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Benefits and Challenges of Blended Learning Environments
... Mục đích chính của DHVM là đào tạo kỹ năng DH cho SV và GV mới ra trường bằng bài học vi mô [8] - [11]. Hiện nay, dạy học kết hợp (DHKH) (Blended Learning) là sự kết hợp giữa dạy học giáp mặt trong lớp truyền thống với môi trường lớp học ảo trực tuyến [12] nhằm nâng cao hiệu quả học tập, chất lượng đào tạo và giúp người học có thêm sự tự định hướng trong quá trình học tập [13]. Ở Việt Nam, bồi dưỡng GV theo hình thức DHKH được triển khai trong những năm gần đây và nhận được nhiều phản hồi tích cực trong bồi dưỡng GV và SV, như vận dụng DHKH trong bồi dưỡng GV về giáo dục STEM [14], vận dụng DHKH trong bồi dưỡng NL DH STEM của SV Sư phạm Hóa học [15]. ...
... Chúng tôi tổng hợp những ưu điểm của DHKH như sau: (1) Linh hoạt trong tổ chức dạy học, GV có thể bổ sung, cập nhật thời gian cho các bài học [20], (2) Tăng cường tương tác GV và người học và giữa người học thông qua các nền tảng học trực tuyến giúp người học thảo luận, quan sát, chia sẻ, trao đổi, đánh giá, phản hồi [21]; (3) Cá nhân hóa hoạt động của người học, người học tự lên kế hoạch, sắp xếp hồ sơ học tập nhận thức quá trình tiến bộ của bản thân, thúc đẩy sự tự chủ của người học trong học tập [20], [22]. Trong phạm vi bài báo, dựa theo phân loại các cấp độ DHKH của Graham (2005) [12], chúng tôi vận dụng cấp độ 2 của DHKH: Cấp độ khóa học/ học phần (Course): Kết hợp ở mức độ trung bình. Thay thế một số hoạt động học tập trực tiếp trên lớp bằng hoạt động trực tuyến với khóa học/học phần đã có. ...
... Chúng tôi tổng hợp những ưu điểm của DHKH như sau: (1) Linh hoạt trong tổ chức dạy học, GV có thể bổ sung, cập nhật thời gian cho các bài học [20], (2) Tăng cường tương tác GV và người học và giữa người học thông qua các nền tảng học trực tuyến giúp người học thảo luận, quan sát, chia sẻ, trao đổi, đánh giá, phản hồi [21]; (3) Cá nhân hóa hoạt động của người học, người học tự lên kế hoạch, sắp xếp hồ sơ học tập nhận thức quá trình tiến bộ của bản thân, thúc đẩy sự tự chủ của người học trong học tập [20], [22]. Trong phạm vi bài báo, dựa theo phân loại các cấp độ DHKH của Graham (2005) [12], chúng tôi vận dụng cấp độ 2 của DHKH: Cấp độ khóa học/ học phần (Course): Kết hợp ở mức độ trung bình. Thay thế một số hoạt động học tập trực tiếp trên lớp bằng hoạt động trực tuyến với khóa học/học phần đã có. ...
ARTICLE INFO ABSTRACT Received: 17/11/2023 How can we foster pedagogical students' teaching competence when Natural Science becomes an integrated subject at lower secondary schools in the 2018 General Education Curriculum? This article proposes a process for fostering integrated teaching competence in Natural Science-the core pedagogical competence of pre-service Natural Science teachers. The study employs theoretical research methods from the authors' studies on the process of fostering teaching competence, along with an analysis of the theoretical framework of integrated teaching competence. Building on the application of micro-teaching-an effective pedagogical training method for developing teaching skills in pedagogical students; and blended learning-a form of teaching that combines online and face-to-face learning activities to improve teaching effectiveness. The research has proposed a 7-step process for applying micro-teaching and building processes of 2 stages of fostering competence components and behavioral indicators of integrated teaching competence of pre-service Natural Science teachers. The research results contribute to guidance in organizing teaching modules to foster the integrated teaching competence of pre-service teachers. THÔNG TIN BÀI BÁO TÓM TẮT Ngày nhận bài: 17/11/2023 Bồi dưỡng năng lực dạy học của sinh viên như thế nào khi môn Khoa học tự nhiên trở thành môn học tích hợp cấp Trung học cơ sở? Bài báo đề xuất quy trình bồi dưỡng năng lực dạy học tích hợp môn Khoa học tự nhiên-năng lực nghề cốt lõi của sinh viên ngành Sư phạm Khoa học tự nhiên. Nghiên cứu sử dụng phương pháp nghiên cứu lí thuyết từ các nghiên cứu của các tác giả về quy trình bồi dưỡng năng lực dạy học, cùng với phân tích khung lí thuyết năng lực dạy học tích hợp đã xây dựng. Dựa trên vận dụng dạy học vi mô-phương pháp đào tạo sư phạm hiệu quả rèn luyện kỹ năng dạy học cho cho sinh viên sư phạm; và dạy học kết hợp-hình thức dạy học kết hợp giữa các hoạt động học tập trực tuyến và trực tiếp nâng cao hiệu quả dạy học, nghiên cứu đã đề xuất tiến trình 7 bước vận dụng dạy học vi mô và xây dựng quy trình bồi dưỡng 2 giai đoạn bồi dưỡng thành phần năng lực và các chỉ số hành vi của năng lực dạy học tích hợp môn Khoa học tự nhiên. Kết quả nghiên cứu góp phần định hướng trong tổ chức giảng dạy các học phần nhằm bồi dưỡng năng lực dạy học tích hợp của sinh viên Sư phạm Khoa học tự nhiên. Ngày hoàn thiện: 23/01/2024 Ngày đăng: 23/01/2024 TỪ KHÓA Quy trình bồi dưỡng Năng lực dạy học tích hợp Sinh viên ngành sư phạm Khoa học tự nhiên Dạy học vi mô Dạy học kết hợp
... Adult learners prefer BL because of the flexibility provided by each mode especially as they have to balance competing responsibilities (Bower et al., 2015;Cundell & Sheepy, 2018;Garcia et al., 2014). Furthermore, BL enables wider and easier access to learning resources and self-regulation of learning (Battye & Carter, 2009;Reiss & Steffens, 2010;Smyth et al., 2012), opportunities to manage multiple commitments with schoolwork (Owston et al., 2013), reduced costs (Harding et al., 2005), enhanced pedagogy, increase access and flexibility, improve cost-effectiveness and resource use (Graham et al., 2005) and opportunity to communicate directly with faculty for immediate support, guidance and feedback (Poon, 2013). The challenges with BL as an instructional approach have also been extensively investigated such as technological problems (Oliveira et al., 2021;Smyth et al., 2012), personal adaptability issues with learning among students such as selfregulation difficulties, feelings of isolation and overwhelmingness (Smyth et al., 2012), restrictions with course delivery (Lomer & Palmer, 2021) and stress which negatively impacts on the health and well-being of researchers and faculty members (Belkhir et al., 2019). ...
... The narratives from the foregoing highlight the access and convenience associated with the online aspect of BL. This finding lends support to similar studies conducted elsewhere regarding (for instance, Cundell & Sheepy, 2018;Graham et al., 2005;Smyth et al., 2012) the several benefits of teaching and learning in technology-mediated environments with implications for digital inclusion in higher education. ...
