More and more higher educational institutions invest in technology-enhanced learning spaces, which raises the question of how these environments can be shaped to be as effective as possible. A ...specific new learning space is the synchronous hybrid or blended learning environment in which both on-site and remote students can simultaneously attend learning activities. Given that synchronous hybrid learning is relatively new, there are few studies that have investigated its use and effectiveness. This study synthesised the best available evidence worldwide to provide an overview of the state-of-the-art of the current research regarding the benefits, challenges and current design principles to set up synchronous hybrid learning. In line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, we included 47 studies which were analysed to respond to our research questions. One of the main findings is that existing research suggests cautious optimism about synchronous hybrid learning which creates a more flexible, engaging learning environment compared to fully online or fully on-site instruction. Yet, this new learning space has several challenges which are both pedagogical and technological in nature. To meet these challenges, several design guidelines are formulated. A final conclusion is that most of the existing literature is exploratory and qualitative in nature and has focused mostly on descriptions of students’ experiences, the organisational implementation and the technological design. Empirical studies have only begun to emerge and more research is needed into different pedagogical scenarios and their impact on student outcomes.
This study aimed to develop a practical model for predicting students at risk of performing poorly in blended learning courses. Previous research suggests that analyzing usage data stored in the log ...files of modern Learning Management Systems (LMSs) would allow teachers to develop timely, evidence-based interventions to support at risk or struggling students. The analysis of students' tracking data from a Moodle LMS-supported blended learning course was the focus of this research in an effort to identify significant correlations between different online activities and course grade. Out of 29 LMS usage variables, 14 were found to be significant and were input in a stepwise multivariate regression which revealed that only four variables – Reading and posting messages, Content creation contribution, Quiz efforts and Number of files viewed – predicted 52% of the variance in the final student grade.
•Academic success in blended learning courses is difficult to predict.•Research has shown that some, but not all, variables are useful predictors of student success in LMS supported courses.•29 online activities/variables were selected for inclusion in this study.•Selective monitoring of a small number of online activities accurately predicts student outcomes in blended learning courses.
The design of blended learning environments brings with it four key challenges: (1) incorporating flexibility, (2) stimulating interaction, (3) facilitating students' learning processes, and (4) ...fostering an affective learning climate. Seeing that attempts to resolve these challenges are fragmented across the literature, a systematic review was performed. Starting from 640 sources, 20 studies on the design of blended learning environments were selected through a staged procedure based on the guidelines of the PRISMA statement, using predefined selection criteria. For each study, the instructional activities for dealing with these four challenges were analyzed by two coders. The results show that few studies offer learners control over the realization of the blend. Social interaction is generally stimulated through introductory face-to-face meetings, while personalization and monitoring of students’ learning progress is commonly organized through online instructional activities. Finally, little attention is paid to instructional activities that foster an affective learning climate.
•This review identifies four challenges to the design of blended learning.•Few studies offer learners control over the realization of the blend.•Social interaction is often encouraged during an in-class meeting.•The online learning environment is often used to monitor students' learning process.•More attention should be paid to fostering an affective learning climate.
This research aims for the future to facilitate Physical Education Study Program students with various teaching materials to support blended learning. Learning. Especially teaching materials that ...help students' cognitive learning. Because it is known that nowadays and with the sophistication of technology, learning can be done anywhere and at any time by students. In fact, this also makes the college learning process easier because having teaching materials as a learning resource for students can help learning in lectures become more effective and efficient. Because having additional teaching materials as a student learning resource will enrich student knowledge. Specifically for this research, teaching materials will be developed using the Thunkable Tennis Court application. In the future, there will be gradual development for other types of teaching materials and other materials as well. As is known, the physical education study program is closely related to learning movement. Learning to move yourself is also divided into several stages which include cognitive, associative and automatic stages. The cognitive stage is the beginning and basis that influences success at other stages. Because it is necessary for an educator to provide effective and efficient learning at this stage and provide enrichment of knowledge to students by using up-to-date teaching materials in accordance with current developments. The method to achieve this goal will be Research and Development from year to year. What is certain is that the Research and Development stage begins with needs analysis, product development, validation, testing and publication.
