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Blended learning systems: Definition, current trends, and future directions
... The Fourth Industrial Revolution has transformed the entire world, and education has not been excluded (Graham, 2006;Boelens et al., 2020). The advancement of Information and Communication Technology (ICT) has provided alternative methods of teaching and learning. ...
... This can be explained through the concept of cognitive learning, which emphasizes the importance of repetition and reinforcement in strengthening memory and understanding (Anderson & Krathwohl, 2015;Boelens et al., 2020). In the blended learning method, students are given the opportunity to revisit materials online, allowing them to repeat and deepen their understanding of the lesson material (Graham, 2006;Sánchez et al., 2023). The ability to repeat material without time constraints allows students to learn at their own pace, which is one of the advantages of blended learning compared to conventional face-to-face learning (Owston et al., 2013). ...
... This is crucial in the current educational landscape where higher-order thinking skills and students' confidence to overcome learning difficulties are increasingly important (Garrison & Kanuka, 2004;Sánchez et al., 2023). The improvement in cognitive function-especially in the dimensions of remembering, understanding, applying, analyzing, evaluating, and creating-demonstrates that the blended learning method can provide a richer and deeper learning experience compared to traditional methods (Graham, 2006;Cohen & Baruth, 2021). By integrating online and face-to-face learning, students not only learn passively but actively engage in the learning process through various media and activities. ...
: This study aims to evaluate the improvement of cognitive function and self-efficacy among students through the application of blended learning methods. This classroom action research (CAR) was conducted in two cycles, with each cycle including planning, implementation, observation, and reflection stages. The subjects of the study were 36 students from class X MIPA 5 at SMA Negeri 2 Wonogiri. Cognitive function data were collected using cognitive tests, while self-efficacy data were gathered through a self-efficacy scale questionnaire. The results showed that the application of blended learning methods effectively improved students' cognitive function. Before the intervention, the average cognitive score of students was 59.0%, which increased to 66.8% after the first cycle and reached 76.8% after the second cycle. The most significant improvements were observed in the dimensions of analysis and evaluation skills, with the average score increasing from 58.0% to 76.0% for analysis, and from 55.5% to 73.5% for evaluation after two cycles. Additionally, students' self-efficacy also showed significant improvement, with 30% of students at a high level, 68% at a moderate level, and only 2% at a low level after the second cycle. This study concludes that the blended learning method not only enhances students' overall cognitive abilities but also strengthens their confidence in tackling academic tasks.
... Blended learning, an instructional approach that combines traditional face-to-face teaching with digital learning environments, has gained widespread recognition for its potential to enhance educational outcomes (Graham, 2006). As an adaptive pedagogical model, it offers increased flexibility, student engagement, and personalized learning experiences (Bonk & Graham, 2012). ...
... This hybrid model capitalizes on the strengths of both traditional and digital pedagogies, fostering a flexible, personalized, and engaging learning environment (Means et al., 2013). Research suggests that blended learning can enhance student performance, increase retention rates, and promote the development of higher-order thinking skills (Bernard et al., 2014;Graham, 2006). Furthermore, it aligns with the increasing demand for digital literacy, thereby equipping students with essential skills for navigating a technologydriven world (Horn & Staker, 2015). ...
... Blended learning, which integrates traditional face-to-face instruction with digital components, has emerged as a transformative approach to enhancing educational effectiveness (Graham, 2006). By combining the structured guidance of in-person teaching with the flexibility of online learning, this model facilitates greater student engagement, personalized learning, and improved accessibility to educational resources (Bonk & Graham, 2012;Means et al., 2013). ...
The research article explores the necessity of blended learning models to enhance more active engagement of students and their better academic performance. Using an exploratory research design, the study collected qualitative secondary data from books and journal articles. Qualitative descriptive analysis was executed to draw the findings. The findings reveal that blended learning models are necessary for modern education as they enhance flexibility, improve academic outcomes, boost student engagement, foster active learning, promote digital literacy, develop 21st-century skills, ensure accessibility and inclusivity, support educational continuity, encourage innovation in teaching, require professional development, promote inclusivity, and prepare students for the future. The study highlights the importance of integrating face-to-face and digital learning to enhance flexibility, engagement, academic outcomes, and inclusivity. Students, teachers, policy makers, and institutions will be benefitted from this study to prepare learners with 21st-century skills and digital literacy.
... Bu unsurlar, eğitim süreçlerini daha verimli hale getirirken, öğrencilere ve eğitmenlere daha fazla esneklik ve erişim imkânı sunmaktadır (Bates, 2015). (Graham, 2006) Açık Erişim ise eğitim materyallerinin ve akademik kaynakların çevrimiçi olarak ücretsiz ve herkesin kullanımına sunulmasını ifade eder. Bu yaklaşım, eğitimde fırsat eşitliği yaratır ve bilginin hızla paylaşılmasını teşvik eder. ...
... Bu üç kavram, dijital eğitim ortamlarının evriminde kilit rol oynamaktadır. LMS sistemleri, eğitim süreçlerini dijitalleştirerek yönetimi kolaylaştırırken (Coates, James, & Baldwin, 2005), hibrit öğrenme, öğrencilere özelleştirilmiş bir öğrenme deneyimi sunar (Graham, 2006). Açık erişim ise, bilginin herkes için erişilebilir olmasını sağlayarak eğitimde şeffaflık ve eşitlik yaratır. ...
This study aims to examine how accessibility and inclusive design approaches are reshaped in higher education institutions in the digital transformation process within the framework of the concept of ‘smart campus’. Based on descriptive methodology and literature review, the study examines how technologies such as artificial intelligence, Internet of Things (IoT), user-centred interface designs and accessible digital platforms have transformed not only physical spaces but also pedagogical structures, digital content production and forms of social participation. Good practice examples from pioneering universities such as Massachusetts Institute of Technology (MIT), KU Leuven, ETH Zurich and University of Melbourne reveal that when physical, digital and social accessibility are considered as a whole, equal participation of people with disabilities in university life is strengthened. In line with the findings, it is emphasised that digitalisation processes should be considered not only as technical infrastructure modernisation, but also with the dimensions of governance, ethical responsibility and cultural transformation.
... 2) BL = combining instructional methods 3) BL = combining online and face-to-face instruction (Graham, 2004). ...
... While there is some truth to this, it is rarely acknowledged that a blended learning environment can also mix the least effective elements of both worlds if it is not designed well. Beyond this general statement, Graham et al. (Graham, Allen, & Ure, 2003, in press) found that overwhelmingly people chose BL for three reasons: (1) improved pedagogy, (2) increased access/flexibility, and (3) increased cost effectiveness (Graham, 2004). Space is not a constraint if one studies in a home comfortable environment. ...
This study investigated the current reading proficiency level of students in English subject in Pallandri Secondary Schools. Data was collected using standardized reading proficiency checklist with selected secondary school 8th grade students. The result of the study reveals that current teaching practices predominantly focus on traditional methods emphasizing grammar and writing, with limited consistency in integrating interactive reading characteristics. While there is also need to focus on the reading factor. As students have less vocabulary and less grip on phonics. To achieve this purpose, action research was conducted for the improvement of reading proficiency in students. The results show only 2% improvement in reading skills of students due to time constrains. However, students who are struggling with their learning and motivated, can show better performance after the implementation of blended learning approach. It also finds that blended learning enhanced student interest and motivation to improve reading proficiency. The findings show that the blended learning improves reading proficiency. This research aims to provide insights and recommendations for improving students reading skill.
... memiliki dampak yang positif dalam meningkatkan pemahaman konsep dan kemampuan pemecahan masalah siswa. Dalam pendekatan ini, pembelajaran tidak hanya berlangsung dalam ruang kelas fisik tetapi juga melalui media digital yang memungkinkan siswa untuk belajar dengan kecepatan mereka sendiri (Graham, 2005). Beberapa penelitian mengungkapkan bahwa pendekatan ini memberikan fleksibilitas dalam proses belajar, memungkinkan siswa untuk mengakses materi kapan saja, serta memperkuat pemahaman mereka melalui kombinasi pembelajaran sinkron dan asinkron (Siregar et al., 2022). ...
... Hal ini disebabkan karena dalam model ini, siswa memiliki lebih banyak waktu untuk mengeksplorasi materi secara mandiri sebelum sesi diskusi berlangsung. Dukungan teori lain datang dari pendekatan Blended Learning, yang dikemukakan oleh (Graham, 2005), yang menyatakan bahwa kombinasi antara pembelajaran tatap muka dan daring menciptakan keseimbangan yang ideal antara fleksibilitas dan interaksi sosial. Dalam konteks ini, Google Classroom berperan sebagai Learning Management System (LMS) yang memungkinkan siswa untuk mengakses materi kapan saja, berdiskusi dengan teman sebaya, serta mendapatkan umpan balik dari guru secara real-time. ...
