Blended Learning

New technologies play a more important role in today's teaching and learning processes, one of which is the blended learning approach. Blended learning is a learning method that facilitates learning by combining direct learning methods and independent/online learning methods by utilizing advanced technology in the modern era and various delivery models, teaching models, and learning styles, introducing various choices of dialogue media between teachers and students. Where the application of blended learning in the English learning process has several advantages and disadvantages. By applying blended learning in learning English, students have experience and become more interested and excited to study seriously. In this study, the authors realized that this blended learning method is one of the effective learning methods and has the flexibility of time for teachers and students. This study aims to determine the impact and implementation of blended learning in teaching English. The method used in this research is library research, which means the author collects sources from journals to be analyzed and emphasized to support the research. This research is sourced from a reference to a journal written by Ju & Mei entitled "Perceptions and Practices of Blended Learning in Foreign Language teaching at USIM" and also a journal is written by Listyariani et al. entitled "Teachers'

Following the actual trends in European education, " Babeş-Bolyai " University offers to the foreign students the possibility to study and/or improve their skills in Romanian. Our objective in this paper is to present how Clipflair, a cloud-based platform for Romanian as foreign language (RLS) learning can be a fun and interactive tool for the students interested in this language. We will focus on the Romanian as foreign language module of Clipflair platform and will illustrate the way Clipflair facilitates the access of the students to attractive learning contents and makes language learning a more enriching experience.

Keywords: Romanian as foreign language, Clipflair, blended learning, computer assisted learning, virtual platform for language learning. Cuvinte-cheie: Limba română ca limbă străină, RLS, Clipflair, predarea limbilor străine asistată de calculator, platformă virtuală pentru învăţarea limbilor străine.

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

การวิจัยนี้มีวัตถุประสงค์เพื่อ 1) พัฒนารูปแบบการเรียนการสอนแบบโครงงานเป็นฐาน โดยใช้กระบวนการเรียนรู้แบบผสมผสาน เพื่อส่งเสริมโครงงานสร้างสรรค์ และทักษะการทำงานร่วมกัน 2) ประเมินความเหมาะสมของรูปแบบการเรียนการสอนแบบโครงงานเป็นฐาน โดยใช้กระบวนการเรียนรู้แบบผสมผสานที่พัฒนาขึ้น โดยมีขั้นตอนการวิจัยแบ่งออกเป็น 2 ขั้นตอนคือ การพัฒนารูปแบบการเรียนการสอนแบบโครงงานเป็นฐาน โดยใช้กระบวนการเรียนรู้แบบผสมผสาน และการประเมินความเหมาะสมของรูปแบบการเรียนการสอนแบบโครงงานเป็นฐาน โดยใช้กระบวนการเรียนรู้แบบผสมผสานที่พัฒนาขึ้น กลุ่มตัวอย่างเป็นผู้เชี่ยวชาญด้านการออกแบบการเรียนการสอน ด้านการจัดการเรียนการสอนแบบโครงงานเป็นฐาน และด้านการจัดการเรียนการสอนแบบผสมผสาน จำนวน 12 คน ได้จากการคัดเลือกแบบเจาะจงตามเกณฑ์ที่กำหนด วิเคราะห์ข้อมูลด้วยค่าเฉลี่ย และส่วนเบี่ยงเบนมาตรฐาน
ผลการวิจัยพบว่า รูปแบบการเรียนการสอนแบบโครงงานเป็นฐาน โดยใช้กระบวนการเรียนรู้แบบผสมผสาน ประกอบด้วย 3 ขั้นตอน คือ 1) ขั้นเตรียมการ 2) ขั้นการเรียนการสอน และ 3) ขั้นประเมินผล ในขั้นการเรียนการสอนใช้รูปแบบการสอนแบบโครงงานเป็นฐาน ร่วมกับกระบวนการเรียนรู้แบบผสมผสาน ประกอบด้วย 6 ขั้นตอน คือ 1) ขั้นศึกษาเนื้อหา 2) ขั้นสร้างความสนใจ 3) ขั้นวางแผนและศึกษาข้อมูล 4) ขั้นพัฒนาโครงงาน 5) ขั้นสรุปผลและนำเสนอ และ 6) ขั้นประเมินและสะท้อนผล และผลการประเมินความเหมาะสมของรูปแบบการเรียนการสอนแบบโครงงานเป็นฐาน โดยใช้กระบวนการเรียนรู้แบบผสมผสานที่พัฒนาขึ้น มีความเหมาะสมโดยรวมอยู่ในระดับมากที่สุด

