The Effect of Blended Learning on Language Proficiency of an EFL Class: An Empirical Study

The combination of online learning and face-to-face lessons have become a relevant learning model in English Language Teaching in the last years. The goal of this research study was to investigate the integration of such a blended learning approach in an EFL class in Bolivia. The study was conducted at a binational language institution, and it focused on the effect of blended learning on the students’ overall language proficiency and each language skill individually. Data was collected via a proficiency pre-test at the beginning of the experiment, two quizzes during the module, and a final exam, all of them to assess the students’ learning. This study also investigated the students and teacher\u27s attitudes towards the blended learning approach, for which individual interviews were conducted. The participants were 31 Bolivian students of parallel intermediate level classes of English. They were divided into a comparison group (n=18) and a treatment group (n=13). The results showed that, overall, the comparison group performed better than the treatment group. However, the treatment group performed equally or better than the comparison group in some language skills. Regarding the students’ and teacher\u27s attitudes towards the online lessons, they were positive regarding the interactivity and the feedback, but negative regarding the opportunities of communication in the online lessons

Using Quality Improvement To Implement Substance Use Disorders Services In Primary Health Care In Kenya: Impact And Experiences Of A Blended Course Among Health Workers Using The NextGenU Online Model

Background: Worldwide, mental and substance use disorders (SUD) account for over 183.9 million disability adjusted life years. While interventions do exist they are not readily implemented, especially in low- and middle-income countries, due to a lack of available human resources, monetary resources, stigma, and difficulties in changing practice patterns. Quality Improvement (QI) has been reported in literature to successfully improve health services and systems through small-scale, iterative change cycles. Objectives: This study assessed the impact of the NextGenU.org online blended course in terms of integrating, improving and sustaining mental health services using quality improvement methods in primary health care in Kenya. It also analyzed the experience of participants who completed the NextGenU.org online blended course. Method: A mixed-methods study was conducted, incorporating both qualitative focus groups (FGD) and key informant interviews (KII), and quantitative statistical measures. Data came from the Computer-Based and Alcohol Training Assessment in Kenya (eDATA K), which was implemented in collaboration with the University of British Columbia (UBC) and African Mental Health Foundation (AMHF). FGDs and KIIs were analyzed using NVivo through a constant-comparison method, to identify themes emerging from the data. A second coder analyzed the data to ensure reliability and validity. Quantitative analysis was conducted to analyze the course completion rates. Additionally, the researcher incorporated their own notes from observations made during fieldwork over the course of a 12-week practicum with AMHF to triangulate the results. Results: Overall, 27 screeners and clinicians completed the NextGenU.org online blended course. There were two FGDS and two KIIs conducted in Makueni county during July - September 2015. In terms of the staff’s experience in completing the online course many participants noted strong facilitators such as: the certificates, desire for knowledge, personal motivations, relevant material, and case studies. The limited amount of space, computers, and restrictions on Internet access acted as barriers. Participants perceived their knowledge of QI methods, leadership, and time management to have increased from completing the course. Perceived self-efficacy also increased, as staff believed their ability to be a leader, manage time and deal with errors and mistakes within the workplace improved. There was also a positive shift in stigma associated with SUD. Most importantly, the integration and improvement in mental health services was maintained even though staff discussed common challenges, such as heavy workload and limited time. Some participants reported that some people in management roles should have been more supportive, as their limited involvement acts as a barrier to greater integration of services, while other where thankful of the management support. Conclusion: This is one of the first studies of using QI methods to integrate, improve and sustain mental health services in the primary health care system in Kenya. Based upon the experiences described in the FGDs and KIIs, the blended online course was perceived to be acceptable, feasible and successful. The results indicate that quality improvement continues to be integrated in Makueni overall improving mental health services

Development and Evaluation of a Brief, Bystander Bullying Intervention for Low-Income, Ethnically-Blended Middle Schools

This dissertation includes three individual articles that examine a brief bystander bullying intervention (STAC) culturally adapted for low-income, ethnically-blended middle schools. Chapter One provides a brief introduction to the three articles that comprise this dissertation, the theoretical framework, and the rationale and purpose of this dissertation. Chapter Two includes a mixed-method study examining the development of the culturally adapted intervention. Qualitative data was used to inform the intervention adaptations. Quantitative data provides preliminary support for the cultural validity of the adapted intervention. Chapter Three includes a mixed-method study examining the appropriateness of the culturally adapted intervention. Qualitative data was collected to describe the experiences of the students who participated in the adapted intervention. Quantitative data indicates an increase in knowledge about bullying, confidence to intervene in bullying situations, and use of the STAC strategies to intervene in bullying situations. Chapter Four evaluates the effectiveness of the culturally adapted interventions on reducing bullying victimization. Quantitative data indicates a decrease in bullying victimization and bias-based bullying victimization from baseline to the 6-week follow-up. Chapter Five includes a summary of the three articles