This study aims to evaluate the effectiveness of Hybrid Learning in enhancing students’ conceptual understanding and problem-solving skills. The research method employed is a Systematic Literature Review (SLR), analyzing nine studies published in accredited journals relevant to technology-based learning. Data sources were obtained from national and international journals discussing the implementation of Hybrid Learning, particularly those utilizing Google Classroom. The data analysis technique involved identification, screening, critical evaluation, and synthesis of findings from each study to gain a comprehensive understanding of the effectiveness of this approach on student learning outcomes. The findings indicate that Hybrid Learning provides flexibility in the learning process, allowing students to access materials anytime while enhancing their critical thinking and problem-solving skills. Additionally, the implementation of Google Classroom facilitates better interaction between students and teachers, thereby increasing learning motivation. The study also found that combining Hybrid Learning with Problem-Based Learning (PBL) yields more significant improvements in problem-solving skills compared to conventional methods. In conclusion, Hybrid Learning supported by Google Classroom is an effective teaching strategy and is recommended for implementation across various educational levels to improve the quality of technology-based learning.
... Hybrid learning represents a fundamental shift from traditional education, responding to the changing needs of students in a rapidly evolving educational landscape by integrating digital platforms and face-to-face learning (Garrison, 2008;Graham, 2006). This approach aligns with the increasing reliance on technology in education (Means et al., 2013;Picciano, 2021). ...
... In hybrid learning environments, students must recognize how to leverage both in-person and online components. This includes understanding the role of technology in complementing face-to-face experiences and selecting appropriate digital resources for deeper learning (Graham, 2006;Norberg et al., 2011). Studies have shown that metacognitive awareness plays a significant role in improving academic performance (Anthonysamy, 2021;Eggers et al., 2021). ...
Metacognitive competency is a key factor in the success of hybrid learning; however, few studies have focused on developing comprehensive tools to assess this concept in such contexts. The current paper aimed to develop and validate the Metacognitive Compe-tency Scale for College Students in Hybrid Learning (MCS-HL). A sequential exploratory mixed-methods design was used to conduct the study in three phases: item development, content validation, and psychometric testing. The study also utilized Exploratory Graph Analysis (EGA) from a network perspective. The MCS-HL consists of 34 items across six dimensions: Metacognitive Awareness of Hybrid Learning, Strategic Goal Formulation in Dual Contexts, Reflexive Adaptation to Learning Challenges, Flexible Problem-Solving in Hybrid Contexts, Technology-Driven Self-Regulation, and Collaborative Metacognition in Learning Networks. The results indicated that the scale had suitable psychometric properties , including construct validity, divergent validity, suitable internal consistency (Cron-bach's alpha > 0.7), and test-retest reliability (ICC > 0.85). Furthermore, the measurement invariance of the MCS-HL across gender was confirmed. Additionally, network analysis further supported the six-factor structure of the MCS-HL. In conclusion, the MCS-HL can help instructors identify students' strengths and weaknesses across both genders, thereby enhancing teaching strategies and improving learning outcomes in hybrid settings.
... In this context, STEM education has shown promise in developing students' self-directed learning and integrated thinking skills (Graham, 2006). This is particularly relevant for South Korean high schools, where the national curriculum strongly emphasizes developing scientific literacy and problem-solving skills. ...
... Several features of blended learning have been identified as beneficial for students. For instance, digital tools can provide interactive platforms and timely feedback, course designs can balance online and offline tasks, and active learning strategies may include collaborative or problem-based activities (Bernard et al., 2014;Graham, 2006). ...
After the pandemic, the need for research on teaching and learning methods that promote motivation, engagement, and soft skills in blended learning environments has increased. This study presents an Arduino-based STEM program centered on fine particulate matter measurement to enhance high school students’ problem-solving abilities and collaborative thinking. Conducted in a blended learning setting, the program guided learners to build fine particulate matter sensors, collect real air quality data, and discuss potential solutions at personal, community, and national levels. The research utilized a mixed-methods approach, analyzing quantitative pre-and post-surveys (48 items) and qualitative interviews and reflection reports. Quantitative analysis results showed significant improvements in math/science self-efficacy (e.g., “I quickly understand scientific concepts,” p = 0.001, Cohen’s d = 0.80) and collaboration (e.g., “I actively exchange opinions in math classes,” p < 0.05). Qualitative analysis revealed that students felt more confident debugging block-based codes and recognized the social relevance of scientific data. Additionally, many students expressed increased awareness of fine particulate matter and environmental issues and a willingness to address real-life problems using computing tools. These findings highlight the importance of integrating real-world STEM programs into blended learning environments post-pandemic. By harmonizing technical skills (Arduino assembly, data analysis) with soft skill development (communication, teamwork), the program inspired learners to perceive STEM as both practical and interdisciplinary.
... İşbirlikçi öğrenme: Öğrencilerin projeler hazırlamak veya bir görevi tamamlamak için küçük gruplar halinde çalışmasına dayanan bu yöntem, öğrencilerin öğrenme faaliyetine aktif olarak katılmalarını sağlar, takım çalışması ve iletişim becerilerini gelişmesini destekler (Graham, 2006). Probleme dayalı öğrenme: Aktif öğrenme için en uygun yöntemlerden biri olan probleme dayalı öğrenme yönteminde, öğrenciler gerçek dünya problemleri ile uyumlu problemleri çözmek için, küçük gruplar halinde çalışır, problemi çözebilmek için hangi bilgilere sahip olduklarını ve ne tür bilgilere ihtiyaç duyduklarını belirler. ...
... Harmanlanmış öğrenme (blended learning), yüzyüze ve çevrimiçi öğrenme çerçevelerinin avantajlı yönlerinin (esneklik, erişilebilirlik ve etkin öğrenme) kullanılabilmesi için birleştirilmesini ifade eden bir öğrenme yaklaşımıdır. Harmanlanmış öğrenme, aktif öğrenme stratejilerinin hem yüzyüze hem de çevrimiçi bağlamda uygulanmasına olanak tanımaktadır (Graham, 2006). Küme 3'te yer alan çalışmalar, öğrencilerin harmanlanmış öğrenmeye karşı algılarını (Sawan vd., 2023;Osgerby, 2013) ve harmanlanmış öğrenme yaklaşımının öğrencilerin performansları üzerindeki etkisine odaklanmış çalışmalardır (Lento, 2018). ...
Bu çalışmanın amacı, Scopus veri tabanında muhasebe eğitiminde aktif öğrenme ile ilgili yayınlanmış çalışmaların bibliyometrik analizini yaparak, bu alanda öncü yazarları, kaynakları ve dökümanları belirlemek ve alanın kavramsal yapısını ortaya koymaktır. Bu amaçtan hareket edilerek, Scopus veri tabanında, işletme, yönetim ve muhasebe alanında, muhasebe eğitiminde aktif öğrenme ile ilgili yayınlanmış 252 döküman ele alınarak performans analizi yapılmış ve alanın kavramsal yapısı incelenmiştir. Performans analizi sonucunda, en fazla yayını olan yazarlar arasından Jose L. Arquero’nun, en fazla atıf almış yazarlar arasından ise Paul Brynes, Kevin C. Moffitt ve Donald J. Warren’ın en etkili yazarlar, “How big data will change accounting” başlıklı makalenin en etkili makale, “Accounting Education” dergisinin bu alanda en fazla sayıda makaleyi yayınlamış olan dergi olduğu görülmüştür. Alanın kavramsal yapısının analiz edilmesi sonucunda, bu alanda yayınlanmış olan yayınların 9 küme altında toplandığı, literatürde aktif öğrenme yöntemlerine ilişkin öne çıkan anahtar kelimelerin deneysel öğrenme, harmanlanmış öğrenme, işbirlikçi öğrenme, hizmet öğrenimi, işle bütünleşik öğrenme ve tersyüz edilmiş sınıflar anahtar kelimeleri olduğu görülmüştür.
... (1) What is the impact of blended learning on students' self-efficacy in physical education? (2) What changes in student performance metrics are observed after the implementation of blended learning in physical education? (3) What are students' perceptions of their selfefficacy and experiences when learning physical education in a blended environment? ...
... Blended learning integrates online digital media with traditional classroom methods, offering a flexible and personalized learning experience [2]. In PE, this approach allows for a combination of physical activity and online theoretical learning, which can cater to diverse learning styles and needs [3]. ...
This study evaluates how blended learning influences student outcomes in physical education through self-efficacy and performance assessments. A mixed-methods approach was used for data collection, combining quantitative pre- and post-intervention assessments of student performance (measuring changes in fitness, skills, and academic outcomes) with qualitative interviews to gather insights on student perceptions of self-efficacy and blended learning experiences. A control group was established to compare the effects of traditional physical education methods with blended learning. Ten students were randomly selected from the student population to participate in this study. Statistical techniques were employed to compare and correlate pre- and post-intervention results with qualitative data to gain a comprehensive understanding of how outcomes are influenced by blended learning. This study aims to add empirical knowledge on incorporating blended learning into physical education and its practical applications. It offers recommendations for educators and policymakers on effectively using blended learning strategies to optimize student self-efficacy in physical education settings.
