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Blended learning: Efficient, timely and cost effective

Authors:
  • National Forensic Science Technology Center

Abstract

Blended learning involves leveraging multiple platforms to deliver training content to learners. Blending online theoretical content with hands-on practical application or mentor-based instruction is an efficient, cost-effective delivery method for workforce training. Using the training methodology established by the US Army, NFSTC has developed a model for training programs targeted to the forensic science and law enforcement community. The benefits of using a blended approach within these communities may help to offset a consistent lack of funding for training needs experienced by publicly-funded laboratories and agencies. Blending delivery methods and employing existing technology creates affordable, accessible, high-quality forensic science training that is applicable across international borders and has the potential to establish a standard forensic knowledge base for use by the global forensic science community.
... emerging new form of learning. As the name suggests, it is an amalgamation of synchronous and asynchronous learning methods (Lothridge, Fox &Fynan, 2013 andDziuban, Graham, Moskal, Norberg, &Sicilia, 2018). Using both online training through virtual classrooms and also giving CD's and study material for self-study, which is now being increasingly preferred over any single type of training especially in developing nations of the world. ...
... emerging new form of learning. As the name suggests, it is an amalgamation of synchronous and asynchronous learning methods (Lothridge, Fox &Fynan, 2013 andDziuban, Graham, Moskal, Norberg, &Sicilia, 2018). Using both online training through virtual classrooms and also giving CD's and study material for self-study, which is now being increasingly preferred over any single type of training especially in developing nations of the world. ...
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Purpose: This paper examined the need for the engagement of ICT in public tertiary institutions in Nigeria to initiate the shift from the traditional teacher directed approach (Classroom Learning) to modern method (E-learning), where modern computers and handheld technologies play a momentous role in the era of COVID-19 pandemic. Implication: It has become obvious that going forward, there is a great need to rethink and re-strategize on effective ways to enhance teaching and learning in public tertiary institutions in the era of COVID-19 via e-learning platforms. To succeed, the need for a well-documented e-learning policy, adequate funding of e-learning, incorporation of blended learning, acquisition of facilities and infrastructures that support e-learning and training of staff and students are very imperative. Originality/Value: The paper provides an insight into how public tertiary institutions can successfully engage e-learning so as to ensure seamless impartation of knowledge through teaching, learning and research via internet/ICT devices in order to be able to effectively meet up with academic programmes that may be disrupted by the partial or total closure of tertiary institutions in Nigeria.
... At lower levels of education, distance learning has not been widely used so far and the discussion has focused more on the extent to which principles of blended learning (Lothridge, Fox and Fynan, 2013;Wicks et al., 2015), flipped learning (King, 1993;Abeysekera and Dawson, 2015;Comber and Brady-Van den Bos, 2018), or technology-enhanced learning (Kirkwood and Price, 2014;Stewart, 2014;Goodchild and Speed, 2019) should be used, the latter of which thinks of technology more as a tool that helps one either to reach higher levels of knowledge, show concepts of knowledge differently, or access knowledge that is not available in a particular learning space. ...
Chapter
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Until now, distance learning has been considered to be an opportunity to study either certain courses or the entire study programme from a distance. Initially, mail options were used when students were sent materials by mail, and then they had to be sent back after being completed. Later, the possibilities created by TV and radio were used, but with the development of the Internet and the possibilities created by it, materials began to be sent by e-mail, or students could connect to them remotely both synchronously and asynchronously (Anderson and Dron, 2011). However, in most cases, these solutions were used to work with adult, mature people who organize their own learning processes, and the developed materials were designed to achieve specific learning objectives in self-directed learning.
... Fundamentally, there are various types of e-learning that are suitable for universities as highlighted by Lothridge, Fox & Fynan, (2013) and Dziuban, Graham, Moskal, Norberg, & Sicilia, (2018) andRamkumar (2020) which include the following: ...
Conference Paper
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Information is crucial for all our activities in a university as people need information for various purposes such as study, research, decision making and problem solving. Hence, information Are provided by library and information professionals through the rendering of various types of information services. The tremendous growth in electronic resources has forced library professional to use various information technology tools to manage the information resources and render services. The emergency of e-learning environment as a boon to building knowledge skills amongst learners in this era of web-enabled technologies is with the aim to improve the quality of learning experience for students. The application of these technological tools in library and information service and adoption of E-learning brings the university understudy at pal with other universities both in the country and beyond. This paper explores various ways of enhancing information services in e-learning environment among fifth generation Federal University, in Nigeria. The paper defined the concept of information services, e-learning, e-learning environment and fifth generation universities. It also identify the types of e-learning, benefits of e-learning, the roles librarians play in the e-learning environment, the challenges limiting the enhancement of information service delivery in e-learning environment, strategies for enhancing information service delivery in e-learning environment of fifth generation federal universities and recommendation were also proffered.