Teaching and learning in higher education have increasingly become digitalized and associated with innovative pedagogical methodologies over the past decades. Following the sudden onset of the pandemic in March 2020, several studies tended to focus on traditional students' experiences with emergency remote education while literature is scarce on non‐traditional students (or adult learners) pedagogical experiences in Distance Education contexts. Using a qualitative case study approach, this study explored how digital technologies mediated instructors' and adult learners' educational experiences during COVID‐19 and their first‐time experiences with blended learning. Between October 2021 and July 2022, semi‐structured interviews were conducted with 40 adult learners and 20 instructors in three selected public higher education institutions (HEIs) in Ghana. Data analysis followed Braun and Clarke's (2012) thematic analysis approach. The results showed that the transition to blended learning was supported by the adoption and integration of varied virtual online technologies. The themes highlight the positive and negative impacts of technology in mediating the educational experiences of instructors and adult learners in blended learning environments. The themes which reflected both instructors' and adult learners' experiences were enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Blended learning facilitated by technology could be the ‘new normal learning’ post‐pandemic for adult learners pursuing Distance Education in Ghana. The study recommends the implementation of agile strategies and policies by HEIs to ensure sustainable quality education in distance learning.
Practitioner notes
What is already known about this topic The COVID‐19 pandemic necessitated the adoption of innovative pedagogical approaches in higher education contexts.
Technological transformations in information and communication technology (ICT) have enhanced remote teaching in higher education institutions globally.
The educational experiences of educators and learners differ in blended learning contexts.
What this paper adds Instructors and adult learners' positive experiences with navigating a variety of web‐based technologies during the educational process are negatively impacted by technological difficulties during online instruction.
Participants' experiences of blended learning are mixed with a preference for face‐to‐face dimension of blended learning instead of the online dimension.
The paper identifies four themes that characterize instructors and adult learners' experiences with technology‐enhanced learning including enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy.
Implications for practice and/or policy The study provides evidence‐based information on the relevance of digitizing distance education for sustainable development and promotion of lifelong learning opportunities for distance education students. The research recommends that higher education institutions (HEIs) implement agile policies to facilitate a seamless shift to distance learning.
HEIs may adopt open distance learning frameworks to streamline 21st century pedagogical and learning practices in distance‐blended learning environments for quality course instruction.
The study highlights the potential distance learning modalities that HEIs can consider for Distance Education students to sustain effective quality teaching and learning.
... This study is consistent with blended learning, which became prominent in the early 21st century. According to Graham et al. (2005), the integration of online and traditional modes of learning, the blending of different instructional approaches, and the combination of instructional modalities are the key concepts of blended learning [10]. Furthermore, this study is in line with CALL, a concept that is well-known for establishing the parameters for research on technology-based learning. ...
... This study is consistent with blended learning, which became prominent in the early 21st century. According to Graham et al. (2005), the integration of online and traditional modes of learning, the blending of different instructional approaches, and the combination of instructional modalities are the key concepts of blended learning [10]. Furthermore, this study is in line with CALL, a concept that is well-known for establishing the parameters for research on technology-based learning. ...
Online learning is becoming more and more popular than traditional learning, and the need to investigate its influence within the framework of instruction and learning domains is — in today's emerging, cutting-edge technology world — an academic trend. The current study's problem intends to explore the impact of virtual versus traditional learning on the academic achievement of EFL students, a subject that has garnered substantial attention from English Language Teaching (ELT) researchers. This study aims to clarify if EFL students' academic progress in a listening skills classroom is influenced by traditional or online learning. The present research compiled information on how EFL students performed when English language teaching took place online as opposed to in a traditional classroom environment. This study, using an experimental research design with (N = 30) pairs of students (both male and female), was held at Najran University, KSA, in the academic year 2022–2023 b y using probability (random sampling). This study used pre-and post-tests to gather data from the subjects of the study, bifurcated into controlled and experimental groups employing the two modes of teaching, viz., online and traditional. The findings of the investigation proved that the experimental group achieved better performance compared to the control group in terms of results and scores. There are no significant differences based on gender. In addition, (N = 20) teachers teaching listening skills to EFL learners participated in semi-structured interviews. The qualitative analysis enlisted flexibility, accessibility, effective communication, collaboration, monitoring of student progress, and the use of a blackboard as constructive elements, followed by maintenance costs, wastage of available resources, long-term engagement, limited face-to-face interaction, and demotivation as critical perspectives. According to the findings of this research, the author recommends further studies with more variables.
... BL is regarded as an effective model for overcoming these limitations of F2F or online learning (Wandera, 2017). Specifically, as compared to F2F or online learning alone, BL enables pedagogic richness (i.e., blending multiple teaching methods), the convenience of access and flexibility (Graham, 2006;Graham et al., 2005), the switch from passive learning to active learning (Kaur, 2013), improved personalization and performance, enhanced autonomy and self-directed learning (Kulikowski et al., 2021), reduced cost proficiencies, and increased communication (So & Brush, 2008;. Despite the COVID-19 crisis, BL shows its potential for K-12 and higher education (Topping et al., 2022). ...
... And the ES was positively correlated with the publication year (β = 0.025, p < 0.01). These may be due to: (1) BL has both the advantages of F2F and online learning, and it could mitigate the limitations of F2F or online learning (Wandera, 2017); (2) pedagogic richness and flexibility (Graham, 2006;Graham et al., 2005), active learning (Kaur, 2013), flow experience, and improved personalization in BL. Unlike previous meta-analyses (Bernard et al., 2014;Means et al., 2013;Müller & Mildenberger, 2021;Vo et al., 2017), this research examined BL's effects on different types of learning performance. ...
Blended learning (BL) has become a significant way to promote education reform and development. However, the effectiveness of BL on students’ learning is questioned, and some pedagogy and course design issues also need to be clarified. This meta-analysis investigated the effects of BL while also examining whether eleven moderators would affect BL’s effects. A total of 133 empirical studies consisting of 18,464 participants were identified. The results showed that BL had an upper-medium effect on students’ learning performance (Hedges’ g=0.651, p<0.001). Further, moderator analyses showed that the teaching method, proportion of online learning, type of online interaction, region, and publication year had moderating effects. These new findings
can improve BL. Finally, the impacts of BL and moderators were discussed, and the implications, limitations, and future directions were provided.
... As blended learning has experienced more than 20 years of development, many studies have been conducted to design blended learning and identify its effectiveness. Improved teaching methods, access/flexibility, and cost-effectiveness were the most common reasons teachers chose a blended learning approach in their teaching (Graham et al., 2005). In addition, the richness of teaching is enhanced in a blended learning environment that supports active learning, peer interaction, access to rich resources, and opportunities to apply the newly learned knowledge (Goos et al., 2020). ...
Teachers in rural areas should receive equal support and professional development training as those in urban areas. It is a strategy to promote education equity for the students in the former area. This study takes the learning experience and teaching practice experience of rural teachers who participated in the Rural Teacher Replacement Training Program (RTRTP) in Guangdong Province, China, as a case. Seventeen rural teachers who participated in the blended training program were chosen as a research sample. The effect of blended training was evaluated at four levels: participants’ reaction, participants’ learning, behavior, and learning results. A model of influencing factors for rural teachers’ blended training was developed. The results showed that rural teachers’ overall satisfaction with the blended training program was relatively high. Teachers reported a greater increase in knowledge skills, but the translation into practical knowledge and the impact on the organization was not as high as expected. Four dimensions and 14 main categories influence the blended training effect of rural teachers. This study provides a reference for improving the efficiency of rural teacher blended training, especially for promoting the teaching practice after teacher training.
