The paper presents evidence around derived from a systematic review of the literature on the blended learning approach for students with special educational needs. A comprehensive search through multiple known databases identified a dataset of 142 papers from which 22 papers met the criteria for in-depth analysis. The analysis revealed that approach, environment, learner, tools, support and evaluation are categories of extracted in blended learning approach for students with special educational needs. The elements of each category are introduced and explained in the article. However besides presenting the evidence found in literature, our analysis highlights that researching the effect of blended learning approach on SEN students remains an under-explored area of study. Few high-quality studies were found to evaluate the role of blended learning in special education, and those that were found provide only rudimentary evidence that integrating advanced technology with traditional approaches have potential to enrich learning environment among SEN students. Further well-designed research into the use of blended learning approach in special education is therefore needed.
The paper presents evidence around derived from a systematic review of the literature on the blended learning approach for students with special educational needs. A comprehensive search through multiple known databases identified a dataset of 142 papers from which 22 papers met the criteria for in-depth analysis. The analysis revealed that approach, environment, learner, tools, support and evaluation are categories of extracted in blended learning approach for students with special educational needs. The elements of each category are introduced and explained in the article. However besides presenting the evidence found in literature, our analysis highlights that researching the effect of blended learning approach on SEN students remains an under-explored area of study. Few high-quality studies were found to evaluate the role of blended learning in special education, and those that were found provide only rudimentary evidence that integrating advanced technology with traditional approaches have potential to enrich learning environment among SEN students. Further well-designed research into the use of blended learning approach in special education is therefore needed.
The aim of this research was to examine the impact of blended collaborative learning on Iranian learners’ understanding concept of English texts. Among the statistical population of eighth grade male students in Birjand in the academic year, 2021 which numbered 637 people, 30 students were purposefully separated into two experimental and control groups using the available sampling method. After taking the Oxford Placement Test and the purposeful appointment of learners in experimental and control groups, a pre-test was taken. Students in both groups were trained in English text comprehension techniques and skills for 4 weeks. Analysis of test results showed that students who were taught by the blended collaborative method, compared to students who were taught by the individual blended method, in understanding the concept of English texts, correct understanding and recognition of words and proper vocabulary in order to complete incomplete texts in the post-test and delayed the post-test stages have been performed much better. In understanding the reading of English texts, there was a meaningful difference between the performance of the experimental and control groups in the post-test, but no meaningful difference was obtained in function of the control and experimental groups in the delayed post-test.
Background: The use of new technologies in education is a topic that has attracted the attention of educational experts over the past two decades. The purpose of this study was to investigate the effect of an instructional model enriched with assistive technology on the achievement satisfaction of people with physical-motor impairments in learning English. Methods: The research method is semi-experimental, with a pre-test/post-test design using a control group. The statistical population consisted of male individuals with physical mobility impairments studying at Imam Ali Educational Center in Tehran. To determine the sample size,Cohen’s (1986) table was used. Based on the sample size table, 16 people were selected. In this method, after drawing up a student list with a random number table, the sample was selected after checking criteria for entry and exit. The experimental group was trained in six sessions using an instructional model enriched with online and offline assistive technologies, and the control group was trained in the usual way. Results: The mean ± standard deviation (SD) for pre- and post-test in the experimental group were 75.50 ± 5.90 and 82.25 ± 6.29, respectively, and was 75.38 ± 11 and 77.37 ± 11.91 in the control group. The results of the analysis of covariance between adjusted means of both groups for variable of academic satisfaction show a significant difference between the two groups (F =20.06, P < 0.01). The effect size was 0.60. Conclusion: Using an instructional model enriched with assistive technology can be useful in teaching English to individuals with physical-motor impairments.
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