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This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. A Web-Quest (WQ) online activity" /> <meta property="article:author" content="https://independent.academia.edu/MarineMilad" /> <meta property="article:author" content="https://independent.academia.edu/SylviaSahakian" /> <meta name="description" content="This paper aims at presenting a blended learning environment that establishes a community of practice. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. A Web-Quest (WQ) online activity" /> <title>(DOC) ESTABLISHING A BLENDED LEARNING ENVIRONMENT ACCOMMODATING DIFFERENT BRAIN COLOURS AND MULTIPLE INTELLIGENCES | Marine Milad and Sylvia Sahakian - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/11145296/ESTABLISHING_A_BLENDED_LEARNING_ENVIRONMENT_ACCOMMODATING_DIFFERENT_BRAIN_COLOURS_AND_MULTIPLE_INTELLIGENCES" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '49879c2402910372f4abc62630a427bbe033d190'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1732382078000); window.Aedu.timeDifference = new Date().getTime() - 1732382078000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"This paper aims at presenting a blended learning environment that establishes a community of practice. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. A Web-Quest (WQ) online activity was used in the implementation of this experiment. The WQ was based on using two inventories which identify learners’ brain colour and multiple intelligences. This was reflected in indicating the learners’ preferred learning styles and thus establishing a suitable learning environment that would put into consideration their preferences. The two inventories were Carmazzi’s (2009) Coloured Brain Communication Inventory (CBCI) and Sahakian’s (2001) Multiple Intelligences Inventory (MII). They were administered to a group of Arab Open University (AOU) students during their English language sessions. The CBCI helped the students identify their brain colour model and how they are distinguished from others by their own specific ways of processing information, learning, problem-solving, and the world around them through communicating and relating to others. The MII helped the students identify their multiple intelligences discovering their most dominant domain(s) and their least dominant one(s). This helped the students identify their preferred learning style and choose their favourite means of learning and assessment. The results of these two inventories (CBCI and MII) were statistically analyzed and a correlation between the brain colour and the multiple intelligences has been drawn. The statistical analysis of the WQ inventories was significant and indicated adequate participation and application of the learners to identify their preferred learning styles. This was of a great help to the instructor in establishing a blended learning environment that succeeded in engaging everyone as an active learner in the learning process.","author":[{"@context":"https://schema.org","@type":"Person","name":"Marine Milad"},{"@context":"https://schema.org","@type":"Person","name":"Sylvia Sahakian"}],"contributor":[{"@context":"https://schema.org","@type":"Person","name":"Sylvia Sahakian"}],"dateCreated":"2015-02-27","dateModified":"2017-07-01","datePublished":null,"headline":"ESTABLISHING A BLENDED LEARNING ENVIRONMENT ACCOMMODATING DIFFERENT BRAIN COLOURS AND MULTIPLE INTELLIGENCES","inLanguage":"en","keywords":["Learning by Doing and Blended 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[{"id":36795752,"identifier":"Attachment_36795752","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":11145296,"created_at":"2015-02-27T08:17:33.978-08:00","from_world_paper_id":null,"updated_at":"2021-01-16T03:59:13.857-08:00","_data":{"abstract":"This paper aims at presenting a blended learning environment that establishes a community of practice. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. A Web-Quest (WQ) online activity was used in the implementation of this experiment. The WQ was based on using two inventories which identify learners’ brain colour and multiple intelligences. This was reflected in indicating the learners’ preferred learning styles and thus establishing a suitable learning environment that would put into consideration their preferences. The two inventories were Carmazzi’s (2009) Coloured Brain Communication Inventory (CBCI) and Sahakian’s (2001) Multiple Intelligences Inventory (MII). They were administered to a group of Arab Open University (AOU) students during their English language sessions. The CBCI helped the students identify their brain colour model and how they are distinguished from others by their own specific ways of processing information, learning, problem-solving, and the world around them through communicating and relating to others. The MII helped the students identify their multiple intelligences discovering their most dominant domain(s) and their least dominant one(s). This helped the students identify their preferred learning style and choose their favourite means of learning and assessment. The results of these two inventories (CBCI and MII) were statistically analyzed and a correlation between the brain colour and the multiple intelligences has been drawn. The statistical analysis of the WQ inventories was significant and indicated adequate participation and application of the learners to identify their preferred learning styles. This was of a great help to the instructor in establishing a blended learning environment that succeeded in engaging everyone as an active learner in the learning process."