This research is a qualitative field research, where the aim is to analyze the implementation of the blended learning model in increasing the learning motivation of students in elementary schools and ...madrasah ibtidaiyah as well as supporting and inhibiting factors that affect the implementation of the learning model. The method used is the method of observation, interviews and documentation. Where samples are drawn randomly. Based on the results of the research, it shows that the implementation of the blended learning model in increasing the learning motivation of students in elementary schools and madrasah ibtidaiyah is carried out in three stages, namely learning design, material creation and material delivery. These three stages are of course applied inseparably from the media and methods used by the school and madrasah in accordance with the conditions. As for the supporting and inhibiting factors that affect the implementation of the learning model, it is seen by using a SWOT analysis at each stage. Where the supporting factors are indicated by the advantages and opportunities, and the inhibiting factors are indicated by the shortcomings and threats faced when the implementation of the learning model runs.
Background
Online interaction in blended learning is leveraged through social presence and convergence. However, little systematic work currently exists on how researchers have explored these ...challenges in higher education institutions and no studies have synthesised these challenges.
Objectives
The purpose of this study is to give a novel overview of social presence and convergence to improve online interaction in blended learning in higher education. The findings will be synthesised into blended learning design principles.
Method
Two systematic literature reviews, one on each challenge, were carried out through the Web of Science databases and consulting cited sources in review articles. Accordingly, 28 distinct studies were selected through the guidelines of the PRISMA statement, using predefined selection criteria.
Results and Conclusions
The results show that social presence in blended learning is mostly evoked through course design, introductory f2f meetings, collaborative activities, prompt online feedback, the teacher's presence, and planned facilitation. To establish convergence, it is recommended to make basic theory available online through video clips, web‐lectures, articles, followed by simple online assignments or self‐study to increase understanding, thereby creating opportunities for deep learning during face‐to‐face through discussions and collaborative activities.
Implications
This paper adds to the theory on blended learning and instructional design in higher education, and further offers an elaborate set of design principles for educational practice. Future research on instructional design may investigate in particular how a target group or student factors, are affected by the blended learning environment in order to tailor designs for a specific target group.
Lay Description
What is known?
Online interaction is pivotal in blended learning
Online interaction is leveraged through social presence and convergence
Social presence prevents the online student from feeling lonely
Convergence entails deciding the best‐suited delivery mode: online or face‐to‐face
What this paper adds
A novel overview and critical analysis of social presence in blended learning
A novel overview and critical analysis of convergence in blended learning
A synthesis of the findings on social presence and convergence
Extraction of the findings into blended learning design principles
Implications for practitioners
The teacher's presence through design and accessibility fosters students' social presence
Placing concepts online leaves room for deep learning during face‐to‐face
Collaborative activities evoke social presence and facilitate deep learning
Blended learning designs should be further tailored for the target group
Allgemeinmedizin Kompakt Ilmberger, Silvia; Röcker, Navina; Blankenfeld, Hannes ...