... Additionally, BL increases students' intellectual potential (Rivera, 2017). Graham and colleagues recognised three main advantages of BL: improving pedagogy, expanding accessibility and flexibility, and increasing cost-efficiency (Graham, Allen, & Ure, 2005). A study from the University of Central Florida revealed that BL had higher success rates than both fully conventional face-to-face and online courses (Graham, 2013). ...
The COVID-19 pandemic has transformed the educational landscape, making exploration of blended learning (BL) instructional delivery important. Higher education institutions are navigating the effects of the COVID-19 crisis on instructional delivery. Using Accra Learning Centre as a case study, this article explores the experiences of adult learners engaged in BL after the COVID-19 crisis in Ghana. A qualitative research method was employed, and a purposive sampling procedure was used to select 15 adult learners. An in-depth interview guide was developed to garner data. Thematic, narrative , and interpretivist analytical approaches were adopted in presenting the results. Participants' voices, experiences, and meanings were sought. It emerged that BL promotes inquiry-based, self-directed, and constructivist learning rather than using conventional face-to-face teaching and learning, though conventional teaching and learning cannot be discounted, BL fosters self-paced learning among adult learners. It recommends that faculty continue to sharpen their skills in BL instructional delivery and adult learners should be equipped with skills in time management, and effective digital tools used to engage in BL.
... Additionally, BL increases students' intellectual potential (Rivera, 2017). Graham and colleagues recognised three main advantages of BL: improving pedagogy, expanding accessibility and flexibility, and increasing cost-efficiency (Graham, Allen, & Ure, 2005). A study from the University of Central Florida revealed that BL had higher success rates than both fully conventional face-to-face and online courses (Graham, 2013). ...
The COVID-19 pandemic has transformed the educational landscape, making exploration of blended learning (BL) instructional delivery important. Higher education institutions are navigating the effects of the COVID-19 crisis on instructional delivery. Using Accra Learning Centre as a case study, this article explores the experiences of adult learners engaged in BL after the COVID-19 crisis in Ghana. A qualitative research method was employed, and a purposive sampling procedure was used to select 15 adult learners. An in-depth interview guide was developed to garner data. Thematic, narrative, and interpretivist analytical approaches were adopted in presenting the results. Participants’ voices, experiences, and meanings were sought. It emerged that BL promotes inquiry-based, self-directed, and constructivist learning rather than using conventional face-to-face teaching and learning, though conventional teaching and learning cannot be discounted, BL fosters self-paced learning among adult learners. It recommends that faculty continue to sharpen their skills in BL instructional delivery and adult learners should be equipped with skills in time management, and effective digital tools used to engage in BL.
... Previous studies have shown that student engagement is positively associated with learning outcomes such as academic grades, achievement, persistence, and satisfaction (Barratt & Duran, 2021;Harding, 2012). Promoting student engagement in blended learning might be more complex than in face-to-face learning because, in blended learning, students are provided more control over what they learn with the additional asynchronous online components (Bonk et al., 2005;Graham et al., 2005). Assigning students learning control may improve student engagement because, according to the Self-Determination Theory, the more autonomy students perceive, the more effort they put into their learning process (Ryan & Deci, 2020). ...
In this study, we investigated the relationship between perceived learner control and student engagement in a blended course. Data were collected from 110 s-year bachelor students through weekly questionnaires to gather information about how they perceived their learner control and engagement in various study activities, including reading literature, watching knowledge clips, doing assignments, attending workgroups, and attending lectures. Most students perceived the knowledge clips and workgroups positively because of their clear structure and interactive elements, respectively. In addition, perceived learner control, behavioral engagement, and emotional engagement varied across different activities, whereas cognitive engagement had a similar moderate score across the activities. No significant positive relationships were found between students' perceived learner control and engagement. However, negative relationships between perceived learner control and cognitive and behavioral engagement were found for reading literature, and a negative relationship between perceived learner control and cognitive engagement was identified for attending lectures. We conclude that, in general, perceived learner control is not a significant factor for student engagement in blended learning. However, for particular activities, student engagement may increase as their perceived learner control decreases. The results extend the understanding of the relationship between perceived learner and student engagement, which varied at an activity level. Additionally, the findings suggest that teachers could consider enhancing student engagement by assigning different levels of learner control to students based on their needs.
... 따라서 현장 수업과 온라 인 수업의 한계점을 해결하고 각각의 학습 전달 방식이 가진 이점을 극대화할 필요가 있다. 학 습자들이 선호하는 학습 전달 방식은 상이하며 (Graham et al., 2005), 학습 효과를 극대화하기 위 하여 학습자의 서로 다른 선호도를 반영할 필요가 있다. 이에 따라 하이브리드 학습의 필요성 과 가치가 주목받기 시작하였다 (Lederman, 2020). ...
Hybrid learning provides online and offline learning simultaneously and gives learners a choice, so it is attempted to ensure learning rights and improve the quality of education. However, there are difficulties in hybrid classes in university such as building a physical environment and providing equal learning experience, and interaction. Therefore, this study aims to derive components for effective hybrid learning in higher education and develop instructional design strategies. In this study, the design development research methodology was applied to derive initial models and strategies through literature analysis and needs analysis. After validation, the conceptual model and design strategy were constructed. The research results identified pedagogical knowledge, physical environment and virtual space (offline and online), learner experience, and technology as the components of hybrid learning, and the instructional design strategy presented sub-components by categorizing the stages as before, during, and after the semester. Finally, the instructional design strategy consists of 4 stages and 15 sub-strategies before the semester, 3 stages and 17 sub-strategies during the semester, and 1st stage and 6 sub-strategies after the semester. The results showed that when making hybrid learning effective must be designed based on pedagogical knowledge and taking into account learners' space, learning experience, and technology. Furthermore, it is significant in that it shows the need for a comprehensive exploration of hybrid space design and the knowledge framework for instructors to systematically design hybrid learning in higher education.
... Blended learning has been defined as the mixture of two instructional learning modalities (i.e. face-to-face and online learning) with both soft and hard technologies Garrison & Vaughan, 2008;Graham et al., 2005). Many authors also considered this as a hybrid approach. ...
This study aims to investigate factors affecting students’ intention to join blended learning courses in higher education sector using Community of Inquiry framework and Unified Theory of Acceptance and Use of Technology (UTAUT) model. Stimulus-Organism-Response (S-O-R) model was employed to develop a new research framework while constructs in the Community of Inquiry are Stimulus and constructs from UTAUT are considered as Organism and Response. A survey was conducted with undergraduate students in a Hong Kong higher institution. It was found that Teaching Presence (TP), Social Presence (SP) and Cognitive Presence (CP) were associated with performance expectancy, social influence and effort expectancy respectively. Performance expectancy and effort expectancy were associated with social influence. Social influence was associated with students’ attitude towards blended learning. Institution support was not related to the students’ attitude towards blended learning in the post-pandemic period. Attitude towards blended learning was associated with their behavioral intention to participate in blended learning. Online and offline tools could be adopted to improve the students’ acceptance towards the blended learning approach.
