Journal of Blended Online Learning

Blended learning environment (BLE) is increasingly used in the world, especially in university degrees and it is based on integrating web-based learning and face-to-face (FTF) learning environments. Besides integrating different learning environments, BLE also addresses to students with different learning approaches. The ‘learning approach’ categorizes individuals as ‘surface learners’ and ‘deep learners’.  This study investigated whether the academic performance and the satisfaction levels of the pre-service English teachers varied in respect to their learning approaches in a blended learning environment.

At the end of the study it was found that a) academic performance scores of the students in the BLE did not show statistically significant difference between deep and surface learners, b) the average satisfaction level with the BLE of deep learner students was statistically significantly higher than the average of surface learner students. Based on these findings, it can be concluded that pre-service English Language teachers were in general highly satisfied with the BLE. In addition, it can be stated that the courses which are designed for the BLE contribute to the achievement of the students with surface learning approach. Based on these conclusions, BLE is advised for training of pre-service English Language teachers with different learning approaches.

http://www.tojet.net/articles/9118.pdf

Attending professional continuing education (CE) is an important component of librarianship. This research study identified librarians’ preferences in delivery modalities of instruction for professional CE. The study also identified influential factors associated with attending CE classes. All five instruction-delivery modalities present useful structures for imparting professional CE. As librarians’ experience with different modalities increases and as technology improves, preferences in instruction delivery may shift. But at present, face-to-face remains the most preferred modality. Based on the results of this study, cost was the most influential factor associated with attending a CE class. This may change as additional influential factors are identified and analyzed in future studies.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2801962/

Virtual classrooms are online environments that enable students and instructors to interact as if they were face to face in a classroom. In this study, the researchers compared the perceptions of 57 undergraduate students who used the virtual classroom in a fully online and a blended education course. Students in the fully online course rated the virtual classroom features and characteristics higher than students in the blended course. There were statistically significant differences for 9 out of the 16 features that were investigated. Three of the four characteristics were statistically significant. Instructors can integrate this information in their course design and delivery to ensure that students benefit from a rewarding learning experience.

http://jolt.merlot.org/vol6no1/parker_0310.htm