Questions related to Blended Learning
"Is there any difference between collaborative learning and engagement learning? Are collaborative learning and engagement learning separate concepts or complementary aspects?"
Please provide references.
1. Introduction and Background of the Study
2. Review of Related Literature
3. Research Methodology
4. Data Analysis and Results
5. Discussion of Findings
6. Opportunities of Blended Learning in Secondary Schools
7. Challenges of Implementing Blended Learning in Secondary Schools
8. Teacher Perceptions of Blended Learning
9. The Role of Technology in Blended Learning
10. Implications for Practice
11. Conclusion and Recommendations.
Is this the rightful Format for the above topic?
ChatGPT suggested: Here are some journal papers that describe validated instruments for measuring curriculum flexibility in blended learning.
I can't find the paper below in any online database not even from my institutional account. Please help me!
- Ananthanarayanan, V., & Kolasani, K. R. (2020). Development and validation of an instrument to measure curriculum flexibility in blended learning. Journal of Educational Technology & Society, 23(1), 134-144.
- Haider, S., & Naghdi, S. (2021). Development and validation of an instrument to measure curriculum flexibility in blended learning environments. International Journal of Emerging Technologies in Learning (iJET), 16(2), 164-178.
- Xie, K., Chen, Y., & Lin, T. (2020). Measuring curriculum flexibility in blended learning: development and validation of a scale. Journal of Educational Computing Research, 58(5), 1163-1181.
- Jiang, S., Liu, M., & Zhang, W. (2021). Validating a scale for measuring curriculum flexibility in blended learning. International Journal of Emerging Technologies in Learning (iJET), 16(4), 55-71.
- Lin, J., Li, Y., & Li, Y. (2020). Development and validation of an instrument for measuring curriculum flexibility in blended learning. Education and Information Technologies, 25(6), 5135-5148
what are the advantages of learning languages via video camera? Against the background of COVID-19, I have the impression that there is always general talk about online learning having certain advantages. However, I would like to know if there are any studies or papers that discuss exactly what influence, for example, zoom meetings have on language learning?
I am currently investigating the integration of VR and AR in the process of language learning. I am mainly focusing on the technological possibilities that the use of e.g. VR glasses offers compared to other learning media. I have already analysed a few advantages. I would like to know which arguments have not been appreciated enough so far. Overall, one often hears the same arguments.
Thank you very much!
What online whiteboards do you use in distance learning and blended learning?
Canva, Miro, Board Net? Please share your experience of using it in teaching
I am carrying out a Research on the effect of blended learning on senior secondary school students achievement and retention in Chemistry. Could someone
help me with materials?
With the transition to blended learning and full adoption of e-learning necessitated by the Covid-19 pandemic, many institutions have adopted blended learning to achieve flexibility in learning. Most authors agree that technology can aid in achieving flexibility in a blended learning curriculum but the flexibility lies more on pedagogy than on technology as many authors have shown. How technology contributes to flexibility has not been substantiated yet. In the paper I am currently working on, I used the concept of technological affordances to investigate how a technological tool used in learning can contribute to curriculum flexibility. I am proposing a model to predict curriculum flexibility, so I want to know if there are existing validated measures for curriculum flexibility and technological affordance
Mihaly Csikszentmihalyi, proposes the right balance between challenge and skills in his flow model. I am interested in the design of activities for blended learning and I would like to know how to measure or get indicators to be in that balanced point.
Can anyone provide me with any resources about development and validation instruments (questionnaires) for undergraduate student perceptions towards blended learning? I am currently in need of related instruments to research undergraduate students' perceptions towards blended learning in relation to student learning commitment as one of the values of the reflective pedagogical paradigm.. Thank you so much.
Dear colleagues, please share your thoughts on the introduction of immersive technologies in teaching students of the humanities?
I would like to hear about the experience of using immersive technologies in classroom or blended learning.
Thanks for the response!
