Blended Learning - A Global Solution in the Age of COVID-19
Journal of Pharmaceutical Research International,
Page 125-136
DOI:
10.9734/jpri/2021/v33i41B32351
Abstract
Background: The World Health Organization (WHO) has recently declared Covid 19 to be a pandemic that poses a threat to humanity. The existing Conventional and other instructional methods have been canceled and the online learning has been broadly revised to allow learners to educate themselves through online platforms.
Aims: This article was written to identify the teaching practices throughout Covid 19 with key terms, virtual mastering during the lockdown, on-line teaching during a pandemic, and application of blended learning during Covid-19 and post Covid implication.
Methodology: The mini review was conducted to identify the online teaching practices during Covid-19 and blended mode of teaching in higher education and its implication during post Covid-19. The different database searches identified more than ninety articles, of which 35 full-textual content articles had been assessed and nineteen had been included in this paper.
Results: Blended learning is a modern, powerful, and effective tool for increasing universities' competitiveness, meeting the diverse needs and interests of instructional service consumers, imposing the concept of continuing education, and integrating classroom and distance learning to facilitate independent, interactive, and collaborative learning among students.
Conclusion: The article finishes with an overview of the most pressing issues, as well as suggestions and brief recommendations for expanding the use of blended learning in the post-Covid-19 era.
Keywords:
- Covid-19
- blended learning
- online teaching
- distance learning
- emergency remote teaching
- learning platforms
How to Cite
Devi, B., Sharma, C. and Lepcha, N. (2021) “Blended Learning - A Global Solution in the Age of COVID-19”, Journal of Pharmaceutical Research International, 33(41B), pp. 125-136. doi: 10.9734/jpri/2021/v33i41B32351.
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Shana K Carpenter, Amber E Witherby, Sarah K Tauber. On Students'(Mis) judgments of Learning and Teaching Effectiveness, Journal of Applied Research in Memory and Cognition; 2020.
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Ritimoni Bordoloi, Prasenjit Das, Kandarpa Das. Perception towards online/blended learning at the time of Covid-19 pandemic: an academic analytics in the Indian context. Asian Association of Open Universities Journal. 2021;16(1):41-60.
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Daniel Tolks, Sebastian Kuhn, Sylvia Kaap-Fröhlich. TeachingintimesofCOVID-19.Challengesand opportunities for digital teaching. GMS JournalforMedicalEducation. 2020;37(7):ISSN2366-5017.
Reza Rachmadtullah, et al. Use of Blended Learning with Moodle: Study Effectiveness in Elementary School Teacher Education Students during The COVID-19 pandemic. International Journal of Advanced Science and Technology. 2020;29(7):3272-3277.
Available:http://sersc.org/journals/index.php/IJAST/article/view/18956
Rabiya Saboowala, Pooja Manghirmalani Mishra. Blended Learning: The new normal teaching - Learning Pedagogy Post COVID-19 Pandemic. Med Ed Publish.
Available:https://doi.org/10.15694/mep.2020.000076.1
Amir LR, Tanti I, Maharani DA, et al. Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Med Educ. 2020;20(392).
Available:https://doi.org/10.1186/s12909-020-02312-0
Joseph D, Trinick R. Staying Apart Yet Keeping Together: Challenges and Opportunities of Teaching During COVID-19 Across the Tasman. NZ J Educ Stud; 2021.
Available:https://doi.org/10.1007/s40841-021-00211-6
Fernando Ferri, Patrizia Grifoni and Tiziana Guzzo. Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies. 2020;10(86).
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Muna Sharma, Tulashi Adhikari, Tilarupa Bhattarai, Tulza KC. Education shift during COVID-19: Students’ Satisfaction with Emergency Distance Learning. International Journal of Nursing Education. 2021;(13) 3.
Maria Assunção Flores, Marília Gago. Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses, Journal of Education for Teaching; 2020.
DOI: 10.1080/02607476.2020.1799709
Irene van der Spoel, Omid Noroozi, Ellen Schuurink, Stan van Ginkel. Teachers’ online teaching expectations and experiences during the Covid19pandemic in the Netherlands, European Journal of Teacher Education. 2020;43(4):623-638.