... In the present study, teachers' perception was explored in blended learning benefits, blended learning for professional development, and blended learning to enhance students' personalized learning. Similarly, Graham, Allen, and Ure (2005) stated that blended learning is used to improve pedagogy, flexibility, and cost-effectiveness. It is evident that moving some class hours is timesaving; Blended learning promotes individualized learning, students learn at their schedule, and the chances of revision and remedial of complex concepts are increasing. ...
This study aimed to investigate the perception, awareness, practices, and challenges that affect students' readiness to adopt blended learning at Islamabad universities. A quantitative study was used in this research. The total population of students consisted of 32038 bachelor's and master's programs enrolled in Bachelor of Education (B.Ed.) and Master of Education (M.Ed.) programs enrolled in the universities of Islamabad. A stratified proportionate sampling technique was used to select a sample of 435 students at the selected universities by using the "Rule of Thumb" by John Curry. The researcher developed a closed-ended questionnaire to collect data from the sample of respondents. To understand students' perceptions, challenges, and awareness of blended learning, the data were then analyzed using the mean score, values of t-test, and Analysis of variance (ANOVA) by using SPSS. The results of the study showed no significant difference. There was a significant correlation between students' awareness and Practices. It was recommended that to promote a blended learning awareness at higher education institutions among students, more blended programs need to be offered. For the effective use of a blended learning approach, students and teachers may be given a training program for promoting educational and technological knowledge as well as capacities among learners.
... To solve these problems, a new teaching model, blended teaching, was introduced as an alternative to online teaching. Blended teaching, by its name, integrated online teaching with face-to-face teaching, which aimed to employ the benefits of computer-based technology and facilitate teacher-student interaction to the utmost (Graham et al., 2005). After two new teaching modes emerged, educational researchers and practitioners conducted a series of studies to compare the effect of them with traditional face-to-face teaching on students' learning outcomes. ...
Teacher professional development (PD) is an essential part for teachers’ professional growth for the quality provision of education to their students. Nonetheless, we need to find out effective ways of professional development. This study was conducted to achieve this goal by exploring the effectiveness of three teaching modes, online, blended, and face-to-face delivery, of an EFL course in a Chinese university, with the ultimate aim of promoting their PD. Three intact English classes were treated differently with Class 1 receiving online teaching, Class 2 receiving blended teaching, and Class 3 receiving face-to-face teaching. Their learning outcome was measured by an end-of-semester test. One-way ANOVA results showed that the face-to-face (onsite) teaching class performed significantly better than the other two classes. Focus group interviews of students revealed more drawbacks of online teaching than benefits. The findings suggest that online teaching, as a new teaching mode that has gained popularity due to the pandemic, cannot replace face-to-face teaching in terms of students’ learning outcomes and their perceptions toward online teaching currently. Such findings provide food for thought for EFL teachers with regard to their own professional development.
... Effective program components, including the venue's setting, are necessary for effective training. According to Graham et al., (2005), a portion of the instructional activity of the program can indicate the quality level in terms of a comfortable learning environment, classroom convenience, arrangement of the chairs, easily accessible water, toilets, and fresh air, among other factors. Training efficiency in any business was discovered to be significantly influenced by the training environment. ...
Training effectiveness is crucial for employee and organizational growth. This study aims to explore the factors that affect employee training effectiveness in manufacturing companies in Ethiopia. The study focuses on trainers, training content, supervisor support, and the training environment as independent variables, with training effectiveness as the dependent variable. A quantitative research design was adopted, and data were collected from employees who recently underwent training at four manufacturing companies in Bishoftu City, Ethiopia. The findings revealed that competent trainers, well-organized training content, supportive supervisors, and a conducive training environment significantly influenced training effectiveness. The study contributes to addressing the gap in literature regarding the specific effects of these factors on the manufacturing industry in Ethiopia.
... Assessments determine how the teacher taught the course and how the students understood (Khan et al., 2012). Graham et al. (2005) highlighted the advantages of blended learning assessments, such as high student motivation due to availability of feedback on short duration (unlike traditional assessments), regular course upgradation by faculties through assessment of learners' feedback, and creation of an environment of collective learning excellence with the availability of authentic results for both learners and teachers. Bansal (2014), pointed out a number of advantages of blended learning in higher education, some of which revolve around accessibility, pedagogical effectiveness, reduction in drop-out rate, and course interaction. ...
... Oleh karena itu akibat dari perkembangan teknologi terhadap proses pembelajaran adalah adanya model pembelajaran e-learning yang memanfaatkan teknologi internet. Namun pembelajaran e-learning ini menyebabkan tidak adanya interaksi langsung antara siswa dan guru maupun tidak tersedianya koneksi internet dalam pembelajaran e-learning sehingga unsur-unsur non-verbal dalam interaksi tidak tersampaikan secara sempurna (Graham, Allen, & Ure, 2005). Dengan alasan ini maka dibentuk pembelajaran campuran (online dan face to face) atau yang disebut sebagai Blended Learning. ...
Review ini bertujuan untuk Mendeskripsikan model, karakteristik, dan desain blended learning, Mendeskripsikan tren penelitian blended learning dalam mendukung pengembangan keterampilan berpikir matematika siswa serta memberikan rekomendasi blended lerning dalam mendukung pengembangan keterampilan berpikir matematika siswa di masa depan. Metode yang digunakan dalam penulisan ini adalah metode review artikel yang dilakukan dalam tiga tahap yaitu mengidentifikasi kata kunci yang berkaitan dengan blended learning dalam pengembangan keterampilan berpikir matematis, strategi pencarian artikel, dan menganalisis artikel. Blended learning adalah penggabungan pola pembelajaran, antara pembelajaran tatap muka dan pembelajaran online. Tren Blended learning dilakukan dengan pembelajaran online dan tatap muka di kelas dilakukan secara bergantian (model rotation), menggunakan berbagai LMS. Hasil analisis artikel menunjukkan bahwa tahapan blended learning dapat mengembangkan keterampilan berpikir matematis siwa yaitu tahap seeking of information siswa diarahkan untuk berpikir kritis. Pada tahap ini siswa lebih termotivasi dan mandiri dalam mencari atau mengakses materi secara online. Kemudian pada tahap acquisition of information dan synthesizing of knowledge, siswa diarahkan untuk memacahkan masalah, menggunakan keterampilan pemahaman matematis, bernalar, keterampilan koneksi dan representasi, komunikasi dan kolaborasi, serta berpikir kritis melalui diskusi, presentasi, dan pengerjaan latihan soal. Selain itu siswa terlihat lebih antusias dan termotivasi karena disesuaikan dengan gaya belajar dan kecepatan belajarnya serta siswa diarahkan untuk mandiri dalam mempelajari materi. Peneliti merekomendasikan desain blended learning dengan menggunakan model flipped classroom dengan pembelajaran online menggunakan LMS moodle yang setiap tahapan blended learning, siswa diarahkan untuk mengandalkan keterampilan berpikir matematis. Kata kunci : Blended learning dan keterampilan berpikir matematika
... Graham et al. [15] examined the benefits and challenges of blended learning. The scarcity of related studies was the catalyst for conducting this study. ...
