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Blended learning systems: Definition, current trends, and future directions
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... Garrison (2017) Além disso, Garrison (2017), ainda aborda a importância da interação social e do suporte pedagógico no sucesso do B.L, argumentando que a presença de facilitadores experientes e a criação de comunidades de aprendizado online são essenciais para promover um engajamento mais profundo dos alunos e a construção de um conhecimento mais duradouro. A interação constante entre alunos e professores, tanto presencial quanto virtual, pode melhorar a experiência educacional e ajudar na construção de uma rede de suporte que é fundamental para a aprendizagem efetiva (Garrison, 2017 A sua pesquisa destaca a importância de um alinhamento entre as atividades online e as interações presenciais para alcançar os objetivos educacionais de maneira eficaz, onde defende que a combinação dessas modalidades não deve ser vista como uma simples adição de tecnologias ao ensino tradicional, mas como uma reconfiguração completa da pedagogia para aproveitar as características únicas de cada abordagem (Graham, 2018). (Graham, 2018 Além disso, examina os desafios associados à adoção de tecnologias no ensino, como a resistência à mudança e a falta de formação adequada para os professores, discutindo que, para superar esses desafios, é essencial que as instituições educacionais ofereçam suporte adequado e recursos para ajudar os educadores a se adaptarem às novas abordagens de ensino. ...
... A interação constante entre alunos e professores, tanto presencial quanto virtual, pode melhorar a experiência educacional e ajudar na construção de uma rede de suporte que é fundamental para a aprendizagem efetiva (Garrison, 2017 A sua pesquisa destaca a importância de um alinhamento entre as atividades online e as interações presenciais para alcançar os objetivos educacionais de maneira eficaz, onde defende que a combinação dessas modalidades não deve ser vista como uma simples adição de tecnologias ao ensino tradicional, mas como uma reconfiguração completa da pedagogia para aproveitar as características únicas de cada abordagem (Graham, 2018). (Graham, 2018 Além disso, examina os desafios associados à adoção de tecnologias no ensino, como a resistência à mudança e a falta de formação adequada para os professores, discutindo que, para superar esses desafios, é essencial que as instituições educacionais ofereçam suporte adequado e recursos para ajudar os educadores a se adaptarem às novas abordagens de ensino. ...
... Graham (2018), é amplamente reconhecido por suas contribuições ao estudo do Blended Learning, oferecendo uma perspectiva detalhada sobre sua implementação em diversos contextos educacionais; e assim, em sua obra "Blended Learning Systems: Definition, Current Trends, and Future Directions, publicado em 2018, explora como o Blended Learning pode ser adaptado para atender às necessidades específicas de diferentes ambientes de ensino, desde a educação básica até o ensino superior. REVISTA CADERNO PEDAGÓGICO -Studies Publicações e Editora Ltda., Curitiba, v.21, n.9, p. 01-22. ...
O Blended Learning, ou Aprendizagem Híbrida, é um modelo educacional inovador que combina elementos de ensino presencial com práticas de aprendizagem online para criar uma experiência de aprendizado mais abrangente e adaptável. Este modelo visa integrar o melhor dos métodos tradicionais e das tecnologias digitais, proporcionando um ambiente educacional que é simultaneamente flexível e acessível. Desde sua introdução, o conceito de Blended Learning tem evoluído significativamente, adaptando-se às mudanças nas necessidades dos alunos e às contínuas inovações tecnológicas. A literatura sobre Blended Learning destaca diversos benefícios, como a possibilidade de personalização do processo educativo, a ampliação do acesso a materiais e recursos, e a facilitação do aprendizado autodirigido. No entanto, também apresenta desafios notáveis, incluindo a necessidade de habilidades digitais avançadas por parte dos alunos e a complexidade na gestão e integração de recursos tecnológicos. Este artigo analisa a evolução histórica do Blended Learning, revisa as principais contribuições teóricas e empíricas na área e oferece uma análise crítica das práticas e pesquisas atuais, destacando tanto as oportunidades quanto as dificuldades associadas a esse modelo.
This article explores the challenges and opportunities that arise when determining what, how, and when to teach in the language teaching context where technological tools are present. Its integration represents a transformation that fuses traditional methods with indispensable digital skills. It goes beyond mere curriculum updates, incorporating methodologies that promote participation, creativity, and problem-solving in real-world contexts. Furthermore, this process demands continuous professional development for teachers to manage resources and virtual environments, as well as adaptation to each educational stage. Despite challenges such as the digital divide, this change enhances the quality of learning and prepares students to face a constantly evolving global and digital world.
