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Editorial: Journal of educational media special issue on blended learning

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Editorial: Journal of educational media special issue on blended learning

... The most dominant definition goes to the blending of traditional F2F learning and modern online learning. Examples of such studies include works from Whitelock and Jelfs (2003), Kanuka (2006), Garrison and Vaughan (2008), and Hoic-Bozic et al. (2009). Besides, some other researchers (Hofmann, 2011;Kerres & De Witt, 2003;Singh & Reed, 2001;Whitelock & Jelfs, 2003) agreed to the definition of combination of media and tools while the other few scholars adopted BL as the combination of pedagogic approaches or technologies (Driscoll, 2002), or learning objectives (Valiathan, 2002). ...
... Examples of such studies include works from Whitelock and Jelfs (2003), Kanuka (2006), Garrison and Vaughan (2008), and Hoic-Bozic et al. (2009). Besides, some other researchers (Hofmann, 2011;Kerres & De Witt, 2003;Singh & Reed, 2001;Whitelock & Jelfs, 2003) agreed to the definition of combination of media and tools while the other few scholars adopted BL as the combination of pedagogic approaches or technologies (Driscoll, 2002), or learning objectives (Valiathan, 2002). In this paper, BL is considered as an instructional approach combining the face-to-face learning with online learning. ...
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In the era of e-Learning, higher education institutions tend to provide more courses in the blended learning mode. For sustainable development of blended learning, a model for evaluating the effectiveness of it becomes critically essential. By in-depth literature review, this paper proposed a research model to evaluate the effectiveness of the blended learning courses concerning learner satisfaction and learner achievement. The model was based on the Information System Success Model, enhanced by Community of Inquiry Model and Technology Adoption Model. A survey instrument was developed afterwards based on the model. In the end, this paper encouraged the follower researchers to either augment or validate the developed survey in real educational contexts.
... (1) blending traditional and web-based classroom setup; (2) blending media and tools in learning environment; (3) blending various pedagogical approaches (Whitelock and Jelfs, 2003). ...
... This enabled to track the students whose aspiration measures were outside the normal range and provide individual feedback. Such blend, according to blend levels suggested by Whitelock and Jelfs, (2003), displays low to medium impact. Similar approach to blend mode has been applied (see Luo, 2016) in the experimental study that explored the blending of peer assessment homework in LMS Blackboard for improving students' pronunciation performance, in which feedback was in a form of a textual comment. ...
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The advancement of technologies and the recently forced lockdown by Covid-19 are bringing changes to the organisation of the learning process by accelerating the introduction of e-learning to create a learner-centred technology-based approach to English studies, thus stepping towards digital humanities. These trends initiated the institutional project Mobile and Desktop Software Integration in Bachelor and Master Study Programmes. The present study, using a questionnaire, elicits university students’ attitudes to the mobile applications and speech analysis software-based seminar activities in Moodle e-course in accordance with the blended learning model selected for the studies of theoretical grammar and phonetics. It is a cross-sectional, focused, and exploratory case study, comprising a description of factors, contributing to the problem of blended learning model selection. The yielded data demonstrate that students do not possess extensive prior experience with the use of software and mobile applications to study English grammar and phonetics. After completing seminar tasks, they favourably account for the integrated blended learning materials and consider that those facilitate their learning process.
... Additionally, the traits of blended learning are summarized as follows (Driscoll, 2002;Graham, 2006;Whitelock and Jelfs, 2003): 1. The blended learning method combines one-of-a-kind sorts of internet-based technological know-how to acquire academic goals. ...
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This work aims at finding out the impact of teaching types blended learning strategies on academic students` achievement. A review of related literature indicates that almost no study has ever attempted to focus specifically on the effect of the different kinds of blended learning strategies on EFL students` achievement in the educational research writing, and the present study attempts to fill this gap. The study focused on the students at the Master's degree in Educational Research Writing in the first semester of the academic year 2020/2021. The sample has selected from the college of Education Ibn-Rushd (18) students. Material has been designed for the Master candidates’ participants of the study was divided into two groups: one an experimental group (9) and the other a control group (9). A teaching program has taught according to blended learning strategies and an achievement test was designed to confirm the study’s validity and reliability. SPSS was used to analyze the data. The findings revealed that there were statistically significant differences between the experimental and the control groups, in favor of the experimental group, due to positive effects towards the using of blended learning strategies. The study recommends further research into the use of blended learning strategies in higher educational institutions.
... "Blended learning" commonly entails an amalgamation of F2F learning and internet-based online learning mode (Whitelock & Jelfs, 2003, Oliver & Trigwell, 2005. According to Osguthorpe & Graham (2003), blended learning approaches aim to achieve harmony between online ingress to knowledge and F2F interaction. ...
