Assessment Methods in Blended Learning Environments

Abstract

Currently, many institutions and universities are using a model of blended learning in the educational context. The model will therefore be properly promoted in the classroom, allowing students to accumulate knowledge and develop skills through innovations that can be compared to technological developments and research based on available data. Therefore, this article provides educational innovations in the evaluation process within the framework of a BL model to ensure active and interactive learning. The study carried out a bibliographic analysis of 200 scientific articles from the Scopus and web of Science databases, which made it possible to identify universities and countries with the constant relevance of this model of education and compare them with a database of these citations, articles, and their global impact. On the other hand, using the Likert scale, a survey was conducted on 40 teachers of different subjects and 390 students from elementary to high school. Questions were presented in the form of perceptual values with appropriate analysis of these learning models, technical resources, flexible curriculum, pre-class learning, autonomous learning, and the results and evaluation of future professional abilities. This will help to find the existing motives between them. This is a problem faced by all countries, and so far there are only partial empirical results. That is, this problem requires a special pedagogical understanding in the theoretical aspect (training is virtual, and evaluation is real) and generalization of the practical experience of different countries.