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A Content Analysis of Blended Learning Studies Conducted during Covid-19 Pandemic Period

Yıl 2021, Cilt: 1 Sayı: 2, 175 - 210, 25.10.2021

Öz

The goal of this research is to analyze the content of blended learning studies that were published between 2019 and 2021. In this regard, this study investigated 50 studies by using different parameters. This research is divided into two parts in this context. One is to look at how research has progressed and what challenges linked to blending learning have been investigated. Second, this study aims to raise awareness that blended learning is still a hot issue among scholars, particularly in the wake of the Covid-19 outbreak. Previous study clearly reveals that certain studies have looked into the impact of blended learning on students' perception and motivation (Ortega-Morána, Pagadora, Maestre-Antequeraa, Arcob, Monteirob, & Sánchez-Margalloa, 2020; Moura, Souza, & Viana, 2021). In light of these findings, this study concludes that blended learning is a critical component of educational activities, particularly when the years between 2019 and 2021 are considered pandemic years.

Kaynakça

  • Almusfar, L. A. (2020). An Assessment of Design Principles for Blended Learning Courses. Doctoral Dissertation. Claremont Graduate University
  • Ayeni, F. E. (2020). An Analysis of Blended Learning as a Pedagogical Tool for Teaching Computer Science at Historically Black Colleges and Universities. Doctoral Dissertation, Southern University and A & M College, Baton Rouge, Louisiana, USA.
  • Ayesha, A. (2020) Learner autonomy in a blended learning English language course: a case study of a Pakistani university. PhD thesis, University of Glasgow, UK..
  • Bentinck, V.A. (2020). The Transition to Blended Learning: Students’ Perceptions of Online Interaction. EdD thesis, The Open University, UK.
  • Burnham, T. (2021). Exploring Blended Curriculum to Enhance Student Learning in an Adult High School. Doctoral Dissertation, Walden University, USA, February 2021.
  • Cheng, M.C. (2020). Blended Learning in A Hong Kong Vocational Education Program. Doctoral Dissertation. Northeastern University, Boston, Massachusetts, USA.
  • Cox, K. M. (2020). Teachers’ Descriptions of Effective Professional Development Provided to Implement a Blended Learning Flipped Classroom. Doctoral Dissertation. Grand Canyon University Phoenix, Arizona, USA.
  • Cotner, C. E. (2020). A Propensity Score Analysis of The Academic Achievement Effect of Increasing in a Blended Learning Environment: The Student’s Time in The Brick and Mortar Facility. Doctoral Dissertation, Cleveland State University, USA.
  • Davis, K. N. (2019). Implementing the Flex Model of Blended Learning in a World History Classroom: How Blended Learning Affects Student Engagement and Mastery. Doctoral Dissertation. University of South Carolina, USA.
  • Epperson, B. B. (2020). The Experience of High School Seniors in a Blended Learning Class and Its Potential Support to Post-Secondary Pursuits: A Case Study. Doctoral Dissertation. Baylor University, USA.
  • Fang, L. (2020). A Design Science Research Approach to Customisable E-learning: Design, Development and Evaluation of a Web-based Self-Learning System for Phonetic Transcription. Doctoral Dissertation. The University of Sheffield, USA.
  • Foley, T. (2020). Faculty and Student Attitudes and Experiences of Blended Learning in Postgraduate Programmes: a Case Study in an Irish University. Doctoral Dissertation, University College Cork, Ireland.
  • Hensley, N. (2020). Teacher Perceptions of Blended Learning to Support 21st Century Learners. Doctoral Dissertation. East Tennessee State University, USA.