... Hybrid learning represents a fundamental shift from traditional education, responding to the changing needs of students in a rapidly evolving educational landscape by integrating digital platforms and face-to-face learning (Garrison, 2008;Graham, 2006). This approach aligns with the increasing reliance on technology in education (Means et al., 2013;Picciano, 2021). ...
... In hybrid learning environments, students must recognize how to leverage both in-person and online components. This includes understanding the role of technology in complementing face-to-face experiences and selecting appropriate digital resources for deeper learning (Graham, 2006;Norberg et al., 2011). Studies have shown that metacognitive awareness plays a significant role in improving academic performance (Anthonysamy, 2021;Eggers et al., 2021). ...
Metacognitive competency is a key factor in the success of hybrid learning; however, few studies have focused on developing comprehensive tools to assess this concept in such contexts. The current paper aimed to develop and validate the Metacognitive Competency Scale for College Students in Hybrid Learning (MCS-HL). A sequential exploratory mixed-methods design was used to conduct the study in three phases: item development, content validation, and psychometric testing. The study also utilized Exploratory Graph Analysis (EGA) from a network perspective. The MCS-HL consists of 34 items across six dimensions: Metacognitive Awareness of Hybrid Learning, Strategic Goal Formulation in Dual Contexts, Reflexive Adaptation to Learning Challenges, Flexible Problem-Solving in Hybrid Contexts, Technology-Driven Self-Regulation, and Collaborative Metacognition in Learning Networks. The results indicated that the scale had suitable psychometric properties, including construct validity, divergent validity, suitable internal consistency (Cronbach's alpha > 0.7), and test–retest reliability (ICC > 0.85). Furthermore, the measurement invariance of the MCS-HL across gender was confirmed. Additionally, network analysis further supported the six-factor structure of the MCS-HL. In conclusion, the MCS-HL can help instructors identify students' strengths and weaknesses across both genders, thereby enhancing teaching strategies and improving learning outcomes in hybrid settings.
... Students benefit from this mixed educational system because it lets them utilize electronic materials together with direct classroom contact. Blended learning education produces elevated student participation and enhanced academic results, together with better conceptual understanding in educational settings (Graham 2019). Blended learning methods in teacher education give pre-service educators the opportunity to work with peers during classroom sessions and perform digital-based tasks outside normal class hours. ...
Information and Communication Technology (ICT) now transforms the way training occurs for future teachers and impacts their classroom teaching practices. This research analyzes how ICT introduces new potentials that enhance educational meth-ods and developer teaching abilities and promote equitable learning spaces. This study investigates the transformative effects that virtual classrooms, combined with mobile learning, Artificial Intelligence (AI) systems, and Augmented Reality (AR) and Virtual Reality (VR) platforms, have on teacher education programs. The complete implementation of ICT as a learning solution faces significant obstacles due to digital inequality difficulties, besides technical barriers and educational training readiness among teachers. This research emphasizes the requirement for professional training pro-grams that help instructors develop abilities for applying technology effectively throughout their training strategies. The paper examines modern developments by asking for both beneficial influences and obstacles to implementing ICT systems that will shape teaching practice of the future through clear implementation plans.
... En este contexto, se reconoce que la enseñanza tradicional se puede enriquecer mediante el uso de plataformas tecnológicas que ofrecen recursos accesibles en cualquier momento y lugar, y que fomentan experiencias de aprendizaje más flexibles. Se diferencia del aprendizaje en línea (e-Learning), porque mantiene elementos presenciales, lo que le hace atractivo para las IES que desean modernizar sus modelos educativos sin abandonar el componente físico de la enseñanza (Graham, 2006). ...
This article examines the design and implementation of virtual hybrid learning environments (Blended Learning)in the current educational context at the Central Technical Institute Technological School (ETITC). As educationalinstitutions integrate digital technologies into their pedagogical models, new opportunities emerge to improve teaching and learning processes. However, significant challenges remain, particularly regarding teacher training, evaluation, and access to resources. Therefore, this article highlights these aspects, offering an analysis of the recent experiences in the creation and implementation of the B-Learning unit and its impact within the institution.
... Model ini memungkinkan siswa untuk belajar secara fleksibel dan mandiri, sementara guru tetap memfasilitasi diskusi dan praktik secara langsung. Menurut Graham (2006), blended learning meningkatkan efektivitas dan efisiensi pembelajaran karena fleksibilitasnya. ...
The digital era presents new challenges and opportunities in the world of education. Students now live in the midst of abundant technology and information, so that conventional learning approaches are often no longer relevant. This article aims to examine various innovative learning strategies that can improve student engagement and learning outcomes. With a qualitative approach and literature study, this study found that technology integration, active learning approaches, and the use of digital interactive media can significantly increase student motivation and participation. The implications of these findings suggest that teachers need to design more adaptive and creative learning in facing the challenges of the 21st century.
... Another is the use of blended learning. Blended learning combines face-to-face and online learning into one activity to provide wider student learning and promote student-centred learning (Graham, 2006). Another learning model that utilises digital technology is the flipped classroom model (Mandasari & Wahyudin 2021). ...
Digital resources and tools can facilitate the acquisition of language proficiency in indigenous Nigerian languages. However, many Nigerian universities that offer language programmes have not yet leveraged these digital resources and tools. Of concern are the universities in Southeast Nigeria, where Igbo is predominantly spoken. This research explores the availability/accessibility of digital resources and tools in learning the Igbo language, its impact on learning, and its implications as instructional materials for disseminating Igbo language knowledge in Southeast Nigerian universities. Three universities in Southeast Nigeria were purposively sampled, and participants, comprising 239 students in the Igbo linguistics programme, were randomly selected for the experiment. As a quasi-experimental study, pre- and post-tests were administered with the hypothesis tested at the P< 0.05 probability level using ANCOVA, and the findings were analysed qualitatively. Findings reveal that digital resources and tools like language software, gamification, and other online platforms that enhance interaction and synchronous engagements abound. However, some are inaccessible and more available in the teaching and learning of globally recognised languages. Also, using digital resources in disseminating knowledge of the Igbo language positively impacts students' learning outcomes; hence, there is advocacy for them to be adapted as classroom instructional materials.
Keywords: Igbo language, culture, digital resources, digital tools, learning
Introduction Igbo
... There are several definitions of blended learning in the literature; for instance, some define it as a combination of learning delivery modalities, frequently integrating face-to-face methods with asynchronous and/or synchronous online methods. In addition, some have characterized blended learning as the utilization of both face-to-face and computermediated training [54,55] Moreover, some view blended learning as a combination of online, offline, and face-to-face instruction [56]. Despite these various definitions, the core concept is to capitalize on the positive aspects of both learning delivery systems [1]. ...
... Blended learning, defined across various educational contexts and focuses, can be divided into three phases. Initially, it combined face-toface instruction with online activities (Graham, 2006). The subsequent phase delved into an array of combinations encompassing modalities, media, instructional strategies, technologies, and tasks to delineate the constituents of blended learning (Driscoll, 2002;Mantyla, 2001;Singh, 2021). ...
This study investigates the effectiveness of integrating Text Generative AI as a supplementary teaching tool within a blended learning approach, aiming to provide educators with additional pedagogical flexibility and enhance classroom efficiency. Employing an experimental methodology with the 400 participants of control and experimental groups, the study utilized pre-test and post-test evaluations, stratified sampling, and impartial reviews of prepared scripts. The intervention incorporated AI tools like ChatGPT, Copilot, and Gemini as co-teaching assistants, applied only to the experimental group, with a unique integration strategy designed to seamlessly blend these tools into the instructional process. Findings revealed that the AI-integrated approach, that allows students to self-learn a portion of the academic contents using AI, enabled deeper learning, allowing physical teachers to cover 25 % more content, resulting in enhanced understanding, higher grades, and increased student satisfaction. The study, however, is limited to exploring cognitive and behavioral changes based on written assessments and decoy grades only. Future studies hold potential to explore more complex relationships and allow a geographically stratified sample for deeper insights. But regardless of the limitations, this research not only offers quantitative validation of AI's role in education, addressing gaps in previous studies by empirically assessing the effectiveness of AI integration and its impact on student satisfaction, but also works as a foundational study for future authors in exploring this phenomenon.
... Blended learning is a combination of traditional face-to-face learning and online learning (e-learning) into one educational modality by using beneficial elements of both modalities and the technologies support [1][2][3][4]. It represents an opportunity to integrate the innovative and technological advances offered by online learning with the motivational attributes of traditional learning [4,5]. ...
