Blended learning approach in teacher education: combining face-to-face instruction, multimedia viewing and online discussion

2003 ◽  
Vol 34 (5) ◽  
pp. 671-675 ◽  
Author(s):  
Myint Swe Khine ◽  
Atputhasamy Lourdusamy
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Online Discussion ◽  
Learning Approach ◽  
Face To Face ◽  
Face To Face Instruction

An Exploratory Study of Blended Learning Activities in Two Classes

2011 ◽  
Vol 6 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Eugenia M.W. Ng
Keyword(s):  
Focus Group ◽  
Blended Learning ◽  
Online Discussion ◽  
Learning Activities ◽  
Learning Approach ◽  
Face To Face ◽  
Learning Platform ◽  
Group Meetings ◽  
Online Debate ◽  
Different Levels

Though there are a number of research studies on the adoption of a blended learning approach to enhance learning, few comparative studies have examined the use of this approach for inter-class activities. Two undergraduate classes at different levels of study participated in an online discussion, an online debate, and two face-to-face debates. Data were gathered for triangulated analysis from a questionnaire that solicited participants’ opinions, from focus group meetings, and from tracked statistics provided by the learning platform. The tracked statistics showed that the participants often read online postings but not many of them expressed their opinions online. Both the responses to the questionnaire and the opinions expressed in the focus group meetings showed that they preferred a face-to-face approach to an online learning approach. Furthermore, the students embraced the opportunity to interact with another class when preparing and having face-to-face debate.

An Exploratory Study of Blended Learning Activities in Two Classes

2012 ◽  
pp. 92-102
Author(s):  
Eugenia M.W. Ng
Keyword(s):  
Focus Group ◽  
Blended Learning ◽  
Exploratory Study ◽  
Online Discussion ◽  
Learning Approach ◽  
Face To Face ◽  
Learning Platform ◽  
Group Meetings ◽  
Online Debate ◽  
Different Levels

Though there are a number of research studies on the adoption of a blended learning approach to enhance learning, few comparative studies have examined the use of this approach for inter-class activities. Two undergraduate classes at different levels of study participated in an online discussion, an online debate, and two face-to-face debates. Data were gathered for triangulated analysis from a questionnaire that solicited participants’ opinions, from focus group meetings, and from tracked statistics provided by the learning platform. The tracked statistics showed that the participants often read online postings but not many of them expressed their opinions online. Both the responses to the questionnaire and the opinions expressed in the focus group meetings showed that they preferred a face-to-face approach to an online learning approach. Furthermore, the students embraced the opportunity to interact with another class when preparing and having face-to-face debate.

Teaching the Neurologic Examination: A Prospective, Controlled Study to Compare a Blended Learning Approach With Face-to-Face Instruction

Neurology ◽  
2021 ◽  
pp. 10.1212/WNL.0000000000012851
Author(s):  
Katharina Bornkamm ◽  
Cora Koch ◽  
Jörg Dietterle ◽  
Marius Steiert ◽  
Andreas Fleig ◽  
...  
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Skill Acquisition ◽  
Controlled Study ◽  
Learning Approach ◽  
Face To Face ◽  
Group A ◽  
Face To Face Instruction ◽  
Group B ◽  
Prospective Controlled Study

Objective:To compare a blended learning approach with traditional face-to-face instruction in terms of their individual effectiveness in imparting neurological examination (NE) skills in medical students.Methods:We conducted a prospective controlled study of 4th-year medical students (n=163) who were pseudo-randomly distributed into two groups. Group A (n=87) was subjected to a traditional teaching method comprising two face-to-face sessions. Group B (n=76) underwent blended learning, which consisted of an individual preparation period using a course handbook and videoclips, plus a single face-to-face session. NE skill acquisition was assessed by an objective structured clinical examination (OSCE). Questionnaires were used for evaluation.Results:Comparison of mean OSCE scores in Groups A vs. B revealed that NE skill acquisition was better in Group B (blended learning), with a moderate effect size, a smaller OSCE score variance, and fewer students performing poorly than in Group A (face-to-face instruction). Student evaluation revealed that both teaching approaches were well accepted, albeit a higher level of satisfaction was associated with the blended learning approach. This method also provided more time for practice and feedback.Conclusion:The blended learning approach is a highly efficacious and valued method for teaching NE skills. It offers instructors and faculty the advantage of successful skill acquisition in students despite the considerably reduced attendance time.

Moving From Passive to Active Blended Learning

2021 ◽  
pp. 23-42
Author(s):  
David Starr-Glass
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Course Design ◽  
Learning Goals ◽  
Learning Approach ◽  
Missed Opportunities ◽  
Face To Face ◽  
Transnational Students ◽  
Face To Face Instruction ◽  
Reflection On Practice

This chapter is a reflection on practice that resulted in the incorporation of an active blended learning approach in courses which the author facilitates for transnational students. These courses were popular, received very favorable student evaluations, and seemed successful in delivering their learning goals. However, there was a growing realization that the dynamics of these courses could be enhanced and made more effective in terms of student engagement. There was also a concern that the “blending” in the course designations might be more of an administrative classification than a thoughtful combination of the best features of distance online learning and face-to-face instruction. The chapter details the author's reflection on practice in course design and facilitation. It reviews the identification of areas of concerns and missed opportunities in these learning environments. Finally, the chapter considers the implementation and result of actions taken to revise and reposition these courses through an active blended learning paradigm.

scholarly journals Blended Learning

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Parthsarthi Pandey
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Approach ◽  
Critical Component ◽  
Online Curriculum ◽  
Face To Face ◽  
Entire Class ◽  
Face To Face Instruction

A critical component of blended learning is that technology is combined with face-to-face instruction to enhance learning for students. Without this essential component, blended learning would be no different than when a teacher projects online curriculum to the entire class on a whiteboard. A blended learning methodology enables students to utilize technology to learn in a way that best meets their needs while in an environment that encourages creativity, critical thinking, and problem solving. The focus on how technology is used in a blended learning approach is critical for separating it from being a technology-rich classroom. Blended learning is an instructional approach that enables teachers to have more time to personalize learning for their students. Learning is personalized so that students in a blended learning environment have some control over the pace of their learning.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

2013 ◽  
Vol 115 (3) ◽  
pp. 1-47 ◽  
Author(s):  
Barbara Means ◽  
Yukie Toyama ◽  
Robert Murphy ◽  
Marianne Baki
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Classroom Instruction ◽  
Meta Analysis ◽  
Learning Models ◽  
Web Based ◽  
Face To Face ◽  
Learning Conditions ◽  
Face To Face Instruction

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

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