DOI: 10.1080/02619768.2020.1821185
Maria Assunção Flores, Anja Swennen. The COVID-19 pandemic and its effects on teacher education, European Journal of Teacher Education. 2020;43(4): 453-456.
DOI: 10.1080/02619768.2020.1824253
Terence Day, I-Chun Catherine Chang, Calvin King Lam Chung, William E. Doolittle, Jacqueline Housel, Paul N McDaniel. The Immediate Impact of COVID-19 on Postsecondary Teaching and Learning, The Professional Geographer. 2021;73(1):1-13.
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DOI: 10.1007/s10639-021-10589-x
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Available:https://doi.org/10.1007/s11125-020-09477-y
Johnson N, Veletsianos G, Seaman J. U.S. faculty and administrators’ experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning. 2020;24(2):6-21.
Available:https://doi.org/10.24059/olj.v24i2.2285
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Hodges C, Moore S, Lockee B, Trust T, Bond A. The difference between emergency remote teaching and online learning. Educause Review; 2020.
Available:https://er.educause.edu/articles/2020/3/the-differencebetween-emergency-remote-teaching-and-online-learning
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Muna Sharma, Tulashi Adhikari, Tilarupa Bhattarai, Tulza KC. Education Shift during COVID-19: Students’ Satisfaction with Emergency Distance Learning. International Journal of Nursing Education. 2021;13(3).
Grant J. Distance learning in medical education', in Bhuiyan, P. S., Rege, N. N. and Supe, A. (eds.) The Art of Teaching Medical Students. 3rd edn. New Delhi: Elsevier; 2015.
Kaing S. COVID-19 forces Cambodian higher education to adopt hybrid teaching and learning. Cambodian Education Forum; 2020.
Available:https://cambodianeducationforum.wordpress.com/2020/07/15/covid-19forces-cambodian-higher-education-to-adopt-hybrid-teaching-andlearning/
Park H, Shea P. A review of ten-year research through co-citation analysis: Online learning, distance learning, and blended learning. Online Learning Journal. 2020;24(2):225-244.
Garrison DR, Kanuka H. Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education. 2004;7(2):95-105.
Available:https://doi.org/10.1016/j.iheduc.2004.02.001
Soltanimehr E, Bahrampour E, Imani MM, et al. Effect of virtual versus traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw. BMC Med Educ. 2019;19:233.
Available:https://doi.org/10.1186/s12909-019-1649-0.
Wang R, Liu C. The relation of dental students’ learning styles to their satisfaction with traditional and inverted classroom models. BMC Med Educ. 2019;19:315.
Available:https://doi.org/10.1186/s12909-019-1749-x.
Olasile Babatunde Adedoyin & Emrah Soykan: Covid-19 pandemic and online learning: The challenges and opportunities, Interactive Learning Environments; 2020.
DOI: 10.1080/10494820.2020.1813180
Hirata Yoko, Hirata Yoshihiro. Japanese Students’ Attitudes towards Hybrid Learning. Hybrid Learning and Education; 2018. Retrieved March 16, 2014.
Available:http://link.springer.com/chapter/10.1007%2F978-3-540-85170-7_39#page-1/
Education Trends. Covid-19: Will blended learning become the future of education? Acer for Education; 2020.
Zogas S, Kolokathi A, Birbas K, Chondrocoukis G, Mantas J. The e-Learning Effectiveness Versus Traditional Learning on a Health Informatics Laboratory Course. Stud Health Technol Inform. 2016;226: 109–12.
Available:https://doi.org/10.3233/978-1-61499-664-4-109
Hwang Alvin, Arbaugh JB. Virtual and Traditional Feedback‐Seeking Behaviors: Underlying Competitive Attitudes and Consequent Grade Performance. Decision Sciences Journal of Innovative Education. 2006;4:1 - 28.
DOi: 10.1111/j.1540-4609.2006.00099.x
Available:https://doi.org/10. 1016/S0140-6736(20)30183-5
Wang C, Cheng Z, Yue XG, McAleer M. Risk management of COVID-19 by universities in China; 2020.
