Information technology (IT) has grown exponentially during the past two decades, leading to changes in nearly every field of practice. In particular,

This article reports survey findings related to the current status and future trends of blended learning in workplace learning settings from diverse cultures. This particular survey was conducted of 674 training and human resource development professionals from five different countries, mostly from the Asia-Pacific region (i.e., China, South Korea, Taiwan, United States, and the United Kingdom). The results show that blended learning will become a popular delivery method in the future of workplace learning not only in Western countries but also in Asian countries. Still, the respondents indicated that there were several barriers to blended learning; one of the most noticeable issues was their lack of understanding of blended learning. There is a pressing need, therefore, to provide practitioners with guidance on how to implement blended learning in their organizations. Additionally, among the countries surveyed, the results of the present study revealed that there were significant differences in the current level of adoption of blended learning, the respondents' attitudes toward and perceptions of blended learning, and the content areas taught by blended learning. Respondents' predictions related to emerging instructional strategies, technologies, and evaluation techniques for blended learning are also reported.

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Nowadays many web-based learning materials are presented by hypertext, and the effect of on-line reading has been playing a chief role to the learning outcomes. However, with the information and networking technology changing, reading habits are much more different than before, and hypertext reading has some problems that impede reading efficiency. The research is based on the ground to develop a web-based “annotation learning system”. By using this web-based learning system as a strategy, learner can interact with learning materials and instructors, also make learner to actively explore contents. The result shows that students have high propensity to the system, and most of them feel the system is easy to use. Also, they have positive response that the system can facilitate reading on the hypertext

Background The Medical College Admission Test (MCAT) is designed to inform members of the admissions committee about applicants’ academic readiness for medical school. Although previous work has shown that MCAT scores have some predictive validity evidence for a variety of medical student outcomes, there is also a concern that the MCAT is overly emphasized by admissions committees, which may, for example, affect matriculant diversity. The purpose of this study was to understand whether deemphasizing the MCAT by blinding committee members to applicants’ specific scores has resulted in matriculants with different pre-clerkship and clerkship performance. Method The Admissions Committee from the Uniformed Services University of the Health Sciences (USU) created a policy to blind admissions committee members to MCAT scores. The MCAT-blinded policy was implemented for classes of 2022 to 2024. This MCAT-blinded cohort’s performance was compared with a previous cohort, classes of 2018 to 2020. Two analyses of covariance were performed to test for differences in the pre-clerkship and clerkship module scores. Undergraduate grade point average (uGPA) and MCAT percentile for matriculants were included as covariates. Results There were no statistically significant differences in either pre-clerkship or clerkship performance between the MCAT-revealed and MCAT-blinded cohorts. Conclusion This study found similar medical school performance between the MCAT-blinded and MCAT-revealed cohorts. The research team plans to continuously follow these two cohorts to understand their performance further down their education path, including step 1 and step 2 examinations.