De noemer ‘blended learning’ dekt een grote variëteit aan onderwijspraktijken. Hier slaat het op combinaties van digitaal ondersteund afstandsonderwijs en contactonderwijs. De basisgedachte luidt dat door een zorgvuldig afgewogen combinatie van afstandsonderwijs en contactonderwijs meer adequaat op verschillen tussen lerenden kan worden ingespeeld, meer recht kan worden gedaan aan het fundamenteel actieve karakter van het leerproces, en passend leerondersteuning kan worden geboden. Zo geformuleerd lijkt ‘blended learning’ voor alle lerenden, voor alle doelen en voor alle onderwijstypes de oplossing te zijn. De praktijk van het volwassenenonderwijs toont evenwel dat dit verre van eenvoudig is en ook theoretisch is het niet evident aan te geven welke combinaties van digitaal ondersteund afstandsonderwijs en contactonderwijs voor specifieke lerenden, voor welomschreven doelen en binnen afgebakende onderwijscontexten adequaat zijn. Onderzoek naar optimale leerarrangementen is daarom niet alleen praktisch van belang maar ook theoretisch erg relevant.
In dit symposium wordt ingegaan op het onderzoek naar blended onderwijs in het volwassenenonderwijs zoals dat wordt uitgevoerd in het project Adult Learners Online! Online and Blended Learning in Adult Education and Training (ALO!). Het richt zich meer specifiek op de theoretische modellen die het onderzoek naar leerarrangementen kunnen sturen. Doel van het empirisch onderzoek binnen het ALO-project is –in lijn met de principes van ontwerpgericht onderzoek- na te gaan hoe lerenden zich in een leeromgeving gedragen, hoe deze gedragingen vanuit persoonsgebonden en contextuele variabelen kunnen worden verklaard, wat er de effecten van zijn in termen van leeruitkomsten en hoe door gerichte interventies zowel op het niveau van het programma als van de afzonderlijke componenten, meer optimaal leergedrag kan worden geïnduceerd. Het ALO-project richt zich op situaties die als minder vanzelfsprekend worden geacht voor het invoeren van blended learning en wel omdat de betrokken volwassen lerenden door een beperkte vooropleiding, een complexe motivatiestructuur (bijv. niet alleen aandacht voor leren maar ook voor onderhoud van een gezin), en -naar wordt vermoed- beperkte metacognitieve vaardigheden als eerder kwestbare lerenden kunnen worden omschreven.
Al snel is evenwel duidelijk geworden dat dit type van onderzoek om ook theoretisch relevant te zijn en niet te vervallen in ad hoc bevindingen, erg nood heeft aan goed onderbouwde en gelaagde modellen. Deze modellen dienen als basis voor het beschrijven van zowel de doelen en de vormgeving van de leerarrangementen, als de persoonsgebonden en context variabelen die de effectiviteit van de leerarrangementen kunnen bepalen. Ze dienen ook als uitgangspunt voor het kunnen formuleren van verklaringen en het kunnen identificeren van potentieel sterke interventies.

Higher education has never experienced a moment of crossroads as important as the current one due to the Covid-19
pandemic. Higher education models, based mainly on
face-to-face training, on actions carried out exclusively in the
learning environments and instruction models where the
professor remains the center of mediation, have reached a
dead end that requires urgent changes from policy makers
and the institutions themselves. The impact of the pandemic
on economic, social and educational aspects is unprecedented and one of the most impacted aspects is academic mobility, which has currently been challenged in the face of its
relevance and contribution to teaching and learning.

"El diseño de juegos y el diseño de cursos de español comparten un objetivo, ofrecer una experiencia atractiva y motivadora para los ‘jugadores-discentes’, para que estos se sientan atraídos, se esfuercen y disfruten avanzando hasta convertirse en expertos.
En esta experiencia piloto hemos aplicado la ludificación (‘gamification’), entendida como la aplicación de elementos del diseño de juegos a entornos no lúdicos, a todo un cuatrimestre. Se ha empleado una plataforma de internet creada expresamente para estudiar el efecto de algunos de estos elementos en la motivación y la conducta de los alumnos dentro y fuera del aula."