Abdi İbrahim redesigned the medical representative pre-on board training program with transition from traditional to the blended learning model, which was delivered via the Cross-Knowledge (e-learning) platform used as a learning management system (LMS). This study aimed to describe the initial experience of Abdi İbrahim regarding the implementation of a newly-designed blended learning model in the medical representative pre-onboard training program and to evaluate the opportunities afforded by the use of blended learning-based training compared to previous traditional face-to-face learning-based training. The two training approaches (traditional vs. blended learning) were compared in terms of content and technical properties of the models, the program execution, final trainee success and satisfaction with the program and the total budget. By adopting a blended learning training approach, Abdi Ibrahim provided the medical representatives with a more personalized and effective training program which enabled a 14-day shorter "product and sales training" without decreasing total learning hours, a higher final success (improved by 10%) with improved trainee satisfaction (increased by 10%) in addition to cost savings in total budget (by 36%) and 7% decrease in workload of medical managers. In conclusion, the transition to a blended learning training program, with a successfully planned integration of face-to-face and online courses using the strengths of each approach, seems to confer several advantages in terms of program execution and final trainee success, trainee satisfaction and the total budget.
... Blended Learning menggabungkan pembelajaran tatap muka dengan pembelajaran berbasis teknologi digital. Pendekatan ini mengintegrasikan interaksi langsung di kelas dengan fleksibilitas dan akses informasi dari sistem daring (Graham, 2019), sehingga menghasilkan pengalaman belajar yang lebih kaya dan personal.Implementasinya dapat berupa rotasi antara sesi kelas dan daring, penggunaan Learning Management System (LMS) untuk pengelolaan materi dan tugas, atau kolaborasi proyek secara virtual. Model ini sangat ideal untuk pendidikan tinggi dan vokasi yang memerlukan fleksibilitas waktu dan tempat. ...
Penelitian ini bertujuan menganalisis peran inovasi pembelajaran dalam pengembangan Pusat Sumber Belajar (PSB) yang efektif di era digital. Menggunakan pendekatan studi kepustakaan, penelitian ini mengevaluasi metode inovatif seperti blended learning, flipped classroom, dan integrasi teknologi dalam pendidikan. Hasil kajian menunjukkan bahwa inovasi pembelajaran mampu mentransformasi PSB menjadi lingkungan belajar digital yang interaktif dan memperluas akses pendidikan di luar ruang kelas tradisional. Penerapan model pembelajaran inovatif terbukti meningkatkan efektivitas PSB melalui penyajian materi yang dipersonalisasi, pemantauan perkembangan belajar secara real-time, serta peningkatan keterlibatan siswa. Namun, tantangan seperti keterbatasan infrastruktur, kesenjangan digital, dan kesiapan pendidik masih menjadi hambatan. Solusi yang disarankan meliputi pemerataan akses teknologi, pelatihan guru berkelanjutan, dan pengembangan materi belajar yang dapat diakses secara luring. Dengan demikian, inovasi pembelajaran menjadi kunci dalam menciptakan PSB yang adaptif, inklusif, dan selaras dengan kebutuhan pendidikan abad ke-21.
... Research indicates that blended learning can improve both student motivation and academic performance, as it provides students with opportunities for self-directed learning, immediate feedback, and access to a wealth of online resources (Means et al., 2013;Bernard et al., 2004). Additionally, blended learning environments encourage students to take ownership of their learning and foster a sense of responsibility, which has been shown to increase motivation and lead to higher academic achievement (Graham, 2006). ...
This study explores the impact of teacher training methodology on students' motivation and academic performance at the graduate level. The primary aim of the research is to examine how various teacher training methodologies, such as traditional, interactive, and blended approaches, influence students' intrinsic motivation and their academic success. The research hypothesized that more interactive and student-centered teacher training methodologies positively impact students' motivation and lead to higher academic performance. The population for this study consists of graduate-level students enrolled in various programs at University, with a sample size of 200 students selected through stratified random sampling. The Krejcie and Morgan (1970) table was utilized to determine the sample size, ensuring statistical representativeness. Data collection was done using a combination of structured questionnaires and academic performance records, where the questionnaire assessed students' motivation levels using a five-point Likert scale, while academic performance was measured through GPA. The study adopted a cross-sectional survey design and quantitative methodology for data analysis. Descriptive statistics, correlation analysis, and multiple regression techniques were employed to analyze the data. Keyword Teacher training methodology, student motivation, academic performance, graduate level, educational practices, intrinsic motivation, interactive teaching, blended learning Introduction The impact of teacher training methodologies on students' motivation and academic performance is a crucial area of research, particularly at the graduate level. Effective teacher training plays a pivotal role in shaping educators' teaching strategies, which in turn significantly influence students' learning experiences, engagement, and academic outcomes. Traditional teaching methods often emphasize content delivery and passive learning, which can limit students' intrinsic motivation and hinder their academic performance. In contrast, modern teacher training methodologies, such as interactive, student-centered, and technology-enhanced approaches, aim to engage students more actively in the learning process, fostering a greater sense of motivation and improving their academic achievements. As graduate-level students are expected to engage in complex problem-solving and critical thinking, the way teachers are trained to deliver content and facilitate learning becomes increasingly important. This research explores how various teacher training methodologies influence both students' JOURNAL OF APPLIED LINGUISTICS AND TESOL (JALT) Vol.8. No.1 2025 426 motivation and their academic performance, providing insights into how effective teaching strategies can enhance the learning experience and contribute to student success at the graduate level. By examining these methodologies, this study aims to offer recommendations for improving teacher training programs to better support the needs of both educators and students in higher education. Research Objectives 1. To assess the impact of different teacher training methodologies on students' intrinsic motivation at the graduate level. 2. To examine the relationship between teacher training methodologies and students' academic performance at the graduate level. Research Hypotheses: 1. There is no significant difference in students' motivation levels based on different teacher training methodologies at the graduate level. 2. Teacher training methodologies do not have a significant impact on students' academic performance at the graduate level.
... However, what do we know about the specifics of this process and what makes blended learning a thing of beauty? To answer this question, it will be pertinent to briefly trace the development of the concept of blended learning and explain Graham's (2006) concept in detail. Blended learning, as defined by Kazu and Demirkol (2014), is a new learning technique developed for particular learners, incorporating the merits of more than one learning model. ...
Universities and colleges are managing their growth and addressing the rapidly developing framework of technology, as well as the expectations of learners themselves; blended teaching has emerged as an effective model for building the educational formats of the future. In this paper, the author seeks to understand what constitutes blended teaching and how it may redefine higher education. Moreover, combining classroom interactions and digital resources can foster greater learner engagement and motivation, leading to improved learning outcomes. Blended teaching also promotes accessibility and inclusivity by offering a platform for students with diverse backgrounds, schedules, and needs to access quality education. Furthermore, the data-driven nature of blended learning environments enables instructors and institutions to continuously optimize the teaching and learning process, using analytics to identify areas for improvement and implement evidence-based pedagogical strategies. Importantly, blended teaching encourages the integration of innovative educational technologies, such as virtual classrooms, adaptive learning platforms, and collaborative online tools, where digital literacy and self-directed learning are increasingly valuable.
... Blended learning, as an educational approach, is deeply rooted in several well-established educational theories that provide a robust framework for understanding its effectiveness and implementation. These theoriesconstructivism, connectivism, and the Community of Inquiry (CoI) framework-collectively emphasize the importance of active learning, collaboration, and the integration of technology in fostering meaningful educational experiences (Graham, 2006). By drawing on these theoretical foundations, educators can design blended learning environments that not only enhance student engagement but also promote deeper understanding and critical thinking. ...
ARTICLE HISTORY Blended learning, an educational approach that combines traditional face-to-face instruction with online learning, has emerged as a transformative model in modern education. This journal explores the transformative potential of blended learning in traditional classrooms, providing educators with a practical guide to implementing this approach effectively, the theoretical foundations, and empirical evidence supporting the implementation of blended learning in traditional classrooms. Drawing on a comprehensive review of literature, case studies, and expert insights, this paper provides educators with a practical guide to effectively integrate blended learning into their teaching practices. The discussion covers key components such as curriculum design, technology integration, student engagement, assessment methods, and professional development. The paper concludes with recommendations for overcoming challenges and maximizing the potential of blended learning to enhance educational outcomes.
... There has been an increasingly empirical focus on blended learning (BL) as a "new normal" in higher education (Cahapay, 2020;Megahed & Hassan, 2021), including teacher education (Keengwe & Kang, 2013). According to Graham's (2006) common definition, BL is a learning approach that "combines face-to-face instruction with computer-mediated instruction" (p. 5). ...
As blended learning (BL) is becoming a new normal in the context of higher education, there is a growing need to attune pedagogies to this context. As reflective blogs were found to be supportive of pre-service student teachers’ (PSTs’) as well as teacher educators’ (TEs’) professional development, the current study aimed to explore PSTs’ and TEs’ perceptions regarding the potential of integrating blogs into the BL modality. Applying a qualitative approach, analyses of 528 PSTs’ blog posts, transcriptions of two focus groups with 11 PSTs, and 3 TEs’ reflections and discussion transcripts yielded four themes that related to both the PSTs’ and the TEs’ perspectives regarding the integration of blogs into BL: (1) keeping sequential learning, (2) supporting self-directed learning, (3) keeping a sense of a learning community, and (4) increasing motivation and critical thinking. Nevertheless, both the PSTs and TEs described unique roles for blogging in BL. The TEs indicated that blogs support a sense of control, reveal misconceptions, and model teaching, while the PSTs indicated that blogs increase or decrease self-confidence during BL. The implications pertain to the contribution of blogging in BL, as well as to the four pedagogical principles of effective BL design: (a) continuity in learning, (b) fostering autonomous learning, (c) building a learning community, and (d) reflectivity and professional development.
