Opportunities from Wellbeing

Learning In Action: Navigating The Implementation Phase Of Blended Learning Courses

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Zi Zhao LIEU 

Department of Biological Sciences, Faculty of Science (FOS)
Special Programme in Science, FOS 

dbslzz@nus.edu.sg  

Lieu, Z. Z. (2024). Learning in action: Navigating the implementation phase of blended learning courses [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-zzlieu/

SUB-THEME

Opportunities from Engaging Communities; Opportunities from Wellbeing 

KEYWORDS

Blended learning, Active Learning, Student Engagement, Community of Inquiry 

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Blended learning is becoming a norm in many higher learning institutions, with the benefits of face-to-face interactions and the flexibility of online learning (Vaughan, 2007, Liu et al., 2024).  While this innovative model offers learners many advantages, it is not without unique challenges, particularly for those new to this learning environment (Armellini et al., 2023, Kember et al, 2023). Analysis of past student feedback has indicated that while students can understand and define the terms blended learning and active learning, they are often clueless about how their learning is carried out practically in the course (Figure 1). This creates a perception that a course taught in the blended learning mode is often workload-heavy, time-consuming, and difficult to follow/learn. To harness the full potential of blended learning, students must wholeheartedly embrace the course’s learning design and recognise how it can help them achieve the intended learning outcomes (ILOs). 

Figure 1. Figure showing student understanding of “blended learning” and whether they knew how the course will be carried out. 

Development of a workshop to orientate students in blended learning 

To do so, an in-class workshop was designed to help orientate students to the blended learning course. This workshop consists of three parts: (1) An introduction to the online learning environment (CANVAS), with a focus on navigating the page for learning; (2) An introduction to learning strategies and how a student should manage their time in the course, and (3) an introduction to the face-to-face classroom learning environment with the focus on practical classroom activities (quiz, case study, and in-class presentation). This is usually done in the first class of the course, and then a post-semester survey is carried out to understand the students’ perceptions and learning. 

 

How has the workshop helped students understand and adapt to blended learning? 

Using a survey instrument, we analysed the students’ perceptions and understanding of the learning environment and the relevance of the in-class activities for one postgraduate and one undergraduate course. Regarding navigating the online blended learning environment, our survey data indicates that the students could navigate the user interface and identify relevant material for their weekly learning (Table 1). End-of-semester feedback indicates that the course material on CANVAS was easy to follow, and it was clear to the student what needed to be learnt each week. 

 

Table 1
Navigating the Online Learning Environments (post-course survey). Students were asked to rate the following statement (1 for “Strongly Disagree” to 5 for “Strongly Agree”) and the rating shown is the average.  

 

We next analyse the students’ understanding and perceptions of the in-class learning activities. Our survey data showed that the students found the in-class activities aligned with the learning objective (Table 2). In addition, the nature of the learning activity allows for strong engagement between the student and the learning material. 

 

Table 2
Student perceptions of the in-class learning activities (post-course survey). Students were asked to rate the following statement (1 for “Strongly Disagree” to 5 for “Strongly Agree”) and the rating shown is an average rating.  

 

In conclusion, getting students to embrace the course design and understand how it can help them achieve their learning outcomes, especially in blended learning is important. Based on our survey results, we successfully used an orientation workshop-style lesson to help students understand the why behind the pedagogical method, the logistics, and how they should interact with the learning material. We recommend integrating this orientation workshop into blended learning courses for student learning. 

REFERENCES

Armellini, A., Teixeira Antunes, V., & Howe, R. (2021). Student perspectives on learning experiences in a higher education active blended learning context. TechTrends, 65(4), 433-443. https://doi.org/10.1007/s11528-021-00593-w

Kember, D., Ellis, R. A., Fan, S., & Trimble, A. (Eds.). (2023). Adapting to Online and Blended Learning in Higher Education: Supporting the Retention and Success of the Expanded and Diversified Intake. Springer. 

Liu, Q., Chen, L., Feng, X., Bai, X., Ma, Z. (2024). Supporting Students and Instructors in Blended Learning. In: Li, M., Han, X., Cheng, J. (eds) Handbook of Educational Reform Through Blended Learning. Springer, Singapore. https://doi.org/10.1007/978-981-99-6269-3_5 

Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-learning, 6(1), 81–94. https://www.learntechlib.org/primary/p/6310/

Workload and Wellbeing: Striking a Delicate Balance for Academic Success in Blended Learning

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Jodie LUU*, Brenda YUEN Pui Lam, Marissa E Kwan Lin, and Misty So-Sum WAI-COOK 

Centre for English Language Communication (CELC), NUS 

*jodieluu@nus.edu.sg 

Luu, T. H. L., Yuen, B. P. L., E, M. K. L., & Wai-Cook, M. S. S. (2024). Workload and wellbeing: Striking a delicate balance for academic success in blended learning [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-jluu-et-al/

SUB-THEME

Opportunities from Wellbeing

KEYWORDS

perceived workload, blended learning pedagogy, student wellbeing, academic support 

CATEGORY

Paper Presentation 

EXTENDED ABSTRACT

Student wellbeing has always been a key consideration of teaching and learning. As a multi-dimensional construct, student wellbeing can be understood as “subjective, emotional and cognitive evaluations of school reality” that is “in favour of positive aspects” (Harsche, 2003, p. 129) of such reality. Growing empirical research has highlighted psychological and emotional distress, depression, and an increased risk of burnout as common wellbeing issues faced by university students (Backhaus et al., 2020; Baik et al., 2019; Larcombe et al., 2016). In Singapore, a mental health survey with undergraduates from five autonomous universities also found that work/study commitments were the top source of stress (89%) (Lim, 2022). Such findings point to workload as a potential factor worth examining given its integral role in curriculum design.  

 

Furthermore, the adoption of blended learning pedagogy to promote active learning in higher education presents students with a different teaching and learning environment that requires more adaptation by students. In theory, a well-calibrated flow between in-person and online activities is desirable to manage the workload for both students and faculty (McGee & Reis, 2012). In practice, while some students may enjoy the flexibility to engage with online learning materials at their own pace (Phillips et al., 2016), others may perceive an increased workload resulting from the lack of work-life balance, amount of assignments, and connectivity/technical issues with devices (Hilliger et al., 2023). This mixed perception of workload in relation to blended learning pedagogy raises a noteworthy question of how to strike a delicate balance between ensuring the academic rigor of the curriculum and offering appropriate academic support without jeopardising student learning. 