  • Katzin, G. A. (2020). A Phenomenological Study of Teacher Perceptions of Blended Learning: Definition, Adoption, and Professional Development. Doctoral Dissertation. Lindenwood University, USA.
  • Lukarov, V. (2019). Scaling up Learning Analytics in Blended Learning Scenarios. Doctoral Dissertation. RWTH Aachen University.
  • McHone, C. (2020). Blended Learning Integration: Student Motivation and Autonomy in a Blended Learning Environment. Doctoral Dissertation. East Tennessee State University, USA.
  • Payton, M. S. (2019). Secondary Teachers’ Descriptions of Blended Learning and Professional Development: A Case Study. Doctoral Dissertation,
  • Polat, Ö.F. (2020). Teacher Characteristics and Blended Learning Adoption in STEM-Focused Charter Schools. Doctoral Dissertation. Walden University, USA.
  • Shiru, S. A. (2020). Effects of Blended Learning and E-Learning on Students’ Academic Achievement in Financial Accounting in Colleges of Education. Master’s Theses, Kwara State University, Malete.
  • Ward, K. A. (2020). A Mixed Methods Grounded Theory Study on the Impact of Professional Development to Prepare Teachers to Effectively Engage Students in a Blended Learning Environment. Doctoral Dissertation, Concordia University, Irvine.
  • Wong, Mo. (2020). Impact of Blended Learning on Mathematics Achievement. Doctoral Dissertation, Lamar University, TX, USA.
  • Woods, A. (2020). Blended Learning Success in the Classroom. Doctoral Dissertation. Walden University, USA.
  • Thomas A. J. (2019). A Case Study of International Middle Schoolers’ Control in Their Blended Learning Experiences in China. Doctoral Dissertation. Capella University, MN, USA.
  • Thomson, H. L. (2019). Factors that affect the embedding of blended learning and how they vary across organizational levels within an English Further Education College. Doctoral Dissertation. University of Exeter, UK.
  • Alsalhi, N. R., Eltahir, M. E., & Al-Qatawneh, S. S. (2019). The effect of blended learning on the achievement of ninth grade students in science and their attitudes towards its use. Heliyon, 5(9), e02424. Retrieved from https://doi.org/10.1016/j.heliyon.2019.e02424
  • Berga, K. A., Vadnais, E., Nelson, J., Johnston, S., Buro, K., Hu, R., & Olaiya, B. (2021). Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study. Nurse Education Today, 96, 104622. Retrieved from https://doi.org/10.1016/j.nedt.2020.104622
  • Ceulemans, M., Liekens, S., Van Calsteren, K., Allegaert, K., & Foulon, V. (2021). Impact of a blended learning program on community pharmacists’ barriers, knowledge, and counseling practice with regard to preconception, pregnancy and lactation. Research in Social and Administrative Pharmacy, 17(7), 1242-1249.
  • Chango, W., Cerezo, R., & Romero, C. (2021). Multi-source and multimodal data fusion for predicting academic performance in blended learning university courses. Computers & Electrical Engineering, 89, 106908. Retrieved from https://doi.org/10.1016/j.compeleceng.2020.106908
  • Cocquyt, C., Zhu, C., Diep, A. N., De Greef, M., & Vanwing, T. (2019). Examining the role of learning support in blended learning for adults' social inclusion and social capital. Computers & Education, 142, 103610.
  • Crites, K., & Rye, E. (2020). Innovating language curriculum design through design thinking: A case study of a blended learning course at a Colombian university. System, 94, 102334. Retrieved from https://doi.org/10.1016/j.system.2020.102334
  • de Moura, V. F., de Souza, C. A., & Viana, A. B. N. (2021). The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students. Computers & Education, 161, 104077. Retrieved from https://doi.org/10.1016/j.compedu.2020.104077
  • Farahani, I., Laeer, S., Farahani, S., Schwender, H., & Laven, A. (2020). Blended learning: improving the diabetes mellitus counseling skills of German pharmacy students. Currents in Pharmacy Teaching and Learning, 12(8), 963-974.