WHO. Coronavirus disease (COVID-19) pandemic. World Health Organization; 2020.
Available:https://www.who.int/emergencies/ diseases/novel-coronavirus-2019
Wahab Ali. Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic. Higher Education Studies. 2020;10(3).
UNESCO, School closures caused by Coronavirus(Covid-19); 2020.
Aftab Amin. Education post COVID-19: Challenges and opportunities; face-to-face, online and blended learning pedagogy. The Hong Kong University of Science and Technology; 2020.
Available:https://www.researchgate.net/post/Education-post-COVID-19-Challenges-and-opportunities-face-to-face-online-and-blended-learning-pedagogy
Challenges and opportunities for teaching and learning practices from the Covid-19 pandemic; 2021.
Available:http://www.eun.org/news/detail?articleId=6073735
Chaturvedi S, Purohit S and Verma M. Effective Teaching Practices for Success During COVID 19 Pandemic: Towards Phygital Learning. Front. Educ. 2020;6:646557.
DOI: 10.3389/feduc.2021.646557
Heng K, Sol K. Online learning during COVID-19: Key challenges and suggestions to enhance effectiveness. Cambodian Education Forum; 2020.
Available:https://cambodianeducationforum.wordpress.com/2020/12/08/onlinelearning-during-covid-19-key-challenges-and-suggestions-to-enhanceeffectiveness
UNESCO, School closures caused by Coronavirus(Covid-19); 2020.
Stauffer B. What’s the difference between online learning and distance learning?, Applied Educational Systems; 2020.
Verawardina U, Asnur L, Lubis AL, Hendriyani Y, Ramadhani D, Dewi IP, Sriwahyuni T. Reviewing online learning facing the Covid-19 outbreak. J. Talent Dev. Excell. 2020;12:385–392.
Mukhtar K, Javed K, Arooj M, Sethi A. Advantages, limitation sand recommendations for online learning during COVID-19 pandemic era. Pak. J. Med. Sci. 2020;36.
[CrossRef] [PubMed]
Martínez Martínez JM, Tudela Sancho A. Interactions between virtual spaces and schools: A collective case study. Future Internet. 2020;12(12):217–227.
Available:file:///Users/djoseph/Downloads/futureinternet-12–00217.pdf
Cheng FF, Chiu CC, Wu CS, Tsaih DC. The influence of learning style on satisfaction and learning effectiveness in the asynchronous web-based learning system, Library Hi Tech. 2017;35(4):473-489.
The Difference between Emergency Remote Teaching and Online Learning. Charles Hodges, Stephanie Moore, Barb Lockee, Torrey Trust and Aaron Bond blog; 2020.
Balakrishnan A, Puthean S, Satheesh GMKU, Rashid M, Nair S, et al. Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis. PLoS ONE. 2021;16(6): e0252461.
Available:https://doi.org/10.1371/journal.pone.0252461
Paul-Erik Lillholm Rosenbaum, Øyvind Mikalsen, Henning Lygre, Einar Solheim, Jan Schjøtt. A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students.The open Dentistry Journal. 2012;6:182-187.
Shana K Carpenter, Amber E Witherby, Sarah K Tauber. On Students'(Mis) judgments of Learning and Teaching Effectiveness, Journal of Applied Research in Memory and Cognition; 2020.
Larry Ferlazzo. Blended Learning in the Age of COVID-19; 2020.
Available:https://www.edweek.org/teaching-learning/opinion-blended-learning-in-the-age-of-covid-19/2020/08
Jennifer Jendrzey. In Blended Learning and in the Age of COVID-19, Teachers, not Technology, are the Key to Student Success; 2020.
Available:https://www.raiseyourhandtexas.org/rising-to-the-challenge/in-blended-learning-and-in-the-age-of-covid-19-teachers-not-technology-are-the-key-to-student-success
Shivangi Dhawan. Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems 0(0) 1–18 ! The Author(s); 2020.