 

According to Kyndt et al. (2013), workload has both objective and subjective (or perceived) dimensions. While the former is usually set based on the expected number of hours spent on various course components, the latter is more complex. Defined as “a combination of the demands placed upon the student, and the effect of these demands on the student, such as effort and frustration” (Kyndt et al., 2013, p. 685), perceived workload consists of both quantitative elements such as time and amount of work and qualitative elements such as the nature of assessment, teaching and learning environment, and learners’ personal characteristics. The interplays of these elements may influence how students view their academic workload, which in turn affect their wellbeing. 

 

In this light, this study aims to examine students’ perception of the workload in various blended learning courses offered by the Centre for English Language Communication (CELC) at NUS. A survey questionnaire was administered with students taking 12 CELC courses in Semester 1 of AY2023/24. The quantitative analysis of the six 4-point Likert scale statements (1=Should be implemented but missing to 4=Excellent implementation) related to workload showed a mean score of 3.26 (S.D.=0.66) among 299 students. This suggests that most respondents showed positive perception of workload as the blended course courses demonstrated an appropriate balance of online and in-class learning activities. Furthermore, preliminary sentiment analysis of responses to the open-ended question on students’ attitude about blended learning shows positive sentiment associated with themes such as learning, experience, environment, and practice. These themes echo the teaching and learning environment dimensions of Kyndt et al.’s (2013) conception of perceived workload. Combining these results with insights from follow-up interviews with students who shared about strategies to navigate their study commitments, we argue that a more holistic view of workload that encompasses both quantitative and qualitative perceived dimensions should be adopted in blended learning curriculum design. In so doing, educators would be able to implement appropriate academic support that strikes a delicate balance between academic success and mental wellbeing.

REFERENCES

Backhaus, I., Varela, A. R., Khoo, S., Siefken, K., Crozier, A., Begotaraj, E., Fischer, F., Wiehn, J., Lanning, B., Lin, P., Jan, S., Zaranza Monteiro, L., Al-Shamli, A., La Torre, G., & Kawachi, I. (2020). Associations between social capital and depressive symptoms among college students in 12 countries: Results of a cross-national study. Frontiers in Psychology, 11, 644. https://doi.org/10.3389/fpsyg.2020.00644  

Baik, C., Larcombe, W., & Brooker, A. (2019). How universities can enhance student mental wellbeing: The student perspective. Higher Education Research & Development, 38(4), 674–687. https://doi.org/10.1080/07294360.2019.1576596 

Hascher, T. (2003). Well-being in school—why students need social support. In P. Mayring & C. von Rho ¨neck (Eds.), Learning emotions—the influence of affective factors on classroom learning (pp. 127–142). Bern u.a Lang. 

Hilliger, I., Astudillo, G., & Baier, J. (2023). Lacking time: A case study of student and faculty perceptions of academic workload in the COVID‐19 pandemic. Journal of Engineering Education, 112(3), 796–815. https://doi.org/10.1002/jee.20525 

Kyndt, E., Berghmans, I., Dochy, F., & Bulckens, L. (2013). ‘Time is not enough.’ Workload in higher education: a student perspective. Higher Education Research and Development, 33(4), 684–698. https://doi.org/10.1080/07294360.2013.863839   

Larcombe, W., Finch, S., Sore, R., Murray, C. M., Kentish, S., Mulder, R. A., Williams, D. (2016). Prevalence and socio-demographic correlates of psychological distress among students at an Australian university. Studies in Higher Education, 41, 1074–1091. https://doi.org/10.1080/03075079.2014.966072

Lim, K. (2022, June 21). Large-scale survey of Singapore undergrads finds work and study commitments as main stressors, desire for academic “grace days.” TODAY. https://www.todayonline.com/singapore/survey-singapore-undergrads-work-study-stress-academic-grace-days-1929776  

McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7–22. https://doi.org/10.24059/olj.v16i4.239 

Phillips, J. A., Schumacher, C., & Arif, S. (2016). Time spent, workload, and student and faculty perceptions in a blended learning environment. American Journal of Pharmaceutical Education, 80(6), 1–9. https://doi.org/10.5688/ajpe806102  ​ 

Uncomfortable Conversations: A Pedagogy Of Discomfort Within Environmental And Sustainability Education For Future Wellbeing

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Menusha DE SILVA 

Department of Geography
Faculty of Arts and Social Science (FASS), NUS

geokmds@nus.edu.sg 

De Silva, M. (2024). Uncomfortable conversations: A pedagogy of discomfort within environmental and sustainability education for future wellbeing [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-mdsilva/

SUB-THEME

Opportunities from Wellbeing 

KEYWORDS

Discomfort, environmental and sustainability education, emotions, interdisciplinarity, reflection  

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Interdisciplinary courses (IDCs) under the College of Humanities and Sciences’ (CHS) Common Curriculum aim to equip students with skills required to navigate a world that is volatile, uncertain, complex, and ambiguous (VUCA) (Tan, 2022). Through cross-disciplinary conversations with instructors and peers, students are expected to improve their skills in solving complex problems and real-world issues such as climate change—the contextual focus of this presentation. Ideally, these courses will nurture in students traits of adaptability, resilience, and empathy in order to ensure their wellbeing when transitioning to work life and facing challenges in their everyday lives (CHS, n.d).  

 

Yet, pedagogical work on environmental and sustainability education show that learning about the environmental crisis and climate change may cause some students to experience eco-anxiety (Sims et al., 2020).  Pfautsch and Gray (2017) argue that since a large proportion of people are aware but unengaged about the environmental crisis, feelings of disempowerment and fear can also be productive. In addition, I posit that discussing sustainable solutions could also lead to negative emotions since students would have to grapple with contradictions within discourses on how to best address these environmental issues, i.e. the lack of evidence undergirding prevalent policies.  