  • Gao, B. W., Jiang, J., & Tang, Y. (2020). The effect of blended learning platform and engagement on students’ satisfaction the case from the tourism management teaching. Journal of Hospitality, Leisure, Sport & Tourism Education, 27, 100272. Retrieved from https://doi.org/10.1016/j.jhlste.2020.100272
  • Gjestvang, B., Høye, S., & Bronken, B. A. (2021). Aspiring for competence in a multifaceted everyday life: A qualitative study of adult students’ experiences of a blended learning master programme in Norway. International Journal of Nursing Sciences, 8(1), 71-78.
  • Lapitan Jr, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116-131.
  • Law, K. M., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers & Education, 136, 1-12.
  • Lebeaux, D., Jablon, E., Flahault, C., Lanternier, F., Viard, J. P., Pacé, B., Mainardi, J. & Lemogne, C. (2021). Introducing an Open-Source Course Management System (Moodle) for Blended learning on infectious diseases and microbiology: A pre-post observational study. Infectious Diseases Now, 51(5), 477-483.
  • Li, C., He, J., Yuan, C., Chen, B., & Sun, Z. (2019). The effects of blended learning on knowledge, skills, and satisfaction in nursing students: A meta-analysis. Nurse Education Today, 82, 51-57.
  • Littenberg-Tobias, J., & Reich, J. (2020). Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program. The Internet and Higher Education, 47, 100759. Retrieved from https://doi.org/10.1016/j.iheduc.2020.100759
  • Nortvig, A. M., Petersen, A. K., Helsinghof, H., & Brænder, B. (2020). Digital expansions of physical learning spaces in practice-based subjects-blended learning in Art and Craft & Design in teacher education. Computers & Education, 159, 104020.Retrieved from https://doi.org/10.1016/j.compedu.2020.104020
  • O'Reilly, R., Ramjan, L. M., Fatayer, M., Stunden, A., & Gregory, L. R. (2020). First year undergraduate nursing students’ perceptions of the effectiveness of blended learning approaches for nursing numeracy. Nurse Education in Practice, 45, 102800. Retrieved from https://doi.org/10.1016/j.nepr.2020.102800
  • Ortega-Morán, J. F., Pagador, B., Maestre-Antequera, J., Arco, A., Monteiro, F., & Sánchez-Margallo, F. M. (2020). Validation of the online theoretical module of a minimally invasive surgery blended learning course for nurses: A quantitative research study. Nurse Education Today, 89, 104406. Retrieved from https://doi.org/10.1016/j.nedt.2020.104406
  • Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. Retrieved from https://doi.org/10.1016/j.compedu.2019.103701
  • Romadhon, M. S., Rahmah, A., & Wirani, Y. (2019). Blended learning system using social media for college student: A case of tahsin education. Procedia Computer Science, 161, 160-167.
  • Tebbs, O., Hutchinson, A., Lau, R., & Botti, M. (2021). Evaluation of a blended learning approach to developing specialty-nursing practice. An exploratory descriptive qualitative study. Nurse education today, 98, 104663. Retrieved from https://doi.org/10.1016/j.nedt.2020.104663
  • Yang, S., Carter Jr, R. A., Zhang, L., & Hunt, T. (2021). Emanant themes of blended learning in K-12 educational environments: Lessons from the Every Student Succeeds Act. Computers & Education, 163, 104116. Retrieved from https://doi.org/10.1016/j.compedu.2020.104116
  • Yao, C. (2019). An investigation of adult learners’ viewpoints to a blended learning environment in promoting sustainable development in China. Journal of cleaner production, 220, 134-143.
  • Yigzaw, M., Tebekaw, Y., Kim, Y. M., Kols, A., Ayalew, F., & Eyassu, G. (2019). Comparing the effectiveness of a blended learning approach with a conventional learning approach for basic emergency obstetric and newborn care training in Ethiopia. Midwifery, 78, 42-49.

