Introduction: Blended Learning

McCarthy, Michael

doi:10.1017/9781009024754.001

Cited by 5 publications

(11 citation statements)

References 10 publications

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“…As Huang et al (2020) claimed, teaching without contemplating interactivity, social presence, and cognitive presence made students feel less motivated. F2F learning was also perceived as superior in enhancing interest, developing learning methods, and expanding world knowledge, which conforms with previous findings (Huang, 2016;McCarthy, 2016).…”

Section: Discussionsupporting

confidence: 90%

“…This study discovered that EFL students had positive perceptions of BLE in College English, which is consistent with other studies from China and other countries (Huang, 2016;McCarthy, 2016;Wang et al, 2019). However, students were not very satisfied with the amount of the workload, aligning with findings from Ginns and Ellis (2007), who noted students' perception of the onerous workload in blended learning.…”

Section: Discussionsupporting

confidence: 89%

“…The three most cited suggested improvements of BLE in the current study are 'better integration', 'appropriate learning activities', and 'more interaction '. McCarthy (2016) asserted that blended learning relies on the balanced selection of learning activities in F2F and online components and determining what is best to deliver in each learning environment.…”

Section: Discussionmentioning

confidence: 75%

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Blended Learning Environment in EFL Class: Role of face-to-face and online learning

Li,

Ng,

Liang

2024

E-BPJ

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Blended learning has become a promising alternative to provide equitable access to quality learning environment. This mixed-method study investigated EFL learners’ perceptions of blended learning environment (BLE) in College English. It aims to identify the roles of F2F and online components, learners’ preference for the learning mode, and seek suggestions for improvement of BLE for College English. The study found that the students preferred the blended learning mode although the majority favoured F2F learning over online learning. Both F2F and online component have their advantageous roles. Effective integration and interaction hold the key to successful BLE.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 75%

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Blended Learning Environment in EFL Class: Role of face-to-face and online learning

Li,

Ng,

Liang

2024

E-BPJ

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“…By observing and participating in discussions with learners, educators can pinpoint problem areas and create an opportunity for students to contribute their ideas on utilizing technology to find solutions. The trained instructor uses their expertise and assessment tools to diagnose learner needs and crafts targeted instruction with the available resources since blended learning is a transformational set of dynamic experiences from students' experiences [52].…”

Section: Discussionmentioning

confidence: 99%

New Normal Era: Blended Learning Experience from the Lens of the Student Nurses

et al. 2023

IJFMR

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Purpose of the Study: This research aims to explore student nurses' experience with blended learning since it is new to the nursing school system in the Philippines. Furthermore, its goal is to discover students' voices dealing with blended learning. Research Method: The study utilized a qualitative descriptive phenomenological research design. It aims to understand and interpret emotionally laden topics. The investigation uncovers what a lived experience means to the individual through in-depth interviews. The researcher conducted this study according to ethical principles to avoid potential participant harm. The School's Research Ethics Committee reviewed the manuscript and granted authorization approval. The research team ensured the participants' privacy throughout the study by maintaining confidentiality for all collected data. Each participant was assigned a code to uphold confidentiality. In this study, ten (10) participants were interviewed via zoom and the transcripts were analyzed using the Giorgi method of thematic analysis. Findings: The ten (10) transcripts yielded four hundred forty-seven (447) significant statements, four hundred ninety-five (495) final codes, fourteen (14) subthemes, and finally, two (2) emergent themes, namely: 1) The future of Nursing Education through adaptation, innovation, and revolutionary learning and 2) Blended learning empowers diversity of learners. Implications: Based on the findings, teaching strategies heavily affect students' interaction, engagement, and attentiveness. Safe learning environments, rest or comfort at home, affordability, and reduced travel time are the advantages of using blended learning strategies for online learning, while simulations, schedules, reduced travel time, actual clinical exposures, and improved knowledge retention are the benefits of using blended learning strategies for face-to-face learning while fragile internet access, meeting deadlines for requirements, increased costs, teachers' differing approaches to handling requirements, schedule conflicts, and getting up early in the morning are challenges for student nurses using blended learning methodologies. Hence, creating a more equitable and effective system that benefits everyone is by transforming education and care through innovation and inclusion.

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“…Simulations are valuable tools for language maintenance and self-study purposes. Learners can use simulations to practice language skills independently, reinforce previous learning, and stay engaged with the language outside of formal instruction (McCarthy, 2016).…”

Section: Types Of Simulated Learningmentioning

confidence: 99%

Effect of Simulated Learning on Students’ Academic Achievement in Science at Elementary Level

Warsi,

Asghar,

Naseer

2024

QJSS

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This study was conducted to find out the Effect of Simulated Learning on Students’ Academic Achievement in Science at the Elementary Level. Simulated learning as an innovative method has gained considerable attention nowadays. It involves using technology and virtual environments to replicate real-life scenarios or experiences for educational purposes. The major objectives of the study were to analyze teachers' perceptions of simulated learning and to study the challenges teachers face when using simulated learning in their instruction. The researcher used a descriptive survey design. All the male and female elementary science teachers from the Muzaffargrh and Layyah districts were considered part of the study population. The study sample was comprised of 303 elementary school science teachers who were selected randomly. A 45-item questionnaire was used. The researcher used descriptive and inferential statistical techniques to analyze the collected data using SPSS. The results revealed that teachers generally expressed positive views on the use of simulated learning for the teaching of science. It was recommended that simulated learning activities be aligned with the science curriculum. Guidelines and frameworks should be formulated to facilitate the seamless integration of simulated learning into existing educational frameworks. Teachers should be supported in adapting their teaching methods to fit simulated learning environments.

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Introduction: Blended Learning

Cited by 5 publications

References 10 publications

Blended Learning Environment in EFL Class: Role of face-to-face and online learning

Blended Learning Environment in EFL Class: Role of face-to-face and online learning

New Normal Era: Blended Learning Experience from the Lens of the Student Nurses

Effect of Simulated Learning on Students’ Academic Achievement in Science at Elementary Level

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