The blended course design: The role of agency in a pedagogical shift

We live in an era of learning convergence in which both the digital and the physical play critical roles (Leander & Hollett, 2013). In these hybrid spaces, boundaries are permeable and students are simultaneously involved in many settings; communications and other forms of digital and physical production alternate between the virtual and the physical rather than residing in one. This means that teaching and learning must address the issue of learning convergence. Meanwhile, research indicates that preparing prospective teachers to be proficient in digital technologies in order to use them to meet the needs of 21st-century learners continues to be a challenge in many teacher education programs (Bakir, 2015; Lei, 2009). A major factor is teacher educators’ lack of or limited technology use. Although many factors affect teacher educators’ technology use, the most significant hindrance is their attitudes and pedagogical beliefs (Bakir, 2015). If teacher educators do not model technology use, prospective teachers would not observe systematic authentic technology integration, which in turn will affect their classroom practice. One of the major ways to model technology use is through the blended course design

Successful approaches to encourage family involvement in a school division located in southeastern Virginia with varying income levels

The purpose of this project was to identify successful approaches that teachers use to encourage involvement of all families. Following a review of professional and research literature, a survey of Pre-kindergarten through fifth grade teachers was distributed in a school division located in southeastern Virginia with varying income levels. The findings in this survey suggested that participating teachers encouraged family involvement by inviting families into the classroom and explaining to them how they could help their children at home. The teachers utilized weekly communication in various forms such as printed material, electronic formats, and classroom websites. Teachers were also flexible in modifying their teaching methods and routines for extremely involved families and those of diverse cultures, beliefs, thinking, actions, and home environments. While potential barriers existed, such as uninterested families and the lack of increase in overall family involvement, the elementary school teachers in the school division of interest attempted to overcome those obstacles through communication and flexibility. They also relied on effective family involvement programs to bring families into the school. These programs encouraged the communication that was imperative for increased family involvement. Based on this research, education does not only exist within the walls of a school, but follows the children into their homes. Thus, a home-school connection is an important factor in children’s education, making successful family involvement strategies crucial for academic achievement. For children to be the most successful, the three corners of an educational triangle consisting of families, teachers, and students must be connected at all times

Stemming the Tide of Antibiotic Resistance (STAR): A protocol for a trial of a complex intervention addressing the 'why' and 'how' of appropriate antibiotic prescribing in general practice

BACKGROUND: After some years of a downward trend, antibiotic prescribing rates in the community have tended to level out in many countries. There is also wide variation in antibiotic prescribing between general practices, and between countries. There are still considerable further gains that could be made in reducing inappropriate antibiotic prescribing, but complex interventions are required. Studies to date have generally evaluated the effect of interventions on antibiotic prescribing in a single consultation and pragmatic evaluations that assess maintenance of new skills are rare. This paper describes the protocol for a pragmatic, randomized evaluation of a complex intervention aimed at reducing antibiotic prescribing by primary care clinicians. METHODS AND DESIGN: We developed a Social Learning Theory based, blended learning program (on-line learning, a practice based seminar, and context bound learning) called the STAR Educational Program. The 'why of change' is addressed by providing clinicians in general practice with information on antibiotic resistance in urine samples submitted by their practice and their antibiotic prescribing data, and facilitating a practice-based seminar on the implications of this data. The 'how of change' is addressed through context-bound communication skills training and information on antibiotic indication and choice. This intervention will be evaluated in a trial involving 60 general practices, with general practice as the unit of randomization (clinicians from each practice to either receive the STAR Educational Program or not) and analysis. The primary outcome will be the number of antibiotic items dispensed over one year. An economic and process evaluation will also be conducted. DISCUSSION: This trial will be the first to evaluate the effectiveness of this type of theory-based, blended learning intervention aimed at reducing antibiotic prescribing by primary care clinicians. Novel aspects include feedback of practice level data on antimicrobial resistance and prescribing, use of principles from motivational interviewing, training in enhanced communication skills that incorporates context-bound experience and reflection, and using antibiotic dispensing over one year (as opposed to antibiotic prescribing in a single consultation) as the main outcome

Readiness of Students in Flexible Learning Modality: A Convergent Parallel Mixed-Methods Study

This convergent-parallel mixed-methods study was conducted to examine students' readiness on flexible learning modality established in the local context based on Commission on Higher Education Memorandum Order No. 04 series of 2020 or the "Guidelines on the Implementation "Flexible Learning in the Philippines." A sample of  408 students participated in the study. The self-determination theory model and contextual approach to e-learning delivery (learning flexibility, online learning, study management, technology, modular learning, and online interaction) were used as theoretical underpinnings. Data collected using electronic surveys and information from semi-structured interviews were analyzed. The application of a descriptive survey confirms the low level of readiness among students. When compared across the population, the results provided no significant difference in the level of readiness among students when grouped according to sex and provided significant difference according to year level and Course. Interpreting the results together with qualitative analysis parallels the notion of difficulties among students in all dimensions of flexible learning. This research places the thrust of improving curriculum delivery by addressing flexible learning policies in the local context