Blended Learning

Megahed, Naglaa A.; Ghoneim, Ehab M

doi:10.4018/ijmbl.291980

Cited by 18 publications

(3 citation statements)

References 46 publications

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“…As the combination of face-to-face teaching with technology is greatly being recognized as an educational method that can increase the learning potential of students ( Megahed & Ghoneim, 2022 ) the current findings support other research which suggests that HEIs should build institutional frameworks that enable the high quality of Blended learning models ( Cobo-Rendon et al, 2022 ).…”

Section: Discussionsupporting

confidence: 79%

Studying and Learning Psychology During the COVID-19 Pandemic: A Mixed-Methods Approach on Students’ Perspectives of Psychological Well-being and Adjustment to Studying Online

Cena

Toner

McParcland

et al. 2023

Psychology Learning & Teaching

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Background: The challenges presented by coronavirus disease 2019 (COVID-19) in higher education pressured learners and instructors to incorporate online emergent learning which presented several well-being and academic challenges to students. Objective: The purpose of this study is to examine the impact of studying online to students’ well-being. Methods: A mixed methods approach was followed for this study. Eighty students completed an online survey that measured their stress level of studying online, and 13 semistructured interviews were conducted at Queen's University Belfast. Results: Findings suggest that online learning under such circumstances increased students’ level of stress due to a number of perceived factors. Our findings also reveal the journey of student adjustment to online learning, reflecting the flexibility of blended learning as a long-term pedagogical strategy in universities, necessary for University's survival. Conclusion: As demonstrated in this study, after the initial difficulties of moving to online learning which had negative impacts on students learning and well-being, students subsequently adjusted to the online learning environment documenting students’ adaptability to a new learning environment and highlighting student resilience.

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Section: Discussionsupporting

confidence: 79%

Studying and Learning Psychology During the COVID-19 Pandemic: A Mixed-Methods Approach on Students’ Perspectives of Psychological Well-being and Adjustment to Studying Online

Cena

Toner

McParcland

et al. 2023

Psychology Learning & Teaching

View full text Add to dashboard Cite

show abstract

“…In recent years, it has flourished in many universities. However, especially after 2020, due to COVID-19, normal offline teaching has been greatly impacted (Megahed & Ghoneim, 2022). To block the transmission of the virus, the Ministry of Education of China has issued 'suspending classes without stopping teaching and studying.'…”

Section: Literature Reviewmentioning

confidence: 99%

Effectiveness and Evaluation of Online and Offline Blended Learning for an Electronic Design Practical Training Course

Sui

Yang

2023

International Journal of Distance Education Technologies

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It is imperative to bridge the disparity between college students' practical capabilities and professional expectations. To help facilitate such a progression, an electronic engineering course oriented around the Creative Innovation Practice project has been designed with the objectives of student-centric instruction, integration of both theoretical and practical components, and application of knowledge through project case studies. Adopting the open engineering education approach, there has been an initiation of project-driven blended teaching centered on “constructivism,” constituting a model that joins online and offline instruction, in-class and out-of-class tasks, activities inside and outside the laboratory, coursework, and contests. This amalgamated mode of learning has had a beneficial outcome in enhancing learners' self-learning capabilities, hands-on practice, as well as their inventive aptitude. According to an analytic hierarchy process (AHP) evaluation and assessment, blended teaching could effectively augment participants' eagerness to learn and motivation.

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“…, 2020). Educational institutions around the world converted their in-person courses to learning online, whereas online learning became the only option for teachers and students of all ages to communicate and continue their education (Megahed and Ghoneim, 2022; Muthuprasad et al. , 2021Nurbavliyev et al.…”

Section: Introductionmentioning

confidence: 99%

Post-pandemic adopted learning approach to promote architectural education: statistical approach

El-Mowafy

Hassan

2023

HESWBL

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PurposeOnline learning has many limitations in studio-based courses, such as architectural design courses, considering the challenges during post-pandemic. Therefore, this study aims to propose a post-pandemic adopted learning approach, which integrates flipped classrooms (FC) with project-based learning (PBL). In addition, this study evaluates the perceptions of students based on and the effects of the proposed learning approach in architectural design.Design/methodology/approachThis study provides a mixed methodology based on a literature review on the topic to bridge the gaps in previous studies regarding the FC and PBL. In addition, a case study survey including semi-structured interviews, observations questionnaire recruited undergraduate students to generate both qualitative and quantitative data to investigate the perceptions of students based on post-pandemic adopted learning approach.FindingsThis study has highlighted the significance of post-pandemic adopted hybrid learning method, especially in architectural education, whereas the research finds that FC is an appropriate solution to improve design courses with online technologies.Practical implicationsThe proposed approach provides specialists to develop and integrate proposals and strategies to enable a better online practice for students and instructors. The proposed approach can enhance the students' interpersonal skills, hence active online learning related architectural design projects.Originality/valueRecognizing the significance of e-learning in response to the post-pandemic scenario, this study developed and assessed new learning technique that combines online learning with traditional design studios via hybrid learning method.

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Blended Learning

Cited by 18 publications

References 46 publications

Studying and Learning Psychology During the COVID-19 Pandemic: A Mixed-Methods Approach on Students’ Perspectives of Psychological Well-being and Adjustment to Studying Online

Studying and Learning Psychology During the COVID-19 Pandemic: A Mixed-Methods Approach on Students’ Perspectives of Psychological Well-being and Adjustment to Studying Online

Effectiveness and Evaluation of Online and Offline Blended Learning for an Electronic Design Practical Training Course

Post-pandemic adopted learning approach to promote architectural education: statistical approach

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