The document summarizes a study that investigated nursing and midwifery students' attitudes toward blended learning at Mazandaran University of Medical Sciences in Iran. A survey was administered to 134 randomly selected students and found that the majority had positive attitudes toward blended learning. Results showed no significant relationships between demographic factors like age and gender and students' attitudes. The study recommends further research to design and implement blended learning approaches in nursing and midwifery education at the university.
Learner and Instructional Factors Influencing Learning Outcomes within a Blen...Zalina Zamri
This study examined the influence of instructional and learner
variables on learning outcomes for a blended instruction course offered for undergraduate students.
CHALLENGES OF DISTANCE, BLENDED, AND ONLINE LEARNING: A LITERATUREBASED APPROACHIJITE
The objectives of the study were to show the basic differences between Distance, Blended and Online
learning, and establish their common challenges from literature. Approximately 35 categories/sets of
research results or findings from more than 65 publications were reviewed and used for this work. Articles
were obtained from sources such as Google Scholar, ResearchGate, Academia.edu, Google Search Engine,
and Elsevier. The key themes used for the search are Distance education, Distance learning, Online
learning, Blended learning, Differences between face-to-face and online learning, and the use of the
internet for learning. The differences between Distance, Blended, and Online Learning (DBOL) modes
were summarized, and 11 challenges of DBOL were realized. These 11 challenges were summarized into
six themes namely, lack of infrastructure, low or no IT skills, self-disciplinary problems, content issues,
policy issues, and social issues. It was strongly advised that, for effective DBOL implementation and
operation, there must be in place a solid DBOL policy, adequate infrastructure, and constant training of
stakeholders on the use of learning management systems and the development of related IT skills in
general.
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
Learner and Instructional Factors Influencing Learning Outcomes within a Blen...Zalina Zamri
This study examined the influence of instructional and learner
variables on learning outcomes for a blended instruction course offered for undergraduate students.
CHALLENGES OF DISTANCE, BLENDED, AND ONLINE LEARNING: A LITERATUREBASED APPROACHIJITE
The objectives of the study were to show the basic differences between Distance, Blended and Online
learning, and establish their common challenges from literature. Approximately 35 categories/sets of
research results or findings from more than 65 publications were reviewed and used for this work. Articles
were obtained from sources such as Google Scholar, ResearchGate, Academia.edu, Google Search Engine,
and Elsevier. The key themes used for the search are Distance education, Distance learning, Online
learning, Blended learning, Differences between face-to-face and online learning, and the use of the
internet for learning. The differences between Distance, Blended, and Online Learning (DBOL) modes
were summarized, and 11 challenges of DBOL were realized. These 11 challenges were summarized into
six themes namely, lack of infrastructure, low or no IT skills, self-disciplinary problems, content issues,
policy issues, and social issues. It was strongly advised that, for effective DBOL implementation and
operation, there must be in place a solid DBOL policy, adequate infrastructure, and constant training of
stakeholders on the use of learning management systems and the development of related IT skills in
general.
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
Mobile devices have been the focus of a push in many nations and internationally as part of
efforts to achieve greater literacy and numeracy among students. Research has shown a strong
link between Internet usage, the spread of broadband in a country, and its GDP. Those countries
that are the highest performing educationally already integrate mobile devices in their
education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in
K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also
clear that the pedagogy needed to be successful in creating positive outcomes in the use of
technology has to be student-centered with the aim of personalizing the learning experience.
Research found that students could become collaborators in designing their own learning
process. As students become independent learners, they become more prepared in the skills
needed for college and in their careers.
Technology-mediated sociocultural practice requires the dynamic interplay of learner-users’ roles, learning contexts and technology tools. The behavioral intentions of users interact with the perceived features of these tools in enabling up-to-date personal experiences of leisure learning and social networking available online. The aim of this article is to explore the current perceptions among Malaysian university students about their daily learning strategies of English as a Second Language (ESL) via social networking. It initially makes use of the online surveys (quantitative self-reported questionnaire) that have been administered to final year Malaysian university students, ESL learners’ population of approximately 500 students. The result shows that there is obvious potential within these new media resources to empower Malaysian ESL learners with authentic learning potentials such as to communicate, practice and rehearse through the multiple identities and learning strategies they adopt in the virtual environment.