... The method utilizes conventional teaching methods through digital technology to deliver superior learning results. Graham (2005) explains blended learning blends face-to-face instruction with online lessons as an educational strategy to enhance effectiveness. The production capabilities of SmartJawiBot generate the 10 best practices according to analytical review findings documented by researchers in Table 1.1. ...
Historically, Jawi functioned as the primary writing system across the Malay Archipelago, stemming from Arabic script. However, modern educational trends indicate a decline in Jawi literacy, as young learners perceive it as complex, leading to reduced participation and inadequate proficiency. This conceptual research examined multiple factors contributing to early learners’ challenges in acquiring Jawi literacy skills. The study synthesized findings from language acquisition, script recognition, and cultural education to explore how script complexity, limited exposure to trained educators, and the decline in societal use of Jawi collectively hinder learning. Additionally, the paper critically analyzed modern educational methodologies, highlighting disparities between traditional classroom approaches and contemporary learner needs. This research developed a culturally responsive, child-centered framework, incorporating phonological awareness techniques, digital resources, and narrative-based instruction to enhance Jawi literacy acquisition. The findings underscored the importance of adaptive teaching strategies, demonstrating that educators who address literacy barriers through innovative methods can create a more effective learning environment, ensuring the continued relevance of Jawi for future generations.
... Furthermore, remote labs provide greater accessibility and flexibility, allowing students to practice independently and more frequently, thereby improving learning outcomes (Viegas et al., 2018). This is consistent with the principles of blended learning, where the combination of traditional and remote methods has been shown to improve student engagement and learning by providing both immediate feedback and flexible, self-paced learning opportunities (Graham, 2006;Ma & Nickerson, 2006). ...
This research paper presents a study that investigates the effects of hybrid laboratories on learning Hardware Description Language (HDL) in digital electronics, focusing on student motivation and academic performance. With the advancement of telecommunications and computer applications in education, initiatives such as hybrid laboratories, which combine remote and on-site learning environments, have emerged. Despite this, the literature shows a lack of empirical evidence on the effect of these initiatives on students’ learning process in digital electronics. To address this gap, this study implemented a hybrid laboratory and a quasi-experimental design with two groups: an experimental group and a control group. The experimental group used the hybrid laboratory while the control group practiced in a traditional physical lab. Student motivation was assessed through the MSLQ-Colombia questionnaire and a perception survey, while academic performance was measured through laboratory report grades. Quantitative results showed no significant improvements in learning motivation or academic performance in the experimental group. However, qualitative analysis revealed improvements in students’ learning self-efficacy expectations, beliefs about control over learning, value of the task, autonomous learning, reduction of anxiety in the evaluation process, and confidence in experimentation among students in the experimental group. These qualitative findings provide insights for the design of new educational initiatives aimed at improving HDL learning environments.
... One way that lecturers/instructors can improve services in face-to-face and virtual (online) situations is through blended learning (Sari, 2019). The advantage of this learning system is that it combines learning technology with actual work assignments to create a good influence on learning or work (Graham, 2006;Emre, 2010). While one of the disadvantages is that limited access to learning using the web is often a problem for learners. ...
The aim of this research is to formulate a plan to strengthen religious moderation using the PBL model in learning PAI courses. To achieve this goal, the library research research method was used, namely reviewing books and articles related to religious moderation, MK PAI and PBL, which ended by linking these three things to obtain a formula for implementing PBL in MK PAI to strengthen religious moderation. The research produced a number of steps to strengthen religious moderation using the PBL model. First, determine the relevant subject matter; second, determining learning outcomes; third, determine teaching materials and learning media; fourth, formulate steps for implementing PBL with 5 stages; orientation of students to problems, organizing students, guiding investigations, developing presentation of results, analyzing and evaluating problems; Thus, it can be concluded that there are four steps to use technology in PAI lectures to strengthen religious moderation through the PBL model.Abstract. Tujuan penelitian ini adalah merumuskan rancangan penguatan moderasi beragama menggunakan model PBL dalam pembelajaran matakuliah PAI. Untuk mencapai tujuan tersebut digunakan metode penelitian library research, yakni mengkaji buku dan artikel terkait moderasi beragama, MK PAI dan PBL, yang diakhiri dengan mengaitkan tiga hal tersebut untuk memperoleh rumusan penerapan PBL dalam MK PAI untuk menguatkan moderasi beragama. Penelitian menghasilkan sejumlah langkah penguatan moderasi beragama menggunaan model PBL. Pertama, menentukan tema pokok bahasan yang relevan; kedua, menentukan capaian pembelajaran; ketiga, menentukan bahan ajar dan media pembelajaran; keempat, merumuskan langkah penerapan PBL dengan 5 tahapan; orientasi siswa pada masalah, pengorganisasian siswa,, membimbing penyelidikkan, mengembangkan penyajian hasil, menganalisis dan evaluasi masalah. Dengan demikian dapat disimpulkan bahwa ada empat langkah sebagai pemanfaatan teknologi dalam perkuliahan PAI untuk menguatkan moderasi beragama melalui model PBL.
... Several students expressed that they found online learning to be monotonous and less engaging, especially when the material presented was only text-based or video-based without interactive elements to encourage active participation. This is in line with the findings expressed by Graham (2006), which showed that the lack of interaction in online learning can cause students to feel isolated and less motivated. When online learning focuses too much on passive delivery of materials, such as videos or texts, students tend to lose interest and enthusiasm for learning. ...
: This study aims to identify and analyze innovative blended teaching strategies to enhance student engagement in Malaysian higher education institutions. By integrating face-to-face and online learning methods, the study emphasizes the application of technology and interactive approaches to foster active student participation in the learning process. The research employs a qualitative approach, utilizing in-depth interviews with lecturers and students alongside observations of teaching practices across several Malaysian higher education institutions. The findings reveal that leveraging digital platforms such as Learning Management Systems (LMS), instructional videos, and project-based learning that combine online and in-person activities can significantly improve student engagement. Students with reliable access to technology and comfort in using online platforms exhibit higher participation in discussions and assignments, whereas those with limited access tend to be less engaged. The study also highlights the critical importance of continuous technology training for lecturers and the provision of equitable resources for students to ensure the success of blended learning initiatives. Consequently, it underscores the necessity of integrating innovative teaching strategies with robust technological support to enhance the quality of education in Malaysian higher education institutions.
... Thanks to the developments in educational technologies, new innovative methods are gaining popularity, including the Flipped Classroom approach which is expressed as the combination of online and face-to-face education changing the traditional approach into a new teaching experience allowing students to decide when, how long and at what pace they learn. It promotes a personalised approach, making learning more tailored to each student's needs (Graham, 2006). In the flipped classroom approach, which involves a reversal of the traditional teaching process, students engage with instructional materialssuch as videos, quizzes, and articles -with the help of educational technologies in out-of-class time. ...
Introduction
This study explores the application of the flipped classroom approach in teaching professional English to Civil Engineering students at the Technical University of Košice. This pedagogical shift aims to improve language proficiency, engagement, and critical thinking.
Methods
A flipped classroom approach was implemented over one semester with two student groups. Instructional materials, including videos and quizzes, were provided prior to class via the Moodle platform. In-class time was dedicated to practical language use, discussions, and case studies.
Results
A post-semester survey involving 40 students indicated increased satisfaction, improved English skills, and greater engagement. 75% found pre-class materials helpful, and 60% reported improved language proficiency.
Discussion
The flipped classroom approach allowed for deeper in-class interaction and skill development. Students gained exposure to real-life communication scenarios in the field of civil engineering.
Limitations
Challenges included students’ time management, motivation, and occasional technical difficulties. However, a portion of students preferred traditional methods.
Conclusions
With effective planning and support, the flipped classroom approach enhances student engagement and language acquisition in professional English education.
... Through blended learning, teachers can conduct offline assessments for psychomotor or attitude aspects, and online assessments for cognitive aspects, so as to maintain the integrity of PAI learning assessments. This model provides flexibility in adapting the evaluation method to the diverse conditions and needs of students (Graham, 2019). ...