A Content Analysis of Blended Learning Studies Conducted during Covid-19 Pandemic Period

Yıl 2021, Cilt: 1 Sayı: 2, 175 - 210, 25.10.2021

Öz

The goal of this research is to analyze the content of blended learning studies that were published between 2019 and 2021. In this regard, this study investigated 50 studies by using different parameters. This research is divided into two parts in this context. One is to look at how research has progressed and what challenges linked to blending learning have been investigated. Second, this study aims to raise awareness that blended learning is still a hot issue among scholars, particularly in the wake of the Covid-19 outbreak. Previous study clearly reveals that certain studies have looked into the impact of blended learning on students' perception and motivation (Ortega-Morána, Pagadora, Maestre-Antequeraa, Arcob, Monteirob, & Sánchez-Margalloa, 2020; Moura, Souza, & Viana, 2021). In light of these findings, this study concludes that blended learning is a critical component of educational activities, particularly when the years between 2019 and 2021 are considered pandemic years.

Kaynakça

  • Almusfar, L. A. (2020). An Assessment of Design Principles for Blended Learning Courses. Doctoral Dissertation. Claremont Graduate University
  • Ayeni, F. E. (2020). An Analysis of Blended Learning as a Pedagogical Tool for Teaching Computer Science at Historically Black Colleges and Universities. Doctoral Dissertation, Southern University and A & M College, Baton Rouge, Louisiana, USA.
  • Ayesha, A. (2020) Learner autonomy in a blended learning English language course: a case study of a Pakistani university. PhD thesis, University of Glasgow, UK..
  • Bentinck, V.A. (2020). The Transition to Blended Learning: Students’ Perceptions of Online Interaction. EdD thesis, The Open University, UK.
  • Burnham, T. (2021). Exploring Blended Curriculum to Enhance Student Learning in an Adult High School. Doctoral Dissertation, Walden University, USA, February 2021.
  • Cheng, M.C. (2020). Blended Learning in A Hong Kong Vocational Education Program. Doctoral Dissertation. Northeastern University, Boston, Massachusetts, USA.
  • Cox, K. M. (2020). Teachers’ Descriptions of Effective Professional Development Provided to Implement a Blended Learning Flipped Classroom. Doctoral Dissertation. Grand Canyon University Phoenix, Arizona, USA.
  • Cotner, C. E. (2020). A Propensity Score Analysis of The Academic Achievement Effect of Increasing in a Blended Learning Environment: The Student’s Time in The Brick and Mortar Facility. Doctoral Dissertation, Cleveland State University, USA.
  • Davis, K. N. (2019). Implementing the Flex Model of Blended Learning in a World History Classroom: How Blended Learning Affects Student Engagement and Mastery. Doctoral Dissertation. University of South Carolina, USA.
  • Epperson, B. B. (2020). The Experience of High School Seniors in a Blended Learning Class and Its Potential Support to Post-Secondary Pursuits: A Case Study. Doctoral Dissertation. Baylor University, USA.
  • Fang, L. (2020). A Design Science Research Approach to Customisable E-learning: Design, Development and Evaluation of a Web-based Self-Learning System for Phonetic Transcription. Doctoral Dissertation. The University of Sheffield, USA.
  • Foley, T. (2020). Faculty and Student Attitudes and Experiences of Blended Learning in Postgraduate Programmes: a Case Study in an Irish University. Doctoral Dissertation, University College Cork, Ireland.
  • Hensley, N. (2020). Teacher Perceptions of Blended Learning to Support 21st Century Learners. Doctoral Dissertation. East Tennessee State University, USA.
  • Katzin, G. A. (2020). A Phenomenological Study of Teacher Perceptions of Blended Learning: Definition, Adoption, and Professional Development. Doctoral Dissertation. Lindenwood University, USA.
  • Lukarov, V. (2019). Scaling up Learning Analytics in Blended Learning Scenarios. Doctoral Dissertation. RWTH Aachen University.
