ArticlePDF Available

Blended Learning: A New Hybrid Teaching Methodology

Authors:
V. Chandra Sekhar Rao at JRSP-ELT
V. Chandra Sekhar Rao
  • JRSP-ELT
Download full-text PDF
Read full-text
Download citation

Abstract

Blended Learning is an approach that provides innovative educational solutions through an effective mix of traditional classroom teaching with mobile learning and online activities for teachers, trainers and students. The concept of blended learning is rooted in the idea that learning is not just a one-time event-learning is a continuous process. Blending provides various benefits over using any single learning delivery medium alone-Singh (2003). According to Friesen and Norm (2012), Blended learning is a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace.
Content uploaded by V. Chandra Sekhar Rao
Author content
All content in this area was uploaded by V. Chandra Sekhar Rao on May 30, 2019
Content may be subject to copyright.
ISSN: 2456-8104 JRSP-ELT, Issue 13, Vol. 3, 2019, www.jrspelt.com
_____________________________________________________________________________________
Blended Learning: A New Hybrid Teaching Methodology
Prof. V. Chandra Sekhar Rao
1
Blended Learning: A New Hybrid Teaching Methodology
Prof. V. Chandra Sekhar Rao (csrv8@yahoo.co.in)
Professor of English, Sagar Group of Institutions, Hyderabad, India
______________________________________________________________________________
Abstract
Blended Learning is an approach that provides innovative educational solutions through an
effective mix of traditional classroom teaching with mobile learning and online activities for
teachers, trainers and students. The concept of blended learning is rooted in the idea that learning
is not just a one-time event—learning is a continuous process. Blending provides various
benefits over using any single learning delivery medium alone- Singh (2003). According to
Friesen and Norm (2012), Blended learning is a formal education program in which a student
learns at least in part through delivery of content and instruction via digital and online media
with some element of student control over time, place, path, or pace.
Keywords: Blended Learning, Educational Technology, Teaching Methodology
Introduction
In the teaching/learning process, Educators are persistently striving to discover latest and
innovative methods or approaches to their students. In this process Blended Learning is one of
the newest concepts being adopted. Currently, the educational system, which is in a position to
meet the challenges of expansion and for catering the needs of individuals, is trying to adopt new
technologies and exploring new paths to reach the goal of quality educational opportunities for
all. The term, Blended Learning is increasingly used to describe the way e-learning, combining
with traditional classroom methods and independent study to create a new, hybrid teaching
methodology.
Blended Learning is an approach that provides innovative educational solutions through an
effective mix of traditional classroom teaching with mobile learning and online activities for
teachers, trainers and students. It is the technology enabled learning to extend beyond the
classroom walls and facilitates better access to learning resources. Actually Blended learning is
ISSN: 2456-8104 JRSP-ELT, Issue 13, Vol. 3, 2019, www.jrspelt.com
_____________________________________________________________________________________
Blended Learning: A New Hybrid Teaching Methodology
Prof. V. Chandra Sekhar Rao
2
not a new concept in the teaching learning process. ‘Tele-classes’ is one form of this type where
students watch a lecture on closed-circuit television and the same can be said for self-paced
learning.
Blended Learning
In 2003, the American Society for Training and Development identified ‘blended
learning’ as one of the top ten trends to emerge in the knowledge delivery industry
(cited by Rooney, 2003).
The concept of blended learning is rooted in the idea that learning is not just a one-time
event—learning is a continuous process. Blending provides various benefits over using
any single learning delivery medium alone- Singh (2003)
Blended learning should be viewed as a pedagogical approach that combines the
effectiveness and socialisation opportunities of the classroom with the technologically
enhanced active learning possibilities of the online environment, rather than a ratio of
delivery modalities- Dziuban, Hartman and Moskal (2004)
Blended learning designates the range of possibilities presented by combining Internet
and digital media with established classroom forms that require the physical co
‐
presence
of teacher and students- Norm Friesen (2012)
Blended learning methodologies accommodate the student‘s active life schedule while
still providing the social connections that are necessary for clear communication to exist,
ultimately supporting retention and success- (Hijazi et al., 2006)
According to the cited definitions, one should understand that blended learning involves the
combination of two fields of concern- education and educational technology; it is such a
combination of technologies, pedagogies and even job tasks with the use of web-based
technology. It is also the effective combination of different modes of delivery, models of
teaching and styles of learning.
