Am J Pharm Educ

RRL
"The Impact of Blended Learning to the Study Habits of Grade 12 students."
Blended learning is one of the most modern methods of learning helping in solving the knowledge
explosion problem, the growing demand for education and the problem of overcrowded lectures if used
in distance learning, expanding the acceptance opportunities in education, being able to train, educate
and rehabilitate workers without leaving their jobs and teaching housewives, which contributes to
raising the literacy rate and eliminating illiteracy; blended learning increases the learning effectiveness
to a large degree, decreases the time environment required for training, decreases the training costs,
allows the learner to study at his favorite time and place, allows for live interviews and discussions on
the network, provides updated information suiting learners' need, and provides simulations, animations,
practical events and exercises and practical applications (Al- Shunnaq and Bani Domi, 2010). Blended
learning is a learner-centered approach that integrates traditional face-to-face learning with a
computer-mediated learning environment. (Singh H. 2003) As an example, students are provided with
foundational content to learn prior to class so that class time can be dedicated to active-learning
exercises, such as automated response system (ARS, or “clickers”) questions, case-based discussions,
and think-pair-share. By combining the strengths of computer-mediated instruction (ie, dynamic digital
interfaces, embedded assessments, data analytics, self-paced content acquisition) and face-to-face class
time (ie, faculty member and peer engagement, hands-on applied learning), blended-learning
environments can produce improved student outcomes and facilitate acquisition of competencies that
may not otherwise be achieved. (Am J Pharm Educ. 2015)
Evidence from a wide range of disciplines supports the use of blended learning to improve student
outcomes. (Ilic D, Hart W, Fiddes P, Misso M, Villanueva E. 2013). Improvement in student outcomes
associated with blended learning can be described, in part, by constructivism, which views knowledge
not as a finite and defined body of facts and concepts, but as ever-evolving and dynamically constructed
by the learner in interaction with others and with the environment. (Palincsar AS. 1998) In teaching
practice, the constructivist view of learning promotes utilization of active learning to engage students in
the learning process through meaningful activities that prompt them to reflect on ideas, self-assess
content mastery, gather information, and apply it to solving problems. (Bonwell C, Eison J. 1991). This
theoretical approach also emphasizes the importance of information resources and tools linked to the
learning environment and made available to students prior to class in order to facilitate independent,
self-paced knowledge building and development of thinking skills with self-assessment opportunities.
(Jonassen D. 1999). Blended learning effectiveness has quite a number of underlying factors that pose
challenges. One big challenge is about how users can successfully use the technology and ensuring
participants’ commitment given the individual learner characteristics and encounters with technology
(Hofmann, 2014). Hofmann adds that users getting into difficulties with technology may result into
abandoning the learning and eventual failure of technological applications. In a report by Oxford Group
(2013), some learners (16%) had negative attitudes to blended learning while 26% were concerned that
learners would not complete study in blended learning. Learners are important partners in any learning
process and therefore, their backgrounds and characteristics affect their ability to effectively carry on
with learning and being in blended learning, the design tools to be used may impinge on the
effectiveness in their learning. However, blended learning effectiveness may be dependent on many
other factors and among them student characteristics, design features and learning outcomes. Research
shows that the failure of learners to continue their online education in some cases has been due to
family support or increased workload leading to learner dropout (Park & Choi, 2009) as well as little time
for study. Additionally, it is dependent on learner interactions with instructors since failure to continue
with online learning is attributed to this. In Greer, Hudson & Paugh’s study as cited in Park and Choi
(2009), family and peer support for learners is important for success in online and face-to-face learning.
Support is needed for learners from all areas in web-based courses and this may be from family, friends,
co-workers as well as peers in class.

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"The Impact of Blended Learning to the Study Habits of Grade 12 students."

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