Defining the nature of blended learning through its depiction in current research

Smith, Karen; Hill, J. Donald

doi:10.1080/07294360.2018.1517732

Cited by 209 publications

(179 citation statements)

References 74 publications

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“…There are a lot of ambiguities and confusions in defining what BL exactly is. According to Smith and Hill (2019), BL has been in practice in higher education for twenty years but it is still developing and is not yet fully embedded and institutionalized in higher education institutions. Traditionally BL is considered as combining traditional learning with technology or face to face Arab World English Journal www.awej.org ISSN: 2229-9327 264 teaching /learning with on-line teaching and learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Traditionally BL is considered as combining traditional learning with technology or face to face Arab World English Journal www.awej.org ISSN: 2229-9327 264 teaching /learning with on-line teaching and learning. While describing different notions of BL, Smith & Hill (2019) cite Garrison & Vaughan (2008) that BL is 'thoughtful fusion of face-to-face and on-line learning experiences' but this definition is purposefully broad and does not specify the scale and nature of that fusion, making it hard to see the essence of BL, when it can relate to almost anything (Oliver & Trigwell, 2005, cited in Smith & Hill, 2019. In subsequent paragraphs, some definitions of BL are reviewed.…”

Section: Literature Reviewmentioning

confidence: 99%

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Perceptions of Saudi students to Blended Learning Environments at the University of Bisha, Saudi Arabia

Anas¹

2020

AWEJ

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In this study, a survey is conducted to examine learners' perceptions and satisfaction towards blended learning environments designed around the transactional and transformational approaches of learning theories in a blended course in the College of Arts & Sciences, Al-Namas, the University of Bisha, Saudi Arabia. The study aims to evaluate students' perceptions and preferences towards the three components of a blended learning environment: multimedia learning materials, assessment, and interactive activities. A mixed-method of research design is used to collect the data. Quantitative data is collected in the form of 12 Likert items in which 22 Saudi students are asked to evaluate their learning experiences in three categories of the blended learning environment. These categories are multimedia learning materials, assessment, and interactive activities in a blended course on Blackboard, a virtual learning platform used by the University of Bisha to support on-line learning. The researcher's observation is used to decode, and explain the responses of the participants qualitatively. The result reveals that learners prefer illustrated text materials to video, plain text and audio materials, flexible assessments to non-flexible assessment, and embedded communication tools like WhatsApp, blogging, wikis, collaborative activities, and discussion forum.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Perceptions of Saudi students to Blended Learning Environments at the University of Bisha, Saudi Arabia

Anas¹

2020

AWEJ

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“…According to Graham, Woodfield, & Harrison (2013), blended learning is a learning environment that utilizes both "face-to-face and computer-mediated instruction" (p. 4). The blended learning approach is gaining momentum globally and it is evolving into the "new standard" (Graham, Woodfield, & Harrison, 2013;Liu et al, 2016;Smith & Hill, 2019) While blended learning has moved away from traditional classroom teaching theories, it has numerous advantages, some of which include reduced seating time, increased flexibility in student learning, and increased student control in their learning environment (Horn & Fisher, 2017). More institutions are adopting blended learning environments due to the perception that this approach leads to improved student engagement (Garrison & Kanuka, 2004;Graham & Robison, 2007;Manwaring, Larsen, Graham, Henrie, & Halverson, 2017).…”

Section: Introductionmentioning

confidence: 99%

Exploring Blended Learning Relationships in Higher Education Using a Systems-Based Framework

McGee¹,

Poojary²

2020

Turkish Online Journal of Distance Education

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The adoption of a blended learning approach is increasing among higher education institutions with a significant amount of research that focuses on linear relationships. However, there is limited research on how the blended learning environment functions and interacts as a complex system. There is a need for more research that explores the relationships that exist within a blended learning environment using a system-based framework, such as the Complex Adaptive Blended Learning Systems (CABLS) framework. The purpose of this qualitative phenomenological study was to explore the perceived relationships that exist within the CABLS in a higher education blended learning environment. Interviews were conducted with the learner, teacher, institutional administrators, and learning support staff. A thematic analysis was used to identify themes to better understand stakeholder relationships within the CABLS framework. The results of this study seek to provide all stakeholders with a better understanding of the complex interdependent relationships within the CABLS framework to optimize a collaborative approach to blended learning.

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“…Teachers are continually implementing the latest technologies into the classes. The way based on modern technologies to modernize the educational process is blended learning (Allen, 2007;Smith & Hill, 2019;Hrastinski, 2019). According to which traditional pedagogical technologies are optimally combined with distance and online learning.…”

Section: Introductionmentioning

confidence: 99%

Blended learning technologies for a foreign language teaching the students of non-philological majors

Zelenskyi¹,

Nesterenko²,

Volovik³

et al. 2020

Herald of KIBiT

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Modern theories of foreign language teaching are getting developed. The constant society digitalization influences it. Generation Z students closely associate their lives with technology. Moreover, teachers must find ways to apply effectively information and communication technologies in the learning process. In our opinion, one of the ways is the concept of blended learning. It implies the optimal combination of traditional pedagogical technologies and distance, online learning. The purpose of our research is to examine the effectiveness of the concept of blended learning in the process of learning a foreign language for students of non-philological majors. For this purpose, we conducted a pedagogical experiment. It assumes the introduction of the concept of blended learning in the educational process of higher education. The research was carried out with Ukrainian students of non-philological majors during the study of English (offline and online). Also, international students who are studying Ukrainian as a foreign language were involved. Comparative analysis of students' readiness to learn using different blended learning tools was used. Methods of mathematical statistics (nonparametric Kruskal-Wallis and Mann-Whitney criteria) were utilized to analyse and process the experimental data. The results of the study indicate the effectiveness of blended learning technology usage in the process of foreign language teaching. Nevertheless, they show that the proposed tools help students better master a foreign language. Besides, students are both in active learning and passively reinforcing their knowledge using digital technologies during education. The authors consider it indisputable that blended learning tools should be used to some extent for students of all majors. The authors understand that the proposed tools are not exhaustive and definitive. Their list should be extended, and the use of specific tools depends on the teacher, students, the course, and other factors.

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Defining the nature of blended learning through its depiction in current research

Cited by 209 publications

References 74 publications

Perceptions of Saudi students to Blended Learning Environments at the University of Bisha, Saudi Arabia

Perceptions of Saudi students to Blended Learning Environments at the University of Bisha, Saudi Arabia

Exploring Blended Learning Relationships in Higher Education Using a Systems-Based Framework

Blended learning technologies for a foreign language teaching the students of non-philological majors

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