The development of information and communication technology (ICT) has brought significant changes to various aspects of life, including the field of education. One area that is directly affected is the learning assessment system, particularly in the subject of Islamic Religious Education (PAI). Digital-based PAI assessment has emerged as an innovative solution to address the demands of the times, which require efficiency, transparency, and accountability in evaluating learning outcomes. This article examines the theoretical and conceptual construction of digital-based PAI assessment, including its definition, implementation examples, and the challenges encountered. This study employs a qualitative approach through a literature review, with data collected from the latest relevant scientific literature, both national and international. The findings indicate that digitalization in PAI assessment can enhance the effectiveness of learning data collection, provide real-time feedback to students, and support a more adaptive and personalized learning approach. Commonly used platforms include Google Forms, Quizizz, Moodle, and other Learning Management Systems (LMS). Although it offers many advantages, several obstacles remain, such as limited technological infrastructure, low digital literacy among teachers and students, and resistance to shifting from traditional evaluation methods. Therefore, educational policy support is needed to ensure continuous teacher training, adequate technological facilities, and a curriculum that adapts to technological developments.
... Blended learning is a learning approach that integrates face-to-face learning methods with online learning to create a more flexible and interactive learning experience. According to Graham,6 blended learning combines the strengths of both forms of learning, allowing students to learn independently through technology while still maintaining direct interaction with teachers. This model aims to optimize learning outcomes by integrating various existing digital resources and technologies. ...
This research aims to analyze the effect of implementing blended learning on increasing student literacy competence at Kulon City 1 Bondowoso State Elementary School. The research method used was quasi-experimental with a Pre-test-Post-test control group design. The research sample consisted of two groups: an experimental group that applied blended learning and a control group that used conventional learning methods, each consisting of 30 students. Data was collected through a literacy test and analyzed using descriptive statistics and the independent sample t-test. The results showed that there was a significant increase in students’ literacy scores in the experimental group compared to the control group (p < 0.05). The experimental group experienced an average increase in score of 20.34 points, while the control group only increased 6.66 points. The implementation of blended learning has proven effective in supporting the development of literacy skills, especially in the aspects of critical reading and argumentative writing. In addition, blended learning provides greater benefits for students with low initial abilities through a flexible and interactive learning approach. This research confirms that blended learning is an innovative solution in improving students’ literacy competencies in elementary schools. For program sustainability, strengthening technological infrastructure and teacher training is needed. Further studies are recommended to explore the long-term impact of blended learning as well as its application to various subjects.
... Blended learning, which combines traditional face-to-face instruction with online learning components, offers a flexible and personalized educational experience. Research by Graham (2013) indicated that blended learning can lead to improved learning outcomes, as it allows students to engage with content at their own pace while still benefiting from direct interaction with instructors. Additionally, studies by Means et al. (2013) revealed that blended learning environments can enhance student satisfaction by providing a more tailored learning experience that accommodates individual needs and preferences. ...
This article explores the dynamic field of open distance education, focusing on integrating psychological teaching strategies to boost student engagement and satisfaction. It underscores the importance of defining clear, quantifiable educational goals tailored to individual learning preferences, along with selecting curriculum content that reflects current research and practical applications in psychology. The paper delineates a learner-centric methodology that emphasizes customized learning journeys, utilizing a wide array of educational resources and contemporary technologies to promote effective interaction and communication between learners and instructors. Moreover, it examines the critical role of monitoring and assessing the learning process to maintain teaching standards and flexibility. By thoroughly analyzing these components, the article seeks to offer valuable perspectives on refining practices in distance education, thereby enhancing educational achievements and student experiences.
... Research indicates that blended learning can improve both student motivation and academic performance, as it provides students with opportunities for self-directed learning, immediate feedback, and access to a wealth of online resources (Means et al., 2013;Bernard et al., 2004). Additionally, blended learning environments encourage students to take ownership of their learning and foster a sense of responsibility, which has been shown to increase motivation and lead to higher academic achievement (Graham, 2006). ...
This study explores the impact of teacher training methodology on students' motivation and academic performance at the graduate level. The primary aim of the research is to examine how various teacher training methodologies, such as traditional, interactive, and blended approaches, influence students' intrinsic motivation and their academic success. The research hypothesized that more interactive and student-centered teacher training methodologies positively impact students' motivation and lead to higher academic performance. The population for this study consists of graduate-level students enrolled in various programs at University, with a sample size of 200 students selected through stratified random sampling. The Krejcie and Morgan (1970) table was utilized to determine the sample size, ensuring statistical representativeness. Data collection was done using a combination of structured questionnaires and academic performance records, where the questionnaire assessed students' motivation levels using a five-point Likert scale, while academic performance was measured through GPA. The study adopted a cross-sectional survey design and quantitative methodology for data analysis. Descriptive statistics, correlation analysis, and multiple regression techniques were employed to analyze the data. Keyword Teacher training methodology, student motivation, academic performance, graduate level, educational practices, intrinsic motivation, interactive teaching, blended learning Introduction The impact of teacher training methodologies on students' motivation and academic performance is a crucial area of research, particularly at the graduate level. Effective teacher training plays a pivotal role in shaping educators' teaching strategies, which in turn significantly influence students' learning experiences, engagement, and academic outcomes. Traditional teaching methods often emphasize content delivery and passive learning, which can limit students' intrinsic motivation and hinder their academic performance. In contrast, modern teacher training methodologies, such as interactive, student-centered, and technology-enhanced approaches, aim to engage students more actively in the learning process, fostering a greater sense of motivation and improving their academic achievements. As graduate-level students are expected to engage in complex problem-solving and critical thinking, the way teachers are trained to deliver content and facilitate learning becomes increasingly important. This research explores how various teacher training methodologies influence both students' JOURNAL OF APPLIED LINGUISTICS AND TESOL (JALT) Vol.8. No.1 2025 426 motivation and their academic performance, providing insights into how effective teaching strategies can enhance the learning experience and contribute to student success at the graduate level. By examining these methodologies, this study aims to offer recommendations for improving teacher training programs to better support the needs of both educators and students in higher education. Research Objectives 1. To assess the impact of different teacher training methodologies on students' intrinsic motivation at the graduate level. 2. To examine the relationship between teacher training methodologies and students' academic performance at the graduate level. Research Hypotheses: 1. There is no significant difference in students' motivation levels based on different teacher training methodologies at the graduate level. 2. Teacher training methodologies do not have a significant impact on students' academic performance at the graduate level.
... Blended berarti campuran atau kombinasi dan learning berarti pembelajaran atau pelatihan. Jadi Blended Learning adalah perpaduan atau kombinasi dari berbagai pembelajaran baik online maupun offline (pembagian file dan tatap muka) (Graham, 2014). Pembelajaran online atau yang disebut juga pembelajaran jarak jauh dimana fasilitator dan peserta didiknya dapat melakukan pembelajaran diluar kelas dimana guru dan peserta didik tidak dalam 1 ruangan atau tidak tatap muka langsung. ...
Pendidikan memberikan berbagai perubahan positif bagi manusia. Perubahan tersebut dapat diperoleh apabia dalam pelaksanaan pedidikan dilakukan secara tetap. Salah satu problem terletak pada persoalan pemerataan pendidikan, ditambah kondisi saat ini pada pasca covid-19. Tujuan penelitian ini memberikan pemahaman terkait pemafaatan teknologi informasi dan komunikasi yang mendukung kegiatan pembelajaran online dimasa pandemi untuk meningkatkan mutu proses blendead learning pasca covid-19. Jenis penelitian yang digunakan adalah penelitian kualiatif dengan jenis observasi alami (natural observation). Subjek penelitian adalah peserta didik kelas X dan XI SMA Negeri 4 Bandar Lampung yang berjumlah 71 peserta didik dengan teknik sampling adalah purposive sampling. Teknik pengumpulan data yang digunakan adalah observasi dan dokumentasi. Instrumen penelitian ini meliputi lembar observasi kegiatan pembelajaran dan tes hasil belajar. Analisis data yang digunakan adalah analisis deskriptif. Hasil penelitian disimpulkan bahwa penggunaan teknologi sangat menunjang proses pembelajaran pasca pandemi covid-19.
... Examining Online and Conventional Education While traditional classroom learning is wonderful for engaging and hands-on instruction, online learning has become increasingly popular due to its flexibility, accessibility, and self-paced character (Moore et al., 2021). Research shows, however, that blended learning-which combines digital resources with in-person instruction-may be the best balanced and quick approach (Graham, 2019). While simultaneously enjoying the advantages of real-time teacher engagement, blended learning enables students to employ extra internet tools for independent learning (Hrastinski, 2022). ...