Some teachers think that Blended Learning is meant what they have been doing successfully for
years, using a range of resources and activities to provide individualized, student-centred
learning experiences for their students. For other teachers, blended learning is a challenge.
Really, it is the unmatched access to the internet with its rich sources of information and services
and more importantly, the connectivity it offers students and teachers, particularly the ability to
create online communities and support networks.
ISSN: 2456-8104 JRSP-ELT, Issue 13, Vol. 3, 2019, www.jrspelt.com
_____________________________________________________________________________________
Blended Learning: A New Hybrid Teaching Methodology
Prof. V. Chandra Sekhar Rao
3
Forms/Models of Blended Learning
However, some researchers and educational think-tanks suggested distinct blended learning
forms/models which are frequently used models given below:
• The rotation model, in which online engagement is combined or rather, embedded, within
a range of face‐to‐face forms of instruction in a cyclical manner
• The flex model, in which multiple students are engaged primarily online, but under the
supervision of a teacher who is physically present
• The self
‐
blending model, in which students choose different courses to take
independently, but do so in a setting where a supervising teacher and other students are
co‐present
• The enriched
‐
virtual model, in which online, virtual experiences are seen as being
enriched only periodically through arrangements of physical co‐presence
(Norm Friesen, 2012)
There two important common factors in the four models of blended learning. They let students
process and learn material in a suitable way, and teachers are required to lay the foundation on
which students learn. Teachers provide the topic and the critical thinking skills and the students
apply these in ways that will help them retain the information. So, students are able to vary their
pace of learning, drawing on as few or as many resources as necessary, choosing tasks/resources
that best suited their learning styles and level of prior knowledge.
Advantages and Disadvantages
It is to understand that every strategy has its own Advantages and Disadvantages. In a corporate
setup, professionals think whether the advantages/ benefits outweigh the disadvantages
limitations.
Advantages/Merits
• Blended instruction and methods are high levels of student achievement and more
effective than purely face-to-face or purely online classes
• Students can work on their own with new concepts free from teachers, using a
combination of digital instruction and one-on-one face time
ISSN: 2456-8104 JRSP-ELT, Issue 13, Vol. 3, 2019, www.jrspelt.com
_____________________________________________________________________________________
Blended Learning: A New Hybrid Teaching Methodology
Prof. V. Chandra Sekhar Rao
4
• Teachers can now streamline their instruction to help all students reach their full
potential, as they were in a traditional classroom
• It provides a simultaneous independent and collaborative learning experience for
college/university students
• Information and communication technologies have been used to develop students’
learning attitudes
• It creates and improves communication between lecturers and students to better evaluate
their understanding of course material with the use of computer-based qualitative and
quantitative assessment modules
• It reduces educational expenses and training costs, by putting classrooms in the online
space and it essentially replaces pricey textbooks with electronic devices
• It provides opportunity for data collection and customization of instruction and
assessment as two major benefits of this approach
• It helps schools choose to reallocate resources to boost student achievement outcomes
• It facilitates students, who have special talents or interests outside of the available
curricula, use educational technology to advance their skills or exceed grade restrictions
• It allows for personalized education, replacing the model where a teacher stands in front
of the classroom and everyone is expected to stay at the same pace
• It lets students work at their own pace, making sure they fully understand new concepts
before moving on
• It is the virtual learning environment that helps connect professors with students without
physically being present, thus making this a ‘virtual café’
Disadvantages/Demerits
• Blended Learning may have disadvantages in technical aspects, if it is not properly
planned and executed, as it depends on the technical resources or equipment.