Presently, no information could be obtained on the learning styles of distance learners as it has not
been studied before. A study was carried out to identify the learning styles of distance learners at the
Institute of Education Development, Universiti Teknologi MARA, Malaysia. Felder’s Learning Styles
Index (LSI) was used in the study. Results of the study were used to make comparison and correlation
analyses between learning styles and academic achievement, programme of studies, gender and
income. One hundred and sixty two students responded to the online questionnaire. The study showed
that 35.5% students preferred visual learning style followed by 29.6% sensory, 14.2% active, 0%
verbal and 2.5% intuitive. The male students were found dominant in visual learning style as
compared to the females who were sensory dominant. The students who were majors in banking
tended towards sensory style as compared to finance and business studies students who were inclined
towards visual style. While the mass communication and public administration students dominated in
visual and sensory styles. The higher income students preferred more visual style as compared to the
middle income who were dominant in both visual and sensory. The higher achievers were found to be
better disposed towards visual as compared to low achievers who were sensory dominant in style. The
learning styles were not significantly different between genders, programme of studies and semesters.
It was also found that there was no significant relationship between learning styles and academic
achievement. This paper discusses in detail the implications of the various learning styles on students
of distance mode of education.
The Effect of the Involvement Intensity in Extracurricular Activities and Sof...inventionjournals
There are many graduates of higher education who are academically good, but weak in terms of soft skills; and it is becoming main cause of unemployment among the educated. This study examines the relationship between the intensity of involvement in extracurricular activities with soft skills quality and work readiness of the graduates. The population in this study was college graduates in East Java in 2014. The sample was determined by accidental sampling technique for college graduates in Surabaya, Malang, Jember and Kediri. Data analysis was done by using multiple analysis of variance. The results showed the more intensively involved in extracurricular activities, the better quality of soft skills and work readiness which the graduates have. Suggestion is proposed to universities to develop extracurricular activities that must be followed by all students.
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
Mobile devices have been the focus of a push in many nations and internationally as part of
efforts to achieve greater literacy and numeracy among students. Research has shown a strong
link between Internet usage, the spread of broadband in a country, and its GDP. Those countries
that are the highest performing educationally already integrate mobile devices in their
education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in
K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also
clear that the pedagogy needed to be successful in creating positive outcomes in the use of
technology has to be student-centered with the aim of personalizing the learning experience.
Research found that students could become collaborators in designing their own learning
process. As students become independent learners, they become more prepared in the skills
needed for college and in their careers.
Technology-mediated sociocultural practice requires the dynamic interplay of learner-users’ roles, learning contexts and technology tools. The behavioral intentions of users interact with the perceived features of these tools in enabling up-to-date personal experiences of leisure learning and social networking available online. The aim of this article is to explore the current perceptions among Malaysian university students about their daily learning strategies of English as a Second Language (ESL) via social networking. It initially makes use of the online surveys (quantitative self-reported questionnaire) that have been administered to final year Malaysian university students, ESL learners’ population of approximately 500 students. The result shows that there is obvious potential within these new media resources to empower Malaysian ESL learners with authentic learning potentials such as to communicate, practice and rehearse through the multiple identities and learning strategies they adopt in the virtual environment.
Presently, no information could be obtained on the learning styles of distance learners as it has not
been studied before. A study was carried out to identify the learning styles of distance learners at the
Institute of Education Development, Universiti Teknologi MARA, Malaysia. Felder’s Learning Styles
Index (LSI) was used in the study. Results of the study were used to make comparison and correlation
analyses between learning styles and academic achievement, programme of studies, gender and
income. One hundred and sixty two students responded to the online questionnaire. The study showed
that 35.5% students preferred visual learning style followed by 29.6% sensory, 14.2% active, 0%
verbal and 2.5% intuitive. The male students were found dominant in visual learning style as
compared to the females who were sensory dominant. The students who were majors in banking
tended towards sensory style as compared to finance and business studies students who were inclined
towards visual style. While the mass communication and public administration students dominated in
visual and sensory styles. The higher income students preferred more visual style as compared to the
middle income who were dominant in both visual and sensory. The higher achievers were found to be
better disposed towards visual as compared to low achievers who were sensory dominant in style. The
learning styles were not significantly different between genders, programme of studies and semesters.
It was also found that there was no significant relationship between learning styles and academic
achievement. This paper discusses in detail the implications of the various learning styles on students
of distance mode of education.
