Blended Learning in Higher Education: Diversifying Models and Practical Recommendations for Researchers

Platonova, Raisa I.; Orekhovskaya, Natalia A.; Dautova, Saule B.; Martynenko, Elena; Kryukova, Nina I.; Demir, Servet

doi:10.3389/feduc.2022.957199

Cited by 6 publications

(2 citation statements)

References 73 publications

(83 reference statements)

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“…Numerous social media platforms, including Facebook, Twitter, Instagram, and discussion forums, have been integrated into education. The integration of these social media has the potential to enhance communication, collaboration, engagement, and motivation among students and educators (Junco et al, 2011;Manca & Ranieri, 2016a;Platonova et al, 2022;Romadhon et al, 2019).…”

Section: Social Media In Educationmentioning

confidence: 99%

Charting Blended Learning in the Social Media Age: A Bibliometric Perspective and Pathways for Future Development

S Halibas,

Do Thi Hoang

2024

JITE:Research

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Aim/Purpose: The research aims to uncover the key research themes and trends of Social Media-Enhanced Blended Learning (SMBL) research. It will extract valuable insights from scholarly publications using bibliometric analysis. Background: Although previous scholarly works and bibliometric review papers have examined integrating social media into blended learning and its impact on teaching and learning, none of the studies has explored their convergence. Methodology: The bibliometric review utilized a dataset of 422 scholarly papers extracted from the Scopus research database, shedding light on the performance, and evolving conceptual structure of the SMBL field. Contribution: This study offers valuable insights into the structure and dynamics of the SMBL field, guiding future researchers and practitioners on decisions about social media technology integration in blended learning. Findings: The extant literature on SMBL demonstrates a growing interest in harnessing the potential of social media technologies to enhance the blended learning approach. Notably, “social media,” “blended learning,” “flipped classroom,” “tertiary education,” “e-learning,” “online learning,” and “pandemic” emerged as the top keywords, emphasizing the central focus on leveraging social media platforms to enhance the blended learning experience. Recommendation for Researchers: Research can be extended using multiple research databases and the inclusion of other document types to capture more articles describing the SMBL field. Future Research: Potential future trajectories of the SMBL field can be research studies about developing critical thinking skills and implementing project-based learning methodologies. We also suggest further research on the use and effectiveness of social media integration in blended learning in various educational contexts and social media platforms.

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Section: Social Media In Educationmentioning

confidence: 99%

Charting Blended Learning in the Social Media Age: A Bibliometric Perspective and Pathways for Future Development

S Halibas,

Do Thi Hoang

2024

JITE:Research

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“…in a classroom or at a university). They can support different pedagogical purposes (Platonova et al, 2022). Hew and Cheung (2014) summarise four reasons why learners enrol in a MOOC: To learn about a specific topic, to experience a complete online course with thousands of other people, for the personal challenge, and for the motivation to get as many courses certificates as possible in a short time.…”

Section: Introduction To Moocsmentioning

confidence: 99%

MOOCs 2012-2022: An overview

Papadakis¹

2023

Adv. Mobile Learn. Educ. Res.

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Online learning has proven its effectiveness recently, especially during the coronavirus outbreak [COVID-19] that forced the closure of educational institutions in most countries. Many see MOOCs as an alternative to the traditional education system due to the flexibility of learning time and the absence of economic and geographical constraints. People can access educational content for free through platforms that deliver online learning content. However, MOOCs have long-standing challenges that need to be addressed. These include high dropout rates and reduced user participation in learning activities such as forums and comments. Furthermore, international research has identified a need for more relevant knowledge, despite the importance experts ascribe to MOOCs for delivering educational content. To this end, this chapter examines the establishment of MOOCs in terms of their pedagogical and technological dimensions, starting with a definition and a brief history of MOOCs. To this end, the characteristics of MOOCs will be reviewed. The practical issues that have emerged from more than ten years of experience in implementing MOOCs at the international level will also be considered.

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Behavioral determinants of hand hygiene compliance among nurses in intensive care units in Hai’l, Saudi Arabia

Alrimali¹,

Alreshidi²,

Alenizi³

et al. 2023

Int. j. adv. appl. sci.

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Hand hygiene (HH) is widely regarded as the single most effective method of preventing healthcare-associated infections yet achieving and maintaining compliance among healthcare workers remains a significant challenge. This study aims to identify behavioral determinants of HH compliance using the Attitude-Social Influence-Self-Efficacy (ASE) model among Intensive Care Unit (ICU) nurses in Saudi Arabia. This is a descriptive cross-sectional study using a self-reported questionnaire among ICU nursing staff in 6 Ha’il, Saudi Arabia hospitals. The study employed convenience sampling, using the Behavioral Determinants of Hand Hygiene Compliance in ICU questionnaire with 128 respondents. Frequency, percentage, mean, standard deviation, ANOVA, Pearson-r, and Multiple Regression analysis were used. Total compliance to HH for six hospitals was 86.83%. Self-efficacy was high (mean=3.59, SD=.54). The average score of participants’ knowledge of HH was 57% (SD=2.30). Only social pressure was identified as a predictor of noncompliance to HH (β=-1.97; P=.001). The current data highlight the importance of self-efficacy, social influence, positive attitude, and good knowledge regarding HH. However, only social pressure was a predictor of compliance with HH guidelines. When developing interventions to improve HH in ICUs, strategies should include these determinants tailored to the individual, cultural, and institutional factors.

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Blended Learning in Higher Education: Diversifying Models and Practical Recommendations for Researchers

Cited by 6 publications

References 73 publications

Charting Blended Learning in the Social Media Age: A Bibliometric Perspective and Pathways for Future Development

Charting Blended Learning in the Social Media Age: A Bibliometric Perspective and Pathways for Future Development

MOOCs 2012-2022: An overview

Behavioral determinants of hand hygiene compliance among nurses in intensive care units in Hai’l, Saudi Arabia

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