Implementation of Blended Learning during COVID-19

Batista-Toledo, Santiago; Gavilán, Diana

doi:10.3390/encyclopedia2040121

Cited by 7 publications

(4 citation statements)

References 38 publications

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“…Researchers (Kumar, A., 2021;Batista-Toledo, S., & Gavilan, D., 2022) argue that blended learning involves a purposeful educational process aimed at acquiring knowledge and skills, implementing cognitive activities and developing creative capabilities based on the integrated and systematic use of traditional and innovative pedagogical technologies in synergy with information and communication tools, on the principle of mutual complementarity. At the same time, some scholars (Ghazali, F., 2022) claim that the methodology of blended learning transforms the role of the teacher, who changes the position of the observer to the function of the mentor.…”

Section: Discussionmentioning

confidence: 99%

The Benefits of Using the Blended Learning Methodology in Conditions of War

Zhumbei,

Nych,

Tymkiv

et al. 2024

RCD

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In the context of a full-scale war, participants in the educational process are implementing innovative strategies for adapting to new realities, based on the development and application of models of blended learning. The purpose of the academic paper is to study the features of the blended learning methodology in crisis situations with the identification of advantages and risks. The research was conducted using general scientific methods of cognition: analysis, synthesis, comparison, abstraction, specification, generalization, and formalization. In the course of the research, the existing models of the mixed type of educational process and the means of their practical implementation in educational institutions were analyzed. The problems of blended learning in the crisis period of military conflict are actualized, its features are presented. The risks accompanying the process of implementing the blended learning methodology are identified, and variations of measures to prevent them are proposed. It has been proven that the quality of the blended learning process depends on the teacher’s digital competencies in the online process. It has been established that the trend under study enriches the students’ learning experience and stimulates their motivation to study. The level of efficiency of blended learning is analyzed in comparison with distance and traditional learning. It has been determined that blended learning is much more effective than traditional and distance learning subject to careful planning of the educational process and a reasonable selection of tools. The essence of the methodology of blended learning as an innovative technology of the educational process and its effective anti-crisis format is proven. The practical significance of the research results lies in the possibility of their productive use in the process of optimizing the system of education in war conditions by improving existing and developing new methods and algorithms of blended learning.

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Section: Discussionmentioning

confidence: 99%

The Benefits of Using the Blended Learning Methodology in Conditions of War

Zhumbei,

Nych,

Tymkiv

et al. 2024

RCD

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“…In addition, some of the students favored blended learning because they can have both face-to-face in their clinical practice and online in their theoretical and academic lessons. Furthermore, blended learning has combined the benefits of in-person and online instruction, proving it to be a viable teaching strategy that students will benefit from [12]. Some benefits of blended learning strategies for face-to-face learning are simulations, less travel time, real clinical exposure, and better knowledge retention.…”

Section: Discussionmentioning

confidence: 99%

New Normal Era: Blended Learning Experience from the Lens of the Student Nurses

et al. 2023

IJFMR

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Purpose of the Study: This research aims to explore student nurses' experience with blended learning since it is new to the nursing school system in the Philippines. Furthermore, its goal is to discover students' voices dealing with blended learning. Research Method: The study utilized a qualitative descriptive phenomenological research design. It aims to understand and interpret emotionally laden topics. The investigation uncovers what a lived experience means to the individual through in-depth interviews. The researcher conducted this study according to ethical principles to avoid potential participant harm. The School's Research Ethics Committee reviewed the manuscript and granted authorization approval. The research team ensured the participants' privacy throughout the study by maintaining confidentiality for all collected data. Each participant was assigned a code to uphold confidentiality. In this study, ten (10) participants were interviewed via zoom and the transcripts were analyzed using the Giorgi method of thematic analysis. Findings: The ten (10) transcripts yielded four hundred forty-seven (447) significant statements, four hundred ninety-five (495) final codes, fourteen (14) subthemes, and finally, two (2) emergent themes, namely: 1) The future of Nursing Education through adaptation, innovation, and revolutionary learning and 2) Blended learning empowers diversity of learners. Implications: Based on the findings, teaching strategies heavily affect students' interaction, engagement, and attentiveness. Safe learning environments, rest or comfort at home, affordability, and reduced travel time are the advantages of using blended learning strategies for online learning, while simulations, schedules, reduced travel time, actual clinical exposures, and improved knowledge retention are the benefits of using blended learning strategies for face-to-face learning while fragile internet access, meeting deadlines for requirements, increased costs, teachers' differing approaches to handling requirements, schedule conflicts, and getting up early in the morning are challenges for student nurses using blended learning methodologies. Hence, creating a more equitable and effective system that benefits everyone is by transforming education and care through innovation and inclusion.

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“…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.…”

Section: Introductionmentioning

confidence: 99%

“…4,54,[58][59][60][61][62][63][64] However, after lockdown measures were lifted, learning institutions typically continued providing online learning alongside physical classes. [65][66][67][68][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.…”

Section: Introductionmentioning

confidence: 99%

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

Mudenda,

Daka,

Mufwambi

et al. 2023

SAGE Open Medicine

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Objectives: The coronavirus disease 2019 (COVID-19) pandemic disrupted classroom-based learning, necessitating the adoption of online learning in most universities. However, there has been a lack of information on university students’ perspectives regarding online learning during the COVID-19 pandemic. This study assessed the perspectives, satisfaction and experiences with online and classroom learning among human health students at the University of Zambia. Methods: This cross-sectional study was conducted among 737 students at the University of Zambia from October 2022 to April 2023. Data were analysed using Stata version 16.1. Results: Of the 737 participants, 51.6% were female and 56.5% agreed that blended learning should continue even after the COVID-19 pandemic. However, 78.4% of the students believed that group discussions were more suitable in the classroom than online learning. Most students (67.1%) disagreed that they preferred online learning to classroom learning. Furthermore, 77.6% of the students disagreed that online learning gave more satisfaction than classroom learning. Conclusions: This study found that most students recommended the continuation of blended learning after the pandemic. However, they believed that follow-up tutorials and assessments were better undertaken in physical classrooms than online learning. These findings are important in sensitising stakeholders in the education sector and governments to consider blended learning as a teaching strategy in the future. There is a need to develop and implement curricula that offer blended learning to students as well as ensure the students have the necessary facilities and equipment to support such learning.

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Implementation of Blended Learning during COVID-19

Cited by 7 publications

References 38 publications

The Benefits of Using the Blended Learning Methodology in Conditions of War

The Benefits of Using the Blended Learning Methodology in Conditions of War

New Normal Era: Blended Learning Experience from the Lens of the Student Nurses

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

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