MMW Fortschritte der Medizin,
12/2022, Volume:
164
Journal Article
Peer reviewed
In der Vorbereitungszeit auf die Prüfung zum Facharzt für Allgemeinmedizin sind Ärzte in Weiterbildung oft allein gelassen. Seit dem Jahr 2016 stellt sich die Veranstaltungsreihe "Allgemeinmedizin ...Kompakt" der Aufgabe, jungen Allgemeinmedizinerinnen und -medizinern prüfungsrelevantes Wissen zu vermitteln.Das Kurskonzept zeichnet sich durch eine unabhängige pharmafreie Wissensvermittlung aus und ist sowohl auf Ärzte in Weiterbildung zur Prüfungsvorbereitung als auch auf erfahrenere Ärzte als Repetitorium zugeschnitten. Um den Bekanntheitsgrad zu erhöhen und dem Kurs ein identitätsstiftendes Merkmal zu verleihen, wurde eine Wort-Bild-Marke entwickelt. Diese soll sowohl die Ziele und Merkmale integrieren als auch einen Wiedererkennungswert schaffen. Insgesamt wird das Kurskonzept gemäß aktueller Evaluation bei Ärzten in Weiterbildung zur Prüfungsvorbereitung sehr geschätzt, der Weiterempfehlungsgrad liegt bei 97%. Aber auch erfahrene Ärzte sollen durch die DMP-Zertifizierungen angesprochen werden, so dass das Kurskonzept in stetiger Weiterentwicklung ist.Schlüsselwörter: Facharzt Allgemeinmedizin, Fortbildung, Konzept, Weiterbildung, MarkenzeichenEingereicht am 27.09.2022 - Revision akzeptiert am 25.10.2022
Blended learning in the master’s program Voronin, D.M.; Zavaltseva, O.A.; Khotuleva, O.V.
SHS Web of Conferences,
2020, Volume:
87
Journal Article, Conference Proceeding
Peer reviewed
Open access
The paper is devoted to the usage of a mixed learning model with elements of project activity in the master’s program. Master’s programs are implemented at the State University of Humanities and ...technology from the 2018/2019 academic year at the faculty of biology and chemistry. The main idea of implementing blended learning is to improve the quality of the educational process and the practical application of learning outcomes in teaching activities. The students involved in are this program are all practical teachers and have real opportunities to implement the results of the educational process in school practice. Within the framework of the educational program, a system has been developed to such as extend that ensures the process of creating and implementing author’s projects in the educational space of the school. The undergraduates create their own projects and implement them in the school environment. The projects are the product of training, which gives the opportunity of the educational program.
During the COVID-19 pandemic, the conventional education revolution to technology-based education became the world’s spotlight. Online learning activities are one of the most effective solutions ...during the COVID-19 pandemic. Learning has begin to transition from face-to-face learning to distance learning (online learning) through. Blended learning activities are one of the best options thet can be implemented after the COVID-19 pandemic situation. Student perceptions have a significant part in enhancing students' role, activeness, and progress during the learning process in order to attain learning objectives. As a result, the goal of this research was to find out how senior high school students perception about blended learning though LMS in mathematics. This study employs descriptive quathitative methods with 47 sudents of grade IX in one of SMP Negeri at Sokaraja as a respondent of the study. Questionaire was used to collect the data. According to the findings of the study, Class IX students' perceptions of online learning in subjects Mathematics in the Covid-19 Pandemic at SMP Negeri 2 Sokaraja are in moderate category with a percentage of 6. percentage of 42.56%.
Technological innovations such as blended learning (BL) are rapidly changing teaching and learning in higher education, where BL integrates face to face teaching with web based learning. Thus, as ...polices related to BL increases, it is required to explore the theoretical foundation of BL studies and how BL were adopted and implemented in relation to students, lecturers and administration. However, only fewer studies have focused on exploring the constructs and factors related to BL adoption by considering the students, lecturers and administration concurrently. Likewise, prior research neglects to explore what practices are involved for BL implementation. Accordingly, this study systematically reviews, synthesizes, and provides meta-analysis of 94 BL research articles published from 2004 to 2020 to present the theoretical foundation of BL adoption and implementation in higher education. The main findings of this study present the constructs and factors that influence students, lecturers and administration towards adopting BL in higher education. Moreover, findings suggest that the BL practices to be implemented comprises of face-to-face, activities, information, resources, assessment, and feedback for students and technology, pedagogy, content, and knowledge for lecturers. Besides, the review reveals that the ad hoc, technology acceptance model, information system success model, the unified theory of acceptance and use of technology, and lastly diffusion of innovations theories are the mostly employed theories employed by prior studies to explore BL adoption. Findings from this study has implications for student, lecturers and administrators by providing insights into the theoretical foundation of BL adoption and implementation in higher education.
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