BLENDED LEARNING AS A TOOL FOR DEVELOPING STUDENTS’ STRESS RESISTANCE IN CRISIS SITUATIONS
Resumo
Blended learning distributes the load on students and promotes a convenient format for perceiving information. The aim of the study is to determine the effectiveness of blended learning for developing students’ stress resistance in crisis situations. The goal was achieved using modelling methods, observation, expert assessment, calculations of the correlation coefficient, Cronbach’s alpha. It was planned to use the digital platforms — Canvas and Classtime — to implement blended learning. This allowed students in Group 1 to focus on distance learning, and students in Group 2 to focus on classroom learning. This approach to learning allowed students in Group 1 to better develop theoretical skills (94%), and students in Group 2 to better develop practical skills (95%). The results showed that students in Group 1 were most able to reduce the level of anxiety (17%), which was associated with the flexibility of the educational process and the use of digital technologies. Students in Group 2 were most able to develop the level of learning motivation (98%), which was associated with the use of digital technologies in the educational process and the support of social ties. The practical significance of the article is the identified effective blended learning strategies for developing students’ stress resistance. The research prospects are related to identifying the advantages of blended and distance learning for developing stress resistance and motivation of 1st and 4th year humanities students.
Referências
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ALRUWAILI, Shatha Fahad. Blended learning in the Saudi EFL classroom: Insights from teachers on pedagogical impact. Arab World English Journal, v. 15, n. 2, pp. 207-225, 2024. https://dx.doi.org/10.24093/awej/vol15no2.13
AMELOOT, Elise, ROTSAERT, Tijs, AMELOOT, Thomas, RIENTIES, Bart, & SCHELLENS, Tammy. Supporting students’ basic psychological needs and satisfaction in a blended learning environment through learning analytics. Computers & Education, v. 209, p. 104949, 2024. https://doi.org/10.1016/j.compedu.2023.104949
BALANGA, Uriel Rei Dacoco, & CABUQUIN, Jomar Cobacha. Resilience in the face of adversity: Exploring junior high learners’ perspectives and experiences of blended learning during the COVID-19 pandemic. European Journal of Interactive Multimedia and Education, v. 5, n. 1, p. 02402, 2024. https://doi.org/10.30935/ejimed/14248
BRENYA, Boahemaa. Higher education in emergency situation: Blended learning prospects and challenges for educators in the developing countries. Journal of Applied Research in Higher Education, v. 16, n. 4, pp. 1015-1028, 2024. https://doi.org/10.1108/JARHE-01-2023-0044
BUCH, Anders, & STJERNE, Iben Sandal. Imagining how to go on among educational practices in a time of crisis. In: Framing Futures in Postdigital Education: Critical Concepts for Data-driven Practices. Cham: Springer Nature Switzerland, pp. 3-19, 2024. https://doi.org/10.1007/978-3-031-58622-4_1
CHEN, Yan, LI, Chengzheng, CAO, Lei, & LIU, Sidan. The effects of self-efficacy, academic stress, and learning behaviors on self-regulated learning in blended learning among middle school students. Education and Information Technologies, v. 29, n. 18, pp. 24087-24110, 2024. https://doi.org/10.1007/s10639-024-12821-w
CHOVRIY, Sofiya, MARIEIEV, Dmytro, TSYMBAL-SLATVINSKA, Svitlana, VYTRYKHOVSKA, Oksana, & TSYBULKO, Anna. Impact of digital technologies on the quality of higher education. Revista Eduweb, v. 18, n. 4, pp. 265-285, 2024a. https://doi.org/10.46502/issn.1856-7576/2024.18.04.18
