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Navid Ghannad; Anna Sörensson – Industry and Higher Education, 2025
Purpose: This study examines the transformative effects of the COVID-19 pandemic on entrepreneurial education during and after the pandemic. Methodology: Using action research-based case study with a mixed data collection method, that spans pre-, during, and post-COVID-19. Data collection involved class discussions in a final mandatory class,…
Descriptors: COVID-19, Pandemics, Entrepreneurship, Educational Change
Amina Amirova; Aziya Zhumabayeva; Aziza Zhunusbekova; Assyl Arenova; Nurbanu Nygymanova – Journal of Education and e-Learning Research, 2024
Hybrid learning is a relatively new approach in Kazakhstan's educational system. The transition to a new format necessitates a significant amount of effort and restructuring at the universities. The problems of researching the advantages and disadvantages of implementing this kind of instruction in the classroom are very relevant. The study's goal…
Descriptors: Foreign Countries, Student Attitudes, Blended Learning, College Students
Xiaoyu Wang; Nurhasmiza Sazalli; Wan Nur Asyura Wan Adnan – International Journal of Adult Education and Technology, 2023
In this study, 210 articles were reviewed from two databases--Web of Science and Scopus--using the systematic literature review method, following the PRISMA (preferred reporting items for systematic reviews and meta-analyses) selection and analysis process. Through systematic literature review and statistical analysis of empirical research…
Descriptors: Blended Learning, Learning Strategies, Models, Student Attitudes
Kristin E. Yudt; Brook E. Sawyer; Samantha B. Shera – Journal of Mathematics Teacher Education, 2024
The primary purpose of this quasi-experimental mixed-methods study was to examine whether a blended learning approach was more effective than traditional face-to-face instruction in improving the mathematical achievement and attitudes of preservice elementary teachers. The secondary purpose was to determine what specific features of blended…
Descriptors: Blended Learning, In Person Learning, Electronic Learning, Mathematics Achievement
Si Fan; Allison Trimble; David Kember; Tracey Muir; Tracy Douglas; Yanjun Wang; Jennifer Masters; Casey Mainsbridge – Australian Educational Researcher, 2024
Enrolment numbers in online higher education courses have continued to increase over the last decade. The challenges brought about by the COVID-19 pandemic have further accelerated the growth in online and blended course offerings. The development of institutional support services, however, does not reflect this growth. Many students are not…
Descriptors: Foreign Countries, Learner Engagement, School Holding Power, Blended Learning
Huijin Lu; Xiaojun Zhang – Interactive Learning Environments, 2024
The formulation of a sense of community (SOC) among students has received significant attention in the literature in recent years. However, digitally enhanced learning and COVID-19 have amplified the challenges vis-à-vis connecting students and making them feel involved and recognized in virtual learning ecologies for higher educational…
Descriptors: Sense of Community, Blended Learning, Electronic Learning, Educational Environment
Michael Wong; Shahad Al-Saqqar; Jennifer Nash; Ali Al-Humuzi; Mark Dottori; Margaret Secord – Collected Essays on Learning and Teaching, 2024
Literature suggests post-secondary students feel disengaged and socially isolated while learning virtually, especially during the COVID-19 pandemic. Here we explored whether a sense of belonging is differentially achieved in an inquiry-based course between two different delivery formats: virtual and blended (combination of virtual and in-person).…
Descriptors: Electronic Learning, Blended Learning, College Freshmen, Health Sciences
Jodie M. Penrod – ProQuest LLC, 2023
Before the COVID-19 pandemic, multiple online and hybrid learning modalities became more popular in higher education programs. After the pandemic, it became necessary for institutions to determine a strategy for offering multiple learning modalities to keep up with the demands of students wanting a more flexible model for their education. As a…
Descriptors: Higher Education, Blended Learning, Electronic Learning, Teacher Attitudes
Ishwar R. Sadarangani; Joseph Serafin; Jennifer Chabra – Journal of Chemical Education, 2024
As the COVID-19 pandemic transformed higher education, St. John's University (New York), among other academic institutions, worked to incorporate methodologies that would allow for social distancing and the attainment of hands-on experience that is expected of a science laboratory course. To account for the constraints that the pandemic posed, St.…
Descriptors: Student Attitudes, Distance Education, Electronic Learning, Blended Learning
Anna Moni – Online Learning, 2024
Despite extensive research on feedback models, there is still sparse empirical evidence of their validity and application in higher education learning settings, whether online, hybrid, or face-to-face. Understanding how a feedback framework--integrated in the instructional cycle--is perceived by the learners can provide empirical support about its…
Descriptors: Student Attitudes, Feedback (Response), Electronic Learning, Blended Learning
Chaw, Lee Yen; Tang, Chun Meng – Electronic Journal of e-Learning, 2023
In addition to a face-to-face classroom learning environment, today's learners in higher education are likely to have also experienced a blended learning or an online learning environment. These learning environments not only differ in their delivery modes, but also learning activities, class interactions, assessment approaches, etc. Learners tend…
Descriptors: Student Attitudes, Educational Environment, College Students, In Person Learning
Kaya, Suat – International Journal of Psychology and Educational Studies, 2023
In this cross-sectional survey, it was aimed to analyze pre-service teachers' comparative perceptions about face-to-face (F2F) and online courses. It was also intended to discover the predictors influencing their choice of educational modes. The sample consisted of 338 pre-service teachers, selected with the cluster random sampling method,…
Descriptors: Preservice Teachers, In Person Learning, Electronic Learning, Blended Learning
Alicja Syska; Christie Pritchard – Journal of University Teaching and Learning Practice, 2023
This study explores students' perceptions of blended learning and its impact on their sense of belonging at a post-92 UK university. A critical realist framework that considers the interlocking domains of subjective experience, objective events and observations, and the mechanisms and structures that underpin them is used to situate these…
Descriptors: Blended Learning, Foreign Countries, Student Attitudes, Electronic Learning
Zoya Adeel; Stefan M. Mladjenovic; Sara J. Smith; Pulkit Sahi; Abhay Dhand; Sarah Williams-Habibi; Kate Brown; Katie Moisse – Canadian Journal for the Scholarship of Teaching and Learning, 2023
Some university students face barriers to learning in physical classrooms, while others are reluctant to return to in-person learning environments because of COVID-19. Hybrid-flexible (HyFlex) learning environments give students the option to participate in-person or virtually, but there are concerns about student engagement and success. In this…
Descriptors: Learner Engagement, Academic Achievement, Blended Learning, Student Attitudes
Zhao, Wenhui – Education and Information Technologies, 2022
In order to investigate the overall cognition of blended learning, we made a questionnaire survey and interviews with students and teachers of 10 universities and colleges in Anhui Province. Based on this investigation, we design a Rain class blended learning model which fully utilizes the modern network technology and mobile terminals to closely…
Descriptors: Blended Learning, Higher Education, Internet, College Students