The Effect of the Involvement Intensity in Extracurricular Activities and Sof...inventionjournals
There are many graduates of higher education who are academically good, but weak in terms of soft skills; and it is becoming main cause of unemployment among the educated. This study examines the relationship between the intensity of involvement in extracurricular activities with soft skills quality and work readiness of the graduates. The population in this study was college graduates in East Java in 2014. The sample was determined by accidental sampling technique for college graduates in Surabaya, Malang, Jember and Kediri. Data analysis was done by using multiple analysis of variance. The results showed the more intensively involved in extracurricular activities, the better quality of soft skills and work readiness which the graduates have. Suggestion is proposed to universities to develop extracurricular activities that must be followed by all students.
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
Abstract: Blended learning is an educational model offered through traditional learning methods and digital
networks to share knowledge and education resources between instructors and learners. Besides, blended learning
provides learning courses accessed through digital platforms and gadgets utilizing online technologies such as
smartphones, tablets, laptops, and personal computers. Denoted as e-learning, these platforms are important in
teaching and training students through the internet and wireless technologies. In any course, offering online
learning plays a great role because e-learning provides the students the opportunities of developing their
capabilities, specifically in information science courses. In modern education, digital learning is becoming a
gradually popular option. The classroom settings moved online from full digital courses to classes held remotely.
However, effective communication in a digital learning environment may be hard, particularly when digital
learning transition is unplanned or has been sudden. Making such massive overhauls are confusing and frustrating
for the teachers, learners, and parents.
Nevertheless, digital learning communication can be made easier with the right resource. This research explores
the blended learning environment effectiveness by evaluating the relationships between design features, student
backgrounds or attributes, and learning outcomes. The paper's objective is to determine the important blended
learning effectiveness indicators, taking learning outcomes as dependent variables and design features and learner
background or attributes as independent variables. Results of multiple regression analyses indicated learner
attributes such as self-regulation and attitudes and traits of blended learning designs such as one-on-one support,
technology quality, and online tools forecasted students' satisfaction as an outcome. The findings show that design
characteristics and student traits are important indicators for student learning outcomes in blended learning.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
Read the article Adult Education and the Social Media Revolution,.docxmakdul
Read the article “Adult Education and the Social Media Revolution,” available in the eReserves section of the classroom. Pay particular attention to the references these authors make to the works of others. Every citation within this article is essentially a head nod to other authors who have written about the same or similar topics. Were they all in the same room, you could imagine the authors of this article pointing to or calling out those other authors while speaking. This is what we mean when we refer to research and writing as one big conversation, with all of the participants listening and responding to one another.
In a discussion post, point to an example from this article and explain how the authors do one of the following:
· refer to another work in order to give legitimacy to their own point;
· refer to another work in order to build upon the ideas of others; or
· refer to another work in order to challenge that work.
If you select "refer to another work in order to give legitimacy to their own point," first describe what the authors' point is, then describe how the cited article supports that point.
If you select "refer to another work in order to build upon the ideas of others," first describe what the ideas are, then describe how the authors build upon those ideas.
If you select "refer to another work in order to challenge that work", first describe what is being challenged, then describe how the authors are challenging the cited work.
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in coope ...
A Review of Studies on Academic Success in Blended Learning Approach in Turke...HALİL COŞKUN ÇELİK
The purpose of this study is to conduct content analysis of studies on the effect of blended learning approach on
academic success and determine the trends of these studies. In the study, 51 studies, which were accessed as a full text
based on the keyword "blended learning" in higher education academic search engine by using the purposive sampling
method, were subjected to content analysis through the Publication Classifcation Form (PCF). These studies were reviewed in terms of "study subject area, year of publication, research method, sampling method, sample group and size, data collection tools and data analysis methods".
Frequency and percentage ratios were used in the analysis of data and the fndings are presented in tables. Findings show that studies on blended learning were mostly conducted in 2012. It was found that quantitative research method was preferred more, simple random sampling stood
out, primary school students were mostly included in the sample group, and the sample group generally consisted of between 31-100 people in these studies. As a data analysis method, single data analysis method was preferred more and the academic success was frequently addressed as the research subject
By Marvin LeNoue, Tom Hall,Myron A. EighmyMarvin LeNoue .docxhumphrieskalyn
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in cooperative and collaborative learning
despite being separated in space and time. By supporting the use of interactive
methods and multi-media materials, social software offers educators more ways
to engage learners than any preceding educational technology. Social software
also empowers curriculum designers to more effectively accommodate many
of the core principles of adult learning than was possible with earlier e-learning
technologies. This article offers a basic introduction to some new possibilities
in the design and delivery of digitally-mediated education, and an overview of
the compatibility between the capabilities of social software and the principles
of adult education.