 

Since environmental and sustainability education can be an emotionally wrought process, through the case of the proposed IDC “Restoring Human-Nature Connections”, I examine how the classroom can be a safe space for students to develop skills that would contribute to their wellbeing in the future. I propose an assessment structure that recreates a real life decision-making process where students would have to confront the ambiguities and complexities surrounding real-world initiatives and the uncertain outcomes generated through them. Students will have to rank their peers’ proposed solutions to an environmental problem while explaining the trade-offs they made as a group when deciding the optimal solution. This teaching approach is informed by Boler’s (1999) concept “a pedagogy of discomfort” (cited in Ojala, 2021), which recognises that unpleasant emotions would be generated when learning about sensitive and controversial societal issues, and that students need to critically reflect on their emotional responses to uncover how they relate to the issue. 

 

I suggest that this process of negotiating with peers from different disciplinary backgrounds require students to experience the difficulties of having conversations with individuals with different ideological and/or subject positions, and acknowledge the challenges of seeking sustainable and equitable solutions. I argue that the discomfort experienced through this learning exercise can potentially lead to better emotional resilience outside of the classroom, and develop the skill to handle conflict of opinions constructively. As such, the classroom can be a safe space for students to experience some level of discomfort in order to facilitate their future wellbeing. 

REFERENCES

College of Humanities and Sciences (n.d.) CHS Common Curriculum. https://chs.nus.edu.sg/programmes/common-curriculum/  

Ojala, M. (2021). Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education. The Journal of Environmental Education, 52(1), 40-52. https://doi.org/10.1080/00958964.2020.1845589

Pfautsch, S., & Gray, T. (2017). Low factual understanding and high anxiety about climate warming impedes university students to become sustainability stewards: An Australian case study. International Journal of Sustainability in Higher Education, 18(7), 1157-1175. http://dx.doi.org/10.1108/IJSHE-09-2016-0179

Sims, L., Rocque, R., & Desmarais, M. É. (2020). Enabling students to face the environmental crisis and climate change with resilience: inclusive environmental and sustainability education approaches and strategies for coping with eco-anxiety. International Journal of Higher Education and Sustainability, 3(2), 112-131. https://doi.org/10.1504/IJHES.2020.113059

Tan, E. C. (2022, 5 November) The Half-life of Knowledge. https://chs.nus.edu.sg/2022/11/05/half-life-of-knowledge/

Powering Peer Support

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Melissa ZEHNDER and Duane ONG

Singapore Institute of Technology (SIT) 

melissa.zehnder@singaporetech.edu.sg, duane.ong@singaporetech.edu.sg

Zehnder, M., & Ong, D. (2024). Powering peer support [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-mzehnder-dong/

SUB-THEME

Opportunities from Wellbeing

KEYWORDS

Opportunities from Wellbeing, student peer support, wellbeing, student wellbeing, mental health, student engagement

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Students in university experience significant stress, they have to navigate and adapt to new environments and adopt new behaviours. At the Singapore Institute of Technology (SIT), we aim to provide holistic and extensive student care and support. To this end, a Student Development and Care Strategy has been established to ensure a safe, vibrant and supportive campus community. This framework encompasses aspects of student development, integration, care and recreation, to boost their learning journey beyond academic rigour. Throughout each academic year, there is continuous student engagement and support. This creates a common campus vocabulary on good mental health habits and normalises help-seeking behaviours. Often, this is accomplished by harnessing the power of peer-to-peer support. 

 

In 2022, SIT embarked on a peer-to-peer emotional support programme. Potential supporters were interviewed for the programme, before they embarked on specially curated training with five core modules. To help drive ground-up initiatives, a student executive committee was installed. As a group, these peer supporters engage the student community to promote available support (theirs included) and resources for good mental health. Some challenges faced include lack of student awareness of the presence of peer support and their willingness and knowledge of how to connect with a peer supporter, as well as understanding the benefits of peer support. 

 

The next phase of the peer support service has begun, where the student peer supporters should be gainfully engaged and students seeking the support report reaping benefits. 

 

Feedback from other stakeholders such as SIT faculty will also be consolidated. The presentation will share a summary of the Student Development and Care Strategy, objectives of the SIT peer support programme, challenges faced and ideas to navigate these challenges, success stories, as well as ideas for the future. If possible, the presentation will have both SIT staff and student peer supporters sharing their peer support experiences. 

 

Mentoring for Everyone’s Well Being

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Deborah Ann CHOO* and Julie GOUIN

Centre for English Language Communication (CELC)   

*elcchoo@nus.edu.sg

Choo, D. A., & Gouin, J. (2024). Mentoring for everyone's well being [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-dachoo-jgouin/

SUB-THEME

Opportunities from Wellbeing 

KEYWORDS

Mentoring, wellbeing 

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Mentoring new colleagues is an important part of integrating new staff into the university setting. This presentation is part of a case study through document analysis which evolved from a mentoring relationship. Together we hypothesised that a fruitful mentoring relationship leads to mentee and mentor wellbeing, consequently promoting student wellbeing. We define wellbeing broadly to encompass both the hedonic and eudaimonic forms (Zuo et al., 2017). 

 

Our experience aligns with the literature that good mentoring leads to professional development (Gilles & Wilson, 2004; Hudson, 2013) and retention of new staff (Gardiner et al., 2007; Kanaskie, 2006; Laband & Lentz, 1995). Our workplace handbook, which references Lipscomb and An’s (2010) recommendation to create a structured mentoring relationship also delineates the roles and responsibilities of the mentor and mentee (Lee et al., 2017). We found that throughout our ongoing relationship, we each assumed many of the roles from the handbook and other literature, but mentor as “role model” (Kram, 1983, Levesque et al., 2005, Olian et al., 1988, Shen & Kram, 2011) led to an ethic of care (Noddings, 2012) and thus, we contend, to student wellbeing. Furthermore, Riva et al., (2020) found that teachers’ care for students at the university level correlates with student wellbeing. 

 

Our mentoring relationship was initiated by our management, based on our assignment to teach the same course. Mentoring activities included discussions about the course objectives and materials, addressing students’ questions, and responding to mentee’s questions. The mentor also anticipated items that might need clarification or elaboration and oriented the mentee to the course, the department, the broader opportunities, and the physical environment. A Microsoft (MS) Teams group, created by the mentor, facilitated sharing and reflection on classroom activities among the mentor, mentee, and two additional colleagues. The mentee drove the relationship by seeking clarification, observing the mentor’s class, reflecting on pedagogy, and implementing useful ideas for student learning and the promotion of wellbeing. 