Blended learning can be defined as a method of TEACHING that integrates technology and digital media with traditional instructor-led classroom activities, giving students more flexibility to customise their learning experiences.
Some would define blended learning as a style of education in which students LEARN via electronic and online media as well as traditional face-to-face teaching.
The essence is clear: hybrid education uses online technology to not just supplement, but transform and improve the learning process.
The question is, are these technologies equally available to educators and learners?
At least for the learners, if they are in a classroom environment, the resources are the same and equally available. With online learning, those who have and can afford better technology and connectivity to the internet will have a better learning experience than those who do not have it.
Isn't this widening the gap between the haves and the have-nots? Is it fair for those in less developed areas within the same education system who are naturally inconvenienced?
What do you think?
MOOCS are gaining momentum and popularity among higher educational institutions over the globe due to their unique features to escalate access, equity and quality based education. Kindly suggest your opinion supported by valid text.
In my master's dissertation, I investigated factors that influence the acceptance of blended learning in Malaysian private institutions. However, there is still room for research and in-depth analysis; to have better and more satisfying results.
I would like to have a reference to an authoritative or relatively well-established definition of "online education" or "online teaching" or "e-learning". I also look for definition of related terms, such as "hybrid teaching" and "distant education", "distance learning", etc.
I looked at UNESCO documents to find a kind of international set of definitions, but I couldn't find any. Does anyone have a reference or a source?
Dear RG community,
I would like to open this thread in order to have some feedback gain about the importance of creating and developing a virtual teaching portfolio (VTP).
According to Wikipedia  an Electronic portfolio - EP has the following definition, I unquote:
"An electronic portfolio (also known as a digital portfolio, online portfolio, e-portfolio, e-folio, or eFolio) is a collection of electronic evidence assembled and managed by a user, usually on the Web. Such electronic evidence may include input text, electronic files, images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user's abilities and platforms for self-expression. If they are online, users can maintain them dynamically over time."
In this thread, we aim to understand the differences between a virtual teaching portfolio-VTP and a scholar blog-SB where not only we share written documentation---but also learning and teaching experiences, becomes crucial for a teacher`s career.
Thank you all.
The contribution to the IT field is not very clear. Probably need to focus the discussion on the tools/ systems used for Blended Learning. , The findings need to be linked to Blended learning and the IT components. thank you
Are you a teacher and did you have to go online because of COVID19? We're looking for your experiences one year after the first lockdown and your ideas about blended learning
Thank you :-)
Blended learning is now a talk of the world. Some countries have already implemented this method of teaching-learning while some others are planning to do so. What is the status of blended learning in your country? Kindly share your views.
Online teaching platforms are equipped with different facilities to enable teachers and students to make the best use of the learning environment. These classes are more flexible and convenient. It MIGHT promote life-long learning and computer literacy as well. Additionally, you can save a lot of money by participating in online classes.
HOWEVER, it is not without problems. It can be difficult for the instructors to monitor students' behavior and check their contribution and progress. It may create a sense of isolation in my opinion. This image tell the story:
" In an online course, no one can hear you scream. And that causes discomfort for some online students. Studying alone with only the computer as your companion can be terrifying. There's no whispering in the back of the room, no wise remarks from the peanut gallery, no commanding presence at the front of the classroom pleading for everyone to listen. The online environment is a much different atmosphere that takes some getting used to." ~https://www.montgomerycollege.edu/
Please share the problems that you have faced as an instructor or a learner in online platforms.
Prior to COVID-19, academics faced the challenge of an ever growing learning gap among students due to various socioeconomic pressures. Other factors include racism, segregation, a general decline in upward mobility and a downturn in the global economy. Generally, there is also an increased reliance on homework, for example, which only serves to widen achievement gaps. Isolation and self-learning also have detrimental psychological effects. For many students, particularly those from poor backgrounds, face-to-face interactions with teachers and peers offered a source of comfort and alleviated the learning gap.
