Query: blended learning

title: Challenges in the online component of blended learning: A systematic review
abstract: Blended learning is widely regarded as an approach that combines the benefits afforded by face to face and online learning components. However, this approach of combining online with face to face instructional components have raised concerns over the years. Several studies have highlighted the overall challenges of blended learning mode of instruction as a whole, but there has been no clear understanding of the challenges that exist in the online component of blended learning. Thus, a systematic review of literature was conducted with the aim of identifying the challenges in the online component of blended learning from students, teachers and educational institutions perspectives. Self regulation challenges and challenges in using learning technology are the key challenges that students face. Teachers challenges are mainly on the use of technology for teaching. Challenges in the provision of suitable instructional technology; and effective training support to teachers are the main challenges faced by educational institutions. This review highlights the need for further investigations to address students, teachers and educational institutions challenges in blended learning. In addition, we proposed some recommendations for future research.

title: Blended learning via distance in pre registration nursing education: A scoping review
abstract: Prior to the Covid 19 global pandemic, we reviewed literature and identified comprehensive evidence of the efficacy of blended learning for pre registration nursing students who learn across distances and/or via satellite campuses. Following a methodological framework, a scoping literature review was undertaken. We searched six databases (EBSCOHOST (CINHAL plus; Education research Complete; Australia/New Zealand Reference Centre) Google Scholar; EMBASE (Ovid) [ERIC (Ovid) Medline (Ovid) PubMed: ProQuest Education Journals ProQuest Nursing Allied Health Source) for the period 2005 December 2015. Critical appraisal for critiquing qualitative and quantitative studies was undertaken, as was a thematic analysis. Twenty eight articles were included for review, which reported nursing research (n 23) and student experiences of blended learning in higher education (n 5) Four key themes were identified in the literature: active learning, technological barriers, support, and communication. The results suggest that when delivered purposefully, blended learning can positively influence and impact on the achievements of students, especially when utilised to manage and support distance education. Further research is needed about satellite campuses with student nurses, to assist with the development of future educational practice.

title: Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta Analysis
abstract: Blended learning, which combines face to face learning and e learning, has grown rapidly to be commonly used in education. Nevertheless, the effectiveness of this learning approach has not been completely quantitatively synthesized and evaluated using knowledge outcomes in health education.  The aim of this study was to assess the effectiveness of blended learning compared to that of traditional learning in health education.  We performed a systematic review of blended learning in health education in MEDLINE from January 1990 to July 2019. We independently selected studies, extracted data, assessed risk of bias, and compared overall blended learning versus traditional learning, offline blended learning versus traditional learning, online blended learning versus traditional learning, digital blended learning versus traditional learning, computer aided instruction blended learning versus traditional learning, and virtual patient blended learning versus traditional learning. All pooled analyses were based on random effect models, and the I2 statistic was used to quantify heterogeneity across studies.  A total of 56 studies (N=9943 participants) assessing several types of learning support in blended learning met our inclusion criteria; 3 studies investigated offline support, 7 studies investigated digital support, 34 studies investigated online support, 8 studies investigated computer assisted instruction support, and 5 studies used virtual patient support for blended learning. The pooled analysis comparing all blended learning to traditional learning showed significantly better knowledge outcomes for blended learning (standardized mean difference 1.07, 95% CI 0.85 to 1.28, I2=94.3% Similar results were observed for online (standardized mean difference 0.73, 95% CI 0.60 to 0.86, I2=94.9% computer assisted instruction (standardized mean difference 1.13, 95% CI 0.47 to 1.79, I2=78.0% and virtual patient (standardized mean difference 0.62, 95% CI 0.18 to 1.06, I2=78.4% learning support, but results for offline learning support (standardized mean difference 0.08, 95% CI 0.63 to 0.79, I2=87.9% and digital learning support (standardized mean difference 0.04, 95% CI 0.45 to 0.52, I2=93.4% were not significant.  From this review, blended learning demonstrated consistently better effects on knowledge outcomes when compared with traditional learning in health education. Further studies are needed to confirm these results and to explore the utility of different design variants of blended learning.