The teaching profession and teacher education crisis provide a context for the landscape and a thinking platform about how the blended learning approach can inherently respond to the global teacher crisis and requirements for teaching and learning at higher education institutions. This chapter considers how the theory of affordances intersects with constructivism and blended learning, providing the theoretical framework, which underpins the research of this case study and aids in the practical application of the approach used. The problem addressed by the case study outlines how the study was conducted, what it entailed, and explores the embedded advanced mixed methodology research framework. An overview of the solutions and theoretical background are discussed including elements of different blended learning approaches pertinent in educational contexts. Implementation of the solution explores the blended learning approach used in this case study. The findings and the discussion highlight the significance of the blended learning approach. The chapter concludes with a summary of key lessons learned and implications for practice and includes reflective questions encouraging application of insights from the blended learning approach presented.
This research is motivated by the low application of technology, learning that still applies traditional and conventional systems in mathematics learning. Another factor is the lack of learning resources in searching for information in learning. This research aims to develop learning tools based on the Blended Learning model that utilizes technology, namely Google Classroom, in trigonometry material. The research method used is research and development (R&D). The learning tools developed are in the form of teaching materials/teaching modules. The object of this research is a learning tool developed by Veru along with the addition of new features in the Google Classroom Application (combine academia.edu). The subjects of this research were mathematics teachers and students of Class X SMA N 2 Padangsidimpuan with 36 Student. The data collection instruments in this research were validating teaching tools, testing the practicality of teaching tools and testing the effectiveness of teaching tools. while data collection and data analysis techniques used validation tests, t-tests, observations, questionnaires, pretests and posttests. The research results showed that the validity of the teaching materials was 86.58%, very valid for use, the practicality of the teaching materials was 80.54%, quite valid for use by students and the effectiveness was 85.94%, very effective for use by students and teachers and the effectiveness was t-table 1.697, t-count 18.4, t-count > t-table. Based on the research results, it can be concluded that this development research has produced teaching materials whose validity, practicality and effectiveness have been tested and are very effective for use in teaching mathematics regarding trigonometry.
This study looks into the variables affecting blended learning from the viewpoint of the learners. A number of possible advantages of blended learning, which combines online and conventional classroom education, including enhanced student engagement, support for a variety of learning styles, and more freedom in terms of accessing resources and finishing work. These benefits improve pupils' autonomy, self-control, and time management. However, a number of important variables, including the caliber of the online materials, the degree of student-teacher and peer engagement, and the students' technological aptitude, affect how successful blended learning is. This study uses questionnaires that are given to students enrolled in different professional programs at DAVV, Indore, using a descriptive research methodology. A sample size of 466 people was chosen via purposive sampling. The study is divided into two stages: factor analysis is used in the second phase to determine the major components influencing the blended learning experience, and reliability testing is done in the first phase. The purpose of the research is to offer guidance on how to best optimize blended learning settings in order to improve student happiness and educational outcomes.The most important implication of this research is that policy and decision makers in business educational schools are requested to consider factors that had a significant effect on the adoption of blended learning. In doing that, the research contributes to the blended learning knowledge via highlighting the key variables that encourage or hinder the adoption of blended learning strategy.
