The Opportunities and Limitations of Blended Learning and the Flipped Classroom for Second Language Teaching

Luo, Yibu

doi:10.54691/bcpssh.v14i.193

Cited by 4 publications

(1 citation statement)

References 14 publications

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“…If the new challenges presented by BL could be overcome, learning centres would become more international and successful. To provide students with a successful BL experience, universities must support course redesign, which includes determining the course objectives that are best suited for online learning activities and those that are best accomplished in the classroom, in addition to how to integrate these two learning environments (Luo, 2021).…”

Section: Reasons To Use Blended Learningmentioning

confidence: 99%

Pharmacy students' perceptions and satisfaction with blended instruction in quantitative chemical analysis course

et al. 2023

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Background: Course satisfaction in blended learning has become a priority among educators to keep students on track during their studies. This study investigated the Community of Inquiry (CoI) three key components, i.e. teaching, social, and cognitive presences and other factors that affect student satisfaction at Lebanese International University (LIU). Objective: The study aimed to examine pharmacy undergraduate students who enrolled in, and the effect of blended learning courses on learning environment perceptions, learning outcomes, and overall academic performance. Methods: Exactly 283 second-year students from a private School of Pharmacy registered in the Quantitative Chemical Analysis course participated in this study. Data were collected using an online survey, assessing students' prior pre-pharmacy course experiences. Results: The majority of students (58%) commended the course content, organisation, teaching resources, course design, and clarity of directions. Course satisfaction significantly correlated with age and social, cognitive, and instructional presences (Spearman’s Rho: 0.739-0.750, p < 0.05). Discussion: Studies found that blended instruction can improve student engagement, satisfaction, and learning outcomes, which are influenced by the quality of online materials, communication, feedback, and the degree of student and instructor interaction. Conclusion: The outcomes of this study support the assumption that blended learning encourages active, in-depth, and self-directed learning.

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Section: Reasons To Use Blended Learningmentioning

confidence: 99%

Pharmacy students' perceptions and satisfaction with blended instruction in quantitative chemical analysis course

et al. 2023

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Effect of blended learning approach on secondary school learners’ mathematics achievement and retention

Egara,

Mosimege

2024

Educ Inf Technol

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The study investigated how blended learning affected secondary school students’ achievement and retention in mathematics. The study used a non-equivalent control group pre-test-post-test quasi-experimental design. The participants in the study were learners drawn from two secondary schools purposively chosen. Using a simple random sampling technique, the SS 1 classes from each school were then divided into experimental and control groups. Learners in the experimental group utilised the blended learning approach, whereas those in the control group utilized the conventional method. The groups received a pretest in week 1, followed by a 4-week intervention period. A posttest was administered in week 6, and a retention test (post-post-test) occurred 4 weeks after the posttest. The Mathematics Achievement Test (MAT), which has a reliability score of 0.86, was used for data collection. Data were analysed and the study questions were reported using the mean and standard deviation, and the hypotheses were tested using analysis of covariance. Results revealed that learners tutored mathematics utilising blended learning improved their mathematics achievement and retention scores more than learners tutored utilising the conventional means. Results indicated no significant gender disparity in the mean achievement scores of learners tutored mathematics utilising blended learning. Results also showed a significant gender difference in the mean retention scores of learners who learnt mathematics using blended learning, favouring female students. Based on the findings, recommendations were made.

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Fostering self‐directed learning in blended learning environments: A constructivist perspective in Higher Education

Adigun,

Mpofu,

Maphalala

2024

Higher Education Quarterly

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Higher education (HE) is considered to be the apex of all educational endeavours. Therefore, it is expected that student in various institutions of higher learning should be self‐motivated for individualized synchronous and asynchronous learning. Lamentably, it seems that such expectation within the HE spaced is yet to be achieved. While stakeholders in HE are in search for an approach to ensure that students have sufficient self‐directed learning (SDL) capacities needed for blended learning (BL), this article advance and propose the use of the constructivist framework to foster SDL to ensure that students develop their own understanding of learning, its meaning according to the context, and the ways to acquire it using BL as a mediator. Using the constructivist theory as a theoretical lens, we proposed the use of a three‐ring‐drag‐in approach as a model to fostering SDL among students in various institutions of higher learning. We, therefore encourage the adoption or adaptability of the three‐ring‐drag‐in approach as it promise to address and resolve the concerns and agitation of enthronement of SDL among students within the HE spaces.

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The Opportunities and Limitations of Blended Learning and the Flipped Classroom for Second Language Teaching

Cited by 4 publications

References 14 publications

Pharmacy students' perceptions and satisfaction with blended instruction in quantitative chemical analysis course

Pharmacy students' perceptions and satisfaction with blended instruction in quantitative chemical analysis course

Effect of blended learning approach on secondary school learners’ mathematics achievement and retention

Fostering self‐directed learning in blended learning environments: A constructivist perspective in Higher Education

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