Blended Learning as a New Approach to Social Work Education

Ayala, Jessica

doi:10.5175/jswe.2009.200700112

Cited by 87 publications

(50 citation statements)

References 33 publications

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“…Online learning or distance education ranges from in-service training on-demand via television and satellite (Williams, Nicholas, & Gunter, 2005) to asynchronous electronic software content (Harrington, 1999) to hybrid models combining face-to-face instruction with distance learning applications (Ayala, 2009;Osguthorpe & Graham, 2003;York, 2008).…”

Section: Discussionmentioning

confidence: 99%

Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

Brown

Park²

2016

ASW

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Section: Discussionmentioning

confidence: 99%

Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

Brown

Park²

2016

ASW

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“…While three of the studies in this review included comparative evaluation with a control group, it has been suggested that evaluating the effectiveness of blended learning must go beyond a mere comparison with traditional approaches. Instead, research into blended learning should focus rather on exploring different blends of effective approaches, tools and technologies (Ayaia 2009). In this sense, current studies may be emphasising the wrong aspects of blended learning.…”

Section: Study Design and Evaluation Of Interventionsmentioning

confidence: 99%

The role of blended learning in the clinical education of healthcare students: A systematic review

Rowe¹,

Frantz²,

Bozalek³

2012

Medical Teacher

288

198

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Background: Developing practice knowledge in healthcare is a complex process that is difficult to teach. Clinical education exposes students to authentic learning situations, but students also need epistemological access to tacit knowledge and clinical reasoning skills in order to interpret clinical problems. Blended learning offers opportunities for the complexity of learning by integrating face-to-face and online interaction. However, little is known about its use in clinical education. Aim: To determine the impact of blended learning in the clinical education of healthcare students. Methods: Articles published between 2000 and 2010 were retrieved from online and print sources, and included multiple search methodologies. Search terms were derived following a preliminary review of relevant literature. Results: A total of 71 articles were retrieved and 57 were removed after two rounds of analysis. Further methodological appraisals excluded another seven, leaving seven for the review. All studies reviewed evaluated the use of a blended learning intervention in a clinical context, although each intervention was different. Three studies included a control group, and two were qualitative in nature. Blended learning was shown to help bridge the gap between theory and practice and to improve a range of selected clinical competencies among students. Conclusion: Few high-quality studies were found to evaluate the role of blended learning in clinical education, and those that were found provide only rudimentary evidence that integrating technology-enhanced teaching with traditional approaches have potential to improve clinical competencies among health students. Further well-designed research into the use of blended learning in clinical education is therefore needed before we rush to adopt it.

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“…Blended learning, is also known as mixed, sandwich, hybrid learning, is a method that conflate traditional learning environments in which led by teachers and technological based e-learning environments (Ayala, 2009;Young, 2002;Valiathan, 2002). During the process of choosing blended learning environments, the educators need to think about the skills that are being taught, learning resources, practicality, time and cost, learners' qualifications and suitable learning theories.…”

Section: Blended Learning (B-learning)mentioning

confidence: 99%

Effect of blended learning to academic achievement

Ceylan¹,

Kesici

2017

HumanSciences

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In this study, the effects of blended learning on the middle school students' academic achievement level and product evaluation scores were investigated. Blended learning provides more effective learning outcome gains through enriching todays' developing Web Technologies with learning environments. This study was carried out with a total of 53 students enrolled in the experimental group and control group in the 6 th grade classrooms during the 2014/2015 school year in a middle school in southwest part of Turkey. The intervention lasted 7 weeks. During the seven weeks, the unit of "problem solving, computer programming and development of Software product", covered in Educational technologies and Software course, is taught through blended learning environment. The experimental group was taught using blended learning environment which supported with enriched web technologies (such as video-conference, Learning Management System, Discussion blogs, etc.). Whereas the experimental group was given access to all these enriched contents that are presented to the control group only during the classroom environment through present teaching methods.The design of the study includes quantitative method. We collected quantitative data such as academic achievement test and product evaluation scale. Academic achievement test and product evaluation scale were used as quantitative data collection sources. Quantitative data was collected through the evaluation of students' projects that they developed during the process of the study and the academic achievement tests. During the data analysis phase, independent t-test, frequency and ANOVA tests were used. As a result of this study, it is concluded that blended learning environment had generated a significant difference in students' academic achievement on behalf of experimental group. Implications of the study for the educational environments were discussed.

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Blended Learning as a New Approach to Social Work Education

Cited by 87 publications

References 33 publications

Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

The role of blended learning in the clinical education of healthcare students: A systematic review

Effect of blended learning to academic achievement

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