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blended learning, English language teaching, digitized teaching resources, application strategy, effectiveness and reflection Abstract In the post-pandemic era, with the constant updating and development of information technology, both at home and abroad, the close connection between the modern education system and information technology has been demonstrated. Bonk and Graham (2005) described blended learning systems as a combination of face-to- face instruction and computer-mediated instruction. Though blended learning (BL), is widely adopted in higher education, evaluating effectiveness of BL is difficult because the components of BL can be extremely heterogeneous. 82% of students prefer blended teaching to classic teaching environments. Shraim, K., & Khlaif, Z. N. (2010). Its effectiveness is tested by a 12-week experiment of joint learning for CET-4. International Journal on E-Learning, 11(4), 441463. Purpose of this study was to evaluate the effectiveness of BL in improving knowledge and skill in pharmacy education. Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. Information Technology for Development, 16(3), 159173. 5. It was also noted that a common factor in failure and learner drop-out is the time conflict which is compounded by issues of family, employment status as well as management support (Packham, Jones, Miller, & Thomas, 2004). Universities should be mindful of the interplay between the learner characteristics, design features and learning outcomes which are indicators of blended learning effectiveness. (2014). All it requires is the right technology, and training, to do the job right. Student satisfaction, performance and knowledge construction in online collaborative learning. Factors that influence students decision to drop-out of online courses. Clipboard, Search History, and several other advanced features are temporarily unavailable. Hara, N. & Kling, R. (2001). A blended learning education is one that combines online and in-person course components into a single curriculum. The study suggests that the characteristics and design features examined are good drivers towards an effective blended learning environment though a few of them predicted learning outcomes in blended learning. Proceedings of the Society for Information Technology & Teacher Education International Conference (pp. MeSH It has again been noted that the success of e- and blended learning is highly dependent on experience in internet and computer applications (Picciano & Seaman, 2007). Educational Technology & Society, 12(4), 207217. Virtual interactivity: design factors affecting student satisfaction and perceived learning in asynchronous online courses. Studies indicate that student characteristics such as gender play significant roles in academic achievement (Oxford Group, 2013), but no study examines performance of male and female as an important factor in blended learning effectiveness. 1994 Aug;37(8):7682. Before The research aims to identify the effectiveness of using the blended learning strategy on achievement among students of higher colleges of technology in the United Arab Emirates (UAE), through the answer to the following question: Is there a statistically significant difference at the significance level (a = 0.05) in students' achievements in general studies courses at higher education . Careers. The causes of learner dissatisfaction noted by Islam (2014) such as incompetence in the use of the LMS are contrary to our results in our study, while the one noted by Hara and Kling, (2001) as resulting from technical difficulties and ambiguous course instruction are no threat from our findings. This review presents research about blended learning effectiveness from the perspective of learner characteristics/background, design features and learning outcomes. Garrison and Kanuka (2004) examined the transformative potential of blended learning and reported an increase in course completion rates, improved retention and increased student satisfaction. Berners-Lee T, Cailliau R, Luotonen A, Nielsen HF, Secret A. 100% Effective Ltd, Raylor Centre, James Street, York, YO10 3DW, UK Phone: 0800 066 3749 FAQs; Provided by the Springer Nature SharedIt content-sharing initiative. There is however a low score on learners being assisted by family members in situations of computer setbacks (33.2%) as 53.4% of the learners reported no assistance in this regard. As part of the University's Risk Assurance team, the role of the Senior Internal Auditor is to undertake and contribute towards the full internal audit cycle, to evaluate and improve the design and operating effectiveness of the University's risk management, control and governance processes. Learners reported high intrinsic motivation levels with interest and enjoyment of tasks at 83.7%, perceived competence at 70.2%, effort/importance sub-scale at 80%, pressure/tension reported at 54%. Ann Transl Med. Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). The characteristics and background factors were studied along with blended learning design features such as technology quality, learner interactions, and Moodle with its tools and resources. Other self-developed instruments were used for the other remaining variables of attitudes, computer competence, workload management, social and family support, satisfaction, knowledge construction, technology quality, interactions, learning management system tools and resources and face-to-face support. International Journal of Web-based Communities, 5(3), 340350. 2022;9(1):419. doi: 10.1057/s41599-022-01451-7. The learners balance between study and work is a drive factor towards blended learning effectiveness since their management of their workload vis a vis study time is at 60 and 61% of the learners are encouraged to go for study by their bosses. A higher percentage (85.3%) is reported on learners getting support from family regarding provision of essentials for learning such as tuition. Rovai, (2003) noted that learners computer literacy and time management are crucial in distance learning contexts and concluded that such factors are meaningful in online classes. Blended learning-current use, challenges and best practices. Again, the Community of Inquiry theoretical framework can guide you in considering the full range of these dimensions. A value flow model for the evaluation of an e-learning service. Peers showed great care during the blended learning experience (81%) and their experiences were appreciated by the society (66%). (2012) indicated that technology