Effects of Blended Learning in Physical Education among University Students: A Systematic Review

Wang, Chen; Dev, Roxana Dev Omar; Soh, Kim Geok; Nasiruddin, Nasnoor Juzaily Mohd; Wang, Yuansheng

doi:10.3390/educsci12080530

Cited by 13 publications

(17 citation statements)

References 77 publications

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“…For instance, Milovanovi c et al (2020) investigated how to convert the challenges into opportunities to study and apply online learning to emergency architecture. Additionally, the effect of e-learning and blended learning in architectural education was studied by some researchers like (Allu-kangkum, 2021;Boarin et al, 2020;Chandan et al, 2022;Ibrahim et al, 2020;Megahed and Hassan, 2021;Wang et al, 2022) during COVID-19 pandemic.…”

Section: Literature Reviewmentioning

confidence: 99%

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Post-pandemic adopted learning approach to promote architectural education: statistical approach

El-Mowafy

Hassan

2023

HESWBL

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PurposeOnline learning has many limitations in studio-based courses, such as architectural design courses, considering the challenges during post-pandemic. Therefore, this study aims to propose a post-pandemic adopted learning approach, which integrates flipped classrooms (FC) with project-based learning (PBL). In addition, this study evaluates the perceptions of students based on and the effects of the proposed learning approach in architectural design.Design/methodology/approachThis study provides a mixed methodology based on a literature review on the topic to bridge the gaps in previous studies regarding the FC and PBL. In addition, a case study survey including semi-structured interviews, observations questionnaire recruited undergraduate students to generate both qualitative and quantitative data to investigate the perceptions of students based on post-pandemic adopted learning approach.FindingsThis study has highlighted the significance of post-pandemic adopted hybrid learning method, especially in architectural education, whereas the research finds that FC is an appropriate solution to improve design courses with online technologies.Practical implicationsThe proposed approach provides specialists to develop and integrate proposals and strategies to enable a better online practice for students and instructors. The proposed approach can enhance the students' interpersonal skills, hence active online learning related architectural design projects.Originality/valueRecognizing the significance of e-learning in response to the post-pandemic scenario, this study developed and assessed new learning technique that combines online learning with traditional design studios via hybrid learning method.

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Section: Literature Reviewmentioning

confidence: 99%

“…, 2022; Ibrahim et al. , 2020; Megahed and Hassan, 2021; Wang et al. , 2022) during COVID-19 pandemic.…”

Section: Literature Reviewmentioning

confidence: 99%

Post-pandemic adopted learning approach to promote architectural education: statistical approach

El-Mowafy

Hassan

2023

HESWBL

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“…To encourage greater participation and improve motor skill performance, self-learning activities and peer interaction have been suggested (Østerlie & Mehus, 2020;Hsia et al, 2022). Additionally, analyzing practice videos has been found to enhance physical skill performance (Kok et al, 2020;Nunes et al, 2020;Wang et al, 2022).…”

Section: Motor Skill Learning Theorymentioning

confidence: 99%

The effect of wearable technology on badminton learning performance: a multiple feedback WISER model in physical education

Lin

Hung

Chen

2023

Smart Learn. Environ.

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Traditional physical education mainly relies on the instructor’s verbal explanations and physical demonstrations. However, learners might be confused about whether their movements and positions are correct. Moreover, a typical badminton class has approximately 50 students, creating a huge teaching load for an instructor. To reduce the instructor’s workload and improve learners’ badminton performance, a multiple feedback WISER model was designed for badminton classes. The model provides visual feedback, information feedback, and verbal guidance to learners. In this study, a quasi-experiment was designed and participants were divided into experimental and control groups. The experimental group adopted the multiple feedback WISER model while the control group applied the conventional method. The teaching experiment lasted for 8 weeks with 46 participants in the experimental group and 50 participants in the control group, respectively. To measure the learning performance, a movement detection system using wearable technology was utilized. The results indicate that the experimental group, which used the multiple feedback WISER model, outperformed the control group, which used traditional teaching methods, on badminton clear and smash skill learning (Clear: p < .001, EG = 71.03, CG = 54.76; Smash: p < .01, EG = 82.79, CG = 72.22). Further analysis reveals that the multiple feedback is more beneficial for learners with lower initial skill levels (Clear: p < .05, Lower = 63.21, Higher = 46.99; Smash: p < .001, Lower = 77.67, Higher = 39.39)

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“…Peneltian sebelumnya menunjukkan pendekatan pembelajaran menggunakan metode blended learning efektif digunakan dalam program pendidikan kesehatan karena dapat menghasilkan beberapa perubahan perilaku yang positf, termasuk meningkatkan pengetahuan, dan keterampilan (Wang et al, 2022;Kang & Kim, 2021;Coyle et al, 2019). Adapun metode self-directed learning juga dapat meningkatkan kompetensi belajar Noh & Kim (2019) booklet digunakan sebagai media edukasi pada kelompok kontrol (self-directed learning).…”

Section: Pembahasanunclassified

Pengembangan Edukasi Deteksi Dini Penyimpangan Perilaku Emosional Anak Prasekolah dengan Metode Blended Learning pada Guru PAUD

Sibualamu

Mustafa

Wahyuni

2022

JKS

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This study aims to determine the effect of health education on the early detection of deviations in emotional behavior of preschool children using the blended learning method on the knowledge and skills of PAUD teachers in the Tamalanrea District, Makassar City. The research method used was a quasi-experimental pre-post with a control group design. The results showed a significant difference in the mean knowledge and skills scores between the intervention group and the control group (p<0.001). It is known that there is no significant difference in the mean pre-test scores of knowledge and skills between the two groups (p>0.05). However, the mean post-test scores showed a significant difference between the two groups, where the mean scores of knowledge and skills in the intervention group were higher than the control group (p<0.05). In conclusion, the blended learning method significantly affects the knowledge and skills of PAUD teachers regarding the early detection of emotional behavior problems. Keywords: Blended Learning, Early Detection, Knowledge, Emotional Behavior

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Effects of Blended Learning in Physical Education among University Students: A Systematic Review

Cited by 13 publications

References 77 publications

Post-pandemic adopted learning approach to promote architectural education: statistical approach

Post-pandemic adopted learning approach to promote architectural education: statistical approach

The effect of wearable technology on badminton learning performance: a multiple feedback WISER model in physical education

Pengembangan Edukasi Deteksi Dini Penyimpangan Perilaku Emosional Anak Prasekolah dengan Metode Blended Learning pada Guru PAUD

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