 

In our study, we quantified the data by creating tables using three of Zuo et al.’s six dimensions to uncover evidence of wellbeing in the following documents: student feedback, the course coordinator’s review of the mentee, the mentee’s review of the mentor and the MS Teams forum. The three dimensions were then separated according to hedonic and eudaimonic wellbeing. Additionally, we produced tables using four selected categories of care ethics (Noddings 2012) to analyse selected documents. We also created a table to demonstrate the connections between mentor, mentee and student care and wellbeing, analysing all documents in addition to mentor-mentee communications. 

 

Our analysis showed that the mentor’s modeling with her own students and suggestions for care positively impacted mentor, mentee and student wellbeing. For instance, the mentor displayed care by asking students about their sleep and encouraging open communication about stress. She also suggested that the mentee survey her students, which led to a positive change in the mentee’s teaching style as reported through the student feedback exercise. Furthermore, like the mentor’s engagement with student wellbeing, the student feedback exercise reflected the mentee’s use of this approach as a strength and thus, the mentee’s wellbeing. Further analysis of this student feedback showed a distribution of wellbeing across the three dimensions (Zuo et al., 2017). Additionally, mentor wellbeing was evidenced in the mentee’s observation and MS Teams forum, using the same method for analysis. Overall, there was a predominance of eudaimonic wellbeing for mentor, mentee, and students across all documents. These findings are significant because they support the importance of effective onboarding of new staff members. Well-executed mentoring relationships increase the likelihood of positively impacting the mentee, the mentor, and the students. 

REFERENCES

Gardiner, M., Tiggemann, M., Kearns, H., & Marshall, K. (2007). Show me the money! An empirical analysis of mentoring outcomes for women in academia. Higher Education Research & Development, 26(4), 425–442. 10.1080/07294360701658633 

Gilles, C., & Wilson, J. (2004). Receiving as well as giving: mentors’ perceptions of their professional development in one teacher induction program. Mentoring & Tutoring: Partnership in Learning, 12(1), 87–106. https://doi.org/10.1080/1361126042000183020 

Hudson, P. (2013). Mentoring as professional development: ‘growth for both’ mentor and mentee. Professional Development in Education, 39(5), 771–783. https://doi.org/10.1080/19415257.2012.749415 

Kanaskie, M. L. (2006). Mentoring—A staff retention tool. Critical Care Nursing Quarterly, 29(3), 248-252. https://dx.doi.org/10.1097/00002727-200607000-00010 

Kram, K. E. (1983). Phases of the mentor relationship. Academy of Management Journal, 26(4), 608-625. https://doi.org/10.5465/255910 

Laband, D. N., & Lentz, B. F. (1995). Workplace mentoring in the legal profession. Southern Economic Journal, 61(3), 783–802. https://doi.org/10.2307/1060998 

Lee, G, Tang, J., & Tan, S. H., (2017). Educator’s Development Programme (EDP) Mentoring Handbook. Centre for English Language Communication, National University of Singapore. 

Levesque, L. L., O’Neill, R. M., Nelson, T., & Dumas, C. (2005). Sex differences in the perceived importance of mentoring functions. Career Development International, 10(6/7), 429-443. https://dx.doi.org/10.1108/13620430510620539 

Lipscomb, R., & An, S., (2010). Mentoring 101: Building a mentoring relationship. Journal of American Dietetic Association. https://doi.org/10.1016/j.jand.2013.02.010 

Noddings, N. (2012). The caring relation in teaching. Oxford Review of Education, 38(6), 771– 781. https://dx.doi.org/10.1080/03054985.2012.745047 

Olian, J. D., Carroll, S. J., Giannantonio, C. M., & Feren, D. B. (1988). What do protégés look for in a mentor? Results of three experimental studies. Journal of Vocational Behavior, 33(1), 15-37. https://dx.doi.org/10.1016/0001-8791(88)90031-0 

Riva, E., Freeman, R., Schrock, L., Jelicic, V., Özer, C.-T., & Caleb, R. (2020). Student wellbeing in the teaching and learning environment: A study exploring student and staff perspectives. Higher Education Studies, 10(4), 103. https://doi.org/10.5539/hes.v10n4p103 

Shen, Y., & Kram, K. E. (2011). Expatriates’ developmental networks: Network diversity, base and support functions. Career Development International, 16(6), 528-552. https://doi.org/10.1108/13620431111178317 

Student Feedback Report. (2024). National University of Singapore. 

Zuo, S., Wang, S., Wang, F., & Shi, X. (2017). The behavioural paths to wellbeing: An exploratory study to distinguish between hedonic and eudaimonic wellbeing from an activity perspective. Journal of Pacific Rim Psychology, 11(10). https://dx.doi.org/10.1017/prp.2017.1

 

The Role Of Intra-Personal Competencies In Sustaining Success In Continuous Learning

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Alfred CHAN* and Marcus WEE 

Lifelong Education and Training,
School of Continuing and Lifelong Education (SCALE)

*alfredch@nus.edu.sg 

Wee, M. & Chan, A. (2024). The role of intra-personal competencies in sustaining success in continuous learning [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-achan-mwee/

SUB-THEME

Opportunities from Wellbeing 

KEYWORDS

Awareness, motivation, intra-personal, insights, growth 

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

This research investigates the critical role of intra-personal skills—self-awareness, self-regulation, and self-motivation—in supporting continuous learning within today’s rapidly evolving technological and job market environments. The study hypothesises that these skills significantly enhance adaptability, goal-setting, and persistence in learning contexts. 

 

Employing a mixed-methods approach, the research collects quantitative data through surveys of participants in continuous learning programs. These surveys measure intra-personal capabilities and their impact on learning outcomes. Additionally, qualitative insights from interviews and discussions provide a deeper understanding of how these skills are utilised in real-world learning scenarios. 

 

The findings reveal that individuals with strong intra-personal skills are better equipped to adapt to new information, achieve learning goals, and maintain motivation despite challenges. The study emphasises the importance of mastering these competencies to effectively navigate dynamic environments and proposes practical strategies for cultivating them among learners in Continuing Education and Training (CET) programmes.

