Promotion of Blended Learning Usage in Science Teaching in Nigeria: Some Inhibiting Factors

E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended Learning is commonly used. It is noted in Nigeria that technology-based tools are already beginning to change the conventional relationships or interaction among students themselves and between students and teachers by facilitating cooperative learning. The study revealed that students taught with blended learning performed significantly better than those taught with e-learning. However, the findings in this paper also indicate that, there are some obstacles to the successful integration of Blended Learning in teaching and learning of science. These include inadequate technical personnel, insecurity and poverty, poor network connectivity, inadequate avoidable computer equipment, epileptic power supply, lack of maintenance culture, and lack of competence, confidence and accessibility to technology-based tools by the students and teachers. Hence, this paper examines the strategies of integrating technology into classroom instruction across the school curriculum to optimize learning outcome, and argues for a technology-based students development that not only equips teachers and students with computer and other technological skills but in providing the kind of training that actively explores integrating technology (blended learning) into methods, courses and students learning activities. Keywords: Blended Learning, Science, E-Learning, Technology.

Global Blended Learning Practices For Teaching And Learning, Leadership, And Professional Development

Blended Learning is a combination of online and face-to-face activities for classroom instruction or other training modalities to help develop new knowledge and skills that can be transferred to the workplace environment. The use of blended learning is expanding globally (Vaughn, 2007).  Blended learning is evident in professional development training and general classroom offerings for a number of educational programs across disciplines in global communities.  With the limitation of funding and time constraints, more professional development training organizations, programs in departments and units at universities and colleges are infusing blended learning as another educational tool to use in the delivery of instructional and managerial services.  Blended learning is a fast growing trend in traditional institutions in higher education and other organizations.    An Online Learning Survey revealed that blended learning was expanding globally to the growth rate 46% or higher per year.  Once organizational facilitators and instructional faculty members at the university and college become comfortable with blended learning applications, they are usually highly motivated to explore further new and improved ways of using blended learning for instructional services or managerial training activities (Allen, Seaman  & Garrett, 2007). Students, leaders, faculty members, and staff in various teaching and learning venues use blended learning practices. The leadership development training process continues after face-to-face activity participation with the support of blending learning technology.  Many university and college leadership programs using blended learning include at least three dimensions for students such as awareness of concepts, definition and procedures/policy, understanding of measurable skills and knowledge.  The role of technology today using blended learning has broad implications for the student or learner. The online tools available in blended courses can also significantly enhance student engagement, ensuring that all students and learners participate in course discussions and benefit from collaborative learning (NGLC, 2012).  This study will discuss a guiding definition for blended learning, benefits, team support, policy, management issues, rationale for expansion, professional development, purchasing, funding, evaluation, and lenses of the future and implications

E-learning for self-management support: Introducing blended learning for graduate students - A cohort study 13 Education 1303 Specialist Studies in Education 11 Medical and Health Sciences 1117 Public Health and Health Services

Background: E-learning allows delivery of education in many diverse settings and researchers have demonstrated it can be as effective as learning conducted in traditional face-to-face settings. However, there are particular practices and skills needed in the area of providing patient self-management support (SMS), that may not be achievable online. The aim of this study was to compare three approaches in the training of university students regarding the preparation of a Chronic Condition Self-Management Care Plan: 1) traditional face-to-face delivery of SMS training, 2) an e-learning approach and 3) a blended approach (combining e-learning and face-to-face teaching). Methods: Graduate entry physiotherapy students and medical students at Flinders University were recruited. Depending on the cohort, students were either exposed to traditional face-to-face training, e-learning or a blended model. Outcomes were compared between the three groups. We measured adherence to care plan processes in the preparation of an assessment piece using the Flinders Program Chronic Care Self Management tools. A total of 183 care plans were included (102 traditional, 52 blended, 29 e-learning,). All students submitted the Flinders Program Chronic Care Plan for university assessment and these were later assessed for quality by researchers. The submission was also assigned a consumer engagement score and a global competence score as these are integral to successful delivery of SMS and represent the patient perspective. Results: The blended group performed significantly better than the traditional group in quality use of the Flinders Program tools: Problem and Goals (P < 0.0001). They also performed significantly better in the total care plan score (P < 0.0001) and engagement score (P < 0.0001). There was no significant difference between the groups for the Partners in Health tool. Conclusions: In this pilot study, the blended learning model was a more effective method for teaching self-management skills than the traditional group, as assessed in the development of a chronic condition self-management care plan. We anticipate that future research with identical groups of students would yield similar results but in the meantime, academics can have confidence that blended learning is at least as effective as traditional learning methods

Islamic Studies Teachers’ Perceptions of Using a Blended Approach for Teaching Islamic Education Modules in Primary Schools in Saudi Arabia