The ongoing COVID-19 pandemic has exacerbated the learning gap, with more students at risk of suffering from learning loss. In my previous discussions, the challenges of online learning were examined, with a tentative consensus being shown in favor of blended learning, while the shortfalls in such pedagogical models partially owing to poor digital infrastructure and internet connectivity were also acknowledged.
In this discussion I would like to know if any of you have noticed an increasing shortfall in the learning outcomes of your students? Perhaps some types of pedagogy have improved learning outcomes? Can students who are lagging in their learning be helped in some specific way at present or post COVID-19? Is there any effective way to reduce the learning gap?
Thank you for your time and best regards,
During the pandemic, most schools are using online teaching tools. Once the physical school begin, will we use the same online tools along with traditional teaching. Will it require advanced planning, when to use which tool? How would the assessment be affected?
We generally face problems with blended learning when it comes to students' interaction or involvement in the classoom. Of course blended learning is a boon, but when I talk about the ESL learners we generally find them not speaking, they are not able to interact owing to many reasons even if the classroom is interactive what can be the reason for this?
Does blended learning (a style of education in which students learn via electronic and online media as well as traditional face-to-face teaching) is the solution for the next phase?
Do you think there are other forms of learning besides blended learning that will be a solution for learning during the Covid-19 pandemic?
During the pandemic, face-to-face classroom learning is limited, the issue that arises is to limit class attendance to 50% of capacity. The relevant logical solution is to use blended learning with the flipped classroom model. Namely by dividing student learning time into 50% face-to-face and the rest delivered online. That way schools do not need to add more classrooms because classrooms can be used interchangeably. But is it true that blended learning is the only way?
The final qualification assessment for major programs is a strict regimen that involves different stages - oral and written exams, final project viva, internal and external review.
How are ICT tools used to translate real-life qualification assessment practices into the online qualification assessment process in a blended format? Especially due to COVID-19 quarantine measures?
What’s the difference between flipped learning and blended learning? Is flipped learning a form of blended learning ? or it is a pedagogical approach stand by itself.
Thinking of all the skills that you needed to respond to the forced distance learning and online learning in the past year and ongoing today, what training do you feel you need or needed? What did you learn in the past year and looking forward, what do you see for yourself you could still improve on?
Please share your desires for digital competency development in higher education!
My research is about a blended learning system (BL). I wrote this statement in my thesis but the examiner asked me to support this statement – “Traditional face-to-face learning is often deficient..” with citation. Thank you
Is there anyone who have a book or research paper addressing specific features of blended learning environments? or you just let me know features of blended learning environments!
Kindly share with me!
Dear colleagues, please tell me how you control the academic integrity of your students in a distance and blended learning environment?
Many universities and schools around the world have closed their campuses due to Corona (COVID‐19) epidemic. Would you please share your expertise in delivering microteaching and practicum for pre-service teachers? How practical courses are delivered as a response to COVID‐19 outbreak? What are best practices? Other thoughts
I have been working on some video footages of birds flight, and I found a very interesting tool in Blender in order to keep track of the bird position and the related wing kinematics.
I am a total Blender beginner, but I saw that should be fairly straightforward to interface the software with Python in order to post-process data.
Is someone familiar in doing video tracking and data processing, and willing to share some tips?
How important is collaboration in this current period of blended learning? Specifically within a professional development capacity.
Seeking insight and reading for my MA project
I am looking for any recent reference about blended learning in agriculture and veterinary education. I will appreciate any help.
There are a lot of obstacles (challenges) that limit implementation of on-line (or blended) learning especially in the countries that do not have pre-infrastructure to implement this type of learning. Some of these challenges family culture, weakness in WIFI, platforms' problems, No money to buy laptop...etc. Dear in RG group, I hope to gather more challenges and methods to reduce them.