This study aims to examine the effect of online global collaboration on the learning outcomes of Grade 7 students in Southeast Asian arts at General Santos City SPED Integrated School. Globalization and digitalization are reshaping education, creating both opportunities and challenges in preserving Southeast Asian arts. Many young learners are losing connection to their artistic heritage due to the dominance of modern entertainment and limited cultural exposure in traditional classrooms. To address this, online global classroom collaboration can enhance students' proficiency in Southeast Asian arts while developing 21st-century skills such as digital literacy, cultural awareness, and cross-cultural communication. This study used a quasi-experimental research design involving Grade 7 PLA (Personalized Learning Approach) and Grade 7 SPA (Special Program in the Arts) students from General Santos City SPED Integrated School. The experimental group (G7 PLA students) participated in online collaborations with students from other countries, while the control group (G7 SPA students) followed traditional classroom instruction. A purposive sampling method was used to select respondents. Data were collected through pretests and post-tests, classroom observations, and a researcher-made questionnaire measuring motivation, engagement, and communication skills.Findings revealed that students in the experimental group (G7 PLA students) showed significant improvement in cross-cultural communication, motivation, and engagement. Their post-test scores were notably higher than those of the control group, indicating the effectiveness of online collaboration in enhancing their learning experience.The study highlights the potential of integrating online collaboration in arts education to foster cultural appreciation and engagement. Educational institutions should adopt blended learning approaches and provide teacher training in digital pedagogy to support effective online instruction.
... Blended Learning Environments: Educational institutions should consider adopting blended learning models as a standard practice. This approach can offer the 581 flexibility to meet diverse student needs while also preparing educators and students for a more integrated digital future (Graham, 2013). ...
The global coronavirus has brought with it difficulties and challenges both economic, social and educational. Due to long lockdowns, isolation and distance learning, gaps have been created in the field of learning among Israeli students. The gaps not only in relation to the regular sub-grade but also within the classroom itself between the students were created due to subtractions, isolations, etc.The Ministry of Education has issued a budget called "Reducing COVID-19 Gaps" Basic and middle schools will receive a budget through the LPN system (managerial pedagogical flexibility) for use by the systems to reduce gaps in schools by reinforcing educational services from a pool of educational programs.Each principal must identify the difficulties and gaps in his school and submit an organized work plan aimed at reducing the educational and social gaps in the school (both in regular and special education).
... Beyond this broad definition, several key principles underpin effective blended learning design. First and foremost, blended learning is not simply about adding technology to a traditional classroom; it represents a fundamental rethinking of instructional design (Graham, 2006). It involves a strategic and purposeful integration of online and face-to-face learning experiences, leveraging the affordances of each modality to create a synergistic and coherent learning environment (Dziuban, Hartman, & Moskal, 2004). ...
If Education 4.0 is to become Education 5.0, technology must be incorporated into the classroom. The COVID-19 epidemic has exacerbated the recent trend of human existence becoming increasingly concentrated on technology. We learnt from the epidemic to use technology in every aspect of our lives. Additionally, even if adaptation was unavoidable, it became more challenging in the realm of education. The National Education Policy 2020 proposed by the Government of India was a step in the right direction for education. This policy places a high importance on education quality, with digital transformation being one of its main areas of focus. This policy places a high importance on education quality, with digital transformation being one of its main areas of focus. Teachers, who have simultaneously changed and adapted to survive in this “Phygital” learning environment—which blends the digital and physical aspects of education—are the primary pillar of this changing cosmos. This study focuses on the adjustments educators made to adjust to the physical classroom setting in higher education. This paper will also outline the different tools and strategies teachers utilize to give pupils a top-notch education. Using the relevant statistical tools, the factors affecting the quality of instruction and education delivery in this digital age will be determined. Through digital transformation, this study will assist in the development of strategies for delivering high-quality education in a variety of sectors. Educational institution managers can fund teachers’ ongoing professional development to give them the tools they need to successfully navigate both digital and physical learning settings.
Buku Manajemen Pendidikan : Strategi untuk Meningkatkan Kualitas Sekolah membahas berbagai konsep dan pendekatan dalam pengelolaan lembaga pendidikan dengan tujuan utama meningkatkan mutu pendidikan di sekolah. Buku ini menguraikan peran manajemen pendidikan dalam menciptakan lingkungan belajar yang efektif, mulai dari perencanaan, pengorganisasian, pelaksanaan, hingga evaluasi program sekolah. Dengan pendekatan yang sistematis, buku ini menjadi panduan praktis bagi para kepala sekolah, guru, dan pengelola pendidikan untuk mengoptimalkan sumber daya yang ada demi tercapainya standar pendidikan yang berkualitas.
Selanjutnya, buku ini menekankan pentingnya strategi-strategi khusus yang dapat diterapkan dalam konteks sekolah, seperti pengembangan kurikulum yang relevan, peningkatan kompetensi tenaga pendidik, serta penguatan budaya sekolah yang mendukung kreativitas dan inovasi. Penulis juga mengupas tantangan-tantangan manajerial yang sering dihadapi sekolah, seperti keterbatasan anggaran, resistensi perubahan, dan dinamika sosial di lingkungan sekolah. Melalui pendekatan studi kasus dan contoh nyata, pembaca diajak untuk memahami bagaimana solusi manajemen yang tepat dapat mendorong perbaikan kualitas pendidikan secara berkelanjutan.
Akhirnya, buku ini menawarkan kerangka kerja strategis yang lengkap bagi para pemangku kepentingan pendidikan dalam mengambil keputusan dan merancang kebijakan yang efektif. Dengan fokus pada hasil yang berorientasi pada peningkatan mutu, buku ini tidak hanya menekankan aspek teknis manajemen, tetapi juga nilai-nilai kepemimpinan, kolaborasi, dan partisipasi komunitas sekolah. Buku ini sangat relevan sebagai sumber referensi bagi siapa saja yang ingin berkontribusi dalam upaya membangun sistem pendidikan yang unggul dan adaptif terhadap perkembangan zaman.
Globalisasi dan perkembangan teknologi yang pesat telah
merevolusi paradigma pendidikan, menciptakan peluang
transformatif sekaligus menimbulkan tantangan kompleks yang
memerlukan adaptasi berkelanjutan. Buku ini, "Transformasi
Pendidikan dan Teknologi dalam Perspektif Global," menghadirkan
analisis yang mendalam mengenai peran teknologi dalam
membangun sistem pembelajaran yang lebih inklusif, adaptif, dan
sesuai dengan dinamika global kontemporer.
Bab-bab dalam buku ini menyajikan eksplorasi teoritis dan
empiris tentang konsep perspektif global dalam pendidikan,
menggarisbawahi pentingnya kesadaran global, dan tantangan
yang muncul dalam upaya mengintegrasikan nilai-nilai tersebut ke
dalam konteks pendidikan nasional. Buku ini mengkaji hubungan
sinergis antara pendidikan dan teknologi, yang menjadi katalisator
utama dalam pembelajaran modern, serta menggambarkan
transformasi peran pendidik di era digital. Selain itu, berbagai
keterampilan abad ke-21, seperti literasi digital dan kolaborasi,
dibahas secara rinci untuk menunjukkan relevansinya dalam
membentuk peserta didik yang kompeten dan adaptif.
Kami berharap buku ini dapat memperkaya diskursus
akademik terkait inovasi pendidikan dan menawarkan wawasan
berharga yang dapat menginspirasi pendidik, peneliti, serta
pembuat kebijakan dalam mengembangkan sistem pendidikan
yang lebih responsif, kontekstual, dan relevan dengan tantangan
global yang ada
L articolo mostra gli esiti di alcune indagini e prime esplorazioni nell ambito della didattica a distanza tra gli studenti universitari, delle scuole secondarie e nel segmento dell istruzione degli adulti. Inoltre, presenta alcuni dati sullo smart working in emergenza. L obiettivo del presente lavoro è, in particolare, quello di evidenziare alcuni esiti riferiti alla percezione delle esperienze svolte a distanza durante il periodo pandemico, che sembrano mostrare come un significativo piano di valutazione, tra i partecipanti alle indagini, sia riferito alla gestione dei ritmi e dei tempi della vita quotidiana negli spazi della rete, sul piano delle opportunità e dei limiti e, quindi, della parallela necessità di organizzazione sociale delle attività svolte a distanza.
Das Studienheft „Serious Games“ vermittelt kompakt und praxisnah die theoretischen und didaktischen Grundlagen digitaler Spielanwendungen im Bildungs- und Lernkontext. Im Fokus stehen Medienpädagogik, Medienkompetenz und edukative Szenarien wie E- und O-Learning, wobei Serious Games als phraseologisches Werkzeug zur Förderung von Lernmotivation, Kompetenzentwicklung und Partizipation verstanden werden.
In the rapidly evolving landscape of education, distance learning has emerged as a pivotal modality, necessitating the strategic application of educational frameworks to ensure effectiveness, engagement, and communication. This article explores the integration of strategic models within distance education and educational communication to optimize learning outcomes. Among these models, the Community of Inquiry (CoI) framework emphasizes the importance of cognitive presence, social presence, and teaching presence in creating an interactive and meaningful learning experience. Additionally, the ADDIE instructional design model provides a systematic approach to course development, ensuring that learning objectives, content delivery, and assessment are aligned with student needs. The blended learning model offers a flexible solution, combining online and face-to-face instruction, while Competency-Based Education (CBE) shifts the focus toward mastery of specific skills, providing learners with a more personalized pace.
