental acupuncture course during the COVID-19 pandemic. We aimed to compare the different perceptions of undergraduates to the educational environment between online and face-to-face learning approaches. Methods: This study included senior undergraduates majoring in acupuncture during the academic years 2015 (face-to-face) and 2020 (online only) for the Experimental Acupuncture course. A survey was conducted at the end of this course. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was used to assess students’ perceptions. The results of students’ responses to online learning were compared with those assessed for face-to-face learning. Results: In total, 56/70 (80%) students in 2015 and 49/54 (91%) students in 2020 completed the questionnaire, respectively. Total DREEM scores were higher in the online learning group than in the face-to-face learning group (160.3 ± 21.9 vs 147.6 ± 17.9, p = 0.007), with improved students’ perceptions on four out of five dimensions (social self-perception, learning, atmosphere and academic self-perception). The positive aspects of their online learning experience included the acquisition of new knowledge and skills. The significant limitations of this course included the lack of practical classes. Conclusion: Students’ perceptions regarding the Experimental Acupuncture program were satisfactory for both online and face-to-face learning approaches, but even better with online learning. Online learning may be encouraged in traditional Chinese medicine (TCM) education. However, a combination of face-to-face and online methods is likely to be required to maximize the benefits. We hope that our online Experimental Acupuncture program practices may assist in the development of online curricula for acupuncture during the COVID-19 pandemic.

scholarly journals The Influence of Motivation, Emotions, Cognition, and Metacognition on Students’ Learning Performance: A Comparative Study in Higher Education in Blended and Traditional Contexts

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110275
Author(s):  
Elizabeth Acosta-Gonzaga ◽  
Aldo Ramirez-Arellano
Keyword(s):  
Blended Learning ◽  
Conceptual Model ◽  
Help Seeking ◽  
Positive Emotions ◽  
Cognitive Strategies ◽  
Learning Performance ◽  
Learning Context ◽  
Face To Face ◽  
Face To Face Learning

Previous research has proposed a conceptual model of the relationships between motivation, emotions, cognition, and metacognition related to students’ learning performance and validated it in a blended learning context that combines traditional learning with the use of educational technology. This study examined these relationships to test the hypothesis that the levels of some factors in a face-to-face learning environment differ from those in a blended learning context, finding that the conceptual model is valid for both settings. The role of positive emotions was significant in blended learning but not in face-to-face learning. Furthermore, help-seeking and peer learning were relevant only in blended learning. A positive relationship between academic motivations and metacognitive strategies was found in the face-to-face context, whereas one from motivations to metacognitive and cognitive strategies was found in the blended context. Negative emotions were present in both learning settings. This shows that the role of emotions is relevant to students’ perceived success.

scholarly journals Blended Learning; Integrating Moodle to Facilitate Reading Comprehension Activities

ETTLI ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 1-16
Author(s):  
Sriwantoro
Keyword(s):  
Reading Comprehension ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Best Practice ◽  
Implementation Strategies ◽  
Document Analysis ◽  
Learning Activities ◽  
Learning Context ◽  
Face To Face ◽  
Face To Face Learning

This article examines the integration of Moodle to support face-to-face reading class learning activities since the management of learning reading comprehension as a single activity in the classroom is not sufficient. Students need to read outside the classroom and the teacher monitors students' reading comprehension activities. This can be realized by integrating Moodle in teaching and learning activities as a form of blended learning. More specifically, this best practice article illustrates three things, namely: (1) learning planning, (2) implementation strategies for integrating Moodle into face-to-face learning reading comprehension activities, and (3) The results of utilizing moodle to facilitate students’ reading comprehension activities in blended learning context. Students at one of senior high schools in Pangkalpinang are participants in this study. Furthermore, in this best practice, there are two data sources; document analysis and interview. The document analysis is taken from the learning activities where Moodle is used to visualize the picture of reading comprehension narrative text activities. Data from interviews are used to describe students' attitude in integrating Moodle in learning reading comprehension of narrative texts. It was described that Moodle, forum and quiz feature, were developed to support reading comprehension activities. It is also illustrated that students' attitude on the use of Moodle is positive; Moodle motivated students to work on Moodle questions so that they learn more actively, effectively, and reflectively.

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