Digitally Mediated Learning
Self-directed learning is largely unconstrained in terms of time and
location and has traditionally been a primary affordance of distance education
(Holmberg, 1995). From its inception, distance education has been marketed
as a solution for adults whose occupational, social, and/or family commitments
limit their ability to pursue educational goals (Holmberg). In the decades since
the 1970s, demand for distance programs has increased as the globalization
of national economies creates a competitive atmosphere that drives people to
become life-long learners in order to be successful in the workplace (Merriam,
Caffarella, & Baumgartner, 2007).
For many people, the term distance education now conjures up images of
computers, the Internet, and online learnin ...
By Marvin LeNoue, Tom Hall,Myron A. EighmyMarvin LeNoue .docxclairbycraft
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in cooperative and collaborative learning
despite being separated in space and time. By supporting the use of interactive
methods and multi-media materials, social software offers educators more ways
to engage learners than any preceding educational technology. Social software
also empowers curriculum designers to more effectively accommodate many
of the core principles of adult learning than was possible with earlier e-learning
technologies. This article offers a basic introduction to some new possibilities
in the design and delivery of digitally-mediated education, and an overview of
the compatibility between the capabilities of social software and the principles
of adult education.
Digitally Mediated Learning
Self-directed learning is largely unconstrained in terms of time and
location and has traditionally been a primary affordance of distance education
(Holmberg, 1995). From its inception, distance education has been marketed
as a solution for adults whose occupational, social, and/or family commitments
limit their ability to pursue educational goals (Holmberg). In the decades since
the 1970s, demand for distance programs has increased as the globalization
of national economies creates a competitive atmosphere that drives people to
become life-long learners in order to be successful in the workplace (Merriam,
Caffarella, & Baumgartner, 2007).
For many people, the term distance education now conjures up images of
computers, the Internet, and online learnin.
By Marvin LeNoue, Tom Hall,Myron A. EighmyMarvin LeNoue .docxRAHUL126667
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in cooperative and collaborative learning
despite being separated in space and time. By supporting the use of interactive
methods and multi-media materials, social software offers educators more ways
to engage learners than any preceding educational technology. Social software
also empowers curriculum designers to more effectively accommodate many
of the core principles of adult learning than was possible with earlier e-learning
technologies. This article offers a basic introduction to some new possibilities
in the design and delivery of digitally-mediated education, and an overview of
the compatibility between the capabilities of social software and the principles
of adult education.
Digitally Mediated Learning
Self-directed learning is largely unconstrained in terms of time and
location and has traditionally been a primary affordance of distance education
(Holmberg, 1995). From its inception, distance education has been marketed
as a solution for adults whose occupational, social, and/or family commitments
limit their ability to pursue educational goals (Holmberg). In the decades since
the 1970s, demand for distance programs has increased as the globalization
of national economies creates a competitive atmosphere that drives people to
become life-long learners in order to be successful in the workplace (Merriam,
Caffarella, & Baumgartner, 2007).
For many people, the term distance education now conjures up images of
computers, the Internet, and online learnin ...
Aldalalah 2014 - perceptions of blended learning competencies and obstacles...Zalina Zamri
The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students’ perceived blended learning competencies and obstacles.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Attitudes of nursing and midwifery school's student toward blended learning at mazandaran university of medical sciences
1. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.26, 2013
www.iiste.org
Attitudes of Nursing and Midwifery School's student toward
Blended learning at Mazandaran University of Medical Sciences
Mohammadreza Neyestani
Assistant Professor, Faculty of Educational Sciences and Psychology, University of
Isfahan, Isfahan, Iran. E-mail: neyestani@gmail.com
Hasan Babri (Corresponding author)
MS student of, Educational planning, School of Educational Sciences and Psychology, University of Esfahan,
,Iran. E-mail: hasan.baabri@yahoo.com
Abstract
Blended Learning is an educational method which has been used recently in higher education worldwide. This
study was conducted to investigate attitudes of the student of Nursing School at Mazandaran University of
Medical Sciences toward blended learning. The present study is a descriptive- cross sectional research. The
population included All students of Nursing and Midwifery Mazandaran University of Medical Sciences whom a
randomly stratified sample of 134 were selected. Also, Buket & Soylu (2008b) blended learning Attitude Scale
was used to measure attitude. Data were analyzed using descriptive indices.Results showed that, majority of the
respondents had positive attitude toward blended learning and Very small number of them had negative attitudes.