  • McHone, C. (2020). Blended Learning Integration: Student Motivation and Autonomy in a Blended Learning Environment. Doctoral Dissertation. East Tennessee State University, USA.
  • Payton, M. S. (2019). Secondary Teachers’ Descriptions of Blended Learning and Professional Development: A Case Study. Doctoral Dissertation,
  • Polat, Ö.F. (2020). Teacher Characteristics and Blended Learning Adoption in STEM-Focused Charter Schools. Doctoral Dissertation. Walden University, USA.
  • Shiru, S. A. (2020). Effects of Blended Learning and E-Learning on Students’ Academic Achievement in Financial Accounting in Colleges of Education. Master’s Theses, Kwara State University, Malete.
  • Ward, K. A. (2020). A Mixed Methods Grounded Theory Study on the Impact of Professional Development to Prepare Teachers to Effectively Engage Students in a Blended Learning Environment. Doctoral Dissertation, Concordia University, Irvine.
  • Wong, Mo. (2020). Impact of Blended Learning on Mathematics Achievement. Doctoral Dissertation, Lamar University, TX, USA.
  • Woods, A. (2020). Blended Learning Success in the Classroom. Doctoral Dissertation. Walden University, USA.
  • Thomas A. J. (2019). A Case Study of International Middle Schoolers’ Control in Their Blended Learning Experiences in China. Doctoral Dissertation. Capella University, MN, USA.
  • Thomson, H. L. (2019). Factors that affect the embedding of blended learning and how they vary across organizational levels within an English Further Education College. Doctoral Dissertation. University of Exeter, UK.
  • Alsalhi, N. R., Eltahir, M. E., & Al-Qatawneh, S. S. (2019). The effect of blended learning on the achievement of ninth grade students in science and their attitudes towards its use. Heliyon, 5(9), e02424. Retrieved from https://doi.org/10.1016/j.heliyon.2019.e02424
  • Berga, K. A., Vadnais, E., Nelson, J., Johnston, S., Buro, K., Hu, R., & Olaiya, B. (2021). Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study. Nurse Education Today, 96, 104622. Retrieved from https://doi.org/10.1016/j.nedt.2020.104622
  • Ceulemans, M., Liekens, S., Van Calsteren, K., Allegaert, K., & Foulon, V. (2021). Impact of a blended learning program on community pharmacists’ barriers, knowledge, and counseling practice with regard to preconception, pregnancy and lactation. Research in Social and Administrative Pharmacy, 17(7), 1242-1249.
  • Chango, W., Cerezo, R., & Romero, C. (2021). Multi-source and multimodal data fusion for predicting academic performance in blended learning university courses. Computers & Electrical Engineering, 89, 106908. Retrieved from https://doi.org/10.1016/j.compeleceng.2020.106908
  • Cocquyt, C., Zhu, C., Diep, A. N., De Greef, M., & Vanwing, T. (2019). Examining the role of learning support in blended learning for adults' social inclusion and social capital. Computers & Education, 142, 103610.
  • Crites, K., & Rye, E. (2020). Innovating language curriculum design through design thinking: A case study of a blended learning course at a Colombian university. System, 94, 102334. Retrieved from https://doi.org/10.1016/j.system.2020.102334
  • de Moura, V. F., de Souza, C. A., & Viana, A. B. N. (2021). The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students. Computers & Education, 161, 104077. Retrieved from https://doi.org/10.1016/j.compedu.2020.104077
  • Farahani, I., Laeer, S., Farahani, S., Schwender, H., & Laven, A. (2020). Blended learning: improving the diabetes mellitus counseling skills of German pharmacy students. Currents in Pharmacy Teaching and Learning, 12(8), 963-974.
  • Gao, B. W., Jiang, J., & Tang, Y. (2020). The effect of blended learning platform and engagement on students’ satisfaction the case from the tourism management teaching. Journal of Hospitality, Leisure, Sport & Tourism Education, 27, 100272. Retrieved from https://doi.org/10.1016/j.jhlste.2020.100272
