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"Blended teaching"
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Exploring the relationship between pre-service teachers’ TPACK and blended teaching readiness levels: a path analysis
This study explored pre-service teachers’ technological pedagogical content knowledge levels and their blended teaching readiness. In this context, the study employed the cross-sectional survey design, and the variables were analyzed descriptively and correlationally. The study was carried out with the participation of 477 pre-service teachers. Data were collected using the Blended Teaching Readiness Instrument and the Technological Pedagogical Content Knowledge-Deep (TPACK deep) Scale. The analyses put forth that pre-service teachers technological pedagogical content knowledge levels were high in the dimensions of design, exertion, and proficiency, whereas their levels were moderate in the dimension of ethics. In addition, pre-service teachers’ blended teaching readiness levels were found to be high in the dimensions of dispositions, online integration, data practices, personalizing instruction, and online interaction. Furthermore, a significant and positive high-level correlation was revealed between pre-service teachers’ technological pedagogical content knowledge levels and their blended teaching readiness. Also, pre-service teachers’ technological pedagogical content knowledge levels could explain 66% of the variance in their blended teaching readiness.
Journal Article
Getting smart : how digital learning is changing the world
\"A comprehensive look at the promise and potential of online learning In our digital age, students have dramatically new learning needs and must be prepared for the idea economy of the future. In Getting Smart, well-known global education expert Tom Vander Ark examines the facets of educational innovation in the United States and abroad. Vander Ark makes a convincing case for a blend of online and onsite learning, shares inspiring stories of schools and programs that effectively offer \"personal digital learning\" opportunities, and discusses what we need to do to remake our schools into \"smart schools.\" Examines the innovation-driven world, discusses how to combine online and onsite learning, and reviews \"smart tools\" for learning Investigates the lives of learning professionals, outlines the new employment bargain, examines online universities and \"smart schools\" Makes the case for smart capital, advocates for policies that create better learning, studies smart cultures \"--Provided by publisher.
Book
Teachers’ experiences of teaching online during COVID-19: implications for postpandemic professional development
As a result of the Great Online Transition (GOT) that occurred during COVID-19, it is increasingly necessary to understand the digital competencies that are required for online and blended learning in the postpandemic era. Postquarantine, higher education institutions must return to on-campus face-to-face learning, a situation which raises questions concerning how to retain the lessons learned from this period of the forced acquisition and innovation of online teaching competencies. In this article, we present the results of an interview-based study of teachers’ experiences of online teaching during the pandemic. One hundred fifty-one teachers were interviewed over a period of 2 years during the pandemic. We conducted a hybrid thematic analysis to systematize teachers’ experiences. Our results show that despite the problems faced due to the disruption caused by the pandemic, several lessons were learned: teachers employed an array of digital tools to maintain content delivery and promote interaction, deepened their understanding of course design and assessment, and developed an empathic disposition to understand students’ situations. We build upon these experiences to generate recommendations for developing digital competencies following the GOT.
Journal Article
Blended language program evaluation
\"With the ever-increasing integration of new technologies in face-to-face instructional settings, approaches to modern language education pose numerous challenges to program evaluation. Blended Language Program Evaluation introduces an argument-based approach to guide program evaluators and stakeholders through planning, conducting, and appraising evaluation projects that result in useful outcomes leading to program improvement. Written for program evaluators and language professionals alike, the book discusses theoretical underpinnings for the proposed framework, describes the specifics of its effectuation at each of the three program levels: micro, meso, and macro levels. To illustrate the utility, flexibility, and application of the framework for evaluating blended language programs, the book presents four case studies conducted in diverse international contexts\"-- Provided by publisher.
Book
Effect of the BOPPPS-based blended teaching model in undergraduate nursing education: a quasi-experimental study
This quasi-experimental study was conducted with undergraduate nursing students at Xiangnan University in China between March 2023 and January 2024. Using a cluster allocation method, students in classes 1–2 were assigned to the conventional (lecture-based) teaching group, while students in classes 3–4 were assigned to the experimental group receiving BOPPPS-based blended teaching via the Chaoxing Learning Platform. The primary outcome was semester performance, with academic self-efficacy and learning engagement as secondary outcomes. A total of 193 participants (28 males) were enrolled: 97 in the BOPPPS group (mean age 19.89 ± 0.48 years; 13 males) and 96 in the conventional group (mean age 19.83 ± 0.47 years; 15 males). There was no statistically significant difference in the general information and academic performance between the two groups of students in the baseline survey (
P
> 0.05). Following the teaching intervention, outcomes were compared between the two groups. The BOPPPS group demonstrated significantly higher semester performance (89.73 ± 6.67 vs. 84.24 ± 6.20), academic self-efficacy scores (82.36 ± 15.83 vs. 72.02 ± 20.70), and learning engagement scores (89.75 ± 13.81 vs. 77.22 ± 23.99) than the conventional group (all
P
< 0.001). These results suggest that the BOPPPS-based blended teaching model appears to enhance nursing students’ semester performance, academic self-efficacy, and learning engagement compared with conventional lecture-based teaching.