Ritimoni Bordoloi, Prasenjit Das, Kandarpa Das. Perception towards online/blended learning at the time of Covid-19 pandemic: an academic analytics in the Indian context. Asian Association of Open Universities Journal. 2021;16(1):41-60.
Ghaleb Awad El Refae, Abdoulaye Kaba, Shorouq Eletter. Distance learning during COVID-19 pandemic: Satisfaction, opportunities and challenges as perceived by faculty members and students. Interactive Technology and Smart Education ©Emerald Publishing Limited 1741-5659.
DOI: 10.1108/ITSE-08-2020-0128
Olasile Babatunde Adedoyin, Emrah Soykan. Covid-19 pandemic and online learning: The challenges and opportunities, Interactive Learning Environments; 2021.
DOI: 10.1080/10494820.2020.1813180
Johnson N, Veletsianos G, Seaman J. U.S. faculty and administrators experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning. 2020;24(2):6-21.
Available:https://doi.org/10.24059/olj.v24i2.2285
Janet Scull, Michael Phillips, Umesh Sharma, Kathryn Garnier. Innovations in teacher education at the time of COVID19: an Australian perspective, Journal of Education for Teaching. 2020;46(4):497-506.
DOI: 10.1080/02607476.2020.1802701
Daniel Tolks, Sebastian Kuhn, Sylvia Kaap-Fröhlich. TeachingintimesofCOVID-19.Challengesand opportunities for digital teaching. GMS JournalforMedicalEducation. 2020;37(7):ISSN2366-5017.
Reza Rachmadtullah, et al. Use of Blended Learning with Moodle: Study Effectiveness in Elementary School Teacher Education Students during The COVID-19 pandemic. International Journal of Advanced Science and Technology. 2020;29(7):3272-3277.
Available:http://sersc.org/journals/index.php/IJAST/article/view/18956
Rabiya Saboowala, Pooja Manghirmalani Mishra. Blended Learning: The new normal teaching - Learning Pedagogy Post COVID-19 Pandemic. Med Ed Publish.
Available:https://doi.org/10.15694/mep.2020.000076.1
Amir LR, Tanti I, Maharani DA, et al. Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Med Educ. 2020;20(392).
Available:https://doi.org/10.1186/s12909-020-02312-0
Joseph D, Trinick R. Staying Apart Yet Keeping Together: Challenges and Opportunities of Teaching During COVID-19 Across the Tasman. NZ J Educ Stud; 2021.
Available:https://doi.org/10.1007/s40841-021-00211-6
Fernando Ferri, Patrizia Grifoni and Tiziana Guzzo. Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies. 2020;10(86).
DOI: 10.3390/soc10040086
Muna Sharma, Tulashi Adhikari, Tilarupa Bhattarai, Tulza KC. Education shift during COVID-19: Students’ Satisfaction with Emergency Distance Learning. International Journal of Nursing Education. 2021;(13) 3.
Maria Assunção Flores, Marília Gago. Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses, Journal of Education for Teaching; 2020.
DOI: 10.1080/02607476.2020.1799709
Irene van der Spoel, Omid Noroozi, Ellen Schuurink, Stan van Ginkel. Teachers’ online teaching expectations and experiences during the Covid19pandemic in the Netherlands, European Journal of Teacher Education. 2020;43(4):623-638.
DOI: 10.1080/02619768.2020.1821185
Maria Assunção Flores, Anja Swennen. The COVID-19 pandemic and its effects on teacher education, European Journal of Teacher Education. 2020;43(4): 453-456.
DOI: 10.1080/02619768.2020.1824253
Terence Day, I-Chun Catherine Chang, Calvin King Lam Chung, William E. Doolittle, Jacqueline Housel, Paul N McDaniel. The Immediate Impact of COVID-19 on Postsecondary Teaching and Learning, The Professional Geographer. 2021;73(1):1-13.
DOI: 10.1080/00330124.2020.1823864
Han Xibin, Zhou Qian, Shi Wanruo, Yang Shuyuan. Online Learning in Vocational Education of China during COVID-19: Achievements, Challenges, and Future Developments, Journal of Educational Technology Development and Exchange (JETDE). 2021;13(2):Article 4.