CHOVRIY, Sofiya, VORONA, Vita, MAHAS, Hennadii, TKACHUK, Dmytro, MAKHYNIA, Nataliia, & KURCHATOVA, Anzhelika. Peer learning and peer assessment in institutions of higher education. Revista Eduweb, v. 18, n. 3, pp. 119–133, 2024b. https://doi.org/10.46502/issn.1856-7576/2024.18.03.10
CHUST-PÉREZ, Verónica, ESTEVE-FAUBEL, Rosa Pilar, APARICIO-FLORES, María Pilar, & ESTEVE-FAUBEL, José María. Enhancing visual and plastic education training: A blended learning and flipped classroom approach. Journal of New Approaches in Educational Research, v. 13, n. 1, p. 11, 2024. https://doi.org/10.1007/s44322-024-00011-y
FU, Liping, & QIU, Yunfeng. Contributions of psychological capital to the learning engagement of Chinese undergraduates in blended learning during the prolonged COVID-19 pandemic: The mediating role of learning burnout and the moderating role of academic buoyancy. European Journal of Psychology of Education, v. 39, n. 2, pp. 837-860, 2024. https://doi.org/10.1007/s10212-023-00759-5
HAN, Xiaotian. Associations between effectiveness of blended learning, student engagement, student learning outcomes, and student academic motivation in higher education. Education and Information Technologies, v. 30, n. 8, pp. 10535-10565, 2024. https://doi.org/10.1007/s10639-024-13246-1
HENRİQUEZ, Valeria, & HILLIGER, Isabel. Blended learning in rural K‐12 education: Stakeholder dynamics and recommendations. Journal of Computer Assisted Learning, v. 40, n. 4, pp. 1463-1480, 2024. https://doi.org/10.1111/jcal.12963
JASMIN, Diana Rose, & ONGCOY, Paul John. Study on school students’ blended learning experiences and mathematical self-concept during Covid-19. Journal of Learning for Development, v. 11, n. 3, pp. 492-501, 2024. https://doi.org/10.56059/jl4d.v11i3.1136
JAYARATHNA, N.G.D.A., & HERATH, H.M.M.N. Perception about student engagement in blended learning instructional design: Evidence from Sri Lankan universities. ASEAN Journal of Educational Research and Technology, v. 3, n. 2, pp. 157-170, 2024.
KOK, Xiao-Feng Kenan, PUA, Ching Yee, PUAH, Shermain, DEVILLY, Oran Zane, WANG, Peng Cheng, & CHUA, Eric Chern-Pin. The mediating role of student engagement in the relationship between teacher and digital support and learner satisfaction in blended learning environments at higher education. British Educational Research Journal, v. 51, n. 3, pp. 1313-1341, 2025. https://doi.org/10.1002/berj.4123
KYEI-AKUOKO, Claressa, MENSAH, Ronald Osei, KUUSONGNO, Dari Daniel, EBOW YALLEY, Clarke, & DARKO AMPONSAH, Kwaku. Evaluation of blended learning: Challenges, academic performance shifts, and the pros and cons in a selected Technical University. Cogent Arts & Humanities, v. 12, n. 1, p. 2435713, 2025. https://doi.org/10.1080/23311983.2024.2435713
LI, Bo, YU, Jiajing, SUN, Lichen, & YANG, Hongze. Impact of active learning instruction in blended learning on students' anxiety levels and performance. Frontiers in Education, v. 9, p. 1332778, 2024. https://doi.org/10.3389/feduc.2024.1332778
MAHANDE, Ridwan Daud, FAKHRI, Miftach M., SUWAHYU, Irwansyah, & SULAIMAN, Dwi Rezky Anandari. Unveiling the impact of ChatGPT: Investigating self-efficacy, anxiety and motivation on student performance in blended learning environments. Journal of Applied Research in Higher Education, 2025. https://doi.org/10.1108/JARHE-07-2024-0372
MORENTO, I.P., SAYSON, A., URSAL, G., & CAINGCOY, M. Level of stress, coping strategies and academic achievement of college students during HyFlex learning. Diversitas Journal, v. 9, n. 1, 2024. https://doi.org/10.48017/dj.v9i1.2913.