• IT literacy can serve as a significant barrier for students attempting to get access to the
course materials, making the availability of high-quality technical support paramount
• It can be a challenge for group work because of difficulties with management in an online
setting
ISSN: 2456-8104 JRSP-ELT, Issue 13, Vol. 3, 2019, www.jrspelt.com
_____________________________________________________________________________________
Blended Learning: A New Hybrid Teaching Methodology
Prof. V. Chandra Sekhar Rao
5
• The use of lecture recording technologies can result in students falling behind on the
materials
• It is observed that providing effective feedback is more time-consuming and more
expensive
• Access to network infrastructure is another serious issue
• Ineffective use of learning technology tools can waste resources
• Learners must have basic technology knowledge or a willingness to learn.
• High technology set up and maintenance costs.
• Lack of motivation
• Wastage of offered Resources
Blended Learning, A Formal Education Program
According to Friesen and Norm (2012), Blended learning is a formal education program in
which a student learns at least in part through delivery of content and instruction via digital and
online media with some element of student control over time, place, path, or pace.
Since the popular advent of the Internet and the World Wide Web in the late 1990s, Blended
learning has been in use. It is to understand that blended learning is a combination of face-to-
face and technology mediated instructional forms and practices. The major advantage that
blended learning offers is scale, where one instructor can only teach many people.
Conclusion
Blended Learning is one of the newest concepts in the teaching/learning process. Currently, the
educational system is trying to adopt new technologies and exploring new paths to reach the goal
of quality educational opportunities for all. Blended Learning is increasingly used to describe the
way e-learning, combining with traditional classroom methods and independent study to create a
new, hybrid teaching methodology. Blended Learning is an approach that provides innovative
educational solutions through an effective mix of traditional classroom teaching with mobile
learning and online activities for teachers, trainers and students.
ISSN: 2456-8104 JRSP-ELT, Issue 13, Vol. 3, 2019, www.jrspelt.com
_____________________________________________________________________________________
Blended Learning: A New Hybrid Teaching Methodology
Prof. V. Chandra Sekhar Rao
6
References
Dziuban, C., Hartman, J., & Moskal, P. (2004, March 30), ―Blended learningǁ, ECAR Research Bulletin. Available
online at http://www.educause.edu/ecar/
Friesen, Norm (2012), "Report:Defining Blended Learning"
Hijazi, S., Crowley, M., Smith, M.L., and Schaffer, C. (2006, ―Maximizing learning by teaching blended coursesǁ,
Proceedings of the 2006 ASCUE Conference, Myrtle Beach, South Carolina. Retrieved February 9, 2010 from
http://fits.depauw.edu/ ascue/Proceedings/2006 /Papers/p67.pdf.
Rooney, J. E. (2003). Blending learning opportunities to enhance educational programming and meetings. (5), 26-
32.
Singh, H. (2003). Building Effective Blended Learning Programs. Retrieved July 20,2015 from asianvu.com/digital-
library/elearning.
What Is Blended Learning? (https://www.mindflash.com/elearning/what-is-blended-learning)
... Learning technologies are the whole shebang in modernised education systems, which are claimed to provide students with the most labour needed in 21st-century job skills. Schools and companies struggle to adopt userfriendly, supportive, communicative, individual-owned, accessible and flexible learning approaches (Topping et al., 2021;Rao, 2018;Siew-Eng & Muuk, 2015). As such, in both the teaching and working worlds, the blended learning approach (BLA) is a promising strategy, and it seems that society is expecting it as it looks at digital learning and working capacities. ...
... Studies show that secondary school teachers use BLA to create the best learning environment for their students and that they blend different methodologies, and approaches to develop the most efficient learning environment (Topping et al., 2022). Secondly, BLA has been used to support a student-centred learning environment that motivates active and deep learning in students (Vernadikis et al., 2011;Rao, 2018). When student-centred learning is practised in a blended learning environment, instructions have to be provided through the online learning environment (Iringan, 2021). ...