DOI: 10.18785/jetde.1302.06
Jessie S Barrot, Ian I Llenares, Leo S del Rosario. Students online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Informational Technologies (Dordr). 2021;1–18.
DOI: 10.1007/s10639-021-10589-x
Zhao Y. COVID-19 as a catalyst for educational change. Prospects. 2020; 49(2020):29-33.
Available:https://doi.org/10.1007/s11125-020-09477-y
Johnson N, Veletsianos G, Seaman J. U.S. faculty and administrators’ experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning. 2020;24(2):6-21.
Available:https://doi.org/10.24059/olj.v24i2.2285
Siemens G, Gašević D, Dawson S. Preparing for the digital university: A review of the history and current state of distance, blended, and online learning. Arlington: Link Research Lab; 2015.
Available:http://linkresearchlab.org/PreparingDigitalUniversity.pdf
Hodges C, Moore S, Lockee B, Trust T, Bond A. The difference between emergency remote teaching and online learning. Educause Review; 2020.
Available:https://er.educause.edu/articles/2020/3/the-differencebetween-emergency-remote-teaching-and-online-learning
Branch RM, Dousay TA. Survey of instructional development models (5th Ed.). Association for Educational Communications and Technology; 2015.
Available:https://aect.org/docs/SurveyofInstructionalDesignModels.pdf?pdf= Survey of Instructional Design Models
Muna Sharma, Tulashi Adhikari, Tilarupa Bhattarai, Tulza KC. Education Shift during COVID-19: Students’ Satisfaction with Emergency Distance Learning. International Journal of Nursing Education. 2021;13(3).
Grant J. Distance learning in medical education', in Bhuiyan, P. S., Rege, N. N. and Supe, A. (eds.) The Art of Teaching Medical Students. 3rd edn. New Delhi: Elsevier; 2015.
Kaing S. COVID-19 forces Cambodian higher education to adopt hybrid teaching and learning. Cambodian Education Forum; 2020.
Available:https://cambodianeducationforum.wordpress.com/2020/07/15/covid-19forces-cambodian-higher-education-to-adopt-hybrid-teaching-andlearning/
Park H, Shea P. A review of ten-year research through co-citation analysis: Online learning, distance learning, and blended learning. Online Learning Journal. 2020;24(2):225-244.
Garrison DR, Kanuka H. Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education. 2004;7(2):95-105.
Available:https://doi.org/10.1016/j.iheduc.2004.02.001
Soltanimehr E, Bahrampour E, Imani MM, et al. Effect of virtual versus traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw. BMC Med Educ. 2019;19:233.
Available:https://doi.org/10.1186/s12909-019-1649-0.
Wang R, Liu C. The relation of dental students’ learning styles to their satisfaction with traditional and inverted classroom models. BMC Med Educ. 2019;19:315.
Available:https://doi.org/10.1186/s12909-019-1749-x.
Olasile Babatunde Adedoyin & Emrah Soykan: Covid-19 pandemic and online learning: The challenges and opportunities, Interactive Learning Environments; 2020.
DOI: 10.1080/10494820.2020.1813180
Hirata Yoko, Hirata Yoshihiro. Japanese Students’ Attitudes towards Hybrid Learning. Hybrid Learning and Education; 2018. Retrieved March 16, 2014.
Available:http://link.springer.com/chapter/10.1007%2F978-3-540-85170-7_39#page-1/
Education Trends. Covid-19: Will blended learning become the future of education? Acer for Education; 2020.
Zogas S, Kolokathi A, Birbas K, Chondrocoukis G, Mantas J. The e-Learning Effectiveness Versus Traditional Learning on a Health Informatics Laboratory Course. Stud Health Technol Inform. 2016;226: 109–12.
Available:https://doi.org/10.3233/978-1-61499-664-4-109
Hwang Alvin, Arbaugh JB. Virtual and Traditional Feedback‐Seeking Behaviors: Underlying Competitive Attitudes and Consequent Grade Performance. Decision Sciences Journal of Innovative Education. 2006;4:1 - 28.
DOi: 10.1111/j.1540-4609.2006.00099.x
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