NOUTCHA, Michael, & KIEFFER, Suzanne. Blended learning based on H5P interactive exercises: Insights from a case study. International Conference on Human-Computer Interaction. Cham: Springer Nature Switzerland, pp. 214-233, 2024. https://doi.org/10.1007/978-3-031-61672-3_14
PAN, Shuhui, HAFEZ, Barbod, ISKANDAR, Amanda, & MING, Zhao. Integrating constructivist principles in an adaptive hybrid learning system for developing social entrepreneurship education among college students. Learning and Motivation, v. 87, p. 102023, 2024. https://doi.org/10.1016/j.lmot.2024.102023
SLIWKA, Anne, KLOPSCH, Britta, BEIGEL, Janina, & TUNG, Lin. Transformational leadership for deeper learning: Shaping innovative school practices for enhanced learning. Journal of Educational Administration, v. 62, n. 1, pp. 103-121, 2024. https://doi.org/10.1108/JEA-03-2023-0049
SU, Fan, ZOU, Di, WANG, Lixun, & KOHNKE, Lucas. Student engagement and teaching presence in blended learning and emergency remote teaching. Journal of Computers in Education, v. 11, n. 2, pp. 445-470, 2024. https://doi.org/10.1007/s40692-023-00263-1
SUSON, Roberto Leopoldo. Factors influencing student satisfaction in blended learning: A structural equation modelling approach. International Journal of Learning, Teaching and Educational Research, v. 23, n. 7, pp. 207-227, 2024. https://doi.org/10.26803/ijlter.23.7.11
WU, Ting Ting, LEE, Hsin-Yu, LI, Pin-Hui, HUANG, Chia-Nan, & HUANG, Yueh-Min. Promoting self-regulation progress and knowledge construction in blended learning via ChatGPT-based learning aid. Journal of Educational Computing Research, v. 61, n. 8, pp. 3-31, 2024. https://doi.org/10.1177/07356331231191125
YANG, Christopher Ching-Yuan, WU, Jiun-Yu, & OGATA, Hiroaki. Learning analytics dashboard-based self-regulated learning approach for enhancing students’e-book-based blended learning. Education and Information Technologies, v. 30, n. 1, pp. 35-56, 2025. https://doi.org/10.1007/s10639-024-12913-7
YUKHYMENKO, Violetta, BORYSOVA, Svitlana, BAZYL, Olena, HUBAL, Halyna, & BARKAR, Uliana. Station rotation model of blended learning in higher education: Achieving a balance between online and in-person instruction. Conhecimento & Diversidade, v. 16, n. 41, pp. 182-202, 2024.
AL-MEKHLAFI, Abdurrahman G., ZANELDIN, Essam, AHMED, Waleed, KAZIM, Hamda Y., & JADHAV, Mausmi D. The effectiveness of using blended learning in higher education: Students’ perception. Cogent Education, v. 12, n. 1, p. 2455228, 2025. https://doi.org/10.1080/2331186X.2025.2455228
ALQASHOUTI, Noof M., YAQOT, Mohammed, & MENEZES, Brenno C. Online learning and teaching during the COVID-19 pandemic in higher education in Qatar. Sustainability, v. 16, n. 6, p. 2265, 2024. https://doi.org/10.3390/su16062265
ALRUWAILI, Shatha Fahad. Blended learning in the Saudi EFL classroom: Insights from teachers on pedagogical impact. Arab World English Journal, v. 15, n. 2, pp. 207-225, 2024. https://dx.doi.org/10.24093/awej/vol15no2.13
AMELOOT, Elise, ROTSAERT, Tijs, AMELOOT, Thomas, RIENTIES, Bart, & SCHELLENS, Tammy. Supporting students’ basic psychological needs and satisfaction in a blended learning environment through learning analytics. Computers & Education, v. 209, p. 104949, 2024. https://doi.org/10.1016/j.compedu.2023.104949