Stakeholders' Perceptions on Adoption of Blended Learning Approach in Tanzanian Secondary Schools
Article
Full-text available
  • May 2024
Integrating information communication technologies in education goes with many digital learning applications. Blended learning Approach (BLA) has been an important strategy that facilitates students' learning. This study investigated stakeholders' perceptions on the adoption of a blended learning approach (BLA) in Tanzanian secondary schools. Specifically, the study identifies stakeholders' perception on the adoption of BLA in secondary schools, examines the learning environments that support the adoption of BLA in Tanzanian secondary schools and assesses the extent to which the BLA is used in secondary schools. Data were collected via self-administered questionnaire and interviews; the response of 620 participants were analysed. The results showed that participants adequately had confident perception towards the adoption of BLA on students' learning; further, in the studied schools, learning environments were perceived to be supportive in the adoptions of BLA based on available devices and services; this will, later, positively facilitate the adoption and influence the increase of level of BLA usage among teachers and students. However, poor infrastructure, lack of institutional support and insufficient hardware and software facilities impinged the use of BLA. In conclusion, BLA is well perceived; thus, the resolution to the challenges would promote its application in the classroom.
View
... Some teachers thought that blended learning meant what they have been doing successfully for years, using a range of resources and activities to provide individualized, student-centered learning experiences for their students. For other teachers, blended learning was challenging (Rao, 2019). Aside from designing their modules, the teachers will check those answered modules and give it back to the learners for their reference and feedback. ...
The lived experiences of teachers on the implementation of blended learning modality
Article
  • Sep 2024
This phenomenological study aims to examine the teachers’ experiences on the implementation of blended learning modality using an interview guide questionnaire. Seven teachers were selected using purposive sampling and an individual interview was conducted to collect data from the participants. Data from the interview was analyzed thematically using the Colaizzi’s (1978) method. This study illustrated that the main challenges of teachers’ experience is lacked of exposure and readiness in the implementation of blended learning; they had experienced mixed reactions towards blended learning modality. They emphasized the struggles in time management, stress from excessive workloads, slow connectivity, and unmotivated students in blended learning instructions. They cope up with the challenges by having more patience and understanding for students who seemed uninterested in blended learning modality, integration of messenger app for educational purposes, adjustment for additional workloads as they eventually become more flexible, and conducting of home visitation for those students who experience internet connectivity issues. This study may serve as a component towards the implementation of blended learning modality among teachers, particularly in rural areas who experienced the same situation. Since blended learning modality is widely used as backup in education in case of calamity such as extreme heat inside the classroom, the results of this study provides relevant inputs to the proper planning of blended learning modality.
View
... Dengan menggunakan model pembelajaran blended learning, pendidik dapat melibatkan sekaligus membantu siswa dengan sumber daya teknologi pada proses belajar mengajar (Zumor et al., 2013) sehingga interaksi dengan siswa dapat meningkat kapan pun, di mana pun (Dakhi et al., 2020), dan pengalaman belajar peserta didik juga akan ikut meningkat (Dwiyogo, 2018). Model pembelajaran blended learning menjadi teknologi yang mampu melampaui dinding kelas dengan menyediakan akses sumber belajar lebih baik (Rao, 2019) untuk membentuk pengalaman belajar efektif dan memenuhi keperluan generasi yang berorientasi digital (Tshabalala et al., 2014). Menurut penjelasan tersebut, model pembelajaran blended learning memiliki banyak keunggulan dalam proses belajar-mengajar bagi pendidik maupun pelajar dalam membentuk pembelajaran yang berkesan dan efektif. ...