In the post Covid-19 time, educational trends have changed aiming at meeting the rising challenges which have a crucial impact on the learning environment. Asynchronous learning has become an alternative approach to traditional approaches. Investigating the challenges and opportunities has become a central topic of major concern. To this end, a two-fold approach, namely, an interview and a questionnaire, was utilized. In particular, the two surveys used included: an open-ended survey in which 30 faculty members answered the barriers and opportunities that they face. Whereas the second survey was built upon the responses of the first survey using the Likert scale. The participants were 72 from different faculties at the American University of Madaba (AUM) in Jordan. Statistical analyses were used to find answers to the questions of the study. The findings of the analysis of the three major themes reported the following results: first, asynchronous learning is flexible and allows the ability to both teachers and students to move in their teaching and learning process at their own pace. Second, asynchronous learning is an affordable and practical teaching modality. Third, the inability to adapt to asynchronous learning and the need for specialized training seem to top the challenges AUM’s instructors encounter.
Writing is one of the basic skills for communication and a significant component in the process of learning a second language In the English language, writing is the most difficult skill that students face in general and Iraqi students in particular. The aim of this study is using blended learning on Iraqi EFL students" performance in composition writing". Two hypotheses are posed which indicate that 1. "There is; no statistically significant difference in the mean scores of the posttest between the experimental group that is taught; composition writing through using; the adopted; blended learning; and that of the control group that is taught composition writing according to the traditional method".
هدفت هذه الدراسة إلى تقصي أثر التعلم المدمج في تنمية المفاهيم العلمية في مبحث العلوم الحياتية لدى طلبة الصف العاشر الأساسي، وتكونت عينة الدراسة من (63) طالبًا من الصف العاشر الأساسي في مدرسة جبة الثانوية الشاملة للبنين في محافظة جرش، تم توزيعهم على مجموعتين: تجريبية تكونت من (32) طالبًا، وضابطة تكونت من (31) طالبًا. وتم اتباع المنهج شبه التجريبي، واستخدم اختبار المفاهيم العلمية الذي أعده الباحث لجمع البيانات اللازمة لتحقيق أغراض الدراسة، وأظهرت النتائج وجود فروق دالة إحصائيًا في استجابات الطلبة على اختبار المفاهيم العلمية، ولصالح المجموعة التجريبية. كما أظهرت أن هناك أثرًا كبيرًا للتعلم المدمج في تنمية المفاهيم العلمية، وفي ضوء هذه النتائج تم اقتراح جملة من التوصيات منها: توظيف التعلم المدمج في تعليم وحدات جديدة في العلوم وخاصة الأحياء، وتدريب معلمي العلوم على استخدام تقنيات التعلم المدمج. الكلمات المفتاحية: التعلم المدمج، المفاهيم العلمية، الصف العاشر الأساسي، مبحث العلوم الحياتية، محافظة جرش.
Di era Revolusi Industri 4.0 yang marak digalakkan sejak tahun 2019 di Indonesia sekarang benar-benar terasa mengalami akselerasi. Perkem bangan teknologi mampu mengubah sistem dalam pelaksanaan pembelajaran khususnya dalam kegiatan diklat / pelatihan. Dengan penggunaan metode pembelajaran Blended peserta pelatihan dapat merasakan dua suasana pembelajaran sekaligus, yakni pembelajaran Dalam Jaringan (DARING) dan Luar Jaringan (LURING). Metode pembelajaran Blended (Daring Dan Luring) merupakan metode pembelajaran yang memadukan sistem pembelajaran langsung dan tidak langsung. Penelitian ini bertujuan untuk mengetahui persepsi penggunaan Blended learning (daring dan Luring) Pada Pelatihan Manajemen Penanggulangan TBC Bagi Pengelola Program TBC (Wasor) Di Provinsi Dan Kabupaten/Kota. Penelitian ini merupakan penelitian dengan metode kuantitatif dengan pendekatan deskriptif. Penelitian ini menggunakan teknik observasi dan pengambilan data melalui kuesioner. Kata Kunci : Persepsi, Pembelajaran Blended, Daring dan Luring
Selamat datang dalam lembaran baru pembelajaran yang
membawa kita ke era Society 5.0, di mana inovasi dan
teknologi merajut kisah baru bagi dunia pendidikan. Buku
ini, "Pembelajaran di Era Society 5.0," merupakan
pengantar mendalam ke dalam transformasi lanskap
pendidikan yang diperkaya oleh kemajuan teknologi, konsep
kecerdasan buatan, dan kolaborasi antara manusia dan
mesin.
Dalam perjalanan kita, kita akan menjelajahi bagaimana
pendidikan telah bermetamorfosis dari tradisional hingga
mencapai tingkat kecerdasan tinggi yang dihadirkan oleh
Society 5.0. Pembaca akan diajak merenung tentang peran
teknologi, konektivitas, dan integrasi dalam membentuk
cara kita belajar dan mengajar.
Buku ini bukan hanya sekadar memaparkan perubahan,
tetapi juga mengeksplorasi tantangan dan peluang yang muncul. Dengan pendekatan holistik, kami menggali
konsep-konsep seperti pembelajaran berbasis teknologi,
pengembangan keterampilan abad ke-21, dan adaptasi
kurikulum untuk mengikuti laju perubahan yang cepat.
Pembelajaran di era Society 5.0 tidak hanya menyangkut
penguasaan teknologi, tetapi juga menekankan pentingnya
etika, kreativitas, dan kepekaan sosial. Buku ini memberikan
panduan bagi para pendidik, siswa, dan pemangku
kepentingan pendidikan untuk mengoptimalkan peluang
yang dihadirkan oleh revolusi ini.
Terima kasih kepada semua kontributor yang telah berupaya
untuk menyajikan informasi yang mendalam dan inspiratif.
Semoga buku ini menjadi sumber wawasan bagi mereka
yang tertarik memahami bagaimana pendidikan dapat
mengukir jalan menuju masa depan yang lebih cerdas dan
berkelanjutan di era Society 5.0.
Selamat menikmati perjalanan intelektual ini yang
membawa kita lebih dekat kepada visi pembelajaran yang
terhubung, inovatif, dan memberdayakan.
The knowledge explosion, the increased complexity of human life, and the ubiquitous, 24/7 nature of technology coupled with the globalization of the marketplace herald the need to embrace the most effective methods and platforms of teaching and learning. Currently providing powerful educational opportunities, the science and technology of distance teaching and learning continues to multiply at unprecedented rates. While historically traveling from village to village verbally disseminating knowledge was the only process of training those at a distance, today's learners eagerly embrace the rapidly expanding cloud-based technologies of the 21st century, offering a plethora of informational and educational opportunities. With this exponentially expanding global educational landscape, one must question what exactly distance teaching and learning is, how it has evolved, what the current state of affairs is, and what we anticipate in the future?