 

Ultimately, the enhancement of intra-personal skills empowers individuals to engage in lifelong learning, fostering both personal and professional growth. 

 

The Efficacy of Instructional Practice and Support on Student Engagement and Wellbeing in Blended Learning

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LEE Ming Cherk*, Netty Haiffaq Binte Zaini MATTAR, CAO Feng, and Norhayati Ismail

Centre for English Language and Communication (CELC), NUS

*elclmc@nus.edu.sg 

Cao, F., Lee, M. C., Netty Haiffaq Zaini Mattar, & Norhayati Ismail (2024). The efficacy of instructional practice and support on student engagement and wellbeing in blended learning [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-caof-et-al/

SUB-THEME

Opportunities from Wellbeing 

KEYWORDS

Instructional practice, support, student engagement, well-being 

CATEGORY

Paper Presentation

 

EXTENDED ABSTRACT

The blended learning approach, which combines both online and face-to-face teaching and resources (Albiladi & Alshareef, 2019), has become a “new normal” in higher education (Luo et al., 2017; Porter et al., 2016). It necessitates that students switch between synchronous and asynchronous modes of learning, and between multiple e-learning and communication platforms. Such changes have felt sudden and imposed (Finlay et al., 2022), and is further complicated by differences in online accessibility (Bayyat et al., 2021). Navigating through these various modes and platforms, even as they continue to shift and fluctuate over the years, has been demanding for students. This has caused increased distress and anxiety in students (Hagedorn et al., 2022) such that scholars have now turned their attention to the wellbeing of students in blended learning environments (Huang, 2023; Mendoza & Venables, 2023).  

 

Wellbeing is defined as a positive state of mental health. Wellbeing also indicates feelings of competence, agency, self-motivation, positive relationships, and personal growth (Baik, et al, 2017, p. 3). Scholars have suggested that student engagement in learning has an impact on student well-being which in turn has a strong bearing on academic achievement (Baik, et al, 2017; Houghton & Anderson, 2017; Alvarado et al., 2019; Ward-Griffin et al., 2018). In higher education, engagement is linked to students’ involvement with academically meaningful activities (Kuh, 2001).  

 

Working on the notion that student engagement is indicative of well-being, this study examines the engagement levels of undergraduates at the National University of Singapore in a range of blended-learning courses offered by the Centre for English Language Communication (CELC), NUS. The purpose was to measure students’ sense of engagement vis-a-vis the instructional practices and support (e.g., issuing reminders, clarifying instructions, and answering questions) given to promote engagement and student well-being and to identify aspects of learning where students felt least engaged.   

 

The three main research questions were: 

  1. To what extent were the students well engaged in learning?
  2. How did the students’ engagement correlate with the instructional practice and support given? 
  3. What actions can be taken to improve student engagement and, ultimately, their well-being? 

 

Based on the Community of Inquiry framework (Garrison et al., 2000), a questionnaire survey was devised with the assumption that student engagement is an indicator of student well-being. The effects of the instructional structure and practices delivered through blended learning were tested on behavioural, cognitive, and emotional engagement (Fredericks et. al., 2016). Statistical analyses were subsequently performed to compare the data and identify correlations among the variables. The findings were then corroborated by interviews with students.  

 

The results demonstrate highly positive perceptions towards teacher support, student participation, collaboration, and students’ sense of belonging.  Moreover, the analysis of students’ responses shows either moderate or strong correlations between students’ engagement levels and instructional practices and support. 

 

Understanding how various instructional practices and support provided for blended learning environments in CELC courses can help to inform the improvement of blended learning courses, such that student mental well-being is enhanced. 

 

REFERENCES

Albiladi, W. S., & Alshareef, K. K. (2019). Blended Learning in English Teaching and Learning:  A Review of the Current Literature. Journal of Language Teaching and Research, 10(2), 232. https://doi.org/10.17507/jltr.1002.03 

Baik, C.; Larcombe, W., Brooker, A., Wyn, J., Allen, L., Brett, M., Field, R., & James, R (2017).  Enhancing student mental wellbeing. A Handbook for Academic Educators., 26(8), 879-896. 

Bayyat, M., Muaılı, Z. H. A., & Aldabbas, L. (2021). Online component challenges of a blended learning experience: A comprehensive approach. Turkish Online Journal of Distance Education, 22(4), 277-294. http://dx.doi.org/10.17718/tojde.1002881

Finlay, M. J., Tinnion, D. J., & Simpson, T. (2022). A virtual versus blended learning approach to  higher education during the COVID-19 pandemic: The experiences of a sport and exercise science student cohort. Journal of hospitality, leisure, sport & tourism education, 30, 100363. https://doi.org/10.1016/j.jhlste.2021.100363

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the  Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059 

Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and  adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1–4. https://doi.org/10.1016/j.learninstruc.2016.02.002 

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment:  Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6

Hagedorn, R. L., Wattick, R. A., & Olfert, M. D. (2022). “My entire world stopped”: College students’ psychosocial and academic frustrations during the COVID-19 pandemic. Applied Research in Quality of Life, 17(2), 1069-1090. http://dx.doi.org/10.1007/s11482-021-09948-0

Houghton, A-M. & Anderson, J. (2017) Embedding mental wellbeing in the curriculum:  maximising success in higher education. Higher Education Academy. 