Journal Article
Technology and civic engagement in the college classroom : engaging the unengaged
\"Technology and Civic Engagement in the College Classroom is an empirically and theoretically driven contribution to an emerging field of study in Political Science. This edited volume provides both theoretical and pedagogical justifications for the use of certain technologies and strategies to increase civic engagement, as well as empirical results. There are different strategies, both technological and traditional, that can foster civic engagement. The book focuses on both in-class and online ways Political Science instructors have developed and tested strategies to engage an increasingly disengaged college student population. Elevating levels of civic engagement is not something that can solely be done with technology, but rather is about a more hybrid pedagogical approach that includes an open classroom environment and class discussion, as well as new technological inclusions that tap into what helps motivate twenty-first century students to connect\"-- Provided by publisher.
Book
A Study of Web-based Blended Colleges and Universities English Teaching
The rapid development of modern information technology has created an extremely cheap premise for the communication of personal information. In this context, college English teaching is also facing unprecedented challenges and opportunities for innovation. This paper discusses the characteristics of college English teaching under the information network environment, puts forward some reform strategies to optimize the blended education, and gives some suggestions to combine the traditional English teaching mode with the network learning model.
Journal Article
Impacts of blended learning with BOPPPS model on Chinese medical undergraduate students: a comprehensive systematic review and meta-analysis of 44 studies
Background
With the development of Internet information technology, especially the impact of the sudden outbreak of the novel coronavirus disease 2019 epidemic, along with the call for “classes suspended but learning continues,” a large number of medical educators have learned and experienced online teaching. They have understood the shortcomings of traditional teaching methods. Not only the blended BOPPPS teaching mode combines the advantages of the BOPPPS teaching mode but also the online teaching platform breaks through the limitation of time and space. However, a general consensus on the effectiveness of the blended BOPPPS teaching strategy in China is lacking, and few studies use quantitative synthesis to evaluate the effectiveness of this teaching strategy. Hence, this study aimed to assess the overall effectiveness of online and offline blended BOPPPS teaching strategies in higher medical education in China compared with the lecture-based learning (LBL) teaching model.
Methods
Studies that blended learning with the BOPPPS model in China from January 2000 to October 2023 were searched in the Chinese and English-language online databases. We analyzed the objective and subjective scores of students and performed subgroup analysis for specialties and online teaching platforms. The data were analyzed using the Stata version 14.0 software. The quality assessment was performed using the Jadad scoring scale.
Results
Forty-four studies were included in this meta-analysis. Compared with the LBL mode, the blended the BOPPPS teaching mode was more effective in terms of the overall capacity [standardized mean difference (SMD) = 1.193, 95% confidence interval (CI): 0.813–1.572], mastery of medical theory knowledge (SMD = 1.090, 95% CI: 0.730–1.450), and practical skills (SMD = 1.246, 95% CI: 0.799–1.693). The analyzed questionnaire surveys indicated the positive effects of the blended BOPPPS teaching mode on classroom satisfaction, autonomous learning ability, learning interest, teamwork ability, interpersonal skills, ability to analyze and solve problems, group interaction, learning engagement, and learning strategies.
Conclusions
The study underscored that the blended BOPPPS teaching mode could effectively improve the comprehensive quality of students. The subjective scores also indicated that students generally preferred this novel teaching mode.
Journal Article
Practice and Exploration of Blended Teaching Based on VR Animation Laws of Motion Course
This study explores the application of virtual reality technology and traditional offline hybrid teaching mode for the specialized course “Animation Laws of Motion”. Through the improved ORB algorithm, this paper effectively combines the BRIEF and ORB image feature and matching algorithms to optimize capturing and matching image features. Two classes of animation majors in a school were selected for experiments in the study, and the effects of the two teaching modes were compared through half-term tests, pre- and post-test question analyses, and questionnaire surveys. The results show that after the teaching assisted by VR animation technology, students’ acceptance and emotional attitudes are significantly improved, and the students in the experimental class better mastered the six motion methods in the animation motion course and completed the animation design tasks with high quality. In the animation modeling course, the proportion of low-quality works in the experimental class is only 4%, showing significant teaching effects. The Research in this paper provides empirical support for the application of virtual reality technology in animation education. It demonstrates the potential of combining VR technology with traditional teaching in enhancing teaching effectiveness.
Journal Article