Query: Blended learning course

title: Participatory design of persuasive technology in a blended learning course: A qualitative study
abstract: Whereas blended learning can deliver several benefits to students in higher education, their achievement depends on how exactly it is designed. A participatory design is recommendable to try to meet the needs of all stakeholders. The Persuasive System Design model can be used to motivate students during the online part of the course. In the design there has to be an optimal blend between the different parts of the course. A participatory design is used to design a blended learning course of autobiographical reflection for second year social work students. The blended course was developed in six meetings with a working group, including all stakeholders (students, teachers, instructional designers, educational experts and professionals) Almost all techniques of the first three categories of the PSD model were used in the design of the blended course. None of the techniques of the fourth category 'Social Support' of the PSD model were used, mostly because they touch on the personal process of autobiographical reflection. It was considered helpful for teachers to have a protocol that assists them in blending the different parts and this in turn could stimulate students to be engaged in the different parts of the blended learning course. In this study, we found that the participatory design approach may lead to an engaging blended learning course that encourages the use of persuasive technology with an optimal focus on content, target group, context and ethical aspects of the blended course. We suggest adding a new fifth category 'Blended Learning Support'

title: An Artificial Neural Network Based Early Prediction of Failure Prone Students in Blended Learning Course
abstract: One of the objectives of the performance measurement of grade based higher education is to reduce the failure rate of students. To identify and reduce the number of failing students, the learning activities and behaviors of students in the classroom must be continuously monitored; however, monitoring a large number of students is an extremely difficult task. A penetration of web based learning systems in academic institutions revealed the possibility of evaluating student activities via these systems. In this paper, we propose an early prediction scheme to identify students at risk of failing in a blended learning course. We employ a neural network on the set of prediction variables extracted from the online learning activities of students in a learning management system. The experiments were based on data from 1110 student who attended a compulsory, sophomore level course. The results indicate that a neural network based approach can achieve early identification of students that are likely to fail; 25% of the failing students were correctly identified after the first quiz submission. After the mid term examination, 65% of the failing students were correctly predicted.

title: Determining the differences between online and face to face student group interactions in a blended learning course
abstract: Blended learning (B learning) is a common practice in higher education, and various principles, characteristics, models, and strategies have been widely studied to improve B learning performance. However, crucial differences in student group interactions have not been explored between online and face to face sessions, the two key components of B learning. This study applied social network analysis and thematic analysis to investigate the nature and differences of group interactions in these learning components of a B learning course. A total of 53 respondents participated in this study and Baidu Post Bar was used as a tool to facilitate group interactions. A total of 604 dialogues comprising 5090 posts were analyzed to identify the differences in group characteristics and interactions. A strong "group controlling" pattern was found in the online learning component, whereas an "individual controlling" pattern was found in the face to face mode. The depth of the interactions among students increased from the beginning to the middle of the class and reached a relatively stable state from the middle to the end of the class. The interaction in the classroom was more in depth than that in the online learning mode. The dialogue clusters of students were stronger when the interactions focused on their real lives and were related to the subject of the course. Through the findings of this study, course designers and instructors of B learning can gain better understanding of these interactions and further enhance student engagement and learning.

title: Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course
abstract: The purpose of this study was twofold: first, to explore the relationship between students' learning styles and their online participation in a blended learning course, and second, to investigate the relationships of students' online participation with their learning achievement and with course satisfaction. A total of 78 undergraduate students from a general education course called Digital Citizenship took part in the study. All the participants were required to participate in four different types of online activity: information access, interactive learning, networked learning and materials development. The study used the method of partial least squares to explore the relationships between different constructs. The results indicate that students' learning styles were significantly related to online participation and that online participation in networked learning and materials development was significantly related to their learning achievement and course satisfaction. This study highlights not only the crucial role of learning styles in online participation but also the importance of individual constructivism and social interaction for effective online learning.

title: Opening Spaces for Teacher Educator Knowledge in a Faculty Development Program on Blended Learning Course Development
abstract: Mandates for technology integration (TI) in teacher education courses continue to gain momentum. However, most teacher educators are not trained in the practices of instructional technology and, when mandated or strongly encouraged to do TI, they can face challenges and even crises of practice and identity. Like other teacher educators facing the seemingly inevitable advancement of TI in teacher education, we were excited, yet cautious, about a program for faculty development on blended learning course development (FDBL) This article reports the self study of our experiences and the subsequent designing and offering of our courses in a blended learning format. We situate our systematic account of our practice within larger research considerations of how self study of teacher education methodology can shed light on digital practices. This self study provides a rich description of how teacher educators can integrate technology as a prolonged and iterative endeavor as opposed to a one time project that does not fit in with their practice. Three major themes emerge from our study: (1) authentic pedagogical problems and content area expertise, (2) learning theories and pedagogical beliefs, and (3) design iterations vs. summative evaluation. These three themes provide touchstones for teacher educators to consider when incorporating technology in their situated practice while remaining true to their content area and learning theory commitments. This self study illustrates the ways in which the characteristics of self study methodology actually facilitate teacher educators' authentic engagement with TI.