This research study delves into the lived experiences of high school students in a secondary school as they navigate different learning modalities in English language learning. The study aims to uncover the challenges, reflections, and interventions that arise during the pandemic period, the transition period, and the post-pandemic period. The research design employs descriptive phenomenology, which allows for an in-depth exploration of participants' experiences, while also employing thematic analysis to identify core ideas and themes. In the pandemic period, Modular Distance Learning (MDL) is the predominant modality, exposing students to challenges such as confusing lessons, difficulty in comprehending instructions, lack of English vocabulary, and communication barriers. Collaboration, critical thinking, and personal growth emerge as essential themes during this phase, with students using online resources for additional information and electronic devices for communication. Transitioning to Blended Learning in the transition period brings challenges related to language comprehension, transitioning between MDL and face-to-face (F2F) settings, complacency in MDL, time management, copying answers, and academic integrity. In the post-pandemic period, F2F learning offers immediate clarification and enhanced interaction. Challenges include initial unfamiliarity with activities, which is addressed by direct teacher communication and rapid grasp of activities through thorough instructions. The findings underscore the significance of communication, critical thinking, adaptation, and time management in English language learning across different modalities. The study recommends further research in comparative analysis of learning outcomes, long-term impact assessment, pedagogical strategies, teacher training, student perspectives, technology integration, and cross-cultural analysis. This research enriches educational practices and policy decisions, enabling effective English language learning in various learning modalities.
Background and Objectives: As technology advances, the method by which learners acquire new skills has also progressed. With the help of the Internet, a wide range of options are available to those interested in enhancing their knowledge and skills. Learners and educators can now take advantage of the benefits of both online and offline teaching. In offline learning, participants have to acquire the content in ways such as watching recorded videos. On the other hand, online education takes place in a virtual platform through connecting to the Internet. In this regard, the current research was conducted to investigate the effect of various types of virtual education, including online, offline, and combined (blended) education, on learning the perceptual-motor skill of jumping rope. Methods: The present study was a semi-experimental one with a practical purpose. In this study, from elementary third-grade female students of Hamedan 2nd district of education, voluntarily 30 students (with a mean height of 129.1 ± 9.87 cm and a mean weight of 29.33 ± 21.88 kg) were selected and randomly assigned to three groups of 10 participants, including online, offline, and combined education. To collect information, a personal characteristics questionnaire, jogging rope test (with content validity and test-retest reliability of 0.89), standard sports rope, and smartphone were used. This research included the stages of introductory, acquisition, and retention. After completing the personal information questionnaire and consent form, the participants first received introductory instruction on the criterion task and obtained the necessary information. Then, they entered the acquisition phase. At this stage, each group was trained separately and based on the national jump roping plan for 4 sessions in online, offline, and combined rope-jumping skill training. After completing the acquisition phase, all participants first took part in the acquisition test, and one week later, they also participated in the retention test to measure the phenomenon of motor learning, and their scores were recorded. To analyze the data, the Shapiro-Wilk test, Levene's test, and one-way analysis of variance (ANOVA) were used. Findings: The findings showed that there was a significant difference between the scores obtained by the online and offline and combined and offline groups in both the acquisition and retention tests (p<0.05), in favor of the online and combined groups; this indicated that online and combined education groups performed better than the offline education group both in the acquisition phase and in the retention test. In addition, no significant statistical difference was found between the performance of the online and combined groups in any of the research stages (p>0.05). Conclusion: The results of this research emphasize the importance of using online and combined methods in virtual education conditions to teach perceptual-motor skills to learners. Based on the results, it is suggested to teachers and trainers of motor skills to use online and combined training instead of online training, to teach motor skills in physical education virtual classes of elementary school to create an interactive and dynamic learning environment and motivation to participate in using physical education class.
According to (Beetham and Sharpe in Rethinking pedagogy for a digital age: designing and delivering e-learning. Routledge, 2013), even though pedagogy has changed dramatically over the years (e.g., the emergence of teaching in the virtual world), the original sense of it did not change at all. “Pedagogy” initially referred to the process of leading or guiding to learn, through which the dialogue between teaching and learning and that between theory and practices were essential (Daniels in Vygotsky and pedagogy. Routledge, 2016). Therefore, during the design of the UO pedagogy, its potential for the dialogue between teaching and learning and that between theory and practices deserved attention and effort.
Recently, technological advances have led to the emergence of different environments of learning. This research paper deals with three different environments of learning: blended learning, e-learning, and face-to-face learning. The purpose of this research paper is to show the best learning environment from the three mentioned ones. This study is intended and wondering how to elicit and investigate the challenges and problems faced by the online learning especially, during covid-19. In order to obtain the aims of the research, the researcher designed a questionnaire to check the students' opinions and preferences about the best learning environment. The researcher conducted this questionnaire for different Iraqi universities, aiming to cover as many students as possible to get good results and give the students a chance to take part in the questionnaire. Finally, the data analysed and the conclusions will be mentioned with additional recommendations. The findings show that blended learning is the best learning environment.
This study used a descriptive qualitative approach to analyze students' readiness for hybrid learning achievement in English. Data were collected through questionnaires and interviews. The study aimed to (1) assess the extent to which students of SMK N 7 Semarang were ready to adopt the hybrid learning model in English learning, (2) identify the factors that hindered the readiness of students of SMK N 7 Semarang in implementing the hybrid learning model in English learning, and (3) identify the factors that supported the readiness of students of SMK N 7 Semarang in implementing the hybrid learning model in English learning. The subjects of the study were students of class XI TFLM 1 SMK N 7 Semarang. The results of the study showed that (1) students of SMK N 7 Semarang had adequate readiness to adopt hybrid learning in English learning, with a readiness level of 65.57%, (2) factors that hindered students' readiness involved facility constraints, skills, and motivation in online learning, and (3) factors that supported students' readiness included guidance from teachers, support from parents, and cooperation among students. The study concluded that hybrid learning had the potential to improve the quality of English learning if students had a high level of learning readiness. Therefore, the recommendations from this study were that teachers and schools should provide adequate facilities, training, and encouragement to prepare students for hybrid learning. Keywords: Hybrid learning, Learning readiness, Learning achievement
In the Digital Age the focus of the modern educational process has radically shifted to give way to new forms and methods of educational activity due to the introduction of the digital technologies in the education system. Digital technologies open new vistas for the education system reform to introduce new methods to the professionally oriented L2 teaching necessary for effective cross-cultural communication. Blended learning is the first stage of the education system reform to meet the challenges of the time. It is evident that the modern education system requires optimization of its methods and activities. To achieve this, it is necessary to analyze and systematize the professionally oriented L2 curriculum, outline the problematic aspects, introduce innovative digital technologies in order to create effective IOT (Individual Educational Trajectory) for each individual student. Information, communication and digital technologies integrate text, graphic and video images, speech and music, making education multimodal. L2 teaching at the History Faculty has taken into account both hard skills and soft skills to equip history students with deep knowledge and expand their outlook by developing their critical thinking, creativity, research competence to prepare them for independent scholarly, academic, pedagogical and social activities.
Poverty is the condition which a person or community is being not able to fulfill basic needs in various
dimension of life. Papua is a province that located in the east of Indonesia and has a high level of poverty. Eradicating
poverty needs a right policy from the government and therefore proper data analysis is required in order to apply those
policies. This study aims to analyze whether the relationship between poverty and location of each region exists using
spatial analysis. 5 independent variables are used in the spatial regression: Regional Gross Domestic Product, Literacy
Rate, School Attendance, Access to Clean Water and The Labor Force Participation Rate. The dependent variable is the
percentage of poverty. First, we are processing the data to obtain The Moran Index to know if spatial autocorrelation
exist. The next step is modelling the data using Spatial Autoregressive Model (SAR), Spatial Error Model (SAM) or
General Spatial Model. The fit model for the data is Spatial Autoregressive Model (SAR). The significant independent
variable to the model are Regional Gross Domestic Product, Literacy Rate, Access to Clean Water and The Labor Force
Participation Rate. As one of three component of FGT (The Foster-Greer-Thorbecke Index), the Percentage of Poverty
(P0) then calculated with Imbalance Poverty Index (P1) to generate the estimation of government funds’ allocation in
alleviating poverty program.
