Blended learning vs traditional teaching: The potential of a novel teaching strategy in nursing education - a systematic review and meta-analysis

Du, Lin; Zhao, Lijing; Wang, Yiming; Zu, Wanting; Huang, Xuemiao; Nie, Wenbo; Wang, Lisheng

doi:10.1016/j.nepr.2022.103354

Cited by 47 publications

(24 citation statements)

References 60 publications

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“…Students use their Androids as a form of mobile learning component while learning to write scientific articles. Learning is carried out efficiently and effectively [19] and has the potential to increase long-term teaching resources, which is very interesting [20] because students can access lecture materials, reference sources, and other things that aid in the learning process. The use of mobile learning as a form of technological innovation development can improve student learning outcomes [21].…”

Section: Resultsmentioning

confidence: 99%

Teaching of Scientific Articles Writing Based on Blended Learning

Oktavia¹,

Atmazaki²,

Zaim³

2022

Proceedings of the 5th International Conference on Language, Literature, and Education (ICLLE-5 2022)

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Scientific article writing is an output-based skill that must be learned by students in higher education. Students' scientific articles are based on observations, investigation, and literary studies, and they must adhere to Bahasa Indonesia regulations. Students acknowledge that it is difficult to find topics for scientific papers, synchronize primary concepts with issues, and have a practical habit of modifying quotations and opinions of others. Therefore, a mixed learning strategy is required to assist students in writing scientific articles. During the COVID-19 epidemic, the adoption of blended learning gives an alternative method for overcoming student difficulties in writing scientific articles. The method of research employed is qualitative. Based on the findings of the study, it was determined that the deployment of blended learning-based lectures on writing scientific articles was effective. Some students conduct face-to-face lectures in the classroom, while others study online from home using the Microsoft Teams 365 function. In teaching students how to compose scientific articles, lecturers utilize blended learning components. First, face-to-face lectures are rotated based on odd-even student identification numbers (NPM). Students who are physically present in class for odd meetings have an odd last number on the NPM, and vice versa. Second, the utilization of e-learning to access lecture materials and lecture reference sources is highly effective for students. Students are permitted to download programs related to writing scientific articles, such as the KBBI V application, Pedoman Umum Ejaan Bahasa Indonesia (PUEBI), and paraphrase. This makes mobile learning a highly useful tool. In addition, the use of mobile learning as a highly effective communication medium between professors and students and among students, particularly through WA groups, is gaining popularity. The study found that face-to-face learning was more active than internet learning. Moreover, students' learning motivation is greater for face-to-face learning than for online courses.

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Section: Resultsmentioning

confidence: 99%

Teaching of Scientific Articles Writing Based on Blended Learning

Oktavia¹,

Atmazaki²,

Zaim³

2022

Proceedings of the 5th International Conference on Language, Literature, and Education (ICLLE-5 2022)

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“…The use of technology media as a means of the most important learning process in online learning was developed by blended learning (Du et al, 2022;Joos et al, 2022). The use of technology media is used in learning to conduct face-to-face meetings, file storage, discussions, and monitoring.…”

Section: Discussionmentioning

confidence: 99%

Reconstruction of Language Learning in Universities in the Post Covid-19

Ilyas¹

2022

scr. j. j. linguist. engl. teach.

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Background: After the Covid-19 pandemic forced educational institutions to change learning methods and techniques, especially at universities in Indonesia, because face-to-face meetings have been carried out in stages. This research generally aims to describe the Reconstruction of Indonesian Language Learning in Post-Covid-19 Universities. Methodology: This study uses the literature review method, searching and researching literature by reading various books, journals, and other publications. Findings: The findings of this study include post-covid-19 brings good benefits in terms of online-based learning, which is undoubtedly one of the demands of digitalization of education today. The strategy that can be used in reconstructing Indonesian learning after COVID-19 is to use the Blended Learning method, namely by a combination of learning models carried out in online and offline contexts; Supporting factors that exist in reconstructing Indonesian language learning in universities after the covid-19 pandemic include: students are accustomed and trained in online learning which is nothing but the demands of the era of digitalization of education at this time; besides that it can also trigger the acceleration of transformation for the world of education in Indonesia; the emergence of online learning applications as a learning reference that supports students; the spread of free online courses and the emergence of unlimited creativity; By studying online at home, students can at least apply it to their home environment. Conclusion: The obstacle in reconstructing Indonesian language learning at universities in the context of digitizing education at this time is the limited facilities and infrastructure in the form of internet quotas, internet signals or networks, wifi, facilities and infrastructure, response, and technology. Moreover, maximizing the blended learning method is the right strategy for overcoming the Various Obstacles in Reconstructing Indonesian Language Learning in Post-Covid-19 Universities.

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“…Typically, it involves attending classes in person and also completing coursework online, such as quizzes, assignments or recorded lectures. The aim is to ensure that online learning complements and extends the traditional classroom instruction (Du et al , 2022). On the other hand, hybrid learning is a more flexible and integrated approach that blends in-person and online instruction in equal measure.…”

Section: Literature Reviewmentioning

confidence: 99%

Hybrid learning, blended learning or face-to-face learning: which one is more effective in remediating misconception?

Hermita,

Erlisnawati,

Alim

et al. 2023

QAE

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Purpose This study aims to investigate the effectiveness of hybrid learning, blended learning and face-to-face learning in remediating misconceptions among primary school teacher education students. Design/methodology/approach This research uses a quasi-experimental design, using a quantitative approach. Data were collected from 99 students using a pretest and posttest four-tier test. Findings Hybrid learning proved to be the most effective, achieving a remarkable 90.32% success rate in remediating students’ misconceptions, surpassing blended learning and face-to-face learning methods. Research limitations/implications The data come from a single Indonesian university and focuses only on a science concept; therefore, the scope of findings may be limited. Practical implications The research suggests that applying the conceptual change (CC) model in all learning types, particularly hybrid learning, effectively remediates misconceptions. Educators can use this insight to design impactful teaching strategies that combine online and traditional components, accommodating diverse learning styles and needs. Social implications This research suggests that applying CC model in all learning types is actually able to remediate misconceptions, though hybrid learning is found to be the most effective one. Originality/value This study addresses a research gap by investigating the effectiveness of different learning modes in rectifying misconceptions. Although prior studies have explored learning modes, few have directly compared hybrid, blended and face-to-face learning in correcting misconceptions. The findings offer insights for effective teaching strategies to address STEM-related misconceptions, benefiting educators in optimizing their approaches. Furthermore, the study’s implications extend to the broader academic community, contributing to evidence-based teaching practices in science education and the development of effective strategies for addressing misconceptions in STEM courses.

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Blended learning vs traditional teaching: The potential of a novel teaching strategy in nursing education - a systematic review and meta-analysis

Cited by 47 publications

References 60 publications

Teaching of Scientific Articles Writing Based on Blended Learning

Teaching of Scientific Articles Writing Based on Blended Learning

Reconstruction of Language Learning in Universities in the Post Covid-19

Hybrid learning, blended learning or face-to-face learning: which one is more effective in remediating misconception?

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