VAKSIN sebagai Salah Satu upaya Memaksimalkan Pembelajaran Asinkronus Mandiri
Article
Full-text available
  • Jan 2023
The use of animated videos in blended learning is an alternative to maximize independent asynchronous learning. The objective of this study was to investigate the implementation of student exchange in geometry lectures using blended learning with animated videos to maximize autonomous asynchronous learning. The implementation of the VAKSIN-assisted blended learning model via the Moodle LMS was documented in this qualitative descriptive research. This qualitative study did not involve a social situation. It consisted of the third-semester students of the Mathematics Education Study Program who took Geometry lectures at three campuses in Indonesia: IKIP PGRI Bojonegoro, PGRI Madiun University, and the Muhammadiyah University of Kotabumi Lampung. This study gathered data through observation, interviews, and documentation. The data were analyzed through the stages described by Matthew B. Miles and A. Michael Huberman. According to the findings of this study, the use of the VAKSIN-assisted Blended Learning Model via LMS Moodle is one of the most effective learning models in the 5.0 revolution era as a support for the implementation of MBKM (Merdeka Belajar Kampus Merdeka) in Indonesia. Keywords: Animated video, online learning, blended learning, asynchronous learning Abstrak: Penggunaan video animasi pada pembelajaran blended merupakan salah satu alternatif untuk memaksimalkan pembelajaran asinkronus mandiri . Tujuan penelitian ini adalah memotret keterlaksanaan pertukaran mahasiswa dalam perkuliahan geometri yang dilakukan dengan pembelajaran blended dengan melibatkan video animasi untuk memaksimalkan pembelajaran asinkronus mandiri. Penelitian deskriptif kualitatif ini memotret keterlaksanaan model blended learning berbantuan VAKSIN melalui LMS Moodle. Penelitian kualitatif tidak ini melibatkan social situation yang terdiri atas mahasiswa semester 3 Program studi Pendidikan Matematika yang mengikuti perkuliahan Geometri di 3 kampus yang ada di Indonesia, yaitu IKIP PGRI Bojonegoro, Universitas PGRI Madiun, dan Universitas Muhammadiyah Kotabumi Lampung. Teknik pengumpulan data pada penelitian ini dengan menggunakan observasi, wawancara, dan dokumentasi. Teknik analisis data pada penelitian ini menggunakan langkah-langkah menurut Matthew B. Miles dan A. Michael Huberman. Hasil dari penelitian ini menunjukkan bahwa penerapan Model Blended Learning berbantuan VAKSIN melalui LMS Moodle merupakan salah satu model pembelajaran yang efektif di era revolusi 5.0 sebagai penunjang untuk implementasi MBKM (Merdeka Belajar Kampus Merdeka) di Indonesia. Keywords : Video animasi, pembelajaran daring, blanded learning, asinkronus.
View
... C. Pengajaran di Perguruan Tinggi Menurut Prince (2004), setiap metode pengajaran yang melibatkan siswa dalam proses pembelajaran merupakan pembelajaran aktif dan mengembangkan siswa yang bertanggung jawab atas pembelajaran mereka sendiri. Belajar secara aktif adalah sebagai berikut[6] (1) Meningkatkan persentase siswa yang memahami konsep,(2) Meningkatkan retensi atau penyimpanan bahan ajar jangka panjang, (3) Mahasiswa lebih menikmati kuliah dan tingkat kelulusan yang lebih tinggi dan (4) mengarah pada peningkatan kepercayaan diri. Mahasiswa tidak belajar banyak dengan mendengarkan seorang dosen atau profesor berbicara, menghafal tugas-tugas yang telah dikemas sebelumnya dan memberikan jawaban. ...