... Blended learning is generally defined as a mix of strengths and qualities of face-to-face learning activities in the class and online learning to achieve more convenient benefits. (Stain & Graham, 2014) Blended learning is also used in professional development and training (Lothridge, Fox & Fynan, 2013). ...
... The new content should be updated as per the recommendations given in the previous content. These practices will save time and money and make learning efficient [151]. ...
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Blended learning incorporates online learning experiences and helps students for meaningful learning through flexible online information and communication technologies, reduced overcrowded classroom presence, and planned teaching and learning experience. This study has conducted surveys of various tools, techniques, frameworks, and models useful for blended learning. This article has prepared a comprehensive survey of student, teacher, and management experiences in blended learning courses during COVID-19 and pre-COVID-19 times. The survey will be useful to faculty members, students, and management to adopt new tools and mindsets for positive outcomes. This work reports on implementing and assessing blended learning at two different universities (University of Petroleum and Energy Studies, India, and Jaypee Institute of Information Technology, Noida, India). The assessments prepare the benefits and challenges of learning (by students) and teaching (by faculty) blended learning courses with different online learning tools. Additionally, student performance in the traditional and blended learning courses was compared to list the concerns about effectively shifting the face-to-face courses to a blended learning model in emergencies like COVID-19. As a result, it has been observed that blended learning is helpful for school, university, and professional training. A large set of online and e-learning platforms are developed in recent times that can be used in blended learning to improve the learner’s abilities. The use of similar tools (Blackboard, CodeTantra, and g suite) has fulfilled the requirements of the two universities, and timely conducted and completed all academic activities during pandemic times.
... Although students must still attend physical schools with a teacher present, face-to-face classroom practices are combined with computer-mediated activities regarding content and delivery (Strauss, 2012) to enhance the teaching-learning experience and to encourage the students to explore more to the given content. BL is also used in professional development and training settings across the globe (Lothridge et al., 2013). It is highly contextdependent and therefore a universal conception of it is hard to come by (Moskal et al., 2013). ...
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The impact of the coronavirus disease 2019 (COVID-19) pandemic has traumatized the entire world. COVID-19 has prompted experts to rethink the suitable pedagogies of teaching–learning that will prove to be sustainable with the global health crises going on. Blended learning is one of the models proposed by various educationalists and research scholars that appears to be a viable and best-fit solution for educational institutes for at least a period of a few months postpandemic. This study investigates the readiness of in-service teachers considering them as learners toward blended learning and its six dimensions. The results indicated that there existed a correlation among the six dimensions of blended learning while considering the readiness of in-service teachers toward blended learning. In addition, the results indicated that both male and female teachers and teachers who have and have not attended/conducted webinars/lectures/Faculty Development Programs online have had no difference in their readiness toward blended learning.
... The teaching strategy where online digital resources are combined with face-to-face teaching is called blended learning (Lothridge et al., 2013). Blended learning deliveries have been found to induce proactive behaviors in learning, rather than an outcome that originates from instruction, that define self-regulated learning (Lynch and Dembo, 2004;Van Laer and Elen, 2017). ...
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In nursing, bioscience is regarded as one of the cornerstones of nursing practice. However, bioscience disciplines as anatomy, physiology and biochemistry are considered challenging for students and the failure rate is high. In this study we explore a blended learning teaching strategy in anatomy, physiology and biochemistry course for first year Bachelor nursing students. In the blended learning teaching strategy, short narrated online digital resources of bioscientific terms and concepts were integrated into the teaching design along with digital metacognitive evaluations of learning outcomes. Results show that compared to students receiving traditional face-to-face teaching, the students with a blended learning approach performed better on their national exam with a small to medium effect size (Cohen’s d=.23). Student course evaluations supported the blended learning delivery with small to medium effect sizes. The students reported that the digital resources supported their learning outcome achievement, that they better understood the teacher’s expectations and that they were more satisfied with their virtual learning environment. This study adds to the growing literature of blended learning effectiveness in higher education, and suggests the use of digital resources as an enrichment of teaching and enhancement of students’ study experience.
Preprint
Online training has been gaining popularity for its flexibility and cost-efficiency. Its introduction challenges existing practices of in-service training which are mostly in the form of onsite training. Based on a participative, interpretive case study, we conceptualized in-service training as an institution, examining how the introduction of online training affected changes to the in-service training practices. Our research investigates three modes of in-service training; onsite training, self-paced online course, and synchronized online training. Two conflicting institutional logics that are associated with the first two modes of training emerge; onsite training logic and online training logic. The in-service training institution in Indonesia remained stable despite changes in technology used and the covid pandemic. The logic of onsite training continued to be dominant throughout the period, and most training practices in onsite training were carried over to the online training without reflections.