The teaching profession has always focused on curriculum delivery and content dissemination within the classroom. However, the rapidly changing global educational landscape has prompted a new and unique approach, driven largely by information and communication technology (ICT). In the past, traditional face-to-face teaching methods were used with minimal resources. But with changing times, a combination of digital tools and classroom-based teaching has emerged, creating a learner-centered, flexible environment. This shift has made the educational system more significant, promoting natural growth and development of learners. Blended learning has affected the learning environment in a variety of ways, resulting in new dimensions of learning outcomes and helping to achieve sustainable development goals. This chapter emphasizes the emergence of blended learning, which has been widely adopted by many educational ecosystems, and how it has impacted traditional teaching methods. The case study shows that a significant improvement is found in the academic and behavioral performance of the students when they switched from conventional (face-to-face) learning to blended learning. The findings of this study will also help plan and implement creative and innovative pedagogies using blended learning in schools, resulting in engaged, flexible, confident learners with positive online learning experiences.KeywordsBlended learningFace-to-face learningLearning environmentTechnology
A hybrid learning system (HLS) is a technique of combining traditional face-to-face teaching with the online teaching method. It is otherwise known as a blended learning system (BLS). It is an e-learning technique that relies on a web app and ensures effective teaching and learning between the instructors and students, some HLS applications also come with the flexible technique where students will have a replay of the class or session. The HLS technique has developed over time with low patronage until the advent of COVID-19 pandemic which shifted the attention of academia into this online teaching and learning method. While the COVID-19 pandemic shuts down teaching and learning completely in basic and upper basic schools in the year 2020, higher institutions and researchers found soft landing in blended learning systems for teaching and learning. Academic conferences and collaborations gathering shifted the venue to various web learning applications to ensure physical distance and reduce the spread of the dreaded pandemic. This has popularized HLS and its effectiveness in education. Hence, this chapter proposed an analysis of HLS applications and concepts, opportunities and challenges of HLS. The results show an improvement in usability, and research in HLS is improving. It also reveals the ability of BLS to ensure smooth academic during the pandemic as well as limitations in examination and assessment conduct. There are also limited studies and applications of BLS for physically challenged students (ear impaired and blind). The study identified innovative techniques in e-learning and its contributions to educational developments with particular attention in COVID-19 pandemic period. The chapter recommends improved research in HLS application and techniques that will ensure students’ examination and assessment as well as the application that would make physically challenged and other students with special needs use HLS effectively.KeywordsBlended learningInformation and communication technology (ICT)Hybrid learning systemTertiary educationTraditional learningFace-to-face classroomLearning management system (LMS)
This study aims to explore how the job shadowing program offered by the Sharjah government media bureau was experienced by communication and media students and professionals, and how it develops students’ skills and experience. The study also explores the impacts of the program during the Covid-19 period and the expectations from the program after the pandemic. The study works to help in creating effective training programs for media students with collaboration between universities and media organizations. A group discussion was conducted with 12 trainers and an online questionnaire was distributed to a sample of program attendees to monitor their viewpoints. 100 students responded to the survey. Results revealed that the job shadowing program has an effective role in developing students’ skills by enabling them to interact with professionals and benefiting from their experience. Students considered the program as an integrated way with the academic courses to support their practical skills. Results assured the need to design programs concerned with new topics, skills, and perspectives in media production to meet the needs of the media profession and academic requirements. Results revealed that coexistence and integration between academic programs and media institutions will be effective methods to develop the program.
KeywordsCommunication and media studentsJob shadowing programExperiential learningTraining
Why Teaching Matters is a question at the heart of all instruction. While the answer seems obvious, actual teacher-led teaching, or direct instruction, has taken backstage in the last decade to a more constructivist approach where student-centered; project-based learning, and inquiry inform students learning. This paper argues that alongside this student-centered approach, there is a need, depending on the context, for a teacher-led, direct instruction approach. Studies show that direct instruction is indeed a robust pedagogy leading to student attainment in both short-term retention and long-term proficiency. The author invites readers to consider direct instruction as a potent teaching and learning model, replacing the dichotomy of teacher-centered versus student-centered with a collaboration between the two. This paper presents findings from a study by the researcher illustrating teachers and learners’ perspectives on Direct Instruction. Findings indicate a preference from the learners for this approach and a flexibility among teachers to adopt the methodology most appropriate for their context. This paper contributes to knowledge by filling a gap in the field on the perspectives of learners and teachers on Direct Instruction and by bringing to the forefront an alternative discussion around teaching pedagogy.
This paper aimed to measure the impact of COVID-19 on education in private schools of Amman, Jordan during and after corona pandemic. A questionnaire consisting of (10) paragraphs aimed to answer the study's questions and hypotheses. The study population consisted of (20) private schools in Jordan distributed in the capital city of Amman, where they were selected using the simple random method. Results show that the effectiveness of e-learning during corona pandemic was ranging from medium to low and there is no noticeable difference of teacher’s gender on the effectiveness of e-learning, teacher’s years of experiences has a positive relationship with the effectiveness of e-learning. As for the success of e-learning during corona pandemic, results show that it was low due to the presence of several challenges, the most important of which are technical, social, economic, and infrastructural challenges. The study recommended that e-learning could act as a support education system to the traditional (face-to-face) education, and it could be more effective when applied to literary courses, in addition to promoting the efficiency and readiness of teaching staff, students and parents to implement e-learning through holding workshops in this regard.
Objective : This study aims to document the interventions implemented at the University of Sharjah (Disability Resource Center) to enhance learning processes to achieve cognitive empowerment for students living with disabilities during COVID-19 and its impact on academic self-efficacy, psychological well-being, and health from their point of view. Methods : The descriptive-analytical approach was used. The study tools applied include the academic self-efficacy scale, the cognitive empowerment scale, and the mental health scale: R-SCL-90. Dimensions (anxiety, depression, and phobia), (n = 120). Results : A statistically significant inverse correlation at the level (0.01) between cognitive empowerment (cognitive awareness, information availability, training and empowerment, independence, and commitment) and mental health (depression, anxiety, and phobia), where the correlation coefficients amounted to –0.522, –0.534, and –0.512 was noted. There is a positive, statistically significant correlation at the level of significance (0.01) between the dimensions of cognitive empowerment and academic self-efficacy, where the correlation coefficient reached 0.549. A statistically significant inverse correlation at 0.01 between mental health (anxiety, depression, and phobia) and academic self-efficacy, as the correlation coefficients amounted to –0.605, –0.558, and –0.557. There are no statistically significant differences between average females and males in cognitive empowerment. There is a statistically significant difference in the dimensions of cognitive and empowerment according to the disability category’s variable. The order of the categories of disability came according to the degree of response to cognitive empowerment: Physical disability, visual disability, hearing disability, and learning difficulties.