and learner interactions, among other factors, influenced learner satisfaction in blended learning. Blended learning, an inevitable product of "Internet + Education" era, provides an effective approach for both teachers and students to reach the goal. A big percentage of learners spend two hours on study while at home (35.3%) followed by one hour (28.2%) while only 9.7% spend more than three hours on study at home. statement and It is noted that learner satisfaction with a learning management system can be an antecedent factor for blended learning effectiveness. Goyal and Tambe (2015) noted that learners showed an appreciation to Moodles contribution in their learning. A comparison of physiotherapy students' perception about blended learning with online learning during COVID-19 pandemic: A mixed method of study. The selected elements are as a result of the researchers experiences at a Ugandan university where student learning faces challenges with regard to learner characteristics and blended learning features in adopting the use of technology in teaching and learning. The relationship between self regulation and online learning in a blended learning context. 59% of students are more motivated when using blended learning models. Park and Choi, (2009) showed that organizational support significantly predicts learners stay and success in online courses because employers at times are willing to reduce learners workload during study as well as supervisors showing that they are interested in job-related learning for employees to advance and improve their skills. The goal is not to complement or replace conventional learning styles, but rather to incorporate necessary changes to make the educational path for learners more effective and personalized. 2023 BioMed Central Ltd unless otherwise stated. Teaching for blended learning: research perspectives from on-campus and distance students. Determinants for success in online learning communities. The study by Kintu and Zhu (2016) investigated the possibility of blended learning in a Ugandan University and examined whether student characteristics (such as self-regulation, attitudes towards blended learning, computer competence) and student background (such as family support, social support and management of workload) were significant factors in learner outcomes (such as motivation, satisfaction, knowledge construction and performance). Identifying the various types of learner variables with regard to their relationship to blended learning effectiveness is important in this study as we embark on innovative pedagogy with technology in teaching and learning. This implies a possibility of an effectiveness blended learning environment. They did receive suggestions from instructors about resources to use in their learning (75.3%) and instructors provided learning input for them to come up with their own answers (71%). Knowledge construction process in online learning. Correspondence to Arbaugh (2000) and Swan (2001) indicated that high levels of learner-instructor interaction are associated with high levels of user satisfaction and learning outcomes. Learner attitudes to blended learning can result in its effectiveness and these shape behavioral intentions which usually lead to persistence in a learning environment, blended inclusive. Which factors (among the learner characteristics and blended learning design features) predict student satisfaction, learning outcomes, intrinsic motivation and knowledge construction? This study is based on an experiment in which learners participated during their study using face-to-face sessions and an on-line session of a blended learning design. Computers in Human Behaviour, 30, 249261. The work will encompass risk management framework . At the cognitive level, learners interacted with content at 72% by reading the posted content (81%), exchanging knowledge via the LMS (58.4%), participating in discussions on the forum (62%) and got course objectives and structure introduced during the face-to-face sessions (86%). This systematic analysis examines effectiveness research on online and blended learning from schools, particularly relevant during the Covid-19 pandemic, and also educational games, computer-supported cooperative learning (CSCL) and computer-assisted instruction (CAI), largely used in schools but with potential for outside school. 2022 Oct 31;11:335. doi: 10.4103/jehp.jehp_1801_21. In R. Pospisil & L. Willcoxson (Eds. Measuring self regulation in online and blended learning environments. Selim, H. M. (2007). The least in the scoring was task strategies at 67.7% and the highest was learner environment structuring at 76.3%. Bediang G, Stoll B, Geissbuhler A, Klohn AM, Stuckelberger A, Nko'o S, Chastonay P. Computer literacy and E-learning perception in Cameroon: the case of Yaounde Faculty of Medicine and Biomedical Sciences. International Review of Research in open & Distance Learning, 9(2), 116. Our R-square values was at 0.525 meaning that the independent variables explained about 53% of the variance in overall satisfaction, motivation and knowledge construction of the learners. Cohen, K. E., Stage, F. K., Hammack, F. M., & Marcus, A. In the process of giving and receiving among themselves, the authors noted that learners learned by writing what they understood. Regarding knowledge construction, it has been noted that effective learning occurs where learners are actively involved (Nurmela, Palonen, Lehtinen & Hakkarainen, 2003, cited in Zhu, 2012) and this may be an indicator of learning environment effectiveness. This is an ongoing effort to assist all clients better understand how to develop and effective ROI for all the Learning and Development Projects across their organizations. Methods: K-12 online learning: A survey of U.S. school district administrators. Studies like that of Morris and Lim (2009) have investigated learner and instructional factors influencing learning outcomes in blended learning. They however do not deal with such variables in the contexts of blended learning design as an aspect of innovative pedagogy involving the use of technology in education. Bookshelf Two reviewers independently evaluated study quality and abstracted information including characteristics of learners and intervention (study design, exercises, interactivity, peer discussion, and outcome assessment). A cost- effective method for corporate training. Learners do well with word processing, e-mail, spreadsheets and web browsers but still lag below average in html tools. 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