title: Effectiveness of a blended learning course and flipped classroom in first year anaesthesia training.
abstract: Blended learning, which combines internet based platform and lecturing, is used in anaesthesiology and critical care teaching. However, the benefits of this method remain unclear.  We conducted a prospective, multicentre, non randomised work between 2007 and 2014 to study the effect of blended learning on the results of first year anaesthesia and critical care residents in comparison with traditional teaching. Blended learning was implemented in Rouen University Hospital in 2011 and residents affiliated to this university corresponded as the blended learning group. The primary outcome was the resident's results as measured with multiple choice questions between blended learning and control groups after beginning blended learning (post interventional stage) The secondary outcomes included residents' results between pre and post interventional stages and homework's time. Moreover, comparison between control and blended learning group before beginning blended learning (pre interventional stage) was performed.  From 2007 to 2014, 308 residents were included. For the pre interventional period, the mean score in the blended learning group (n=53) was 176 (CI 95% 163 to 188) whereas the mean score in the control group (n=106) was 167 (CI 95% 160 to 174) (no difference) For the post interventional period, the mean score in blended learning group (n=54) was 232 on 300 (CI95% 227 237) whereas the mean score in the control group (n=95) is 215 (CI95% 209 220) (P<0.001) In the two groups, comparison between pre and post interventional stages showed the increase of mean score, stronger for blended learning group (32% and 28% in blended learning and control group, P<0.05) The average time of homework in the blended learning group was 27h (CI 95% 18.2 35.8) and 10h in the control group (CI 95% 2 18) (P<0.05)  This work suggests the positive effect of blended learning (associating internet based learning and flipped classroom) on the anaesthesia and critical care residents' knowledge by increasing their homework's time.

title: The Impact of Online Learning Activities on Student Learning Outcome in Blended Learning Course
abstract: The aim of the study is to determine the impact of online learning activities on learning outcomes of students who participated in the blended learning course, focusing specifically on skill based courses. The learning outcomes or results of a learner are usually measured by scores, knowledge or skills gained in the course. In blended learning courses, the learning outcomes can be assessed according to many criteria. In this study, interactive activities such as teacher student interaction, student student interaction, student content interaction and student technology interaction are considered. Undergraduate students participated in the blended learning course in which formative assessment was used to evaluate student learning outcomes by the combination of different learning activities through a learning management system. The quantitative results obtained by using regression analysis of data from the system showed that the students who effectively interacted with learning activities in the course have better results. Quantitative analytical results indicated that student student interaction has a greater impact on student learning outcomes. These learning activities are used for interactive activities as suggestions for teachers to design and implement learning activities for blended learning courses.

title: University student satisfaction and perceived effectiveness of a blended learning course
abstract: Universities started to implement online learning to support face to face learning. However, student satisfaction and perceived effectiveness of blended learning courses are linked to their previous learning experience, personal preferences and other student and teacher variables. This study examines student satisfaction and perceived effectiveness of a blended learning course and key factors related their satisfaction and perceived effectiveness in a Belgian university. In total 117 students enrolled for this course participated in an online survey and a random sample of 22 students participated in the interviews. The results indicate that student background and situational variables (international or local students, full time or part time students) perceived the effectiveness of the blended learning course differently. Part time students had a higher perception of the effectiveness of the blended learning course. International students were more in favour of the blended learning mode than local students. Teacher competence and teacher support were regarded as the most important determinants for student satisfaction with the blended learning course. Other important factors influencing student perceptions and satisfaction with the blended learning course were examined and the results were discussed.

title: Teaching Communication Skills to Medical and Pharmacy Students Through a Blended Learning Course
abstract: To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students' patient centered interpersonal communication skills and to compare precourse and postcourse communication skills across first year medical and second year pharmacy student cohorts.  Students completed ten 1 hour online modules and participated in five 3 hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions.  Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines.  Students' patient centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.

title: Developing a Quality Checklist for Designing Blended Learning Course Content
abstract: This paper describes the process of developing a quality assurance checklist for course designers and faculty members who are engaged in designing blended learning courses at a multi campus private university. The purpose is to establish unified quality criteria for ensuring quality of the design of blended learning course content. Six categories were identified in the checklist to meet the purpose: 1) contact information, copyrights, 2) privacy and security of information, 3) nature of interactive online content, 4) usability, 5) multimedia, and 6) interface design and technical specifications. Four stages of the checklist development were followed during the process: initial discussion for item adaption, validity and reliability assessment, tool/checklist refinement and finalization. These stages were found to be useful in creating the quality checklist for designing the course content taught through blended learning approaches.