Also, there were no significant relationships between Varies (age and Gender) and the attitudes. So, According to
the positive attitude of the respondents toward blended learning, it is recommended that further studies take place
in order to design and implement the approach in formal education in the school of Nursing and Midwifery of
mazandaran University of Medical Science.
Key words: attitude, blended learning, student, School of Nursing and Midwifery
Introduction
Teachers concerned about the quality of learning in universities are facing a number of challenges related to
information and communication technologies (ICT)( Ginns & Ellis ,2006). Information and communication
technologies, which have been developing rapidly, have become one of the indispensable elements of the 21st
century. They have influenced, like all other fields, educational institutions which are the most important subinstitutions of the social structure. They have offered a favorable environment for the development and use of
various methods and tools (Buket & Soylu, 2006c).
In today’s world, information and communication technologies are influenced in many different areas
where people need more knowledge and better standards to accomplish their works. Education is one of these
fields that information and communication technologies are substantially interested in. Especially, education
needs innovations and new approaches to improve quality of educational studies (Hoic-Bozic, Vornar & Boticki,
2009). Thus, there is a considerable search for better education methods or techniques that are especially
supported with advanced technologies. In time, a remarkable improvement has been succeeded in education,
thanks to information and communication technologies. Many different methods, techniques and approaches
have been developed and implemented to realize requirements in educational studies (Kösea, 2010).
In recent years the spread of computer use, development of Internet technologies and fast Internet
connection have paved the way for providing a significant part of distance education through the Internet. That is
why, concepts such as e-learning, online learning or web-based learning, where Internet and network
technologies are overwhelmingly used in the presentation and reception of the content, are used to refer to these
learning environments rather than the concept of distance education which defines a quite larger area, including
models of learning through letter and radio broadcasting (Buket & Soylu, 2006c).
In spite of many advanced features of the online instructional mode, issues such as low levels of
interaction, lack of varied instructional strategies, and poor instructional design are often cited as shortcomings
when discussing the effectiveness of online instruction. Responding to these issues, many studies such as Oh,
Lim and French, (2004) and Oh and Albright (2004) have discussed the advantages and disadvantages of the
online instructional mode. Having acknowledged the disadvantages, advocates of online instruction have made
efforts to overcome them in many ways.
Some have claimed that online instruction restricts active student engagement in learning events unless
the student is a self-motivated, active learner. Rovai (2003) claims that online instruction is often found to be
“impersonal, superficial, misdirected, and potentially dehumanizing and depressing”, inhibiting the pedagogical
values of instruction. In addition, other studies (Daniels and Moore, 2000; Ford and Chen, 2000) expressed that
18
2. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.26, 2013
www.iiste.org
online learning environments require students to be strongly motivated and self-directed, and possess strong
organizational skills in their learning habits since working in online learning environments is an isolating and
independent job.
Considering the fact that sharing feelings, experiences, knowledge, and a sense of belonging (Valejs,
2003) is important in the learning process, online learning environments prevent both learners and instructors
from experiencing those sharing opportunities in dynamic communication environments. Therefore, strategies
have been suggested to improve online learning environments, and various instructional practices (e.g. blended
instruction, hybrid instruction) have been attempted.
Blended learning is treated as an instructional strategy, which is developed in a networked environment.
Such a strategy is usually supported by virtual learning environments (VLEs), which are a computer-based
standardized learning system and are used to sustain content delivery of online learning as well as to promote
online communication between an instructor and learners (Huang, Ma1,& Zhang, 2008).
Blended or hybrid learning is a wide-ranging term encompassing a range of different meanings. The
definitions of blended learning vary depending on delivery media, instructional methods, and type of instruction
(Graham, 2006). The most common and broadest definition is the emphasis on mixing types of instruction (i.e.,
traditional face-to-face instruction and online instruction; Graham, 2006; Rooney, 2003; Sands, 2002; Ward &
LaBranche, 2003; Young, 2002).
Graham (2006) summarizes three definitions of blended learning as the (a) combination of instructional
delivery media, (b) combination of instructional methods, and (c) combination of online and face-to-face
instruction. The first two definitions reflect the debate on instructional media versus instructional methods on
learning and are too broad to make blended learning a distinct phenomenon since virtually all learning systems
include a variety of methods and media.
Blended learning is premised on two key aspects: the effectiveness of the mix mode or multiple media
approach in terms of accessibility, and meeting students’ academic and non-academic needs. Blended learning
combines the benefits of online learning and face-to-face instructions. It takes the best qualities or features from
every delivery format, whether it is an online learning management system or a print- based correspondence
study. It provides greater access to course material in one delivery mode than is perhaps available in another
delivery mode.
