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= {"work":{"id":88110812,"created_at":"2022-10-08T04:29:37.592-07:00","from_world_paper_id":216961928,"updated_at":"2024-11-22T20:28:08.213-08:00","_data":{"publisher":"Australasian Society for Computers in Learning in Tertiary Education","grobid_abstract":"In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.","publication_date":"2011,,","publication_name":"Australasian Journal of Educational Technology","grobid_abstract_attachment_id":"92150854"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Design and evaluation of two blended learning approaches: Lessons learned","broadcastable":false,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [185374606]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":92150854,"attachmentType":"pdf"}"><img alt="First page of “Design and evaluation of two blended learning approaches: Lessons learned”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/92150854/mini_magick20221008-1-gzeau4.png?1665228726" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Design and evaluation of two blended learning approaches: Lessons learned</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="185374606" href="https://independent.academia.edu/WingCheung28"><img alt="Profile image of Wing Cheung" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Wing Cheung</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2011, Australasian Journal of Educational Technology</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">19 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 88110812; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=88110812"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { try { const viewCountNumber = parseInt(viewCount, 10); if (viewCountNumber === 0) { // Remove the whole views element if there are zero views. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); return; } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":92150854,"attachmentType":"pdf","workUrl":"https://www.academia.edu/88110812/Design_and_evaluation_of_two_blended_learning_approaches_Lessons_learned"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":92150854,"attachmentType":"pdf","workUrl":"https://www.academia.edu/88110812/Design_and_evaluation_of_two_blended_learning_approaches_Lessons_learned"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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Elizabeth</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Online and blended instruction offers learners a unique opportunity to learn ubiquitously without being limited to the constraints of time and distance. Additionally, these pedagogies have the potential to open the doors of the university to a wider audience, provide choices for non-traditional students, and extend services to populations that would otherwise not be able to attend the classes on campus. However, complementing traditional teaching with blended learning techniques in a traditional university course presents various challenges. This chapter identify gaps in the factors affecting blended learning in the digital age. Based on the findings, the authors argue that instructors can rely on e-learning technologies to implement blended learning model by redesigning some lectures into new online learning activities, such as tutorials, self-testing exercises, and online group collaborations.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Blended Learning in Higher Education Challenges and Opportunities","attachmentId":112021434,"attachmentType":"pdf","work_url":"https://www.academia.edu/115682035/Blended_Learning_in_Higher_Education_Challenges_and_Opportunities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/115682035/Blended_Learning_in_Higher_Education_Challenges_and_Opportunities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="86871996" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/86871996/Blended_Learning_in_Higher_Education_An_Overview_">Blended Learning in Higher Education : An Overview *</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="80020575" href="https://ilpkl.academia.edu/saifulnizam">saiful nizam</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2016</p><p class="ds-related-work--abstract ds2-5-body-sm">Blended learning is an innovative approach in creating motivating and meaningful learning experiences to fulfil learner&#39;s technological demands in the rapidly changing electronic era. Recognizing the emerging implementation of this learning method, this study explores the definitions, the rationale, past studies, the importance as well as the drawbacks, the issues arising and the suggestions in achieving a successful blended education implementation in higher education settings. From this study, we found that blended environment encourages the foundation of creating independent learners with reasonable critical thinking skills that are valuable for the current working environments. Blended learning is also a solution for classroom insufficiencies as well as teaching and learning flexibility. Nevertheless, not all the courses in higher education settings could apply the blended learning. Therefore, options should be given to the learners by the institution&#39;s administrator to ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Blended Learning in Higher Education : An Overview *","attachmentId":91230139,"attachmentType":"pdf","work_url":"https://www.academia.edu/86871996/Blended_Learning_in_Higher_Education_An_Overview_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/86871996/Blended_Learning_in_Higher_Education_An_Overview_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="34501883" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/34501883/A_proposal_for_a_Blended_Learning_Methodology_and_How_to_Aplly_it_with_University_Students">A proposal for a Blended Learning Methodology and How to Aplly it with University Students</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="67736780" href="https://urjc.academia.edu/MartaG%C3%B3mezG%C3%B3mez">Marta Gómez-Gómez</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Procedia - Social and Behavioral Sciences, 2012</p><p class="ds-related-work--abstract ds2-5-body-sm">A proposal for a blended learning methodology and how to apply it with university students-* Abstract In this paper, our aim is to propose a Blended Learning Methodology generic enough to be applied in any course at least in Higher Education. It is our belief that lecturers could change their teaching strategies if provided with some clear guidelines to follow. That way, we expect that any lecturer can take advantage of the proven benefits of using Blended Learning in their courses. Moreover, to test the validity of the methodology, several experiments have been carried out using t he proposed methodology during the 2010 / 2011 academic year in four courses with 5 different lecturers and 273 university students. Published by Elsevier Ltd.