The world is changing rapidly, so is academics. E-learning has altered the area of academics and education. ICT enabled learning has given ideal services to students by providing any type of content on demand which is proportional to the performance of students. The concentration of learner has been found instinctive; thus there is a need of engaging mind towards course progress with its entirety till the objectives of the course will be achieved. There are several e-learning platforms available as EdX, Udacity, Khan Academy, Alison those have a number of learners registered for various courses. Studies suggest that these platforms suffer from the common problem of learners’ dropping out. Investigations also claim early leaving rate is increasing due to lack of quality of content, distraction factors, learners’ mind change, outdated and succinct information, and some more detraction factors. These issues have been observed on the basis of early leaving rates in various MOOCs. Thus t...

El artículo presenta la experiencia de la asignatura Física Introductoria en la modalidad semipresencial en la PUCMM/RSTA. La implementación del proyecto piloto tuvo varias fases incluyendo desde la preparación de materiales hasta el establecimiento de los elementos de la estrategia y la orientación de los estudiantes en la nueva modalidad. Los resultados se evaluaron utilizando diversas herramientas: cuestionarios, encuestas on-line, entrevistas y pruebas de rendimiento. Éstas fueron orientadas a aspectosrelacionados con el estudiante, la asignatura, el profesorado, el contenido, la comunicación y el entorno virtual. Los resultados obtenidos fueron satisfactorios en cada una de las áreas evaluadas, incluida el rendimiento de los estudiantes.

Imagine that you have eight days to teach introduction to qualitative research. What would you include? How would you present the basics? Which readings would you require? How would you keep your students attention throughout each 6-hour day? The challenges of such a condensed course can be stifling but the potential is immense. In this presentation, I discuss the ways in which I engaged a class of first semester graduate students in an intensive hands-on, student-centered course in qualitative research. Outcomes of the class included four student researched small case studies, one student-faculty international conference presentation, and the development of a student-faculty journal publication. While these outcomes help to demonstrate an overall level of comprehension, I continue to think about the class as a whole. This presentation seeks to open discussion on the topic of teaching pedagogy within qualitative research in general and on student knowledge retention in particular.

Language plays a crucial role in the development of human society. It is the main means of communication between individuals, groups and countries. Nowadays, more and more people are learning English as a foreign or second language, and their key objective is to get expertise in English. The abrupt changes in the broad field of economy, business, science, technology and education have triggered the youth and coming generation to improve their communication skills. Language acquisition involves four modules of teaching that includes Listening, Reading, Speaking and Writing. The teachers have to be dynamic and updated to teach these language skills to the students. The researcher has interviewed the participants on various aspects involved in teaching-learning process to find out the root cause of the problems encountered by students studying at Jazan University to attain the speaking and the writing skills. The problems are further critically analysed, evaluated to derive at conclusi...

Mixed Learning is an educational approach system. Time, place, this with some element of student control over the path or speed, the physical presence of both the teacher and the student is required. It provides an opportunity for individuals to experience the best of both worlds. For example, as a student in the real world classroom you can attend classes at the organization and then fill out the syllabus by studying online. multimedia course. Blended learning Provides learning Comfort and flexibility; they have the ability to control their learning pace and those with the ability to learn remotely. Mixed learning provides a comprehensive understanding of the content to learners of the lesson Says academic research. Mixed Learning (also known as hybrid learning) is an introduction to technology and digital media in traditional instructor-led classrooms. Is this the method of teaching? Integrates with activities, which gives students more flexibility to customize their learning experiences. Hybrid learning focuses on a set rate and a combination of offline and online instruction Pays, while hybrid learning seeks to find a flexible balance between online and offline, which is unique Encourages even better experience for students. A mixed course consists of face-to-face class sessions with online materials and activities-mainly live and the "mix" of the two online learning. This is a major reason why students often perform better in mixed courses, but they often have more motivation and less anxiety. The online learning environment depends on computers connected to the Internet. Responsibility for learning shifts primarily to learners. In contrast, mixed learning is face-to-face teaching and Is a combination of an online approach. Mixed learning is a set of digital provide individualized activities and a better learning experience is mixed. The use of learning tools can occur during or after a live session and can support a variety of educational purposes. Modular learning, as the term implies, uses learning modules that make it easier for students to learn on their own. Modular Learning is a form of distance learning that is highly developed by teachers with the help of curriculum developers Uses Self-Learning Modules (SLMs) based on Essential Learning Skills (MELCS). Blended Learning Combines the Benefits of e-learning and face-to-face training. Large numbers of learners in remote areas Inexpensive and highly effective learning in reach. A little bit over time And learning that often supports structured practice. Mixed learning provides flexibility in availability. In other words, while enjoying the benefits of mixed learning, face-to-face support and instruction, it does not help the student to access objects from time to time and from anywhere. A mixed approach to learning. By integrating face-to-face learning activities with online learning components Curriculum design that enhances teaching and learning experiences for students and teachers.-Mixed learning is an interdependent mix of face-to-face and online education Collaboration. One of the key factors required for effective learning is collaboration. The distance we know today is Education. His course focuses on shorthand.