So, Blended learning combines various models of traditional and distance education and makes use of all
types of technology, in other words it is a combination of conventional classroom instruction and e- learning.
Factors such as learners’ individual differences, personal characteristics, their opinions and learning styles have
significant impacts on a learning environment. For instance, the learners who have difficulty in establishing
communication in the classroom environment may find it easier to communicate in the electronic environment. It
is important, during the process of organizing blended learning environments, to establish the equilibrium
between face-to-face education and online environments, in view of the advantages of both methods (Buket &
Soylu, 2008).
Blended learning combines multiple delivery media that are designed to complement each other and
promote learning and application-learned behavior. Blended learning programs may include several forms of
learning tools, such as real-time virtual/ collaboration software, self-paced Web-based courses, electronic
performance support systems (EPSS) embedded within the job-task environment, and knowledge management
systems. Blended learning mixes various event-based activities, including face-to-face classrooms, live elearning, and self-paced learning. This often is a mix of traditional instructor-led training, synchronous online
conferencing or training, asynchronous self-paced study, and structured on-the-job training from an experienced
worker or mentor (Singh, 2003).
Blended learning is described by Thorne (2003) as “a way of meeting the challenges of tailoring learning
and development to the needs of individuals by integrating the innovative and technological advances offered by
online learning with the interaction and participation offered in the best of traditional learning” (Buket & Soylu,
2008a).
Blended learning environment which is regarded as a different type of distance education amalgamates
the advantages of distance education with the effective aspects of traditional education. In contrast to classical
learning environment which poses restrictions on place and time, e-learning provides an environment where the
learners can study regardless of time and place restrictions according to their learning speed. The factors such as
19
3. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.26, 2013
www.iiste.org
learners’ individual differences, personal characteristics and learning styles have significant impacts on the
learning environment. For instance, the learners who have difficulty in establishing communication in the
classroom environment find it easier to communicate in the electronic environment. As mentioned before, the
disadvantages of e-learning deriving from the interruption of socialization process and the weakening
attractiveness of e-learning applications in the eyes of learners are combined with relevant disadvantages of faceto-face education environments. It is obvious that the weaknesses and strengths of online environment and the
weaknesses and strengths of face-to-face education integrate in blended learning (Buket & Soylu, 2006c).
There are a number of potential advantages to blended learning that are emerging. Some of these revolve
around accessibility, pedagogical effectiveness, and course interaction. Many of today’s college students are
nontraditional, attempting to balance family, jobs, and university life. Coming to campus is often difficult for
many of them and through reducing the number of face-to-face hours required, blended learning can help them
meet this challenge. Universities and faculty are looking for ways to reach and retain these students (Dziuban,
Moskal & Hartman, 2004).
Blended learning has many advantages, which make it more popular among teachers and students. Some
of these advantages can be listed as below:
� By using combination of different education techniques and technologies, blended learning can
improve students’
academic achievements.
� Blended learning can be applied to students with different learning styles and levels.
� Blended learning allows cost savings and lowers general education expenses.
� Using various education techniques attracts more students’ attention to the course subject.
� By using combination of face to face education and other education techniques, students can be
allowed to access to knowledge from anywhere until they meet face to face with teachers(Kösea, 2010). In
today’s competitive environment, schools need to be fully cognizant of the views and feelings of their primary
stakeholders – the students. Given the fact that the students are at the centre of this process, it is imperative that
their views on their experiences be obtained before contemplating any shift from the traditional face-to-face
modality to blended learning (Kistow,2011). In the last decade, the blended learning approach has been adopted
widely in schools, universities and training sections in the business world. One of the major reasons this
approach is gaining momentum is due to teachers and instructors not using online learning to completely replace
traditional face to face classroom teaching, but to complement or overcome some of the short comings of face to
face teaching. In blended learning, instructors typically use computer technology with Internet access. The
blended learning environment may be as simple as providing administrative information, reading materials, and
resources for the students. However, some teachers and instructors enable students to interact with each other by
using asynchronous and synchronous communication technologies (Cheung & Hew,2011).
Nowadays, blended learning is one of the most advanced educational techniques. Considering the
commencement of adopting such modern teaching techniques across the world as well as in the Iranian
universities, one needs to apprehend the knowledge and attitude of students as one of the most important
components in the education system. Thus, this study was designed to investigate the knowledge and attitude of
students towards blended learning at Nursing Students at Mazandaran University of Medical Sciences.