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A proposal for a Blended Learning Methodology and How to Aplly it with University Students","attachmentId":54367028,"attachmentType":"pdf","work_url":"https://www.academia.edu/34501883/A_proposal_for_a_Blended_Learning_Methodology_and_How_to_Aplly_it_with_University_Students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/34501883/A_proposal_for_a_Blended_Learning_Methodology_and_How_to_Aplly_it_with_University_Students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="76688965" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/76688965/Pedagogical_and_Design_Aspects_of_a_Blended_Learning_Course">Pedagogical and Design Aspects of a Blended Learning Course</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="150651" href="https://openu.academia.edu/YoramEshet">Yoram Eshet</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The International Review of Research in Open and Distributed Learning, 2009</p><p class="ds-related-work--abstract ds2-5-body-sm">Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is ambiguity in the literature and in the field regarding the proper implementation of blended learning and the optimal proportions between online and F2F components in various learning scenarios. The range of contradictory reports in recent literature on the potential of different blended learning models shows the need for more research on specific blended learning courses in order to establish proper standards for effective course design and implementation. The present evaluation study focuses on students’ perceptions of pedagogical and design issues related to a new model for blended learning that was used in a graduate-level course at the Open ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Pedagogical and Design Aspects of a Blended Learning Course","attachmentId":84313101,"attachmentType":"pdf","work_url":"https://www.academia.edu/76688965/Pedagogical_and_Design_Aspects_of_a_Blended_Learning_Course","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/76688965/Pedagogical_and_Design_Aspects_of_a_Blended_Learning_Course"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="19699107" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/19699107/BLENDED_LEARNING_IN_HIGHER_EDUCATION_A_VIEW_FROM_WITHIN">BLENDED LEARNING IN HIGHER EDUCATION: A VIEW FROM WITHIN</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2249842" href="https://unibuc.academia.edu/LorenaMihaes">Lorena Mihaes</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Today’s world is completely engaged in a new type of revolution: the digital one. Higher education is one important field which can benefit from the advent of digital technologies. Blended learning has emerged as a groundbreaking concept, which combines the student’s traditional learning experience with the support offered by the computer, the teacher guiding him all the way. The mission of Adapt2jobs, a project developed with the help of the European Union’s structural funds, is to create a learning platform, where seven traditional courses from three distinct fields of study, developed by experienced academics according to the labour-market requirements, have been transferred to the digital medium by ICT (Information and Communication Technology) specialists. The project is intended to implement a piloting programme, which involves 210 students enrolled at the seven courses, and, eventually, to measure learning effectiveness by means of the tools developed as part of the learning platform. A research methodology has been designed in order to assess the overall learning experience of the students involved in the project, and, thus, to provide valuable insights to teachers, who are given the opportunity to enrich their teaching methods and teaching philosophy, and to make them able to adapt to new ICT technologies in education. The feedback from students is collected with the help of two online evaluative surveys: a general one applied prior to Adapt2jobs learning experience, and a specific one, tailored for each course, applied at the end of the piloting stage. This allows us to make a comparative analysis between the students’ expectations and their previous learning experience, which is mainly traditional, and the new type of learning experienced during the piloting months. Data collection is made via LimeSurvey, a digital open source which will assist us in interpreting students’ responses. The survey variables have been selected to describe the students’ past experience in using computer and online learning materials, to explore their perception of learning effectiveness on a personal level, and, on a more general level, to compare traditional learning with blended learning. The paper’s aim is to analyse the preliminary results available for the two surveys and, thus, to evaluate the implementation scheme proposed by the project and, therefore, the effectiveness of technology-mediated instruction.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"BLENDED LEARNING IN HIGHER EDUCATION: A VIEW FROM WITHIN","attachmentId":40791849,"attachmentType":"pdf","work_url":"https://www.academia.edu/19699107/BLENDED_LEARNING_IN_HIGHER_EDUCATION_A_VIEW_FROM_WITHIN","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/19699107/BLENDED_LEARNING_IN_HIGHER_EDUCATION_A_VIEW_FROM_WITHIN"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="56897491" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/56897491/Blended_Learning_Issues_Related_to_Successful_Implementation">Blended Learning: Issues Related to Successful Implementation</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42905465" href="https://najranuniversity.academia.edu/thouqanmasadeh">Thouqan S Y Masadeh</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2021</p><p class="ds-related-work--abstract ds2-5-body-sm">This study explores the underlying theoretical principles that provide the basis for the design and implementation of blended learning classes. It discusses how online meetings and face-to-face sessions can be integrated in today's classrooms. Many studies and experiences have been reviewed in accordance with the preparation, implementation and evaluation of blended Learning classes. A summary of collected knowledge shows that blended learning has been favorable in today's educational environment. Most studies show that once infrastructure and technological tools are provided, many problems such as crowded classrooms and students' motivation toward learning will be settled via the utilization of Blended Learning. Moreover, the positive and comfortable Blended Learning environments will change the attitudes of students and teachers toward learning and teaching as time and place of lessons will not be a difficulty for both. However, achieving the benefits of Blended Learning models will not yield their fruits unless reviewing matters of training, planning and legislation are done.