The application of the blended learning model in learning listening skills described to know the learning outcomes and student responses is the aim of this study. The equivalent type of time series quasi-experimental design is the design model used in this study. The samples of the study were twenty one students from the S1 Indonesian Language and Literature Education in the academic year of two thousand nineteen by a purposive sampling method. The outcomes showed that there was an increase in the average student learning outcomes at each level. The result is evidence of improved learning outcomes. From the results of stude nt responses as a whole, students feel enthusiastic due to the blended learning model application which makes them enjoy the process of the learning more. There are eighty-five percent of students enthusiastic due to the blended learning model application which makes them enjoy the process of the learning more, which makes students more motivated, their interest increases, and there is also an increase in students' learning awareness by the application of the blended learning model in listening skills.
This chapter explores the impact of online and blended learning on teacher preparation, highlighting its historical evolution, current trends, and future directions. The chapter examines how these learning models influence curriculum design, teaching practices, skill development, collaboration, and assessment in teacher education programs. It also addresses the challenges and limitations, such as technological disparities, lack of hands-on experience, and maintaining engagement in virtual environments. Emerging trends like personalized learning through AI, immersive technologies, global collaboration, and lifelong learning are also discussed, showcasing their potential to reshape teacher training. The chapter concludes by offering recommendations for enhancing online and blended teacher preparation programs, emphasizing the need for equity, technological access, and ongoing professional development. These recommendations aim to ensure that future educators are well-prepared to meet the diverse needs of 21st-century classrooms.
The purpose of this paper is to achieve a better understanding of teachers' needs and challenges when participating in museums' digital, hybrid, or blended educational programmes and resources in a post-pandemic reality. The paper also investigates the conditions that exist at different schools to enable participation and the use of the museum’s offer. Results from ten interviews with teachers in Småland, Öland, and Jämtland in Sweden are presented, and the results are analysed through the theoretical lens of the postdigital. This study shows the importance of digital/analogue and blended/hybrid museum programmes being planned, designed, and implemented with interactive affordances. Furthermore, it is suggested that insights and methods derived from transmedia storytelling could be used by museum educators to a larger extent, in order to move towards a more interactive and co-creative pedagogy. Finally, the results demonstrate that museums and schools have much to gain from working closer together to move towards what can be called a postdigital pedagogy.
This study employed a questionnaire to investigate the level, sources, and coping strategies of English learning anxiety among non-English major undergraduates in a Chinese local normal university under blended learning mode. The study revealed that non-English major undergraduates in a Chinese local normal university generally experienced a moderate level of English learning anxiety, among which the level of exam anxiety is the highest, followed by communication anxiety and blended learning anxiety and negative evaluation anxiety, indicating that blended learning mode does not significantly alleviate English learning anxiety of students with poor learning foundations. The study also found that there were no significant differences in learning anxiety among genders, grades, families, and majors, but in terms of specific mean value levels, female students were slightly higher than male students, freshmen slightly higher than sophomores, urban students slightly higher than rural students, and humanities students slightly higher than students in natural sciences, arts, and sports. Additionally, the study further confirmed that among students at local normal universities in China, personality trait indeed influenced English learning anxiety, but only with a medium effect size, and academic performance has a negative correlation with learning anxiety, but correlation coefficient is relatively weak. Finally, based on the analysis of the questionnaire, English learning anxiety of Chinese local normal university students under blended learning was found rooted in learning foundations, exam pressure, personality traits, and academic performance, pointing out the alleviating strategies for both teachers and students under blended learning mode.
Penelitian ini mendukung pengembangan kurikulum dan memperkuat daya saing pendidikan tinggi di tingkat global. Fokusnya adalah mata kuliah Pengembangan Media Grafis yang berbasis produksi media, dengan harapan model Doing Knowledge (DK) dapat menghadirkan pendekatan pembelajaran yang lebih relevan dan aplikatif untuk meningkatkan hasil belajar mahasiswa. Penelitian ini juga bertujuan mengkaji efektivitas model pembelajaran DK dalam meningkatkan kualitas perkuliahan di rintisan kelas internasional Program Studi Teknologi Pendidikan yang telah terakreditasi internasional. Penelitian eksperimen yang menggunakan pendekatan kuantitatif dengan Nonequivalent Pretest and Posttest Control Group Design. Subjek penelitian adalah 70 mahasiswa Angkatan 2023 Fakultas Ilmu Pendidikan Universitas Negeri Surabaya. Kelompok eksperimen menggunakan model DK, sementara kelompok kontrol memakai metode konvensional. Data pretest dan posttest dianalisis menggunakan uji-T untuk mengevaluasi perbedaan hasil belajar antara kedua kelompok, dengan fokus pada capaian proyek sebagai indikator utama keberhasilan model pembelajaran. Hasil penelitian menunjukkan adanya perbedaan signifikan antara kelompok eksperimen dan kelompok kontrol. Rata-rata post-test kelompok eksperimen mencapai 84.50, sedangkan kelompok kontrol hanya mencapai 69.88, dengan selisih 17.625 poin. Hal ini mengindikasikan bahwa model DK efektif dalam mendukung pembelajaran berbasis proyek. Penelitian merekomendasikan penerapan model DK pada mata kuliah berbasis produksi media dan pengembangan lebih lanjut untuk meningkatkan relevansi pembelajaran dalam era globalisasi pendidikan.
Education is not merely an act of instruction, it is the art of transformation, a ceaseless dialogue between the past and the future, between knowledge and discovery, between teacher and student. It is a symphony of minds, a convergence of voices seeking not just to learn but to understand, not just to progress but to evolve. For over a decade, I have walked the sacred path of academia, not as a solitary guide, but as a traveller among travellers, navigating the boundless landscapes of knowledge alongside my students. In their eyes, I have glimpsed the hunger for meaning; in their questions, I have found the echoes of my own uncertainties; and in their struggles, I have rediscovered the profound beauty of learning. Teaching is not a monologue, it is a chorus of dreams, a bridge between what is and what could be. This book is a manifesto, a call to reimagine English Language Teaching (ELT) beyond its conventional borders. It is a testament to a vision where technology does not merely assist but revolutionizes, where sustainability is not an afterthought but a foundation, where equity is not an ideal but an imperative. It is an exploration of how we, as educators, can weave these three pillars into the very fabric of our classrooms, crafting spaces that are not only innovative but just, not only effective but profoundly human. Technology has unshackled the mind from the confines of the classroom, allowing learning to transcend geography and circumstance. It has redefined the teacher’s role, not as the sole bearer of knowledge, but as a curator, a mentor, a guide through the infinite digital corridors of possibility. Sustainability, in turn, demands that we rethink the ethics of education: Are we merely imparting language, or are we instilling consciousness? Are we equipping learners with skills, or are we empowering them to shape a better world? And then, there is equity—the unshakable belief that education must be the great equalizer, that no student should stand at the gates of knowledge barred by privilege, language, or circumstance. To teach is to believe in the infinite potential of human minds. It is to stand at the precipice of change and dare to leap. This book is an invitation—to teachers, scholars, dreamers—to embark on a journey where education is not a transaction but a transformation. For those who seek to challenge, to disrupt, to dream beyond the familiar, this is our moment. Let us redefine ELT, not just as a discipline, but as a force capable of shaping minds, societies, and futures.
Blended learning has emerged as a teaching method in the age of digital transformation, combining digital learning with face-to-face learning. Though screen tools have never been matched for ready access to information, student-centred learning, or developing digital literacy, over-reliance on them can deprive learners of social exposure, critical thinking, or emotional growth. Thus, equilibrium should be kept between hours of screen-gazing and genuine human connections so as to enliven and sustain education. The discussion of the overuse of screens touches on cognitive, social and emotional impacts. It develops practical frameworks to aid teachers in designing and implementing blended learning with balance and technology to enrich, not replace, human contact. Case studies and action recommendations thus highlight how educators may find a balance between the digital and interpersonal elements of education and pave the way toward resilient and adaptive learning ecosystems.
English oral academic presentation is one of the communicative skills required by educational institutions and workplaces. In terms of workplaces, especially international firms, they require both actual employees and apprentices or work-integrated learning students to present information in English on many occasions. However, the Work-integrated Learning (WiL) students have encountered many difficulties, especially when the students have to work as full-time employees in the daytime and study in the evening. This study aimed to investigate the effects of blended-learning instruction using the flipped-classroom model on English oral academic presentation and explore the attitudes after implementation via a mixed research method. The sample consisted of 12 second-year Engineering undergraduate students (transfer program) enrolling in the WiL program at Rajamangala University of Technology Lanna using the purposive sampling method. The instruments comprised pretest and posttest, rubrics, interview questions, and a fortnight block course instructional plan. The results revealed significant increases in verbal skills, x ̅ = 11.67 and 14.08 out of 28, and non-verbal skills x ̅ = 4.41 and 6.08 out of 12 in pretest and posttest protocols, respectively. The qualitative analysis explored positive results that the course helped develop the English oral academic presentation ability.
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