RESUMEN Objetivo: Sistematizar la experiencia de formación de los monitores clínicos bajo la modalidad B-learning inspirados en el M-DECA. Método: La información fue procesada según el método asociado con el enfoque epistemológico introspectivo vivencial. Se realizaron talleres de formación a los monitores clínicos que participan en el Área de Práctica Profesional extramuros de la Facultad de Odontología de la Universidad del Zulia adscritos al sistema regional de salud, como productos se evaluaron las evidencias del portafolio y el instrumento de autoevaluación además de la participación en el Sistema de Aulas Virtuales de La Universidad del Zulia. Resultados: La formación-evaluación inspirada en el M-DECA y bajo la modalidad B-learning permitió desarrollar las competencias docentes para escenarios clínicos en corto tiempo y los estimuló a seguir trabajando. Conclusiones: El B-learning es una estrategia valiosa para la formación-evaluación inspirada en el M-DECA, este modelo semi presencial se conjuga muy bien con la sistematización de experiencias educativas ya que permite un registro tanto individual como colectivo de las actividades y sus vivencias durante el proceso de aprendizaje. Palabras clave: formación,evaluación, competencias académicas, M-DECA y B-learning.

This paper reports on the development of blended workshops on training in English as a medium of instruction (EMI). The study was divided into three individually conducted phases. Phase 1 included the development of a massive open online course (MOOC) on English for academic purposes. Phase 2 involved blending the MOOC with offline workshops. Finally, Phase 3 included improving the blended workshops further based on our findings and participant feedback in Phase 2. The effectiveness of each Phase was studied to identify the learning outcome of the MOOC and the blended workshops. The study also sheds light on the workshops' limitations from which we draw implications for future research and practice.

sail:lab, as an interdisciplinary project of mathematicians and sport scientists, uses the physical description of sailing to develop an E-Learning component, which can be integrated in Blended Learning scenarios in both departments. By calculating the forces and moments due to wind and current which take effect at sail, hull, rudder, and fin, the movement of a jolly-boat is visualized. An

El artículo explora teóricamente el uso de redes sociales en la enseñanza y aprendizaje de idiomas. El objetivo es conocer su presencia en la disciplina. La literatura permitió observar las redes sociales existentes y motivos que evitan que sean integradas al plan de estudios. Inicio definiendo redes sociales y explorándolas en tres niveles: educación, enseñanza y aprendizaje de idiomas, y aquellas especializadas en la disciplina. Después se exploran factores de su limitada implementación: institucionales (planeación y decisiones colegiadas), personales (contar con acceso a dispositivos e Internet) y pedagógicas (poseer habilidades y destrezas para usarlas). Las conclusiones mencionan que la implementación está creciendo, mejorando planeación y encontrando áreas de oportunidad.

The article discusses the opportunity of e-learning to provide equalaccess to high qualityeducation. Based on scientific publications and our observations the review of possibilities offered by the distance education to those willing to study have been made; the reasons to impose distance in front of traditional training also; and the Moodle's advantages as a platform for the development of e-learning.The conclusions are that e-learning has agreat potentiality for acquiring high qualityeducation under different forms of training. The one of positive side of e-learning is that it allows applying DL and can be recognized as a tool for equal access to education. The DL allows to be realized in practice the right for anyone to be educated. The existed barriers to learning in DL can be overcome in future.