The declaration of COVID-19 as a pandemic on March 11, 2020, had profound effects on educational activities worldwide. As a crisis response measure, the educational institutes had to shift from onsite to online teaching and adopt online learning platforms to ensure a smooth delivery of educational content. However, the efficacy of such teaching methods for laboratory experiments partly remains elusive. We aim to explore students’ perspectives and experiences toward a hybrid approach in conducting human physiology experiments. We designed a teaching model that combines onsite and online learning to provide hands-on experience to medical students without compromising COVID-19 preventive measures. It is a cross-sectional study among Years 1, 2, and 3 medical students. Data was collected through an online survey via a self-administered electronic questionnaire. Data was analyzed using a two-sample t-test using Graph-Pad Prism version 8.01. Our results indicate that the hybrid model was well-received, and students agreed that the hybrid model was time-saving and allowed them to study at their own pace compared to students who did not agree ( p < 0.05). A significantly higher number of students found the hybrid model extremely useful and were satisfied with its content ( p < 0.05). They recommended continuing this format in the future. The students opined that providing the recorded videos in advance and clarifying their doubts in the prelab sessions prepared them better for the hands-on experience ( p < 0.05). Therefore, we recommend maintaining the hybrid learning methods for time-effectiveness and enhance efficiency of learning.
Learning a subject is a cumulative process that requires cooperation between educators and students to reach the best outcomes. Here, a modified Interteaching strategy was employed to enhance students’ engagement, learning capacity, and motivation, while learning new topics. Master’s students were given preparatory guides in news related to Nobel Prize-awarded scientists at the course’s beginning. The information described the scientist’s breakthrough in DNA-information biotechnology and highlighted the knowledge that was covered later in the course. Students discussed and evaluated their initial understanding. They asked regularly following every lecture to re-read and re-evaluate the same preparatory guide. The students’ achievements were assessed using formative feedback, summative evaluations, and conference-based discussion. Compared to the instructor-centered teaching style, Interteaching enhanced the students’ focus and motivation. In the four-lecture period, students’ understanding of the subject increased dramatically to >95%. Most of the students received ‘A’ grade, and they rate the overall course 4.5/5. Students’ attraction to the field increased 6 times. SWOT analysis indicated the success of the teaching style.
Academic Advising in higher education has received considerable attention in recent years. This is mainly due to the increased focus on improving education quality, student retention and ranking. The current approach focuses on at-risk students, which includes students with a CGPA of less than 2.3. The Academic Success Program (ASP) is comprised of three main components, which start early in the semester where the targeted students are enrolled in zero-credit courses on the Learning Management System (LMS), i.e., Blackboard. In the first phase of the ASP , we targeted students who are currently under academic probation with the aim to expand the program to include students at risk (students with a CGPA of < 2.3). First, students are asked to answer an online questionnaire, which include carefully designed questions on student status, reasons for academic probation, study habits, social issues, challenges they are facing in their study programs and assistance or services they require to improve their academic standings. Next, students are invited to attend a 2-h workshop that focuses on explaining the various rules and regulations pertaining to academic probation, how to calculate GPA and CGPA along with study plan navigation assistance. The third part of the workshop is a motivational seminar aimed at encouraging and inspiring the students to seek help, talk about the challenges they face, get parents involved and key points on academic success. After the workshop, students are asked to answer an exit assessment that is constructed in the form of a quiz to gauge the gain or impact the program had on the students. The initial results are very encouraging, where 75% of the students who completed the program were able to overcome their academic probation status.
The implications of hands-on introductory courses in architectural engineering (AE) discipline influence students’ comprehension of the interdisciplinary nature of the field and help them build basic needed skills. This chapter reviews the recent inclusion of an introductory course to the Architectural Engineering Curriculum (AEC), at the United Arab Emirates University (UAEU), to provide general insights and to effectively engage teaching tools. Based on the program assessment in Spring 2018, a three credits course Arch 302: Introduction to Architectural Engineering, designed to be taught in a studio format, has been added to the AE program. The course includes a brief introduction to the AE professions, AE design process, and communication skills and digital tools. Through small project design exercises, the course applies multiple hands-on teaching methods to provide students with basic design skills and formal visual principles with an emphasis on developing creativity and effective communication. In addition to instructors’ experience in teaching the course, a survey has been conducted with AE students to collect insights on the course’s impact on their understanding of the interdisciplinary nature of the AE, and the subsequent design and building construction courses. This paper evaluates the course development, significance, and interrelationships with other courses aligned with the achievement of the course learning outcomes. The outcomes of this assessment shed light on the significance of introductory courses in improving students’ achievement in subsequent courses in terms of understanding the AE interdisciplinary scope of work and gained skills.
The first case of COVID-19 was reported in March 2020 in Turkey. Following the countrywide restrictions, residency lectures and meetings were suspended. Emergency medicine (EM) residency training was uniquely disturbed because the medical care provided by the hospitals during pandemics was restricted to only emergency admissions. Our hospital is a state-owned Training and Research Academic Centre. Regular scientific conferences and postgraduate training courses are organized by specialty societies and academic staff. We aimed to describe the challenges of residency training during COVID restrictions and reflect the opinions of the emergency medicine residents through an online survey study. Survey results revealed that WhatsApp Group announcements were preferred to email for rapid information distribution. A major challenge during the initial period was following the weekly scientific board meeting guidelines and distributing the updated documents within the department. Adaptation to the online lectures was also challenging. Practical sessions were found to be the most challenging and unattainable by the residents. One-on-one sessions were preferred especially for surgical procedures and ultrasound training. Online courses prepared by the specialty societies were useful for specialty-focused information sharing. WhatsApp is the preferred way for fast information sharing including educational materials and guidelines. Specialty societies are important stakeholders in improving up-to-date materials for distance learning within the EM residency training.
This study attempts to analyze the students’ satisfaction with learning chemistry before, during, and after the COVID-19 pandemic at the University of Sharjah. Microsoft Forms were used to build the questionnaire and collect the data. The widely used online class applications are Blackboard Ultra, Microsoft Teams, Zoom, and WhatsApp Group features. Students had printed textbooks, e-books, and lecture notes posted under Blackboard contents as learning media. The Chemistry laboratories were carried out in a hybrid mode during the pandemic; 30% of the experiments were conducted face-to-face inside the University in an alternate mode, while the remaining 70% were conducted virtually using home-developed videos, McGraw Hill simulation, or Journal of Visual Experiments platforms. Most students experienced challenges implementing the online learning process, so they prefer the usual traditional learning methods. In addition, the assessment of the educational program learning outcomes (PLO) was measured over the last three academic years, 2019, 2020, and 2021. Results of such an assessment indicated that there is a decline in the skill outcomes B, C, and E during the COVID-19 era. The study recommends the adoption of Flex-Hybrid Classrooms, using interactive online class applications like face-to-face learning, as hybrid learning can contribute positively to the quality assurance process of the instructional methodologies. Chemistry Laboratories must be conducted in person to enhance the technical and hands-on experience skills of students. All classes, regardless of delivery mode, should be recorded, as they can contribute positively to the quality assurance process of the instructional methodologies and material deliveries.
This paper discusses the formal implementation of scientific research at all levels of university education; programs and courses as an approach being adopted in the post-COVID-19 era. Research-based learning (RBL) shall be used in delivering the research components in the undergraduate programs and courses. National, institutional, and individual research interests shall be addressed through defined modules and directed research projects impeded in the curriculum and course deliveries and assessments.
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