Developing a personalised, evidence-based and inclusive learning (PEBIL) model of blended learning: A cross-sectional survey

Abstract

Whilst the use of various blended learning models preceded the COVID-19 pandemic, the abrupt shift to remote delivery served as catalyst within the sector in enhancing digital solutions to meet immediate student needs. As we emerge from the pandemic, a return to purely didactic and impersonal in-person teaching seems anticlimactic, with the return to the lecture theatre seeing many lecturers trialling various digital tools in creating more interactive in-person, synchronous, and asynchronous sessions. In evaluating students' experiences of the various tools and approaches applied by academic staff, a survey was developed by a multidisciplinary team of educators at Cardiff University's School of Medicine exploring student perceptions of e-learning resources (ELRs), as well as student experiences of various blended learning approaches. The primary aim of this study was to evaluate student experience, satisfaction, and engagement with ELRs and blended learning. A total of 179 students (undergraduate and postgraduate) completed the survey. 97% confirmed that e-learning resources were blended within the teaching they received, with 77% rating the quality of e-learning as good-to-excellent and 66% reporting a preference for asynchronous resources that enable them to learn at their own pace. A variety of platforms, tools, and approaches were identified by students as meeting their diverse learning needs. We therefore propose a personalised, evidencebased and inclusive learning (PEBIL) model enabling the application of digital technologies both on and offline.

Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning

“…Most students in our study were in favour of the continuation of blended learning post-COVID-19 pandemic, similar to the findings from the UK. 65,74 In addition, similar findings were reported from studies that were conducted across developed and developing countries including Sweden, 83 Bahrain, 67 Kazakhstan, 84 Saudi Arabia, 85 Kenya, 86 India, 87 Malaysia 88 and Bangladesh. 3 This is because blended learning offers many benefits to teachers and students including continued learning even with the closure of physical classes.…”

“…83,91 On top of this, blended learning also encourages students to learn at their own pace, subsequently motivating many students who may struggle in purely classroom learning situations. 74 However, the limitations posed by the available teaching technology infrastructure within lecture halls in LMICs can make it a challenge to demonstrate complex processes or concepts that require the use of a projector, screen, appropriate accessories including complex lighting and other technological issues. 92,93 Consequently, being able to engage students through their ICT equipment during online learning can be an effective way to bridge this infrastructure gap, and we will be exploring this further in the future.…”

“…65 –69 The incorporation of online and classroom (face-to-face) learning, commonly referred to as blended learning, 70,71 offers many benefits over physical learning alone. 72 Blended learning approaches ensure that learning continues even during the closure of educational establishments, 73,74 as well as promoting distance learning, which has a wider reach beyond the limits of the physical infrastructure of an institution. 71,73 Additionally, students can download lectures and material at a time convenient to them.…”

“…1,8 Consequently, most universities in Zambia introduced online learning using Moodle, Google Meet and Zoom to ensure that students continued with their academic activities synchronously and asynchronously. 35 –78 When the COVID-19 threat subsided, and strict social-distancing restrictions including lockdowns were lifted, most institutions of higher learning continued offering online learning in addition to the traditional physical classes, in line with approaches in higher-income countries. 74 Some of the activities that were being, and still offered, through online learning include lectures, tutorials, assignments, tests and theoretical examinations.…”

“…35 –78 When the COVID-19 threat subsided, and strict social-distancing restrictions including lockdowns were lifted, most institutions of higher learning continued offering online learning in addition to the traditional physical classes, in line with approaches in higher-income countries. 74 Some of the activities that were being, and still offered, through online learning include lectures, tutorials, assignments, tests and theoretical examinations. Skills-based learning, such as clinical rotations, laboratory sessions, dispensing sessions and community-based education, are now typically undertaken in face-to-face sessions.…”