I had conducted a research investigating students' soft skills practices through learning process between conventional class (Class A) and blended learning class (Class B). Both Class A and Class B attended for 9 courses as well. In Class A, the nine courses were taught by face to face learning (Conventional), while Class B with Blended learning. Since the research aim to compare students soft skills' practices between two learning strategies, then there is no pretest or pre-survey taken. Survey was taken after or at the end of semester by using the questionnaire with likert scale 1-5, measure the practices of soft skills of both classes. And then the result was compared. Your answers will be very valuable for me. Thanks
I'm rooted in London, England, and most, if not all, universities in the UK have been delivering lectures and one-to-one tutorials remotely since mid-March. Since the lockdown started, I've tried at least four different online platforms: Zoom, Collaborate, Microsoft Teams and Google Meet. For my purposes, Teams has been the most successful as it is brilliant as an "all-singing, all-dancing" means of reaching students (file sharing, chats, one-to-one, lectures, screen sharing etc.).
I've also noticed that while some students struggle to engage through my online lectures, many have become more proactive and appreciate the interactive potential of remote lecturing.
Biology has many concepts which needs proper illustration, explanation and practicals. Flipped classroom involves using online tools for pre-class interaction between the learner and the subject matter. What is the impact do think the flipped classroom will have on learning biology?
The COVID-19 pandemic has no doubt reshaped the way many of us approach pedagogy. Online and blended learning approaches have been adopted by several education institutions in developed countries. Funding availability is a key factor in determining whether new learning methods can be successfully implemented. A recent report (May 2020) published by the International Association of Universities states that there is a lack of financial (government/ministry of education) support for higher education institutions. This is more prevalent in developing countries that have seen an overwhelming drop in all campus activities. Other factors such as a lack of digital infrastructure also impede the implementation of online learning and blended learning approaches.
The pandemic is both amplifying familiar risks and creating new ones, however presents new opportunities for managing systemic challenges, and ways to build back better. Internationally, the pandemic may serve as a catalyst for the development of strategic educational inter-dependencies to leverage collective strength. As the pandemic does not discriminate demographically or geographically, it is crucial for institutions to focus on common goals that are shared.
It is imperative that contingencies are developed to comprehensively address these pressing issues, particularly in those areas of the world where internet access becomes problematic. In such situations face-to-face learning is the only viable option.
Can these challenges be mitigated? Are reforms possible? Will reforms be effective? Are education and government institutions willing to invest adequate resources? Can blended learning ever be a global solution? Will institutions revert back to the models of education that were implemented pre-COVID-19?
I would like your thoughts on this matter. Thank you for your time.
As many HE institutions are switching to online distance learning; some in an abrupt manner, perceptions and/or attitudes of teachers/lecturers, students, administrators and technical staff vary across the board. Views and preferences on purely online, blended or hybrid learning are also changing amidst the crises; f-2-f is obviously out of the question.
What impact is COVID-19 having on the delivery of executive education? What impact will it have going forward? What is the experience of business schools are have had to adapt to online delivery? Is virtual learning delivery likely to become mainstream and the preferred choice for executive education?
Are there innovative instructional learning strategy similar with flipped classroom?
What application software that are useful in flipped classroom that can sync mobile and desktop technology?
Thank you for the answers.
I am in the process of conducting a systematic review on the use of digital technology and ICT in teacher education in the Nordic countries (Denmark, Finland, Iceland, Norway and Sweden). The database searches have been completed, and I am now following up with expert input and manual searches. It would be of great help if you can suggest studies that might be relevant to the review.
The inclusion criteria are the following:
Publication type: Peer-reviewed journal articles (empirical & theoretical/conceptual)
Year of publication: 2010-2019
Population: Pre-service teachers, student teachers, teacher educators, teacher trainers, mentor teachers, teacher education faculty/staff
Research focus and activities: Using digital technology and ICT for teaching and learning in teacher education, learning how to use digital technologies for subject disciplinary teaching, professional development, workshops, courses, field experience/school practicum, blended learning, MOOCs, VLEs
Target level: Teacher education (pre-school, kindergarten, primary, secondary level)
Studies must have been conducted in one of the following countries: Denmark, Finland, Iceland, Norway or Sweden
Language: Danish, English, Finnish, Icelandic, Norwegian and Swedish
Thank you for your assistance!