},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"low","language":"en","title":"ESTABLISHING A BLENDED LEARNING ENVIRONMENT ACCOMMODATING DIFFERENT BRAIN COLOURS AND MULTIPLE INTELLIGENCES","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [12636525,66039147]; 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.loswp.appleClientId = 'edu.academia.applesignon';</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":36795752,"attachmentType":"docx"}"><img alt="First page of “ESTABLISHING A BLENDED LEARNING ENVIRONMENT ACCOMMODATING DIFFERENT BRAIN COLOURS AND MULTIPLE INTELLIGENCES”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/36795752/mini_magick20190306-6832-g94yp5.png?1551944696" /><img alt="Academia Logo" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/academia-logo-redesign-2015-A-971495bd31377b9367f5ce5ca92bbc27dd8a843db989cbce3408389c670b62c0.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 DOCX</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">ESTABLISHING A BLENDED LEARNING ENVIRONMENT ACCOMMODATING DIFFERENT BRAIN COLOURS AND MULTIPLE INTELLIGENCES</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="12636525" href="https://independent.academia.edu/MarineMilad"><img alt="Profile image of Marine Milad" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/12636525/7375923/8292160/s65_marine.milad.jpg_oh_07d84dc8e677e88148a29bbd389aae09_oe_5553f155___gda___1431212857_d75ab57b151f94d5c5033aea57bee42e" />Marine Milad</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="66039147" href="https://independent.academia.edu/SylviaSahakian"><img alt="Profile image of Sylvia Sahakian" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Sylvia Sahakian</a></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">This paper aims at presenting a blended learning environment that establishes a community of practice. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. A Web-Quest (WQ) online activity was used in the implementation of this experiment. The WQ was based on using two inventories which identify learners’ brain colour and multiple intelligences. This was reflected in indicating the learners’ preferred learning styles and thus establishing a suitable learning environment that would put into consideration their preferences. The two inventories were Carmazzi’s (2009) Coloured Brain Communication Inventory (CBCI) and Sahakian’s (2001) Multiple Intelligences Inventory (MII). They were administered to a group of Arab Open University (AOU) students during their English language sessions. The CBCI helped the students identify their brain colour model and how they are distinguished from others by their own specific ways of processing information, learning, problem-solving, and the world around them through communicating and relating to others. The MII helped the students identify their multiple intelligences discovering their most dominant domain(s) and their least dominant one(s). This helped the students identify their preferred learning style and choose their favourite means of learning and assessment. The results of these two inventories (CBCI and MII) were statistically analyzed and a correlation between the brain colour and the multiple intelligences has been drawn. The statistical analysis of the WQ inventories was significant and indicated adequate participation and application of the learners to identify their preferred learning styles. This was of a great help to the instructor in establishing a blended learning environment that succeeded in engaging everyone as an active learner in the learning process.</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":36795752,"attachmentType":"docx","workUrl":"https://www.academia.edu/11145296/ESTABLISHING_A_BLENDED_LEARNING_ENVIRONMENT_ACCOMMODATING_DIFFERENT_BRAIN_COLOURS_AND_MULTIPLE_INTELLIGENCES"}">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":36795752,"attachmentType":"docx","workUrl":"https://www.academia.edu/11145296/ESTABLISHING_A_BLENDED_LEARNING_ENVIRONMENT_ACCOMMODATING_DIFFERENT_BRAIN_COLOURS_AND_MULTIPLE_INTELLIGENCES"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="36795752" data-landing_url="https://www.academia.edu/11145296/ESTABLISHING_A_BLENDED_LEARNING_ENVIRONMENT_ACCOMMODATING_DIFFERENT_BRAIN_COLOURS_AND_MULTIPLE_INTELLIGENCES" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="1476496" 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/1476496/A_Blended_Learning_Experience">A Blended Learning Experience</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="879737" href="https://marmara.academia.edu/HalilEksi">Halil Eksi</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Blended (hybrid) learning is one of the approaches that is utilized to help students for meaningful learning via information and communication technologies in educational settings. 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Students stated that the blended learning environment supported their active participation to the course activities and indicated that following the content of the course, homework and projects online was interesting and useful.</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 Blended Learning Experience","attachmentId":11533081,"attachmentType":"pdf","work_url":"https://www.academia.edu/1476496/A_Blended_Learning_Experience","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/1476496/A_Blended_Learning_Experience"><span class="ds2-5-text-link__content">View PDF</span><span 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CHALLENGE","attachmentId":3470249,"attachmentType":"pdf","work_url":"https://www.academia.edu/589611/DEVELOPING_EVERY_STUDENT_IN_A_BLENDED_LEARNING_ENVIRONMENT_OF_CARE_AND_CHALLENGE","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/589611/DEVELOPING_EVERY_STUDENT_IN_A_BLENDED_LEARNING_ENVIRONMENT_OF_CARE_AND_CHALLENGE"><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="67169367" 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/67169367/The_Blended_Learning_In_Higher_Education">The Blended Learning In Higher Education</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="11316885" href="https://independent.academia.edu/SNgigi">Simon Ngigi</a></div><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":"The Blended Learning In Higher Education","attachmentId":78088771,"attachmentType":"pdf","work_url":"https://www.academia.edu/67169367/The_Blended_Learning_In_Higher_Education","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/67169367/The_Blended_Learning_In_Higher_Education"><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="45502682" 