Huang, J. C. (2023). Implementation effect of integrating cooperative inquiry into blended learning: analysis of students’ goal setting, task value, and well-being. Interactive Learning Environments, 1-16. https://doi.org/10.1080/10494820.2023.2205896

Kuh, G. D. (2001). Assessing what really matters to student learning: Inside the National Survey of Student Engagement. Change, 33(3), 10-17. https://doi.org/10.1080/00091380109601795

Liem, G. A. D., & Chong, W. H. (2017). Fostering student engagement in schools: International best practices. School Psychology International, 38(2), 121-130. https://journals.sagepub.com/doi/pdf/10.1177/0143034317702947 

Luo, L., Cheng, X., Wang, S., Zhang, J., Zhu, W., Yang, J., & Liu, P. (2017). Blended learning with Moodle in medical statistics: An assessment of knowledge, attitudes and practices relating to e-learning. BMC Medical Education, 17(1), 170. https://doi.org/10.1186/s12909-017-1009-x 

Mendoza, A., & Venables, A. (2023). Attributes of blended learning environments designed to foster a sense of belonging for higher education students. Journal of Information Technology Education. Research, 22, 129. http://dx.doi.org/10.28945/5082 

National Survey of Student Engagement (2023). Engagement indicators and high-impact practices. https://nsse.indiana.edu/nsse/survey-instruments/engagement-indicators.html 

Porter, W. W., Graham, C. R., Bodily, R. G., & Sandberg, D. S. (2016). A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education. The Internet and Higher Education, 28, 17–27. https://doi.org/10.1016/j.iheduc.2015.08.003 

Meeting Learning Outcomes in the Tri-Generational Classroom

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Lynette TAN Yuen Ling1,* and Darryl ANG Si Wei2

1Residential College 4, NUS
2NUS Business School

*rc4tyll@nus.edu.sg

Tan, L. Y. L., & Ang, D. S. W. (2024). Meeting learning outcomes in the tri-generational classroom [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-lyltan-dswang/

SUB-THEME

Opportunities from Engaging Communities; Opportunities from Wellbeing

KEYWORDS

Ageism, Intergenerational, Co-creation, Relationship-rich, Experiential

CATEGORY

Paper Presentation

 

EXTENDED ABSTRACT

In 2021, the National University of Singapore (NUS) introduced a new pillar to the General Education curriculum, Communities and Engagement (NUS News, 2021). The aim was to scale the university’s efforts in the community, enabling more undergraduates to be involved in community projects and “gain a deeper appreciation of social issues”. Professor Bernard Tan, NUS Senior Vice Provost (Undergraduate Education), observed that the new pillar formalises the learning process in community engagement so that “students can contextualise their efforts based on the learning objectives”.

 

Using the frameworks of service learning (Butin, 2010), intergenerational relationships (Thang et al., 2003), Needs Assessment and Asset Based Community Development from NUS Office of Student Affairs (OSA) Community Skills training platform (NUS OSA, 2020) and Systems Thinking (Senge, 2006), two new courses were launched at Residential College 4 (RC4) that would lead to the contextualisation of students’ community engagement efforts based on several learning objectives. The following is the set of objectives from the tri-generational course:

  1. Reflect on what defines service learning, its possibilities and limitations
  2. Explore the field of intergenerational engagements and relationships in Asia and Singapore
  3. Understand the broad issues faced by youth in Singapore and, with respect to intergenerational bonding, including ageism and familial conflict
  4. Identify and contextualise the problems faced by youths on a local (Queenstown) scale through primary research with the youth that includes their ability to connect with the older adults.
  5. Expand on their interpersonal capacities through an intergenerational bonding programme where they will interact with school children and the elders of Queenstown
  6. Develop intergenerational bonding activities together with the youth and older adults as viable solutions to address the problems and gaps in community programmes through the approach of Systems Thinking.
  7. Demonstrate an active citizenry that connects theory with ethical behaviour.


Over one semester that included 7 tri-generational sessions, 18 undergraduates met with 12 elders from FaithActs and Esther Active Ageing Centre as well as 35 Secondary 2 students from Queenstown Secondary School. Teaching activities as well as assessments were aligned with the learning objectives so that the latter could be effectively attained. The courses were also nestled within the umbrella of the Health District @Queenstown (HD@QT), a multi-stakeholder collaboration including the Housing Development Board (HDB), the National University Health System (NUHS), and NUS, which seeks to prepare Singapore for 2026 when our population will reach super-aged status (Teo, 2023) with initiatives that promote health and wellness for all ages. An aspect of its strategies is intergenerational bonding, the focus of the course in this paper.

 

Through a reflection of the teaching activities, evidence from student work, and student feedback, this paper considers the effectiveness of teaching strategies employed and the challenges of mounting a tri-generational community engagement course in the university classroom. While evidence from student work showed that learning objectives were met, the reflection of teaching activities and student feedback suggested that the pedagogical approach could be calibrated so that the tri-generational experience in the classroom can be improved.

 

The significance of this paper is twofold. Firstly, as NUS scales up community engagement through credit-bearing courses, it is beneficial to understand how learning objectives can be met via the teaching strategies employed in these courses. Secondly, as over 21% of our Singapore population reaches 65 and over in age by 2026, increasing our undergraduates’ capacity to create effective intergenerational bonding strategies and cultivate a mindset of inclusiveness will help us achieve social cohesion and healthy longevity.

 

REFERENCES

Butin, D. (2010). Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Education (1st 2010.). Palgrave Macmillan US.

Curriculum changes to enhance focus on interdisciplinary learning and community projects. (2021, February 22). NUS News. https://news.nus.edu.sg/curriculum-changes-to-enhance-focus-on-interdisciplinary-learning-and-community-projects/

NUS Office of Student Affairs. (n.d.). https://www.youtube.com/@NUSOfficeofStudentAffairs

Senge, P. M. (2006). The fifth discipline: the art and practice of the learning organization (First, revised and updated). Currency.

Teo, J. (2023, April 20). Initiatives in place to tackle ageing issues as Spore hits ‘super-aged’ status in 2026: Health Minister. The Straits Times. https://www.straitstimes.com/singapore/initiatives-in-place-to-help-tackle-ageing-as-s-pore-nears-super-aged-status-in-2026-ong-ye-kung

Thang, L. L., Kaplan, M. S., & Henkin, N. Z. (2003). Intergenerational programming in Asia: Converging diversities toward a common goal. Journal of Intergenerational Relationships, 1(1), 49–69. https://doi.org/10.1300/J194v01n01_06

Student-generated Questions: A Novel Approach For Encouraging Cognitive Engagement

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Amanda Huee-Ping WONG1,*, WONG Lik Wei1, HOOI Shing Chuan1, and LEE Shuh Shing2

1Department of Physiology, Yong Loo Lin School of Medicine (YLLSOM)
2Centre for Medical Education (CENMED), YLLSOM

*phswhpa@nus.edu.sg 

Wong, A., Wong, L. W., Hooi, S. C., & Lee, S. S. (2024). Student-generated questions: A novel approach for encouraging cognitive engagement [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-ahpwong-et-al-2/

SUB-THEME

Opportunities from Wellbeing 

KEYWORDS

Students’ questions, student-generated questions, Bloom’s taxonomy, cognitive engagement, supportive learning environment. 