Pemanfaatan Blended Learning Model Dalam Kuliah Perancangan Sistem Di Program Studi Teknik Informatika
Article
  • Jan 2022
Blended Learning adalah pendekatan yang memberikan solusi pendidikan inovatif melalui perpaduan efektif antara pengajaran tatap muka di kelas dengan pembelajaran seluler dan aktivitas online untuk guru, pelatih, dan siswa. Konsep ini berakar pada gagasan bahwa belajar bukan hanya peristiwa satu kali, belajar adalah proses yang berkelanjutan. Pemanfaatan blended learning dengan dukungan media digital dan online melalui internet menjadi sangat penting khususnya untuk para mahasiswa belajar di rumah selama masa pandemik Covid-19. Penelitian ini akan menganalisis blended learning model yang cocok digunakan dalam kuliah perancangan sistem, sebagai bagian dari siklus hidup pengembangan sistem yang diajarkan di Program Studi Teknik Informatika Universitas Pasundan. Bagaimana blended learning dapat diaplikasikan dalam kuliah e-learning yang mengacu pada kurikulum tetapi dengan mengantisipasi kemungkinan pembelajaran tatap muka jika kondisi setelah pandemik memungkinkan. Analisis akan melihat pada bahan ajar perancangan sistem, dengan studi kasus kuliah interaksi manusia komputer, bagian yang bisa didukung oleh media digital, tatap muka dan kombinasi keduanya. Evaluasi dilaksanakan terhadap model yang digunakan untuk memastikan kemudahan transfer pengetahuan dari dosen terhadap mahasiswa, kemudahan dalam pengajaran dan pemenuhan target kurikulum dari perancangan sistem. Manfaat dari penelitian ini adalah penggunaan model blended learning yang tepat, evaluasi dengan studi kasus untuk mendukung pelaksanaan kuliah dan memenuhi tujuan pembelajaran sepanjang hayat baik untuk mahasiswa ataupun dosen pengajar.
View
... The emphasis of transdisciplinary approaches to learning is to merge divergent knowledge bases and value systems supported by cooperative systems with focus or intention through digital technologies in various modes, e.g. blended learning, mobile learning, flipped classroom (Castro, 2019;Chowdhury & Behak, 2022;Colomo-Magaña, et al., 2020;de Witt & Gloerfeld, 2017;Edward et al., 2018;El Sadik & Al Abdulmonem, 2020;Pinto & Leite, 2020;Sekhar, 2019). ...
Bridging the Gaps of “Science/Social Science Education-Technology” With Values-Based Framework Development: Exemplary Transdisciplinary Studies Related to STREAM
Chapter
  • Jul 2024
Technological innovations in digital era has modified the landscape of education to be in line with industrial revolution,but created some psycho-sociological impacts to the society affecting healthy lifestyle. This paper reports on values-based sustainable STREAM education (VabsSTREAM) blended-mode transdisciplinary approaches to learning outcomes in higher education focusing on Science/Social Science education. Mixed-research was implemented involving mixed-mode of data collection/analysis methods. Literature review is made on related definitions, thereafter framework is developed bridging the gaps of ‘Science (Biotech/Health Science), Social Science (Arts/Music/Cultural) Education (& Comparative Studies) and Technology'. Qualitative analysis involving multiple-case analysis with digital output reflecting framework and exemplary cases are reported. Illustration is made on how the design of Structural Model can be developed based on the framework designed for VabsSTREAM. Implications and significance are discussed with suggestions for future studies on knowledge management.
View
... Blended Learning is an approach in the teaching-learning process that provides various educational experiences by combining traditional ways of teaching the learners in the classroom accompanied by the utilization of technologies such as online activities efficiently and effectively. Blended learning is from the concept that learning is an active and continuous process (Sekhar, 2019). Blended learning provides various experiences through the combination of different learning modalities. ...