"There is a broad consensus that a collaborative learning approach is effective for adult learners, since they can share their experiences and build knowledge together. However, because collaborative attitudes do not always develop spontaneously in a group, strategies and techniques are necessary to facilitate collaborative learning and help learners to achieve effective results".
Citation: Marzano, G., Ochoa-Siguencia, L. (2017). Online collaborative learning: the EsCAlADE training experiment, Proceedings of the International Scientific Conference “Challenges for high quality of adult education (Riga 30 May 2017), 125-134
The use of blended learning in higher education is becoming a new normal. Despite of this effort, some faculty members use traditional face-to-face instructional model. Will then the use of blended learning totally replace traditional face-to-face instructional model?
I teach courses in blended learning environment, and I want to keep my students active and motivated to participate and share information. What helps me to achieve this goal, to assess students' online participation or just control it.
What is the correlation between the blended learning and the flipped classroom ? How far the ICT (Information and Communication Technology) can accelerate their success ?
I would like to come up with a sound definition for blended learning which can be used. I am writing an abstract about blended learning I need need input from other people about it.
The evaluation of blended learning course in Classroom by the following four modes. Modes of delivery - The combination of traditional learning with web-based online approaches; Technology - The combination of media and tools (technologies) employed; Pedagogy - The combination of a number of pedagogic approaches irrespective of learning technology use and Chronology - Synchronous and asynchronous approaches.
Taking into account that blended learning accommodate advantages of both traditional face-to-face instruction and digital instructional technologies. What kind of learning activities are preferred in blended learning regarding cognitive and behavioural activities? What is specific about these learning activities?
About the future of teaching in the information society/economy. This initiative from some academics in Oxford really made me think: https://woolf.university/#/ Or begin with this video:
A "geographically agnostic" teaching-learning concept that cuts the administration costs instead of teaching and mentoring costs.
Pros and cons? What do you think?
I am trying to identify the better suited institutions for the introduction of blended learning in higher educations, it is well known that institutions operate differently and all have autonomic challenges.
I am engaging in a project that require tracking employee's performance and skill development. We are told to adopt blended learning as a strategy.
Now, my question is, is there anyone who have knowledge or any related literature on how to track employee's performance and skill development via blended learning?
I have been working with data collected from higher learning students. In one of the questions, I asked the students to explain why they post in their online group discussions. The answers were diverse in such I need a theory that could help me categorize their responses
Dr. Shu-Hsiang "Ava" Chen and I are exploring the perceptions of international students about threaded discussions with peers in online and hybrid courses.
We are currently conducting survey responses (https://goo.gl/forms/KD97ID93LuPHrUjv2), though we are interested in anecdotal or more informal thoughts in this kind of forum in addition to any formal research or literature reviews conducted by others.
Thank you in advance for any formal or informal observations you might share.
I am currently working on a blended learning project, which is predicated on the use of technology to drive the teaching/learning process. I am highly interested in what others think about the role of technology in modern pedagogy, so please indicate in your answer which of the two "driver" functions you think technology tends to produce more of for education (student disengagement or student engagement). The why question is very important, so please try to give an example or two to illustrate this part of your answer.
Cheers and many thanks!
I would please like to know if it would be appropriate to use the Frustration Discomfort Scale (FDS) to measure frustration of students in Blended Learning approach of teaching and learning with conditions relating to assigned roles? Greetings!
I want to blend students independent of place, but in the same interactive teaching process. Traditional young students can study on campus, but together with second-chance learners at learning centres, work places or at home. I am going to begin a design study on this subject. Experiences, examples, ideas, references?