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The present study draws a comparison between the role of a teacher through online learning and face to face (F2F) learning in a blended classroom. In recent years, blended form of learning has become a notorious way of giving guidance at all educational levels and across multifarious fields of study. Researchers conclude that there is an archetypical change in various fields of mixed learning, from didactics to roles of teacher to student roles. Thus, the current study uses questionnaire to study how 100 university going students viewed the role of their teachers in a blended English course in both online and F2F learning. The role of a teacher in both types of classes are considerably addressed in this paper by dividing it into an effective role, cognitive role, and managerial role. Statistical, and quantitative figures reveal two notable results: first, all the three sub-roles of F2F teachers had substantially higher average of learning than those in online learning. In F2F learning, the cognitive role had the highest average, while the managerial role had the highest average in online learning. This paper also compares the parameters of proficiency through the questionnaire between the two distinct modes of learning. Finally, the study will help the other researchers to explore how teachers can act in a better way in both types of learning methods and what are other parameters, need to be discussed further and construct grounds for students' roles in online and F2F learning in a blended classroom.
... There is an interest in HEIs to integrate traditional learning with webbased online approaches because of their educational benefits (Hansen 2016;Whitelock and Jelfs 2003). A blog is one such useful tool that can be blended with regular classes and therefore has drawn the interest of academicians, including teachers and researchers, in recent times (Deng and Yuen 2009;Garcia, Moizer, Wilkins, and Haddoub 2019). ...
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Drawing on the findings of a blog-writing project conducted among the students in a pre-service teacher education program in Nepal, this chapter explains how collaborative writing positively influenced the development of writing skills among the students and contributed to a sense of teamwork and collegiality. Based on the data collected from the student blog entries and comments and focus group discussions held at the end of the project, we argue that blogs can be powerful tools to motivate students to engage in collaborative reading and writing tasks. We also explain the impact of blogging as a platform for engaging students in the process of planning, drafting, per-reviewing, editing, and publishing. Towards the end, we analyze the challenges of blogging in technologically challenged contexts with poor ICT literacy and conclude the chapter by discussing the potential of blogging in higher education for other areas such as the development of reading, critical thinking, and communication skills.
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The aim of this empirical paper was to show the relationship between the effectiveness of Human Resource (HR) professionals and some selected organizational factors(namely leadership, organizational support and reward system).The study focused on HR professionals in Multimedia University(MMU),anIT-based private university in Malaysia. It had adopted a mixed method methodology combining an in-depth telephone interview with a senior HR manager in MMU and asurveyoflecturersinMMUMelakacampus.150questionnairesweredistributed to the said lecturers but obtained a response rate of 44 per cent. The findings from the survey(and the interview)found a strong correlation between leadership(0.699) and organizational support (0.673) and HR professionals’ effectiveness.
Thesis
Blended learning has emerged in the context of new learning environments and pedagogies offering its potential for maximising the effectiveness of contemporary teaching and learning. If full advantage is taken of technology, there are opportunities to trigger new relationships among the teacher, the learner and the educational context. However, to achieve this, the use of technology must be re-thought in terms of how teachers handle their teaching time and pedagogy (Laurillard, 2002). The focus and interest of this study are on the role of teachers and how they work to develop concrete skills and strategies for teaching effectively. It looks at how they attempt to bridge the distance between teachers and learners and to establish their presence in blended learning environments in both face-to-face and online contexts. Teaching in blended learning environments requires specific pedagogical approaches; and how educators prepare to teach in these environments will potentially impact the quality of the learning experience they provide (Kim et al, 2015). Given the importance of teaching presence and based on the assumption that teachers are key if learners are to achieve appropriate learning outcomes, this study sets out to examine the role of the teacher and the perceptions of their learners through an analysis of teaching presence (Garrison et al, 2000) in both environments, face-to-face and online, and understand how teachers and learners make sense of that blend. The data was collected at a university in Northwest Mexico over three years between 2016 and 2019 from four undergraduate-level blended learning courses in the field of English Language Teaching, Software Engineering, and International Commerce. Findings suggest that teaching presence can enhance the learners´ educational experience as it emphasises the organisation of instructional design in their courses. Evidence showed that learners feel a disconnection between the face-to-face and the online components if their teachers lack ownership of their blended course. Thus, there seems to be a need to further integrate both environments so that they become a real blend. In addition, the study reported lower levels of perceived teaching presence in the online component. Teacher immediacy is experienced by learners only in the classroom which does little to encourage their engagement as online learners.
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Information and communication technology in the education world during the Covid-19 era played an extremely important role. Everything can be easily done without any limit because each individual can do it himself. Technology is giving new colors and faces to education systems in all parts of the world today. This is evidenced by the development of many learning models that refer to independent learning based on information technology. The purpose of this paper is to develop a blended learning model for thematic learning in elementary schools according to the needs of learning activities. This development method refers to the Dick, Carey (2009:6-7), development model and adapts the Blended learning model. The application of the blended learning model refers to the curriculum that is being used during the Covid-19 pandemic, namely the 2013 curriculum which is simplified independently in elementary school.
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