This study examines Islamic studies teachers’ perception of the effectiveness of using a blended learning approach in teaching Islamic education modules in girls’ primary schools. Furthermore, it investigates participants’ perspectives on whether a blended approach is suitable for teaching all Islamic education modules or if only traditional methods are ideal for teaching some of them. A mixed-methods approach was used for data collection in this study, including qualitative (lesson observations and interviews) and quantitative (online questionnaires) methods. In the data analysis phase, both a thematic analysis and a descriptive statistics analysis including factor analysis using the Statistical Package for the Social Sciences (SPSS) was employed to facilitate the interpretation of quantitative data. The blended approach was thought to be suitable to use in teaching all subjects of the Islamic education curriculum. However, the frequency of using such method depends on the content of the lesson and the subject that teachers want it to teach. Moreover, Islamic studies teachers believed that using a blended learning approach increased their productivity when preparing for their lessons and they believed that such methods helped them to achieve curriculum objectives. On the other hand, as a result of applying a blended approach teachers may face difficulty in completing the given unit in one lesson and teachers may experience difficulty in retaking control of the class, particularly after applying one of the active learning strategies. Also, using too many examples of active learning strategies may distract students. The study also revealed that the key factors which may encourage Islamic studies teachers to use a blended approach include the nature of the curriculum and teachers’ desire and hope of achieving curriculum objectives and the availability of the teaching aids related to each unit in a student’s textbook. Teacher workload, a lack of effective training and a lack of information and communication technology (ICT) tools together with Islamic studies teachers’ fear of undermining the respected status of the academic content were thought to be some of the key obstacles that may prohibit Islamic studies teachers from applying a blended learning approach. This study provides Islamic studies teachers with a blended learning model, along with identification of some of its benefits to both teachers and students. Finally, the blended learning model may be considered a contribution to research in pedagogy, and future researchers may further develop or evaluate the effectiveness of the blended learning model for use in teaching other subjects

Teaching skills in virtual and blended learning environments

Universities are currently immersed in what is known as the process of European convergence to create the European Higher Education Area (EHEA). The aim is to establish a standardized, compatible and flexible European university system that enables graduates and undergraduates to move easily from one institution to another within Europe. As a result of evaluation mechanisms, the system will be transparent and of high quality, which will make it attractive and competitive internationally in a globalized world. In this paper, we focus on two distance learning modes that will become more important as a result of this change in universities: e-learning and b-learning. These basically involve the virtualization of learning processes through the use of computer equipment. We carried out a qualitative study using the case study method. The results indicate that teaching staff use information and communication technology (ICT) to improve student learning. Similarly, a high percentage (78%) of lecturers use some form of digital platform as a support for teaching. In conclusion, training policies should strengthen university teachers’ skills in the use of ICT equipment, tools and resources related to blended and virtual learning

Blended learning in practice of e-learning managers training

The Web-based Instruction can open up (re)new opportunities for the development of educational environments. In fact, there is a variety of electronic learning (e-learning)environments that consider and combine different Information and Communication Technologies (ICTs) tools and instructional strategies; nevertheless, blended learning (b-learning) has been considered as “the most common mode of e-learning” in preparing future teachers. The article presents the results of experience teaching of masters Boris Grinchenko Kyiv University in pedagogical pecialties by new specialization ‒ «Management of e-learning». The authors see a great chance in use b-learning to training a new specialists pedagogic, to develop their professional, ICT and specific competences

The educational component “Teaching methodology of social and health-care educational sector” under quarantine restrictions

The article reveals the theoretical and practical aspects of the organization of blended learning of future primary school teachers under quarantine caused by COVID-19. On the example of the educational component “Teaching methodology of social and health-care educational sector” the article describes the peculiarities of organizing the educational process in blended format, namely providing examples of tasks that allow to form civic and social competencies of first-level higher education students under the conditions of new time challenges. The article focuses on the specificities of working in the virtual learning environment Moodle, summarizes own teaching experience of training of educational component “Teaching methodology of social and health-care educational sector”. The author's method of structuring and content of the educational component is proposed, which is reflected in the textbook. The necessity of using digital tools Canva, Padlet, Coggle for organizing group work of students during blended learning under quarantine conditions caused by COVID-19 is considered and also the samples of tasks to be completed by future primary school teachers are given. The article presents the results of a survey of applicants for the first level of higher education program 013 Primary Education, which show that students have a generally positive attitude to using digital tools Canva, Padlet, Coggle, as it positively influences the formation of their professional competence and the formation of their own methodological system. The author's method suggested in this article is incomplete and is continually being improved in accordance with time challenges

Lowering the Barrier to Entry Into South African Higher Education: Visual Arts In Online and Blended Learning Systems

The prospect of using technological tools in teaching and learning has grown in popularity in South Africa (SA) as enrollment in institutions of higher education continues to expand (Christie, 2008; DHET, 2013; World Bank, 2010, p. 27). In 2012, SA’s Department of Higher Education and Training (DHET) reported that 2 million students enrolled in vocational, public, and private post-school institutions (DHET, 2012, p. 2). SA educators and university leaders are confronted by a growing tertiary education population, a desire to embrace a creative economy and the visual arts, and the belief that access to online learning technologies and blended learning systems can potentially lower barriers to entry into higher education (Czerniewicz et al., 2014; Gunga & Rickets, 2007, p. 902). The purpose of this research is to discuss the transformative potential of these systems. In this research, I examine initiatives by SA educators and organizations to creatively integrate online learning and blended learning systems. I gathered this evidence by interviewing Future Learn Cape Town and Centre for Innovation in Learning and Teaching (CILT) at University of Cape Town (UCT), and two education companies, Get Smarter and Silulo Ulutho Technologies