Television -based Instruction (TBI) Its Utilization in the Blended Learning Approach
Article
Full-text available
  • May 2024
International Journal of Multidisciplinary Educational Research and Innovation is an international peer-reviewed academic journal that highly values the importance of developing knowledge in the field of multidisciplinary educational and innovative research. The journal's scope is broad, with the goals of disseminating information and providing a place for discussion, theoretical inquiry, practical applications, research discoveries, and experimentations in the field of education. ABSTRACT This study aims to identify the level of TBI utilization by the teachers and learners and the significant relationship to the academic performance of the learners. Moreover, to design a framework on how TBI can be efficiently utilized in a blended learning approach through its integration into the Daily Learning Plan of the teachers. This study made use of the Correlational Design of Quantitative Research. The researcher collected quantitative data from the teachers and learners who have experiences in TBI, through a survey questionnaire. The collection of data is done to determine the level of utilization of Television-Based Instruction as an instructional material in terms of: Academic Assistance; Convenience; Engagement; Novelty; Social Influence; Activity, Entertainment and Intention to use. According to the gathered evidence, TBI is widely used in public elementary schools in SDO Bulacan (Pandi North District and Pandi South District) by teachers because it is entertaining to use, makes learning more enjoyable, and keeps their interest and attention while allowing them to learn conveniently as they manipulate the material at their own pace and time. On the other hand, TBI is primarily used by learners for entertainment and engagement. According to the data, TBI is widely used by learners as it keeps them entertained, makes learning more enjoyable, and maintains a high level of interest because it is fascinating and captivating to watch. For the difference in the level of utilization of teachers and learners in using TBI, the Academic Assistance and Activity are not significantly different. On the other hand, the TBI components Convenience, Engagement, Novelty, Social Influence, Entertainment, and Intention to Use are all significantly different across the categories of groupings, i.e., for teachers and learners. To determine the relationship between the level of TBI utilization of learners in their Academic Performance in the 1st Quarter and 2nd Quarter, the data were analyzed via Two-Tailed Spearman Rho Rank Correlation. The result of the data concludes that Activity, Intention to Use, and Social Influence have a significant relationship to the academic performance of the learners. Moreover, the majority of the classrooms in Pandi North and Pandi South's public elementary schools have televisions. Thus, teachers are maximizing the utilization of the material and encouraging learners to use TBI even at home as supplemental learning material. As a result, teachers and learners viewed the level of utilization of TBI as almost every time. Therefore, the teachers are encouraged to utilize and integrate TBI into the Daily Learning Plan as a Blended-Learning Approach whether synchronously or asynchronously.
View
... 13. Creation of a virtual learning environment that connects all stakeholders without physical presence [42]. ...
Enhancing ICT Literacy and Achievement: A TPACK-Based Blended Learning Model for Thai Business Administration Students
Article
Full-text available
  • Apr 2024
Citation: Nantha, C.; Siripongdee, K.; Siripongdee, S.; Pimdee, P.; Kantathanawat, T.; Boonsomchuae, K. Enhancing ICT Literacy and Achievement: A TPACK-Based Blended Learning Model for Thai Business Administration Students. Abstract: The COVID-19 pandemic has heightened the need for 21st century skills, particularly computer and ICT literacy (CICT) in Thailand. This study aimed to develop a TPACK (Techno-logical Pedagogical and Content Knowledge)-based blended learning model (BLM) to enhance CICT skills and academic performance among 179 Business Administration (BA) undergraduates in the 2022 academic year Computer and Information Applications course. Research instruments were designed and evaluated by experts. Over 18 weeks, qualitative and quantitative data were collected, with the qualitative data undergoing content analysis. Descriptive statistics were used to analyze quantitative data, comparing pretests, post-tests, and 2-week retests using a repeated measure ANOVA. One-sample t-tests were used to assess the model's impact on CICT skills. The results showed a significant score improvement between tests, with the highest mean being seen in the 2-week retest. The BA-TPACK model significantly enhanced CICT skills, exceeding 80%. The students expressed high satisfaction, with the BA-TPACK model effectively enhancing CICT skills and academic achievement, recommending its integration into future computer and information courses. This study's contribution lies in addressing the pressing need for CICT skills in the 'new normal'. By developing and implementing a BLM grounded in the TPACK framework, this study not only enhances students' CICT proficiency but also fills a crucial gap in the literature regarding effective pedagogical approaches to foster 21st century skills.