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Blended Learning: Issues Related to Successful Implementation","attachmentId":72057526,"attachmentType":"pdf","work_url":"https://www.academia.edu/56897491/Blended_Learning_Issues_Related_to_Successful_Implementation","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/56897491/Blended_Learning_Issues_Related_to_Successful_Implementation"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="41394620" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/41394620/Implementation_of_Blended_Learning_in_Higher_Learning_Institutions_A_Review_of_the_Literature">Implementation of Blended Learning in Higher Learning Institutions: A Review of the Literature</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6186238" href="https://independent.academia.edu/amrienhamilamaarop">amrien hamila maarop</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2016</p><p class="ds-related-work--abstract ds2-5-body-sm">While many educational premises including higher learning institutions favor blended learning over traditional approach and merely online learning, some academicians are still apprehensive about teaching in blended learning. The aim of this review is to synthesize the available evidence in the literature on challenges faced in implementing blended learning as well as the recommendations or lessons learnt from the experience. Eight articles published between January 2010 and December 2013 were appraised. This review revealed that among the challenges faced by the instructors are increased workload and time devotion, lack of pedagogical and technical skills to conduct the program and difficulty in finding the right blend between face-to-face and online learning. The review also discovered the importance of staff training, support and networking as strategies to help instructors deal with such issues.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Implementation of Blended Learning in Higher Learning Institutions: A Review of the Literature","attachmentId":61585029,"attachmentType":"pdf","work_url":"https://www.academia.edu/41394620/Implementation_of_Blended_Learning_in_Higher_Learning_Institutions_A_Review_of_the_Literature","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/41394620/Implementation_of_Blended_Learning_in_Higher_Learning_Institutions_A_Review_of_the_Literature"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="77575623" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/77575623/Panel_Discussion_The_Current_State_of_Blended_Learning">Panel Discussion: The Current State of Blended Learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="129885465" href="https://independent.academia.edu/RobertSkovira">Robert Skovira</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2013</p><p class="ds-related-work--abstract ds2-5-body-sm">Blended learning is defined as a mix of traditional face-to-face instruction and e-learning (Koohang, 2009). Elearnspace (2005, par. 3) states that “Blended learning takes the best of both worlds and creates an improved learning experience for the student. ” Advantages of blended learning has been documented in the literature as convenience, flexibility, improved learning, improved</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Panel Discussion: The Current State of Blended Learning","attachmentId":84902552,"attachmentType":"pdf","work_url":"https://www.academia.edu/77575623/Panel_Discussion_The_Current_State_of_Blended_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/77575623/Panel_Discussion_The_Current_State_of_Blended_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="47046624" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/47046624/Blended_learning_in_large_enrolment_courses_Student_perceptions_across_four_different_instructional_models">Blended learning in large enrolment courses: Student perceptions across four different instructional models</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="9424113" href="https://yorku.academia.edu/tarumalhotra">taru malhotra</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Australasian Journal of Educational Technology</p><p class="ds-related-work--abstract ds2-5-body-sm">Drawing on data from five large enrolment introductory courses in a public university, we compared students’ perceptions of blended learning on design, interaction, learning, and satisfaction in four different blended models. The models, which were the result of a course redesign initiative, had different combinations of face-to-face lectures, online sessions, and small group tutorial classes. Our findings suggest that students perceived courses with fully online lectures and in-class tutorials most positively on design and overall satisfaction, while those enrolled in courses with in-class lectures and in-class tutorials, supplemented by online discussions, felt most positively about interaction. Students perceived learning in the former courses more favourably than the latter, however the differences were not statistically significant. The least preferred model overall was the one that had in-class lectures and tutorials that alternated weekly between in-class and online sessions.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Blended learning in large enrolment courses: Student perceptions across four different instructional models","attachmentId":66350751,"attachmentType":"pdf","work_url":"https://www.academia.edu/47046624/Blended_learning_in_large_enrolment_courses_Student_perceptions_across_four_different_instructional_models","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/47046624/Blended_learning_in_large_enrolment_courses_Student_perceptions_across_four_different_instructional_models"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="87572324" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/87572324/Introduction_to_the_Special_Issue_on_Blended_Learning">Introduction to the Special Issue on Blended Learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="41719664" href="https://independent.academia.edu/AnthonyPicciano">Anthony Picciano</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Online Learning, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">In April 2008, the University of Illinois-Chicago hosted the Fifth Sloan-C Workshop on Blended Learning and Higher Education. This workshop attracted 180 educational leaders, faculty members, instructional designers and researchers who discussed, shared and considered effective practices in the design and delivery of blended learning environments. Presentations on best practices, lessons learned, and research on the phenomenon of blended learning stoked the discussion for two days.The theme of the workshop, Blending with Purpose, attempted to focus the discussions on the importanceof designing blended learning courses and programs with specific educational goals and objectives in mind. The theme developed out of a growing concern that many faculty were using the latest technology simply for the sake of the using technology without carefully considering the pedagogical benefits and “purpose”. The organizing committee for the workshop also understood that blended learning was not just...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Introduction to the Special Issue on Blended Learning","attachmentId":91743691,"attachmentType":"pdf","work_url":"https://www.academia.edu/87572324/Introduction_to_the_Special_Issue_on_Blended_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/87572324/Introduction_to_the_Special_Issue_on_Blended_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":92150854,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":92150854,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_92150854" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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