Method
The present study is a descriptive- cross sectional research. The population included All students of Nursing and
Midwifery mazandaran University of Medical Sciences whom a randomly stratified sample of 134 were selected.
Also, Buket & Soylu (2008b) blended learning Attitude Scale was used to measure attitude. Data were analyzed
using descriptive indices.
Results
The response rate of the participants was 94 percent (127 students) of whom 68 percent were female and
32percent male. The participants ranged in age from 19 – 28.
Rate Attitudes of Nursing student toward Blended learning at mazandaran University of Medical Sciences, Be
seen in Table 1.
20
4. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.26, 2013
www.iiste.org
Table 1. Attitudes of Nursing student toward Blended learning
Items
Totally agree
I agree
Number (percent) Number (percent)
The Web environment helps me to follow courses easily
91(71/60)
34(26/77)
Disagree
Number (percent)
2(1/57)
Whenever I need help in the web environment I can get it
88(69/29)
38(29/92)
1(0/78)
I can reach the web environment wherever I want
76(59/84)
47(37)
4(3/14)
The interaction in the web environment is quite enough for
me
The announcement section is prepared quite well
The Web site is comprehensible
I find the web site quite clear
I can use the forum easily
I can find the answers to questions provided in the Forum
environment
I can share my thoughts and experiences with my friends
in the Forum environment
Teaching staff give feedback through forum environment
The forum is supportive and helps me reinforce what I
have learned
I find that communication and mentoring in the forum
environment are quite enough
Modules in the web environment are quite comprehensive
including all achievements
Achievements in all modules are always defined clearly
Learning and teaching activities in all modules are always
defined clearly
Modules in the web environment meet my needs
The explanation of the subject help me to learn the subject
Worksheets help me to understand what I have learned
References and narration met my needs
Length and presentation of the subject help me to follow
the subject easily
The teacher completes missing subjects during the face to
face sessions
Generally, I can find the answers to my questions during
the face to face sessions
I can find the answers to my questions during the face to
face sessions
Face to face sessions help me to learn about subjects in
detail
Sharing and discussion environment in face to face
sessions are quite good
It would be better if teachers explained the subject during
the face to face sessions
Face to face interaction is quite useful for understanding
the subject much better
Face to face environment with gestures and mime is quite
effective
Face to face interaction helps me to learn better and assists
in the retention of information about the subject
112(88/18)
12(9/44)
3(2/36)
64(50/39)
55(43/3)
41(32/28)
98(77/16)
54(42/51)
56(44/09)
66(51/96)
78(61/41)
27(21/25)
59(46/45)
7(5/51)
6(4/72)
8(6/29)
2(1/57)
14(11/02)
56(44/09)
62(48/81)
9(7/08)
73(57/48)
92(72/44)
46(36/22)
31(24/4)
8(6/29)
4(3/14)
70(55/11)
55(43/3)
2(1/57)
61(48/03)
55(43/3)
11(8/66)
42(33/07)
38(29/92)
71(55/9)
76(59/84)
14(11/02)
13(10/23)
93(73/22)
51(40/15)
87(68/5)
88(69/29)
58(45/66)
29(22/83)
68(53/54)
37(29/13)
35(27/55)
68(53/54)
5(3/93)
8(6/29)
3(2/36)
4(3/14)
1(0/78)
118(92/91)
9(7/08)
0
72(56/69)
50(39/37)
5(3/93)
68(53/54)
48(37/79)
11(8/66)
70(55/11)
54(42/51)
3(2/36)
67(52/75)
51(40/15)
9(7/08)
71(55/9)
54(42/51)
2(1/57)
49(38/58)
66(51/96)
12(9/44)
95(74/8)
28(22/04)
4(3/14)
52(40/94)
67(52/75)
8(6/29)
21
5. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.26, 2013
www.iiste.org
If something went wrong in web environment, we would
need face to face interaction to make things clear
Evaluation criteria in the web environment guide us in
how and what to do in our projects
Mentoring about the projects help us a lot and makes the
Project easy for us
Evaluation criteria is clear and understandable
Interval assessments during face to face sessions help us to
complete the projects easily
To learn through website makes me responsible for the
course and motivates me to attend the course
To learn the subject through the web site is much more
interesting than other methods
My motivation is very low while I am studying on the web
It is very new and different way to study on the web
It is very difficult to study on the web for me
To come the class with the preparation helps my learning a
lot
I believe that this is a very effective system
I can study by myself in a more comfortably and in a quiet