View
View
Sustaining hybrid teaching as effective pedagogy at higher education institutions: Students’ voices
Article
Full-text available
  • Jul 2024
Background There is a dire need to ensure higher education institutions employ effective pedagogy in their educational programs. Hybrid teaching has received increased attention in recent decades due to its effectiveness in improving learning outcomes. There is a lack of studies exploring students’ views on hybrid teaching in acupuncture programs in the South African context. Objectives Therefore, this study explored acupuncture students’ views of hybrid teaching in the acupuncture program. The Technological, Pedagogical, and Content Knowledge Model was anchored in this study as a theoretical lens. Materials and Method The author employed a qualitative single case study design within an interpretivist paradigm. A purposive sampling technique was adopted to recruit six participants for this study from an identified public university in South Africa. Participants were interviewed between March 2023 and May 2023. Data were analyzed through thematic analysis. Results The findings of this study highlight positive student views of the hybrid model, emphasizing its benefits in optimizing the teaching and learning process. However, participants also identify barriers such as poor infrastructure and the absence of computer skills. The study underscores the need for substantial investment in technological facilities and faculty development programs to enhance lecturers’ digital pedagogical competencies. Conclusions While offering valuable insights into the specific context studied, limitations include the single-case design and the focus on a particular student cohort. Despite these limitations, the research contributes to the ongoing discourse on effective teaching methodologies in the dynamic landscape of higher education. Recommendations are proposed to address the identified challenges and foster an inclusive and technologically advanced learning environment in South African HEIs.
View
Empirical Study on the Ecological Effects of Online Teaching in College English
Article
Full-text available
  • Jun 2024
With the widespread application of big data and internet technology, the popularity of online courses has been increasing, and online teaching has become the mainstream trend in education. This study aims to explore the implementation effects of online English teaching at the university level, the ecological harmony effects produced by online English teaching, and the inspirations of online language learning ecological effects on teaching. Through empirical research, it was found that during special periods, the adoption of ecological teaching models can effectively facilitate the smooth implementation of blended learning. Based on the theories of educational ecology and language ecology, this study adopts quantitative and qualitative research methods to delve into the ecological effects of online English learners in the teaching environment. The research results not only reveal the existing problems in online teaching models but also propose corresponding solutions. This paper aims to provide reference suggestions for online teaching of university English and related research, promoting the further development of online education.
View
View
Building Effective Blended Learning Programs
Article
  • Jan 2003
Introduction The first generation of e-learning or Web-based learning programs focused on presenting physical classroom-based instructional content over the Internet. Furthermore, first-generation e-learning (digitally delivered learning) programs tended to be a repetition or compilation of online versions of classroom-based courses. The experience gained from the first-generation of e-learning, often riddled with long sequences of 'page-turner' content and point-and-click quizzes, is giving rise to the realization that a single mode of instructional delivery may not provide sufficient choices, engagement, social contact, relevance, and context needed to facilitate successful learning and performance. In the second wave of e-learning, increasing numbers of learning designers are experimenting with blended learning models that combine various delivery modes. Anecdotal evidence indicates that blended learning not only offers more choices but also is more effective. November -December 2003 Issue of Educational Technology, Volume 43, Number 6, Pages 51-54. This article has two objectives: 1. To provide a comprehensive view of blended learning and discuss possible dimensions and ingredients (learning delivery methods) of blended learning programs. 2. To provide a model to create the appropriate blend by ensuring that each ingredient, individually and collectively, adds to a meaningful learning experience. Badrul Khan's blended e-learning framework, referred to here as Khan's Octagonal Framework (see Figure 1) enables one to select appropriate ingredients (http://BooksToRead.com/framework). Khan's framework serves as a guide to plan, develop, deliver, manage, and evaluate blended learning programs. Organizations exploring strategies for effective learning and performance have to consider a variety of issues to ensure effective delivery of learning and thus a high return on investment. Figure 1. Khan's Octagonal Framework.
View
  • Jan 2012
  • Norm Friesen
Friesen, Norm (2012), "Report:Defining Blended Learning"
Maximizing learning by teaching blended coursesǁ
  • Feb 2006
  • S Hijazi
  • M Crowley
  • M L Smith
  • C Schaffer
Hijazi, S., Crowley, M., Smith, M.L., and Schaffer, C. (2006, -Maximizing learning by teaching blended coursesǁ, Proceedings of the 2006 ASCUE Conference, Myrtle Beach, South Carolina. Retrieved February 9, 2010 from http://fits.depauw.edu/ ascue/Proceedings/2006 /Papers/p67.pdf.