BALANGA, Uriel Rei Dacoco, & CABUQUIN, Jomar Cobacha. Resilience in the face of adversity: Exploring junior high learners’ perspectives and experiences of blended learning during the COVID-19 pandemic. European Journal of Interactive Multimedia and Education, v. 5, n. 1, p. 02402, 2024. https://doi.org/10.30935/ejimed/14248
BRENYA, Boahemaa. Higher education in emergency situation: Blended learning prospects and challenges for educators in the developing countries. Journal of Applied Research in Higher Education, v. 16, n. 4, pp. 1015-1028, 2024. https://doi.org/10.1108/JARHE-01-2023-0044
BUCH, Anders, & STJERNE, Iben Sandal. Imagining how to go on among educational practices in a time of crisis. In: Framing Futures in Postdigital Education: Critical Concepts for Data-driven Practices. Cham: Springer Nature Switzerland, pp. 3-19, 2024. https://doi.org/10.1007/978-3-031-58622-4_1
CHEN, Yan, LI, Chengzheng, CAO, Lei, & LIU, Sidan. The effects of self-efficacy, academic stress, and learning behaviors on self-regulated learning in blended learning among middle school students. Education and Information Technologies, v. 29, n. 18, pp. 24087-24110, 2024. https://doi.org/10.1007/s10639-024-12821-w
CHOVRIY, Sofiya, MARIEIEV, Dmytro, TSYMBAL-SLATVINSKA, Svitlana, VYTRYKHOVSKA, Oksana, & TSYBULKO, Anna. Impact of digital technologies on the quality of higher education. Revista Eduweb, v. 18, n. 4, pp. 265-285, 2024a. https://doi.org/10.46502/issn.1856-7576/2024.18.04.18
CHOVRIY, Sofiya, VORONA, Vita, MAHAS, Hennadii, TKACHUK, Dmytro, MAKHYNIA, Nataliia, & KURCHATOVA, Anzhelika. Peer learning and peer assessment in institutions of higher education. Revista Eduweb, v. 18, n. 3, pp. 119–133, 2024b. https://doi.org/10.46502/issn.1856-7576/2024.18.03.10
CHUST-PÉREZ, Verónica, ESTEVE-FAUBEL, Rosa Pilar, APARICIO-FLORES, María Pilar, & ESTEVE-FAUBEL, José María. Enhancing visual and plastic education training: A blended learning and flipped classroom approach. Journal of New Approaches in Educational Research, v. 13, n. 1, p. 11, 2024. https://doi.org/10.1007/s44322-024-00011-y
FU, Liping, & QIU, Yunfeng. Contributions of psychological capital to the learning engagement of Chinese undergraduates in blended learning during the prolonged COVID-19 pandemic: The mediating role of learning burnout and the moderating role of academic buoyancy. European Journal of Psychology of Education, v. 39, n. 2, pp. 837-860, 2024. https://doi.org/10.1007/s10212-023-00759-5
HAN, Xiaotian. Associations between effectiveness of blended learning, student engagement, student learning outcomes, and student academic motivation in higher education. Education and Information Technologies, v. 30, n. 8, pp. 10535-10565, 2024. https://doi.org/10.1007/s10639-024-13246-1
HENRİQUEZ, Valeria, & HILLIGER, Isabel. Blended learning in rural K‐12 education: Stakeholder dynamics and recommendations. Journal of Computer Assisted Learning, v. 40, n. 4, pp. 1463-1480, 2024. https://doi.org/10.1111/jcal.12963
JASMIN, Diana Rose, & ONGCOY, Paul John. Study on school students’ blended learning experiences and mathematical self-concept during Covid-19. Journal of Learning for Development, v. 11, n. 3, pp. 492-501, 2024. https://doi.org/10.56059/jl4d.v11i3.1136
JAYARATHNA, N.G.D.A., & HERATH, H.M.M.N. Perception about student engagement in blended learning instructional design: Evidence from Sri Lankan universities. ASEAN Journal of Educational Research and Technology, v. 3, n. 2, pp. 157-170, 2024.
