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26 results for “blended learning”
Data Evolution of Blended Learning and its Prospects in Management Education
<p>Data Scopus - Article "Evolution of Blended Learning and its Prospects in Management Education"</p>
Dataset Repository for a Botanical Garden Project: Project Based Learning Assessment from a Blended Approach of PBL with the 5E Model Components
<p><strong>Title:</strong> Botanical Explorers: A Journey Through Our School's Flora - Assessment Data</p><p><strong>Description:</strong> This Excel spreadsheet contains the assessment data for the educational project titled "Botanical Explorers: A Journey Through Our School's Flora", a hands-on science initiative for Grade 9 students at Chalermkwansatree School. The project, conducted under the guidance of Teacher Hasan and aligned with the Additional Science subject focusing on Fuel Energy, is designed to engage students in active learning about local plant life, while developing their research and presentation skills, and fostering environmental appreciation.</p><p>The dataset is part of a comprehensive project contributing 20% to the Term 1, Midterm Score of 50 marks. It encompasses a detailed breakdown of the marks distribution across different tasks such as Data Collection, Book Report, Presentation, and Poster creation, reflecting the multifaceted approach to evaluating student learning and engagement.</p><p><strong>Data Organization:</strong> The spreadsheet is meticulously organized to include:</p><ul><li>A plant list with identifiers like school plant name, location, and space for pictures.</li><li>A marks distribution table indicating the scoring for each project component.</li><li>A timeline for group formation, research, data collection, and submission deadlines.</li><li>Details of the Book Report, Presentation, and Poster requirements.</li></ul><p><strong>Methodology:</strong> Students formed groups to research seven specific plants found within the school premises, examining their identification, classification, ecological roles, growth, and development. The data was collected through a blend of direct observations and scholarly research, ensuring a robust and educational exploration of botany.</p><p><strong>Intended Audience:</strong> The dataset is intended for educational purposes, serving as a valuable resource for educators, students, and researchers interested in project-based learning, botany education, and student assessment methods.</p><p><strong>Usage Notes:</strong> The data provided in this spreadsheet is anonymized, with no personal student information disclosed. It serves as an exemplar model for similar educational initiatives and can be adapted for comparative studies or further educational research.</p><p><strong>Conditions for Use:</strong> The dataset is shared openly with the intention that it will be used for educational and research purposes. Users are requested to cite the dataset appropriately and adhere to any academic and ethical guidelines when utilizing the data for their work.</p>
Figure 1. e-Learning experience-How to Mix the Ingredients for a Blended Course Recipe
<p>An important aspect of data analysis concerns the e-learning experience of our par-ticipants.<br> Therefore, the first part of data analysis consisted of comparing the different types of experiences.<br> Figure 1 illustrates the percentages of participants checking each type of answer. Thus, we may<br> conclude that only 11.9 percent had no experiences in-volving e-learning.<br> Among those who had some kind of e-learning experience, most participated in on-line courses<br> (two thirds - 65.5%), blended learning (34.5%) or Massive Open Online Courses (32.1%); the<br> percentage of those participating in MOOCs (nearly a third of the respondents) is quite impressive from<br> the point of view of the interest in this trending model for personal and professional development. It is<br> worth noting as well that almost one third of the responders have experience in facilitating online<br> courses (31%) and more than a quarter (28.6%) facilitated blended courses, which demonstrates the<br> increasing rate of e-learning integration in Romanian education. Nevertheless, we can observe that<br> online courses represented the most common e-learning experience. It is important to mention that all<br> percentages are relative to the total number of participants.</p>
Figure 3. e-Learning components assessment by domain-How to Mix the Ingredients for a Blended Course Recipe
<p>The disadvantages of online/blended courses noted by participants are summarized in the<br> following paragraph:<br> • there isn’t a national policy related to the integration of new technologies/ pedagogies, OER in<br> education;<br> • teachers should be trained to be able to develop and facilitate online and blended courses;<br> • there are no incentives to reward teachers using open technologies/pedagogies;<br> • student assessment when using online collaboration and social media could be difficult;<br> • there should be a team of experts to develop quality online courses;<br> • the lack of digital skills of both students and teachers could be a barrier for such courses;<br> • time management could be a challenge;<br> • the lack of feedback from teachers could demotivate students.</p>
Implementing blended learning for clinician teachers: Identifying their needs and its impact on faculty development initiatives
<p>Learning Technologies has been a fast-growing field in Health Professions Education (HPE). Approaches to teaching, learning and assessment has been increasingly influenced by learning technologies which requires HPE teachers to adapt their teaching practices and with that identify areas for professional development. The implementation of blended learning in HPE, has shown improvements in student performance. However, it seems as if there are challenges with the implementation of a blended learning approach and that there might be some needs that clinical teachers have that are not being addressed in order to implement blended learning successfully. We used a qualitative exploratory design to identify clinician teachers' needs. Semi-structured, individual interviews were conducted with a total of eight (n=8) module coordinators in the third year of the MBChB programme, Stellenbosch University, Faculty of Medicine and Health Sciences. Results indicated the need for continuous technical and pedagogical support which refers to a longitudinal faculty development approach. Additionally, faculty development should include the support in structuring and rethinking the blended curriculum, as well as assisting in the clinicians' development in their role and identity as a clinical teacher. These results reveal the importance of faculty development as a targeted longitudinal approach</p>
Implementing blended learning for clinician teachers: Identifying their needs and its impact on faculty development initiatives
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Blended Learning: How can we optimise undergraduate student engagement?