ABSTRAK Saat ini indonesia sedang memasuki era “New Normal” dari pandemi Covid-19, dimana protokol kesehatan harus diimplementasikan pada setiap kegiatan termasuk kegiatan pelatihan. Blended learning merupakan salah satu model pelatihan yang didalamnya memadukan antara pembelajaran online dan pembelajaran offline yang dapat mengurangi kegiatan pengumpulan massa sebagai salah satu protokol kesehatan menghindari Covid-19. Blended learning tetap berorientasi pencapaian tujuan pelatihan yaitu peningkatan pengetahuan, keterampilan dan sikap. Pembelajaran online dapat meningkatkan wawasan dan pengetahuan, dan pembelajaran offline dapat meningkatkan keterampilan, khususnya pada materi spesifik yang keterampilan tidak otomatis didapatkan dari peningkatan pengetahuan. Kombinasi prosentase online dan offline atau tatap muka dapat disesuaikan dengan kebutuhan pelatihan. Blended learning dapat membuat biaya lebih efektif, hemat waktu, objek dapat digunakan kembali untuk dipelajari ulang dan fleksibel bagi peserta didik. Beberapa hal yang perlu dipersiapkan sebelum menjalankan blended learning diantaranya: penyediaan tenaga fasilitator yang memahami teknologi informasi dan komunikasi, penyediaan Learning Management Sistem (LMS), penyediaan fasilitas internet, perpustakaan digital, modifikasi bahan tayang sehingga lebih mudah dipahami dan membuat enjoy peserta didik dan mengantisipasi hal hal yang menghambat seperti peserta didik yang frustasi karena waktunya habis untuk mempelajari sistem. Kata kunci : Blended Learning, Online, Offline, Tatap Muka, New Normal ABSTRACT Currently, Indonesia is entering the "New Normal" era of the Covid-19 pandemic, where health protocols must be implemented in every activity including training activities. Blended learning is a training model that combines online learning and offline learning that can reduce mass gathering activities as one of the health protocols to avoiding Covid-19. Blended learning remains oriented towards achieving the training objectives of increasing knowledge, skills and attitudes. Online learning can increase insight and knowledge, and offline learning can improve skills, especially on specific material for which skills are not automatically acquired from increased knowledge.The combination of online and offline or face-to-face percentages can be adjusted to the training needs. Blended learning can make it more cost effective, save time, objects can be reused for re-study and flexible for participants.Some things that need to be prepared before running blended learning include: the provision of facilitators who understand information and communication technology, Learning Management Systems (LMS), internet facilities, digital libraries, modification of broadcast material that easier to understand and makes participants enjoy and anticipate inhibiting things such as frustrated participants because time is running out to learn the system. Keyword : Blended Learning, Online, Offline, Face to face, New Normal
Die automobile Transformation bringt substanzielle Veränderungen mit sich, die sowohl für Unterneh-men als auch für Beschäftigte erhebliche Herausforderungen darstellen. In Interviews mit Arbeitnehmer:innen der Automobilindustrie, die im Rahmen des Projekts "Berufliche Bildung erneuern für die automobile Transformation" (BeaT) durchgeführt wurden, zeigten sich häufig tiefgreifende Ängste und Bedenken bezüglich der Veränderungen, die mit der Energiewende einhergehen. Diese Sorgen können zu einer ausgeprägten Skepsis oder sogar offenen Ablehnung gegenüber der automobilen Transformation führen. Bildung kann durch ihr transformatives Potenzial einen wichtigen Stellenwert beim Abbau dieser Ängste einnehmen. Unter Berücksichtigung der identifizierten Herausforderungen strategischer Weiterbildung in vielen Betrieben plädieren wir für die Einführung von Peer und Blended Learning als Instrumente, um selbstgesteuertes Lernen in der Belegschaft zu fördern sowie Sorgen und Skepsis zu begegnen.
(08.2024, www.beat-learning.info)
Recent meta-analyses and other studies of media's influence on learning are reviewed. Consistent evidence is found for the generalization that there are no learning benefits to be gained from employing any specific medium to deliver instruction. Research showing performance or time-saving gains from one or another medium are shown to be vulnerable to compelling rival hypotheses concerning the uncontrolled effects of instructional method and novelty. Problems with current media attribute and symbol system theories are described and suggestions made for more promising research directions.
Electronic communication has become an important enhancement to university classes.
This article examines the implementation of an Internet-enhanced marketing planning course as compared to a traditional course. The hybrid course was designed to combine the best aspects of traditional and Internet teaching. The same instructor taught both courses in the same semester. Teaching evaluations and written comments were used to explore why the traditional course was unexpectedly still preferred. The findings suggest that universities carefully consider their goals, target markets and competitive differentiation before deciding how the Internet can best be integrated into the curriculum.
Philips Centre for Technical Training (CTT) is responsible for the on-going professional education of scientific staff in Philips Research Laboratories worldwide. This article addresses the 'why' and 'how' of an evolution toward more flexible learning at the CTT in which various models for blended learning supported by a web-based course-management system are being piloted and evaluated, and describes one of the courses in more detail. The 'why' relates to CTT's challenge to give more participants at distant locations access to its courses. The 'how' has to be appropriate to the very specific situation in which CTT functions the transfer of Philips' highly technical knowledge and experience to relatively small numbers of scientific staff within Philips. This knowledge and experience is being refreshed continuously so the contents of the learning also are in steady change. The blended learning models evolving at the CTT are grounded in these characteristics.