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/45502682/The_Effectiveness_Of_Blended_Learning_Environments">The Effectiveness Of Blended Learning Environments</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="9255098" href="https://atilim.academia.edu/MeltemEry%C4%B1lmaz">Assoc.Prof.Dr. Meltem Eryılmaz</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Contemporary Issues In Education Research, 2015</p><p class="ds-related-work--abstract ds2-5-body-sm">The object of this experimental study is to measure the effectiveness of a blended learning environment which is laid out on the basis of features for face to face and online environments. The study was applied to 110 students who attend to Atilim University, Ankara, Turkey and take Introduction to Computers Course. During the application, students took the lesson face to face, online and blended. Blended learning environment has been designed in the form of online material sharing, forum, exam, text, picture and lesson summaries supported by videos. Following the training, a scale had been applied to the students on the effectiveness of blended learning environment. According to the results of the analysis, a significant difference between students' view in relation with blended learning environment as well as online and face to face learning environments. In their answers, students have expressed that they learn more effectively in a blended learning environment.</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":"The Effectiveness Of Blended Learning Environments","attachmentId":65995846,"attachmentType":"pdf","work_url":"https://www.academia.edu/45502682/The_Effectiveness_Of_Blended_Learning_Environments","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/45502682/The_Effectiveness_Of_Blended_Learning_Environments"><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="42920042" 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/42920042/Blended_Learning_How_to_Integrate_Online_and_Traditional_Learning">Blended Learning: How to Integrate Online and Traditional 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="155610933" href="https://independent.academia.edu/KamaranHassanBallak">KAMARAN H A S S A N BALLAK</a></div><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: How to Integrate Online and Traditional 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href="https://www.academia.edu/87430964/The_Blended_Learning_Classroom">The Blended Learning Classroom</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="189101465" href="https://independent.academia.edu/KarenGarc%C3%ADa297">Karen García</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Best Practices</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":"The Blended Learning Classroom","attachmentId":91639686,"attachmentType":"pdf","work_url":"https://www.academia.edu/87430964/The_Blended_Learning_Classroom","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 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data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Is blended learning the future of education","attachmentId":101939745,"attachmentType":"pdf","work_url":"https://www.academia.edu/101382764/Is_blended_learning_the_future_of_education","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/101382764/Is_blended_learning_the_future_of_education"><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="123080401" 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/123080401/Nabard_M_Ali_Blended_Learning_Review_Article">Nabard M. Ali, Blended Learning, Review Article</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="22363434" href="https://independent.academia.edu/nabardali">nabard ali</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Review Article on Blended Learning, 2024</p><p class="ds-related-work--abstract ds2-5-body-sm">Abstract Teaching methods are now of interest to educators and teachers, so that they can choose methods and strategies that interact with students. From kindergarten to university. The method of “blended learning” as a new and modern method after the significant advances in educational technology, the demand for its use has increased. This is because it does not rely solely on e-learning, which isolates students from social interaction, but also to use and master modern technologies alongside face-to-face learning. This review study aims to demonstrate the effect of blended teaching on students' academic achievement, based on a review of previous research, especially selected research. Create perspectives and overviews concerning the effects of blended learning on students’ academic achievement. The study was conducted among a selection of six different studies, in different countries. (H.K. Grønlien et al. 2021) in Norway, (K.-A. Berga, et al. 2021) in Canada, (Sh. A Syan, et al. (2021)) Egypt, (Nofvia De Vega, et al. 2023) and (Rina Nur Hidayati, et al. 2023) in Indonesia and (JIANG et al. 2023) in Mainland China. Five of them are the research community of nursing students and one is the language learning department. After searching the title and subject of the review, it relies heavily on research conducted between 2020-2 The selection of studies from different environments and cultures allows us to look at the results from a broad and diverse perspective. Research results suggest that blended learning as a new approach affects the learning process to varying degrees. The majority of the selected studies show the effect between high and moderate. All of them support the use of blended learning as a new pedagogical approach. They recommend to education agencies and officials to pay attention to it. This review systematically worked on design information, methodology, geography, population, year and outcomes.</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":"Nabard M. 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