Exploring the role of blended learning for teaching and learning effectiveness in institutions of higher learning: An empirical investigation

Anthony, Bokolo; Kamaludin, Adzhar; Romli, Awanis; Raffei, Anis Farihan Mat; Nincarean, A; Phon, Danakorn Nincarean Eh; Abdullah, Abdul Adam; Ming, Gan Leong; Shukor, Nurbiha A.; Nordin, Mohd Shukri; Baba, Suria

doi:10.1007/s10639-019-09941-z

Cited by 104 publications

(115 citation statements)

References 68 publications

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“…that provides more opportunities for reflection and feedback from students (Graham 2013;Moskal et al 2013;Dakduk et al 2018). BL is facilitated with virtual learning management systems such as Blackboard WebCT, Moodle, and other Web 2.0 platforms which are employed to facilitate collaborative learning between students and lecturers (Edward et al 2018;Anthony et al 2019). Accordingly, Aguti et al (2014) stated that 80 percent of institutions in developed regions dynamically employ BL approach to support teaching and learning, with 97 percent of institutions reported to be deploying one or more forms of IT mediated learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…BL is frequently used with terms such as integrated, flexible, mixed mode, multi-mode or hybrid learning (Garrison and Kanuka 2004;Moskal et al 2013). BL comprises integration of various initiatives, achieved by combining of 30% F2F interaction with 70% IT mediated learning (Anthony et al 2019). Similarly, Owston et al (2019) recommended that a successful BL delivery comprises of 80% high quality online learning integrated with 20% classroom teaching that is linked to online content.…”

Section: Introductionmentioning

confidence: 99%

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Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review

et al. 2020

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Technological innovations such as blended learning (BL) are rapidly changing teaching and learning in higher education, where BL integrates face to face teaching with web based learning. Thus, as polices related to BL increases, it is required to explore the theoretical foundation of BL studies and how BL were adopted and implemented in relation to students, lecturers and administration. However, only fewer studies have focused on exploring the constructs and factors related to BL adoption by considering the students, lecturers and administration concurrently. Likewise, prior research neglects to explore what practices are involved for BL implementation. Accordingly, this study systematically reviews, synthesizes, and provides meta-analysis of 94 BL research articles published from 2004 to 2020 to present the theoretical foundation of BL adoption and implementation in higher education. The main findings of this study present the constructs and factors that influence students, lecturers and administration towards adopting BL in higher education. Moreover, findings suggest that the BL practices to be implemented comprises of face-to-face, activities, information, resources, assessment, and feedback for students and technology, pedagogy, content, and knowledge for lecturers. Besides, the review reveals that the ad hoc, technology acceptance model, information system success model, the unified theory of acceptance and use of technology, and lastly diffusion of innovations theories are the mostly employed theories employed by prior studies to explore BL adoption. Findings from this study has implications for student, lecturers and administrators by providing insights into the theoretical foundation of BL adoption and implementation in higher education.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review

et al. 2020

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“…Research into group work in blended courses at university has suggested a variety of reasons for the contextual success of group work. Some studies have attributed a key role to the teacher in linking the student in-class experience to that online (Anthony et al, 2019;Delialioglu & Yildirim, 2007;Díaz & Entonado, 2009). Others have focused on the way the teacher designs the content, communication and course activities (Kerres & De Witt, 2003), and the evaluation of designs for iterative improvement (Verkroost et al 2008).…”

Section: Research On Student Group Work At Universitymentioning

confidence: 99%

Challenges in assessing the nature of effective collaboration in blended university courses

Ellis

Bliuc

Han

2020

AJET

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The ability to collaborate effectively face-to-face and online represents a critical skill for university graduates. However, there are still challenges regarding how to accurately assess this skill through traditional student learning measures. To better understand the nature of effective collaboration of university students in blended courses, the current study drew on the student approaches to learning framework and social network analysis techniques. We examined how student approaches to inquiry, approaches to online learning technologies, perceptions of the blended learning environment, different learning outcomes and configurations of collaboration are related. The methodologies commonly used in student approaches to learning research identified deep and surface approaches to inquiry and technologies, positive and negative perceptions of the integration of the learning environment, and of online workload, which also showed logical alignment with relatively better and poorer academic achievement in the course. Based on approaches, perceptions, and learning outcomes, students were divided into groups orientated towards understanding versus reproducing learning. The social network analysis techniques revealed features of different configurations of collaborations by different groups of students and their choices as to whether and with whom to collaborate during the learning process. Nuanced differences were found amongst different configurations of collaborations. Implications for practice or policy: When assessing student experience of collaboration, social network analysis techniques may be able to describe nuanced differences amongst different collaborative configurations. To encourage students’ collaboration, assessment tasks involving a large proportion of mandatory collaborative activities should be considered. To help student improve experience of collaboration, teachers may consider pairing students with a reproducing learning orientation with those having a deep disciplinary understanding.

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“…Jigsaw can be beneficially employed in conjunction with other teaching methods or alone, to suit the context, existing knowledge of learners and knowledge type (Anthony et al, 2019;Johnson & Barrett, 2017).…”

Section: Perceptions Of Knowledge and Approaches To Learningmentioning

confidence: 99%

Expediting learning through peer teaching: experiences with the Jigsaw technique

Woods

2019

Health Info Libraries J

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When designing a teaching session, lack of time and the weight of custom and practice can lead to methods being repeated routinely (Woods, 2013a). The institutional context and student demographic are also fundamental in determining teaching design (Fry, Ketteridge & Marshall, 2015). In this feature, a versatile teaching method (Jigsaw) is described with reference to theories of learning. Examples of its application in professional learning contexts are presented and discussed. D.I.

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Exploring the role of blended learning for teaching and learning effectiveness in institutions of higher learning: An empirical investigation

Abstract: 3/19/2020 Exploring the role of blended learning for teaching and learning effectiveness in institutions of higher learning: An empirical investigation |…

Cited by 104 publications

References 68 publications

Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review

Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review

Challenges in assessing the nature of effective collaboration in blended university courses

Expediting learning through peer teaching: experiences with the Jigsaw technique

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