CATEGORY

Paper Presentation 

 

INTRODUCTION 

Question-asking is a crucial process in fostering critical and reflective thinking across different education levels (Aflalo, 2021; Cuccio-Schirripa & Steiner, 2000), yet its role in medical education is often overlooked. Encouraging students to generate their own questions can help them uncover gaps in their understanding, stimulate their curiosity, and engage more deeply with the material (Schmidt, 1993). This practice also provides teachers with valuable insights into students’ learning processes and difficulties. While previous studies have largely focused on using student-generated multiple-choice questions for self-assessment (Gooi & Sommerfeld, 2015; Lahti et al., 2023), this study offers an alternative method utilising students’ questions, specifically queries that students submitted based on self-directed learning materials. Systematic categorisation of these questions according to topic and cognitive level allows educators to not only identify problem areas and explore cognitive engagement with course content, but also tailor their educational strategies according to learner needs. This anonymous platform offers students a safe environment that encourages reflection and peer learning, and has the potential to enhance cognitive engagement, which has been shown to positively influence student achievement and wellbeing (Ng et al., 2022; Pietarinen et al., 2014). 

 

METHODS 

This study utilises a content analysis approach to evaluate the questions submitted anonymously by first-year undergraduate medical students within the Cardiovascular Physiology blended learning series. The shared question and answer (Q&A) document, integrated into the self-directed learning segment, was accessible alongside other educational resources such as online lecture videos, eBooks, and quizzes. During this segment, the teaching team monitored the document and provided timely feedback to the submitted questions. Students subsequently attended in-person case-based discussions to reinforce knowledge and enhance interactive learning. The questions were categorised by two independent raters according to the revised Bloom’s taxonomy to assess cognitive engagement (Anderson et al., 2001; Chin & Osborne, 2008), specifically into the following cognitive levels: Remember, Understand, Apply, and Analyse. Inter-rater reliability was measured to ensure consistency in the classification process.

 

RESULTS

A total of 298 questions were collected and analysed over four academic years. The distribution of these questions, categorised according to Bloom’s taxonomy, revealed that the majority were classified as ‘Understand’ (56%) and ‘Apply’ (29%), followed by the ‘Remember’ (4%) and ‘Analyze‘ (11%) categories (Figure 1). When examined by topic, the highest frequency of questions pertained to the ‘Electrical Basis of Electrocardiogram’ and ‘Cardiac Output and Cardiac Failure’ chapters. A detailed analysis demonstrated that student questions were predominantly within the ‘Understand’ and ‘Apply’ categories across most chapters. Notably, the ‘Cardiac Contraction and Cardiac Cycle’ chapter was unique in that it had a higher number of ‘Apply’ questions compared to ‘Understand’ questions. The overall inter-rater reliability for categorising the questions was 83.2%, underscoring the robustness of the classification process. 

Figure 1. Overall students’ questions according to cognitive levels. 

 

CONCLUSION

This study demonstrates the utility of student-generated questions in promoting cognitive engagement with course content and providing learners with a safe environment to express uncertainties and receive timely feedback from the teaching team. The predominance of questions in the ‘Understand’ and ‘Apply’ categories aligns with educational goals that prioritise comprehension and practical application in foundational medical education. This approach not only offers educators insights to refine teaching strategies and better address cohort-specific needs but also offers another opportunity to foster a supportive learning environment. By creating a psychologically safe platform for students to engage and reflect, this approach could enhance their overall educational experience. Integrating such practices can contribute to improved academic achievement and student wellbeing, supporting the ongoing advancement of pedagogical practices in medical education. 

 

REFERENCES

Aflalo, E. (2021). Students generating questions as a way of learning. Active Learning in Higher Education, 22(1), 63-75. https://doi.org/10.1177/1469787418769120  

Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives (Complete ed.). Longman.  

Chin, C., & Osborne, J. (2008). Students’ questions: a potential resource for teaching and learning science. Studies in Science Education, 44(1), 1-39. https://doi.org/10.1080/03057260701828101  

Cuccio-Schirripa, S., & Steiner, H. E. (2000). Enhancement and analysis of science question level for middle school students. Journal of Research in Science Teaching, 37(2), 210-224. https://doi.org/https://doi.org/10.1002/(SICI)1098-2736(200002)37:2<210::AID-TEA7>3.0.CO;2-I  

Gooi, A. C. C., & Sommerfeld, C. S. (2015). Medical school 2.0: How we developed a student-generated question bank using small group learning. Med Teach, 37(10), 892-896. https://doi.org/10.3109/0142159X.2014.970624  

Lahti, J., Salamon, M., Farhat, J., & Varkey, T. (2023). Multiple choice question writing and medical students: a systematic literature review. In: MedEdPublish. 

Ng, B. J. M., Han, J. Y., Kim, Y., Togo, K. A., Chew, J. Y., Lam, Y., & Fung, F. M. (2022). Supporting Social and Learning Presence in the Revised Community of Inquiry Framework for Hybrid Learning. Journal of Chemical Education, 99(2), 708-714. https://doi.org/10.1021/acs.jchemed.1c00842  

Pietarinen, J., Soini, T., & Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40-51. https://doi.org/https://doi.org/10.1016/j.ijer.2014.05.001  

Schmidt, H. G. (1993). Foundations of problem-based learning: some explanatory notes. Med Educ, 27(5), 422-432. https://doi.org/10.1111/j.1365-2923.1993.tb00296.x  

Student Wellbeing: Perception of Support in Blended Learning Environments

cdtlsd Paper Presentations , , , ,

*Netty Haiffaq Binte Zaini MATTAR, Aileen Wanli LAM, and Doreen TAN 

Centre for English Language Communication  (CELC), NUS

*nmattar@nus.edu.sg 

Netty Haiffaq Zaini Mattar, Lam, A. W. L., & Tan, D. (2024). Student wellbeing: Perception of support in blended learning environments [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-nmattar-et-al/

SUB-THEME

Opportunities from Wellbeing 

KEYWORDS

Blended learning, system-level support, student perception, student wellbeing. 