title: Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence
abstract: This study investigated the effects of student enrolment and learning motivation on learning performance in a blended learning setting at the university level with social, teaching, and learning presence as mediating factors. Data samples were collected from 96 students taking blended learning course and 111 students taking a traditional course. The comparison between these two groups does not show a significant difference in the three presences and learning performance. Structural equation modelling results revealed that student enrolment has a positive impact on social presence and cognitive presence. Enrolment also positively influences learning performance through the above two presences. Learning motivation positively influence social presence only. Learning motivation also plays a vital role in enhancing the enrolment but does not directly influence learning performance in a blended learning setting. Teaching presence was found to have direct positive impacts on the cognitive presence and social presence, and indirect positive impacts on learning performance. These findings highlight the importance of student enrolment and course design from the teaching perspective in a blended learning setting.

title: ONLINE VS. BLENDED LEARNING: DIFFERENCES IN INSTRUCTIONAL OUTCOMES AND LEARNER SATISFACTION
abstract: This study investigates differences in instructional and learner factors between two groups of learners exposed to online only and blended delivery formats, respectively, in an effort to compare learning outcomes and other instructional variables between online and blended delivery methods. Findings indicated that no significant differences existed in learning outcomes; however, significant differences existed in several instructional and learner factors between the two delivery format groups. Discussions about improving online or blended delivery method are presented based upon the research findings.

title: Learner Engagement in Blended Learning Environments: A Conceptual Framework
abstract: Learner engagement correlates with important educational outcomes, including academic achievement and satisfaction. Although research is already exploring learner engagement in blended contexts, no theoretical framework guides inquiry or practice, and little consistency or specificity exists in engagement definitions and operationalizations. Developing definitions, models, and measures of the factors that indicate learner engagement is important to establishing whether changes in instructional methods (facilitators) result in improved engagement (measured via indicators) This article reviews the existing literature on learner engagement and identifies constructs most relevant to learning in general and blended learning in particular. We present a possible conceptual framework for engagement that includes cognitive and emotional indicators, offering examples of research measuring these engagement indicators in technology mediated learning contexts. Finally, we suggest future studies to test the framework, which we believe can support advances in blended learning engagement research that is increasingly real time, minimally intrusive, and maximally generalizable across subject matter contexts.

title: Defining the nature of blended learning through its depiction in current research
abstract: Blended learning has been a feature of higher education practice and research for almost two decades. This article takes stock of current blended learning research, contributing to the growing number of meta analyses of higher education and blended learning research more generally, through a review of ninety seven articles relating to blended learning in higher education published in fifteen journals between 2012 and mid 2017. The review focused on where and when the articles were published; their provenance, scale, scope; methodological approach; the broad research themes; and definition of blended learning used. The review shows that despite its ubiquity, blended learning's definition is all encompassing; its spread is global but research is dominated by key players; it is of technical interest; and its research is small scale, individually focused, seeking to evidence the benefits of blended learning. The article concludes with recommendations of how higher education research could provide institutions with evidence to ensure their 'best of blends'

title: What Do We Mean by Blended Learning?
abstract: The term blended learning is used frequently, but there is ambiguity about what is meant. What do we mean by blended learning? What, how and why are we blending? In this paper different definitions, models and conceptualizations of blended learning and their implications are discussed. Inclusive definitions and models, and diverse conceptualizations, mean that essentially all types of education that include some aspect of face to face learning and online learning is described as blended learning in the literature. Blended learning has become an umbrella term. Blended learning is also used to describe other blends, such as combining different instructional methods, pedagogical approaches and technologies, although these blends are not aligned with influential blended learning definitions. Since blended learning has many meanings, it is important that researchers and practitioners carefully explain what blended learning means to them. It is also suggested that alternative, more descriptive terms, could be used as a complement or replacement to blended learning.

title: BLENDED LEARNING: IMPLICATIONS FOR GROWTH AND ACCESS
abstract: The purpose of this paper is to reflect on issues of growth and access in blended learning environments. Increasingly decision makers throughout higher education are considering blended learning as an important component of their academic programs. It is hoped that this paper will help to provide insight for these decision makers. Many of the thoughts and ideas in this paper evolved out of discussions on Growth Paradigms held at the 2005 Sloan C Summer Workshop in Victoria, British Columbia, and the 2004 and 2005 Sloan C Workshops on Blended Learning held in Chicago.

title: Improving teacher professional development for online and blended learning: a systematic meta aggregative review
abstract: In order to fully realise the potential of online and blended learning (OBL) teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.