This paper presents the rationale behind the utilization of a Moodle Learning Management System for the facilitation of a blended learning approach in the Informatics department. The authors present and analyze the steps followed in order to replace the prior decentralized organizational structure of the courses, which consisted of a multitude of different and incompatible systems. The main goal was to implement a single system, which would be easy to operate, maintain, and update, and would cater to the variety of instructor and student needs. Furthermore, evaluation data of the new system is presented in detail. The analysis of the results serves to confirm the success of this department-wide migration.

Cet article présente, à partir d’une recherche-intervention menée à l’université, les effets liés à la mise en place de formations hybrides en langues vivantes étrangères dans le secteur Lansad. L’objectif de cet article est de rendre compte des usages du dispositif pédagogique tel qu’ils sont rapportés par les étudiants avant et après un processus de réingénierie pédagogique qu’il s’est avéré nécessaire d’opérer. L’analyse des données a été quantitative (à partir de questionnaires aux étudiants) et qualitative (question ouverte aux étudiants et entretiens semi-guidés avec les enseignants). Ce sont les mesures d’accompagnement auprès des étudiants ainsi que les modifications du dispositif qui sont au cœur de l’étude afin d’appréhender les évolutions en termes d’usages et d’attitudes liées à la transformation numérique.

Abstract. The mix that is suitable to target the specific learning needs and is likely to be accepted by SMEs has yet to be clarified. Recommendations for a good mix of blended learning in SMEs will be developed using a Delphi study design, implemented as a so-called e-Delphi. The sample will be SMEs from Germany and Ireland, international providers of e-learning, blended learning and lifelong learning as well as researchers in these fields. Recent experience with contacting selected participants for the Delphi study did show big ...

Background: Reforms in higher education due to the advent of new technologies require a shift in traditional education. The flipped classroom approach can be a solution to such educational changes to create a student-centered individual learning environment.
Materials and Methods: This approach, which is a type of blended learning, effectively integrates traditional and online education using both in and out of the classroom environment. The paper presents evidence around derived from a systematic review of the literature on the use of flipped classroom approach in higher education. A comprehensive search through multiple known databases identified a dataset of 548 papers from which 31 papers met the criteria for in-depth analysis.
Results: The analysis revealed that flipped classroom approach has a positive effect on learning, reducing cognitive load, engagement, accuracy, motivation, attitude, satisfaction from the course, and self-efficacy in higher education. One of the most important challenges of the flipped classroom were the lack of familiarity and adaptation of the students to the flipped method, the increase of teachers' load and the learning issues of the video.
Conclusion: According to the analysis of the findings of the selected research studies, it is concluded that the higher education system can effectively use this method

El aprendizaje semipresencial (blended learning), como modalidad normalizada, presupone nuevas vinculaciones con los espacios y sujetos educativos, tornándose en objeto de investigación y conocimiento. El presente estudio recupera del Registro Nacional de Trabajos de Investigación (RENATI) 45 informes de tesis de pregrado y posgrado sustentados en las universidades peruanas. Con los informes se establecieron los campos de conocimiento y orientaciones metodológicas predominantes. Los resultados revelan una mayor concentración investigativa de estudios a nivel de postgrado, una creciente evolución productiva en el último quinquenio, así como intereses de desarrollo compartidos entre universidades públicas y privadas. Un aspecto significativo de su producción científica está determinado por la centralidad del conocimiento, más a nivel de las universidades de la capital que de provincias. También se evidencia la priorización de ciertos dominios investigativos, sobre todo, de lo cognitivo sobre lo procedimental y actitudinal, de lo individual sobre lo colectivo, y de los contenidos disciplinares sobre los transversales. A nivel de los diseños metodológicos, los estudios analizados revelan preferencias, de diseños experimentales y correlacionales sobre los descriptivos, así como la recurrencia a una variedad de sujetos de estudio, no solo de estudiantes, sino, también, de directivos y docentes. Resalta, asimismo, el predominio de los cuestionarios basados en la escala de Likert para la recolección de la información, y, básicamente, elaborado por los autores y autoras; así como un énfasis en pruebas paramétricas para la comprobación de las hipótesis.