environment
This method is easier for me
To study on the web help me make plans
I can study at my own pace
I get bored when I am studying on the web
I find the forum environment very boring
The Web environment helps us prepare for the course
I can study over and over again in the web environment
Total(percent)
97(76/37)
27(21/25)
3(2/36)
49(38/85)
70(55/11)
8(6/29)
119(93/7)
8(6/29)
0
71(55/9)
107(84/25)
39(30/7)
20(15/74)
17(13/38)
0
41(32/28)
67(52/75)
19(14/96)
85(66/92)
33(25/98)
9(7/08)
67(52/75)
104(81/89)
80(62/99)
117(92/12)
49(38/58)
23(18/11)
41(32/28)
10(7/87)
11(8/66)
0
6(4/72)
0
51(40/15)
83(65/35)
62(48/81)
41(32/28)
14(11/02)
3(2/36)
114(89/76)
54(42/51)
98(77/16)
48(37/79)
60(47/24)
101(79/52)
60(47/24)
12(9/44)
65(51/18)
29(22/83)
77(60/62)
57(44/88)
26(20/47)
63(49/6)
1(0/78)
8(6/29)
0
2(1/57)
10(7/78)
0
4(3/14)
59/14
36/29
4/57
According to Table 1- The majority of the respondents had (59/14) percent had completely positive attitude,
(36/29) percent had positive attitude toward blended learning; and Small number of respondents (4/57) percent
of them had negative attitudes.
Also, statistical analysis showed that there were no significant relationships between Varies (age and Gender)
and the attitudes.
Conclusion
blended learning is one of the most advanced educational techniques. Considering the commencement of
adopting such modern teaching techniques across the world as well as in the Iranian universities, one needs to
apprehend the knowledge and attitude of students as one of the most important components in the education
system. Thus, this study was designed to investigate the knowledge and attitude of students towards blended
learning at Nursing Students at Mazandaran University of Medical Sciences.
Results showed that (59/14) percent Respondents Said Completely agree with blended learning and (36/29)
percent Respondents Said Agree with blended learning , that According to these findings Can be concluded that
majority of the respondents had positive attitude toward blended learning. Also, statistical analysis showed that
There was no significant relationships between Varies age and the attitudes.
Because the blended e-learning uses benefits of both e-learning & face to face learning and provides more
flexibility and satisfaction for learner and teacher, it can be considered as an effective alternative method for
education in universities of medical sciences in Iran. So, According to the positive attitude of the respondents
toward blended learning, it is recommended that further studies take place in order to design and implement the
approach in formal education in the school of Nursing and Midwifery of mazandaran University of Medical
Science.
22
6. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.26, 2013
www.iiste.org
References
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Buket, A, Soylu, M, Y (2008b). Development of a scale on learners' views on blended learning and its
implementation process. Internet and Higher Education 11. 26–32.
Buket, A. Soylu M Y. (2006c) A Study on Students’ Views On Blended Learning Environment. Turkish Online
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Cheung, W,S. and Hew, K,F(2011). Design and evaluation of two blended learning approaches: Lessons
learned. Australasian Journal of Educational Technology 27(Special issue, 8), 1319-1337.
Dziuban,CH. Moskal,P. and Hartman,J(2004). HIGHER EDUCATION, BLENDED LEARNING AND THE
GENERATIONS: KNOWLEDGE IS POWERNO .MORE Research Initiative for Teaching Effectiveness,
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Ginns, P. Ellis, R.(2007). Quality in blended learning: Exploring the relationships between on-line and face-toface teaching and learning The Institute for Teaching and Learning. Internet and Higher Education (10) 53–
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Huang,R. Ma1,D. and Zhang,H (2008). Towards a Design Theory of Blended Learning Curriculum. ICHL '08
Proceedings of the 1st international conference on Hybrid Learning and Education.(3), 66 – 78.
Kistow, B(2011).Blended learning in higher education: A study of a graduate school of business, Trinidad and
Tobago Arthur Lok Jack Graduate School of Business, The University of the West Indies, St. Caribbean
Teaching Scholar. 1(2) 115–128.
Kösea,U (2010). A blended learning model supported with Web 2.0 technologies. Procedia Social and
Behavioral Sciences 2 (2010) 2794–2802.
Singh,H(2003). Building Effective Blended Learning Programs. Issue of Educational Technology,43-(6) 51-54.
23
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