CATEGORY

Paper Presentation

 

EXTENDED ABSTRACT

Blended learning is a potentially transformative approach to education that can result in personalized learning (Kumar et al, 2021) and increased efficiency (Dwiyogo, 2020), thus maximising learning potential (Poon, 2013) through the blending of content and technology (Liu et al., 2024). Blended learning involves various combinations of traditional face-to-face learning with online technologies. This means that students need to toggle between synchronous and asynchronous lectures, materials, activities, and tasks which can include retrieving and viewing content throughout the semester (e.g. readings and videos), collaboration on activities online (e.g. peer review and collaborative writing), and participation in formative and summative assessments on various online platforms. These platforms range from learning management systems like Canvas and Blackboard, collaborative tools like Google Drive and Microsoft Teams, video conferencing tools like Zoom, as well as interactive tools like Slido and Kahoot. Because of the multiple platforms and learning modes involved, students can feel disorientated, overwhelmed, and anxious (Allen & Seaman, 2013), especially if the information and procedures to access online components of the course is unclear or if students need to use sophisticated applications (Vaughan, 2007). This has a negative impact on students’ mental and emotional wellbeing, leading to symptoms like “stress, neck impairment and back disability” (Agarwal & Agarwal, 2022) as students navigate the challenges of blended learning environments (Conwi et al., 2024). When students are unfamiliar with platforms and systems (Kadaer et al., 2022), have not been prepared for the programme (Willging & Johnson, 2009), or feel they “waste time on technical issues” (Sazdovska-Pigulovska, 2021), it can trigger stress, leading to negative impact. One implication is that increased student agency in blended environments must be accompanied by clear expectations and explicit guidance (O’Brien & Freund, 2018) such as instructions on the “primary presentation of course content” (Garrison et al., 2000, p. 90), clear protocols when communicating online, as well as high accessibility of materials.   

   

According to scholars like Salmon (2003) and Moule (2006), clarity of expectations, explicit instruction and high accessibility all relate to initial, system-level support in higher education online learning environments. Support here includes facilitating students’ access to course notes, activities, materials, databases, or platforms, in complex blended learning environments (Salmon, 2003, p. 28; Moule, 2006, p. 377). It also includes clear expectations about how to proceed with, and complete, activities, as well as clear protocols for communication between students and instructors, and for how to obtain technical support. Support at this level aids learning, but is not central to the actual learning process (Moule, 2007, p. 42). However, as mentioned, system-level support is essential to mitigating the emotional and psychological difficulties in blended learning environments, and thus essential to student wellbeing (Lancaster, 2022, p. 48).   

    

We are interested in how students, from a range of undergraduate and postgraduate courses at the National University of Singapore (NUS), perceive this system-level support in their courses. More specifically, we are interested in what aspects they perceive to be important.   

  

We draw our findings from a survey conducted with students from twelve blended courses offered by the Centre for English Language and Communication (CELC), NUS. The quantitative survey items covered course design, delivery, student workload, student engagement, assessments, use of technology, training and support for students and communication and overfall perceptions of the course. Two open-ended questions were also included at the end of the survey, and a thematic analysis was carried out on the qualitative feedback. The questions were:   

  1. What are the strengths and areas for improvement in the blended learning arrangement in my CELC course?  
  2. Overall, how do you feel about being part of a blended learning environment as a student?   

   

Based on the findings, this paper will share aspects of system-level support students perceive as important to bolster their well-being in blended learning environments. We propose that effective support mechanisms—such as thoughtful organisation of resources, streamlining of platforms, and frequent and clear communication—will positively impact the emotional wellbeing of students. Additionally, this paper provides practical recommendations educators can adopt to improve support structures. 

 

REFERENCES

Agarwal, A., & Agarwal, D. (2022). Implication of online learning on the physical and mental well-being of students. International Journal of Research in Engineering and Innovation, 06(05), 366–369. https://doi.org/10.36037/IJREI.2022.6508  

Allen, I. E., & Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. Sloan Consortium (NJ1). https://eric.ed.gov/?id=eD541571  

Conwi, C., Pinar, W., & Destura, M. (2024). Exploring mental wellbeing, distress and adjustment in a blended learning environment. Journal of Interdisciplinary Perspectives, 2(7), 146-157. https://doi.org/10.69569/jip.2024.0148  

Dwiyogo, W. D. (2020). Effectiveness, efficiency and instruction appeal of blended learning model.  

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2, 87-105. http://dx.doi.org/10.1016/S1096-7516(00)00016-6   

Lancaster, M. (2022). Blended learning: impacts on the student experience (pp. 46–56). Edward Elgar Publishing Limited.  

Liu, Y., Chen, S., Feng, X., Bai, X., & Ma, Y. (2024). Supporting Students and Instructors in Blended Learning. In: Li, M., Han, X., Cheng, J. (eds) Handbook of Educational Reform Through Blended Learning. Springer, Singapore. https://doi.org/10.1007/978-981-99-6269-3_5    

Moule, P. (2006). E-learning for healthcare students: developing the communities of practice framework. Journal of Advanced Nursing, 54(3), 370–380.  

Moule, P. (2007). Challenging the five-stage model for e-learning: a new approach. ALT-J, 15(1), 37–50. https://doi.org/10.1080/09687760601129588  

O’Brien, M., & Freund, K. (2018). Lessons learned from introducing social media use in undergraduate economics research. International Journal of Education and Development using ICT, 14(1). https://www.learntech-lib.org/p/183552/   

Poon, J. (2013). Blended learning: An institutional approach for enhancing students’ learning experiences. Journal of online learning and teaching, 9(2), 271.  

Salmon, G. (2003). E-moderating (2nd ed.). Routledge Falmer.  

Sazdovska-Pigulovska, M. (2021). Impact of online education on student emotional well-being. Educational Role of Language Journal, 2021-2, 6-23. http://dx.doi.org/10.36534/erlj.2021.02.01 

Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-Learning, 6(1), 81-94.  https://www.learntechlib.org/primary/p/6310/

 Willging, P. A., & Johnson, S. D. (2009). Factors that influence students’ decision to dropout of online courses. Journal of Asynchronous Learning Networks, 13(3), 115-127. http://dx.doi.org/10.24059/olj.v8i4.1814

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