Blended Learning: A New Approach to Teach Ballet Technique for Undergraduate Students

This study aims to investigate and compare the effect of the Blended Learning (BL) approach to Face to Face (FTF) teaching method on students’ level of performance and sport participation motivation level. It is a qualitative study using the quasi-experimental method and applying the pre-test/post-test two-groups design model. The participants of this study were 40 female undergraduate students of School of Physical Education/University of Jordan. They were beginners enrolled in ballet classes with no previous experience in ballet; 18 students attended the FTF ballet class (control group), and 22 students attended the BL ballet class (experimental group). Skill performance tests and Sport participation Motivation Scale SMS-28 were used to collect the study’s pre and post data. The data were then analyzed using descriptive analysis. The results of this study revealed no significant differences between teaching strategies in relation to students’ level of performance. On the other hand, significant differences occurred in post-tests of students’ motivation level in favor of the BL group. All intrinsic and extrinsic motivation subscales except for amotivation were significantly different in favor of BL classes. In conclusion, BL proved to be an efficient and convenient methodology in terms of enhancing students’ level of performance and boost their motivation for sports participation.

___

  • Afacan, Y. (2016). Exploring the effectiveness of BL in interior design education. Innovations in Education and Teaching International, 53(5), 508-518. Ballet. (n.d.). Retrieved April 12, 2018, from https://www.merriam-webster.com/dictionary/ballet Bayyat, M. M., Almoghrabi, A. H., & Ay, K. M. (2016). Preliminary validation of an Arabic version of the Sport Motivation Scale (SMS-28). Asian Social Science, 12(7), 186-196. Brief on Higher Education Sector in Jordan. (2019). Retrieved February 22, 2019, from http://www.mohe. gov.jo/en/pages/BriefMohe1.aspx Bonk, C. J., Olson, T. M., Wisher, R. A., & Orvis, K. L. (2002). Learning from focus groups: An examination of BL. International Journal of E-Learning & Distance Education, 17(3), 97-118. Bourne, J., Harris, D., & Mayadas, F. (2005). Online engineering education: Learning anywhere, anytime. Journal of Engineering Education, 94, 131-146. Dalsgaard, C., & Godsk, M. (2007). Transforming traditional lectures into problem‐based BL: challenges and experiences. Open learning, 22(1), 29-42. Delialioglu, O., & Yildirim, Z. (2008). Design and development of a technology-enhanced hybrid instruction based on MOLTA model: Its effectiveness in comparison to traditional instruction. Computers and Education, 51, 474-483. Dos, B. (2014). Developing and evaluating a BL course. The Anthropologist, 17(1), 121-128. Feng, S. (2018). Applied Research on College Sports BL Based on Moodle Platform. Educational Sciences: Theory & Practice, 18(5). 84 George‐Walker, L. D., & Keeffe, M. (2010). Self‐determined BL: a case study of BL design. Higher Education Research & Development, 29(1), 1-13. Güzer, B., & Caner, H. (2014). The past, present, and future of BL: an in-depth analysis of literature. Procedia-social and behavioral sciences, 116, 4596-4603. Hartnett, M., George, A. S., & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted, and situation-dependent. The International Review of Research in Open and Distributed Learning, 12(6), 20-38. Hughes, G. (2007). Using BL to increase learner support and improve retention. Teaching in Higher Education, 12(3), 349-363. Kassing, G. (2013). Beginning ballet with web resource. Leeds: Human Kinetics. Keogh, J. W., Gowthorp, L., & McLean, M. (2017). Perceptions of sport science students on the potential applications and limitations of BL in their education: a qualitative study. Sports biomechanics, 16(3), 297-312. Khoury, K., Martin, R., & Rowe, N. (2013). Bursting bubbles between sand and sea: Teaching dance on the edge of the Mediterranean. Research in Dance Education, 14(3), 187-200. Le, Y. (2011). Application of computer and multimedia technology in college physical education. Circuits, Communications & System, 1-3. Li, K., & Wei, Y. (2011). The investigation and research on the education reform concerning the common volleyball course in the Institute of physical education. Biometrics, 67(2), 331-43. Magnenat-Thalmann, N., Protopsaltou, D., & Kavakli, E. (2007, August). Learning how to dance using a web 3D platform. In International Conference on Web-Based Learning (pp. 1-12). Springer, Berlin, Heidelberg. Mitchell, P., & Forer, P. (2010). BL: The perceptions of first-year geography students. Journal of Geography in Higher Education, 34(1), 77-89. Ntoumanis, N. A. (2001). Self-Determination approach to the understanding of motivation in the physical domain. British Journal of Educational Psychology, 71, 225-242. Osguthorpe, R. T., & Graham, C. R. (2003). BL environments: Definitions and directions. Quarterly review of distance education, 4(3), 227-33. Pizzi, M. A. (2014). BL pedagogy: the time is now!. Occupational therapy in health care, 28(3), 333-338. Russell, T. (1999). The no significant difference phenomenon. Chapel Hill: North Carolina State University. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67. Schunck, D. H., Pintrich, P., R. & Meece, J. L., (2008). Motivation in Education (3rd ed.). Upper Saddle River, NJ: Pearson Merill Prentice Hall. Shen, Q., Chung, J. K., Challis, D., & Cheung, R. C. (2007). A comparative study of student performance in traditional mode and online mode of learning. Computer Applications in Engineering Education, 15(1), 30-40. Smith, S. (2005). The positive and challenging aspects of learning online and in traditional face-to-face classrooms: A student perspective. Journal of Special Education Technology (20), 52-59. Stubbs, M., Martin, I., & Endlar, L. (2006). The structuration of BL: putting holistic design principles into practice. British Journal of Educational Technology, 37(2), 163–175. Shroff, R. H., & Vogel, D. R. (2009). Assessing the factors deemed to support individual student intrinsic motivation in technology-supported online and face-to-face discussions. Journal of Information Technology Education: Research, 8, 59-85. 85 Tamim, R. M. (2018). BL for Learner Empowerment: Voices from the Middle East. Journal of Research on Technology in Education, 50(1), 70-83. Turkcapar, U. (2015). Effects of Web-supported Learning on the Students’ Academic Achievement and Selfesteem. The Anthropologist, 21(3), 535-541. Umino, B., Longstaff, J. S., & Soga, A. (2009). Feasibility study for ballet e‐learning: automatic composition system for ballet enchaînement with online 3D motion data archive. Research in Dance Education, 10(1), 17-32. Uzun, A., & Senturk, A., (2010). Blending makes the difference: Comparison of blended and traditional instruction on students’ performance and attitudes in computer literacy. Contemporary Educational Technology, 1(3), 196-207. Vaughan, N., (2007). Perspectives on BL in higher education. International Journal on E-learning, 6(1), 81- 94. Waheed, M., Kaur, K., Ain, N., & Hussain, N. (2016). Perceived learning outcomes from Moodle: An empirical study of intrinsic and extrinsic motivating factors. Information Development, 32(4), 1001–1013. Wang, C., & Wang, S. J., (2017). Relevé: An at-home ballet self-learning interactive system. KnE Engineering, 2(2), 242-248. Weinberg, R. S., & Gould, D. (2011). Foundations of Sport and Exercise Psychology (5th ed.). United States: Human Kinetics. Yang, Y. F., (2012). BL for college students with English reading difficulties. Computer Assisted Language Learning, 25(5), 393-410. Zhou, Y., Zhou, Y., & Zhou, Y. (2017). Design of moodle-based podcast teaching platform for the course of aerobic gymnastics. International Journal of Emerging Technologies in Learning, 12(9), 95-104.