  • Gjestvang, B., Høye, S., & Bronken, B. A. (2021). Aspiring for competence in a multifaceted everyday life: A qualitative study of adult students’ experiences of a blended learning master programme in Norway. International Journal of Nursing Sciences, 8(1), 71-78.
  • Lapitan Jr, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116-131.
  • Law, K. M., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers & Education, 136, 1-12.
  • Lebeaux, D., Jablon, E., Flahault, C., Lanternier, F., Viard, J. P., Pacé, B., Mainardi, J. & Lemogne, C. (2021). Introducing an Open-Source Course Management System (Moodle) for Blended learning on infectious diseases and microbiology: A pre-post observational study. Infectious Diseases Now, 51(5), 477-483.
  • Li, C., He, J., Yuan, C., Chen, B., & Sun, Z. (2019). The effects of blended learning on knowledge, skills, and satisfaction in nursing students: A meta-analysis. Nurse Education Today, 82, 51-57.
  • Littenberg-Tobias, J., & Reich, J. (2020). Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program. The Internet and Higher Education, 47, 100759. Retrieved from https://doi.org/10.1016/j.iheduc.2020.100759
  • Nortvig, A. M., Petersen, A. K., Helsinghof, H., & Brænder, B. (2020). Digital expansions of physical learning spaces in practice-based subjects-blended learning in Art and Craft & Design in teacher education. Computers & Education, 159, 104020.Retrieved from https://doi.org/10.1016/j.compedu.2020.104020
  • O'Reilly, R., Ramjan, L. M., Fatayer, M., Stunden, A., & Gregory, L. R. (2020). First year undergraduate nursing students’ perceptions of the effectiveness of blended learning approaches for nursing numeracy. Nurse Education in Practice, 45, 102800. Retrieved from https://doi.org/10.1016/j.nepr.2020.102800
  • Ortega-Morán, J. F., Pagador, B., Maestre-Antequera, J., Arco, A., Monteiro, F., & Sánchez-Margallo, F. M. (2020). Validation of the online theoretical module of a minimally invasive surgery blended learning course for nurses: A quantitative research study. Nurse Education Today, 89, 104406. Retrieved from https://doi.org/10.1016/j.nedt.2020.104406
  • Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. Retrieved from https://doi.org/10.1016/j.compedu.2019.103701
  • Romadhon, M. S., Rahmah, A., & Wirani, Y. (2019). Blended learning system using social media for college student: A case of tahsin education. Procedia Computer Science, 161, 160-167.
  • Tebbs, O., Hutchinson, A., Lau, R., & Botti, M. (2021). Evaluation of a blended learning approach to developing specialty-nursing practice. An exploratory descriptive qualitative study. Nurse education today, 98, 104663. Retrieved from https://doi.org/10.1016/j.nedt.2020.104663
  • Yang, S., Carter Jr, R. A., Zhang, L., & Hunt, T. (2021). Emanant themes of blended learning in K-12 educational environments: Lessons from the Every Student Succeeds Act. Computers & Education, 163, 104116. Retrieved from https://doi.org/10.1016/j.compedu.2020.104116
  • Yao, C. (2019). An investigation of adult learners’ viewpoints to a blended learning environment in promoting sustainable development in China. Journal of cleaner production, 220, 134-143.
  • Yigzaw, M., Tebekaw, Y., Kim, Y. M., Kols, A., Ayalew, F., & Eyassu, G. (2019). Comparing the effectiveness of a blended learning approach with a conventional learning approach for basic emergency obstetric and newborn care training in Ethiopia. Midwifery, 78, 42-49.
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Derlemeler
Yazarlar

Mehmet Akif Ocak 0000-0001-8405-1574

Nimet Özgül Ünsal 0000-0002-8864-9159

Yayımlanma Tarihi 25 Ekim 2021
Gönderilme Tarihi 15 Eylül 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 1 Sayı: 2

Kaynak Göster

APA Ocak, M. A., & Ünsal, N. Ö. (2021). A Content Analysis of Blended Learning Studies Conducted during Covid-19 Pandemic Period. Akademik Açı, 1(2), 175-210.