A Critical View on Blended Learning Improvement Strategies in Post-COVID 19

Orji, Chibueze Tobias; Anaele, E. A. O.; Olelewe, Chijioke Jonathan; Kanu, Catherine Chiugo; Chukwuone, Chiamaka Adaobi

doi:10.1080/09747338.2021.1967206

Cited by 6 publications

(5 citation statements)

References 18 publications

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“…Finally, while there is substantial BL literature including some studies on student and teacher perceptions of it (Tongpoon-Patanasorn & White, 2020), several researchers point out that there is less literature exploring teachers' perception and practices (Jeffrey et al, 2014;Orji et al, 2021;Aji et al, 2020). This study contributes well to this area and as such, the data gathered provides guidance for systematic BL enhancement in HE.…”

Section: Bl and 21st Century Learning Skills In Singaporementioning

confidence: 67%

Academic Staff’s Perspective on Blended Learning Practices in Higher Education Post COVID-19: A Case Study of a Singaporean University

Azizan¹,

Lee²,

Crosling³

et al. 2022

APJEE

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The COVID-19 pandemic of 2020 saw the rapid adoption of fully online higher education (HE) academic programmes across the world. With the likely post-pandemic return to on-campus education, online learning in some form is expected to continue. It is apparent also that globally, students’ mindsets about online learning have changed during the pandemic period. It is thus timely to investigate the potential of blended learning (BL), a hybrid form of online and faceto-face education, as a pedagogical approach for HE in the future worldwide. As academic staff are instrumental in implementing effective HE pedagogical approaches, this study explored the academic staff’s views and practices with BL. The study implemented the qualitative case study approach, and the in-depth interview method was applied with eight academic staff representing different departments in a Singaporean higher education institution. Thematic analysis on the qualitative data gathered in accordance with the study’s foci elicited inputs about the academic staff’s BL understandings, usage and impacts, as well as challenges and suggestions for enhancing BL in HE. The findings revealed the academic staff’s positive BL perceptions, sound understandings, and strong experience with various digital tools. From this sound foundation, the staff interviewees made suggestions for developing effective BL practices which apply for HE in the future. The study’s important implication is that the findings are relevant and valuable in the situation where, post the pandemic, HE adjusts for students return to campuses where BL is likely to replace the face-to-face education. Importantly, these suggestions form the elements of a BL ecosystem that includes policy, infrastructure, training and evaluation and demonstrates flexibility for the ecosystem’s application to both the Singaporean context and to effective HE BL design globally post the pandemic.

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Section: Bl and 21st Century Learning Skills In Singaporementioning

confidence: 67%

Academic Staff’s Perspective on Blended Learning Practices in Higher Education Post COVID-19: A Case Study of a Singaporean University

Azizan¹,

Lee²,

Crosling³

et al. 2022

APJEE

View full text Add to dashboard Cite

show abstract

“…Also, the level of technology advancement in developed countries could not allow the result to be generalized. Most developed countries have free access to internet connectivity and quality blended learning tools unlike underdeveloped and developing countries that battles unavailable and/or poor internet facilities, deficient experts to use blended learning tools, inadequate support services, inconsistent power supply, poor management system (Busulwa and Bbuye, 2017; Orji et al, 2021).…”

Section: Discussion Of the Findingsmentioning

confidence: 99%

“…Ohanu, Shodipe, Chukwu and Chukwuma (2020) stated that EIMW is an area of specialization in technical vocational education and training offered colleges of education (technical), polytechnics and universities in Nigeria, designed to impart knowledge and practical skills in electrical engineering trade area such as house wiring (conduit and surface), coil winding and re-winding, electrical gadgets repairs, installation and maintenance of electrical machines, battery charging, installation and maintenance of electric motors, rural electrification etc. The adoption of blended learning tools in EIMW in Nigeria is low (Kintu et al, 2017; Orji et al, 2021) as compared to the adoption of blended learning tools among vocational technical education and training in developed countries (Orji et al, 2021). This bridges the widening gap between teachers and learners and foster consistent interaction between them.…”

Section: Introductionmentioning

confidence: 99%

System quality, technology acceptance model and theory of planned behaviour models: Agents for adopting blended learning tools

Ohanu

Shodipe

Ohanu

et al. 2022

E-Learning and Digital Media

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There are declines in learning outcomes despite teacher’s efforts to attain the lesson goals and objectives. The application of technology in education paved way for constructive teaching and learning, which made the evaluative processes convenient. Hence, this study investigated system quality, technology acceptance model and theory of planned behaviour models as an agent to adopt blended learning tools. The sample used for the study was 1200 students from seven public higher institutions in Lagos State using a stratified sampling technique to select the students from their respective colleges. A seven-point Likert scale was used to collect data from the selected samples. SmartPLS3 was used to analyze the data using the bootstrapping method. It was found that system quality influences the perceived ease of use, perceived usefulness, attitude, subjective norms, perceived behavioural control towards intentions to use and culminated into actual usage of blended learning. Also, there is a strong mediating influence of system quality and the antecedents of technology acceptance model as against the theory of planned behaviour towards the actual usage of blended learning. Therefore, education institutions will have to create enabling classroom environment and quality blended learning tools which gives the facilitators the privilege to interact well with the learners and the subject matter without abrupt alteration of the lesson processes/procedures.

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“…Pre-COVID-19, Jackson (2007) noted that hybrid courses have been seen as an avenue to extend one-shot face-to-face instruction sessions with classes (p. 459). Multiple studies have also demonstrated the benefits of hybrid learning in that it increases the ease of teaching and learning due to the combination of multiple learning strategies (Orji et al ., 2021; Saboowala and Mishra, 2021). This line of thought continued during the pandemic when hybrid learning was forecasted to be the future course format of classroom instruction (Ahmed et al ., 2022; Said and Refaat, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Fostering UDL-informed library instruction practices developed from the COVID-19 pandemic

Fullmer,

Strand

2023

RSR

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PurposeThis case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction.Design/methodology/approachThis case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped their students reach information literacy outcomes.FindingsFindings from this case study describe how academic libraries should adopt the UDL framework to support best practices for online learning as well as inclusive pedagogies. The findings indicate that the UDL-informed modules developed for hybrid instruction help students meet information literacy outcomes and goals.Originality/valueThe authors present a case study examining the current climate of information literacy instruction and UDL while providing actionable instructional practices that can be of use to librarians implementing hybrid instruction.

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A Critical View on Blended Learning Improvement Strategies in Post-COVID 19

Cited by 6 publications

References 18 publications

Academic Staff’s Perspective on Blended Learning Practices in Higher Education Post COVID-19: A Case Study of a Singaporean University

Academic Staff’s Perspective on Blended Learning Practices in Higher Education Post COVID-19: A Case Study of a Singaporean University

System quality, technology acceptance model and theory of planned behaviour models: Agents for adopting blended learning tools

Fostering UDL-informed library instruction practices developed from the COVID-19 pandemic

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