Effect of blended learning and learners’ characteristics on students’ competence: An empirical evidence in learning oriental music

Edward, Chamila Nishanthi; Asirvatham, David; Johar, Gapar Md

doi:10.1007/s10639-018-9732-4

Cited by 46 publications

(34 citation statements)

References 42 publications

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“…Thus, as suggested by Cheng and Chau (2016) and Zainuddin and Perera (2019), technology-based learning has a positive impact on the satisfaction of needs and positive outcomes. Continually, with the research by Edward et al (2018) and Zainuddin and Perera (2019), current study has proven the significant differences among the participants of control and experimental group; thus, teaching through blended learning approach is found to be effective in terms of improving students' performance, competence, relatedness, and autonomy.…”

Section: Interpretations and Conclusionsupporting

confidence: 57%

Blended learning source of satisfaction of psychological needs

Siddiqui

Soomro

Thomas

2020

AAOUJ

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PurposeIn this study, researchers applied blended learning program to investigate the success of a blended learning program on satisfaction of the psychological needs, and academic achievement of chemistry students of O-Levels, following curriculum prescribed by University of Cambridge.Design/methodology/approachResearch pattern is quantitative aligned with the quasi-experimental and pre-post experimental design which aimed at examining the efficiency of a motivational strategies adopted with the use of blended learning program on psychological needs satisfaction (competence, autonomy, and relatedness) and achievement in chemistry O-Levels Syllabus, at the end of the research program.FindingsHypothesis testing represented that use of blended learning program has significant and positive impact on academic achievements through the mediation of autonomy. Results also revealed the substantial association of blended learning on other psychological needs (i.e., competence and relatedness); however, the competence and relatedness have no effect on academic achievements in this study. Thus, research concludes that providing an autonomous environment in substitution of the controlled environment promotes learning and produces positive outcomes.Originality/valueBlended learning or use of Learning Management Systems is being commonly used mostly in the tertiary level of studies; however, blended learning with secondary classes especially in the field of chemistry is yet not studied in detail. Similarly, the usefulness of the motivational strategies to learn chemistry is observed with university-level students, but very rare data about encouraging students at the secondary level have been gathered. Therefore, the researcher designed this blended learning program to enhance students’ motivation towards achievements in secondary chemistry.

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Section: Interpretations and Conclusionsupporting

confidence: 57%

Blended learning source of satisfaction of psychological needs

Siddiqui

Soomro

Thomas

2020

AAOUJ

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“…The deployment of technologies in teaching and learning is not a new paradigm in higher education (Poon 2012). Undeniably, in the twentyfirst century students are familiar with digital environments and therefore lecturers are encouraged to use Information Technology (IT) in teaching to stimulate and employ students' learning (Ifenthaler and Widanapathirana 2014;Edward et al 2018). Teaching and learning with the aid of BL practices have become a common teaching approach to involve students in learning (Garrison and Kanuka 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

“…BL in higher education is a prevailing approach to create a more collaborative and welcoming learning environment to curb students' anxiety and fear of making mistakes (Wong et al 2014). Adopted in universities in the late 1990s (Edward et al 2018), it found wider acceptance in the 2000s with many more university courses offered in blended mode (Graham et al 2013). BL employs a combination of online-mediated and face-to-face instruction to help lecturers attain pedagogical goals in training students to produce algorithmic and constructive rational skills, aids to enhance teaching qualities and achieve social order (Kaur 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“…that provides more opportunities for reflection and feedback from students (Graham 2013;Moskal et al 2013;Dakduk et al 2018). BL is facilitated with virtual learning management systems such as Blackboard WebCT, Moodle, and other Web 2.0 platforms which are employed to facilitate collaborative learning between students and lecturers (Edward et al 2018;Anthony et al 2019). Accordingly, Aguti et al (2014) stated that 80 percent of institutions in developed regions dynamically employ BL approach to support teaching and learning, with 97 percent of institutions reported to be deploying one or more forms of IT mediated learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Blended learning (BL) has increasingly been utilized in higher education as it has the advantages of both traditional and online teaching approaches (Poon 2014). Findings from prior studies Edward et al (2018); Ghazal et al (2018) indicated that BL approach enhances students' learning engagement and experience as it creates a significant influence on students' awareness of the teaching mode and learning background. BL moves the emphasis from teaching to learning, thus enabling students to become more involved in the learning process and more enthused and, consequently, improves their perseverance and commitment (Ismail et al 2018a).…”

Section: Introductionmentioning

confidence: 99%

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Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review

et al. 2020

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Technological innovations such as blended learning (BL) are rapidly changing teaching and learning in higher education, where BL integrates face to face teaching with web based learning. Thus, as polices related to BL increases, it is required to explore the theoretical foundation of BL studies and how BL were adopted and implemented in relation to students, lecturers and administration. However, only fewer studies have focused on exploring the constructs and factors related to BL adoption by considering the students, lecturers and administration concurrently. Likewise, prior research neglects to explore what practices are involved for BL implementation. Accordingly, this study systematically reviews, synthesizes, and provides meta-analysis of 94 BL research articles published from 2004 to 2020 to present the theoretical foundation of BL adoption and implementation in higher education. The main findings of this study present the constructs and factors that influence students, lecturers and administration towards adopting BL in higher education. Moreover, findings suggest that the BL practices to be implemented comprises of face-to-face, activities, information, resources, assessment, and feedback for students and technology, pedagogy, content, and knowledge for lecturers. Besides, the review reveals that the ad hoc, technology acceptance model, information system success model, the unified theory of acceptance and use of technology, and lastly diffusion of innovations theories are the mostly employed theories employed by prior studies to explore BL adoption. Findings from this study has implications for student, lecturers and administrators by providing insights into the theoretical foundation of BL adoption and implementation in higher education.

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