<p>3 focus groups transcripts of focus groups that were carried out as part of a qualitative study exploring students' perceptions and experience of a new blended learning course in pharmacology taken as part of their BSc </p>
Dataset from the second wave of a pre-post study to test an interactive blended learning tool for delirium management in Belgian Nursing Homes by measuring delirium knowledge and evaluation of the tool
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Consolidated dataset of a pre-post study to test an interactive blended learning approach for delirium management in Belgian Nursing Homes
<p><span>Consolidated dataset of a pre-post study to test an interactive blended learning approach for delirium management in Belgian Nursing Homes </span><span>by measuring delirium knowledge (with the delirium knowledge questionnaire (DKQ) in both waves), strain of care for delirium (with the strain of care for delirium index (SCDI) in the first wave) and evaluation of the blended learning approach after the second wave.</span></p>
Dataset from the first wave of a pre-post study to test an interactive blended learning tool for delirium management in Belgian Nursing Homes by measuring delirium knowledge and strain of care for delirium
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MODEL PEMBELAJARAN DI MASA PANDEMI COVID-19: SYNCHRONOUS AND ASYNCHRONOUS (BLENDED E-LEARNING)
<p>Pandemic Covid-19 telah membawa dampak besar pada beberapa sektor kehidupan, salah satunya adalah Pendidikan. Dalam menghadapi situasi ini, proses pembelajaran dituntut untuk menyesuaikan diri. Namun sayangnya, tidak semua pegiat Pendidikan paham mengenai inovasi terbaru yang bisa dipakai sebagai sistem belajar untuk melakukan pembelajaran selama pandemic. Tulisan ini menggambarkan model pembelajaran yang cukup inovatif yang bisa digunakan pendidik dalam pengajaran model baru di era kebiasaan baru. Tulisan ini bertujuan untuk mendeskripsikan bagaimana sejatinya model pembelajaran di masa pandemic Covid-19 dan bagaimana penggunaan blended e-learning pada beberapa aplikasi pembelajaran tertentu. Model pembelajaran yang menjadi fokus kajian dalam tulisan ini adalah Project Based Learning dan Integrated Learning sebagai bagian dari Blended Learning dan Synchronous and Asynchronous Learning. Sedangkan media pengajaran yang menjadi focus kajian adalah penggunaan Canvas Network dan Google Doc.</p>
Transformation from Blended to Online Learning: A Four-year Longitudinal Cross-sectional Interprofessional Study
<p>Transformation from Blended to Online Learning: A Four-year Longitudinal Cross-sectional Interprofessional Study </p>
A Complex Intervention Study on a Palliative Rehabilitation Blended Learning Program to Support Relatives and Health Care Providers of People With ALS and Cognitive Impairments in Coping With Challeng
ClinicalTrials.gov study NCT04638608. IPD Sharing: NO. Countries: 1. Publications: 3.
Blended Learning Versus Face-to-face Learning in Cardiac Physiotherapy Students
ClinicalTrials.gov study NCT05547009. IPD Sharing: Not stated. Countries: 1. Publications: 1.
The Effect of Blended E-Learning Method on Students' Knowledge and Psychomotor Skills on Basic Life Support
ClinicalTrials.gov study NCT05346003. IPD Sharing: NO. Countries: 1. Publications: 4.
The Effectiveness of Blended and Problem-based Learning to Improve the Competence of Geriatric Nursing Students
ClinicalTrials.gov study NCT05290909. IPD Sharing: NO. Countries: 1. Publications: 17.
A Blended Learning to Enhance Communication Skill Competence and Self-Efficacy of Nursing Students in Clinical Handovers
ClinicalTrials.gov study NCT05150067. IPD Sharing: NO. Countries: 1. Publications: 1.
EXPLORING STRATEGIES TO OVERCOME BARRIERS IN UTILIZING BLENDED LEARNING IN HIGHER EDUCATION.
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Machine Learning for Analyzing Atomic Force Microscopy (AFM) Images Generated from Polymer Blends
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The Effect of Blend-learning in STEM in Young Children's Affective, Cognitive, and Academic Outcomes
ClinicalTrials.gov study NCT05073861. IPD Sharing: UNDECIDED. Countries: 1. Publications: 0.
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Allen Brain Atlas
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Annotated Behaviour and Observability Dataset (ABODe)
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DANDI Archive for NWB datasets
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International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.