KOK, Xiao-Feng Kenan, PUA, Ching Yee, PUAH, Shermain, DEVILLY, Oran Zane, WANG, Peng Cheng, & CHUA, Eric Chern-Pin. The mediating role of student engagement in the relationship between teacher and digital support and learner satisfaction in blended learning environments at higher education. British Educational Research Journal, v. 51, n. 3, pp. 1313-1341, 2025. https://doi.org/10.1002/berj.4123
KYEI-AKUOKO, Claressa, MENSAH, Ronald Osei, KUUSONGNO, Dari Daniel, EBOW YALLEY, Clarke, & DARKO AMPONSAH, Kwaku. Evaluation of blended learning: Challenges, academic performance shifts, and the pros and cons in a selected Technical University. Cogent Arts & Humanities, v. 12, n. 1, p. 2435713, 2025. https://doi.org/10.1080/23311983.2024.2435713
LI, Bo, YU, Jiajing, SUN, Lichen, & YANG, Hongze. Impact of active learning instruction in blended learning on students' anxiety levels and performance. Frontiers in Education, v. 9, p. 1332778, 2024. https://doi.org/10.3389/feduc.2024.1332778
MAHANDE, Ridwan Daud, FAKHRI, Miftach M., SUWAHYU, Irwansyah, & SULAIMAN, Dwi Rezky Anandari. Unveiling the impact of ChatGPT: Investigating self-efficacy, anxiety and motivation on student performance in blended learning environments. Journal of Applied Research in Higher Education, 2025. https://doi.org/10.1108/JARHE-07-2024-0372
MORENTO, I.P., SAYSON, A., URSAL, G., & CAINGCOY, M. Level of stress, coping strategies and academic achievement of college students during HyFlex learning. Diversitas Journal, v. 9, n. 1, 2024. https://doi.org/10.48017/dj.v9i1.2913.
NOUTCHA, Michael, & KIEFFER, Suzanne. Blended learning based on H5P interactive exercises: Insights from a case study. International Conference on Human-Computer Interaction. Cham: Springer Nature Switzerland, pp. 214-233, 2024. https://doi.org/10.1007/978-3-031-61672-3_14
PAN, Shuhui, HAFEZ, Barbod, ISKANDAR, Amanda, & MING, Zhao. Integrating constructivist principles in an adaptive hybrid learning system for developing social entrepreneurship education among college students. Learning and Motivation, v. 87, p. 102023, 2024. https://doi.org/10.1016/j.lmot.2024.102023
SLIWKA, Anne, KLOPSCH, Britta, BEIGEL, Janina, & TUNG, Lin. Transformational leadership for deeper learning: Shaping innovative school practices for enhanced learning. Journal of Educational Administration, v. 62, n. 1, pp. 103-121, 2024. https://doi.org/10.1108/JEA-03-2023-0049
SU, Fan, ZOU, Di, WANG, Lixun, & KOHNKE, Lucas. Student engagement and teaching presence in blended learning and emergency remote teaching. Journal of Computers in Education, v. 11, n. 2, pp. 445-470, 2024. https://doi.org/10.1007/s40692-023-00263-1
SUSON, Roberto Leopoldo. Factors influencing student satisfaction in blended learning: A structural equation modelling approach. International Journal of Learning, Teaching and Educational Research, v. 23, n. 7, pp. 207-227, 2024. https://doi.org/10.26803/ijlter.23.7.11
WU, Ting Ting, LEE, Hsin-Yu, LI, Pin-Hui, HUANG, Chia-Nan, & HUANG, Yueh-Min. Promoting self-regulation progress and knowledge construction in blended learning via ChatGPT-based learning aid. Journal of Educational Computing Research, v. 61, n. 8, pp. 3-31, 2024. https://doi.org/10.1177/07356331231191125
YANG, Christopher Ching-Yuan, WU, Jiun-Yu, & OGATA, Hiroaki. Learning analytics dashboard-based self-regulated learning approach for enhancing students’e-book-based blended learning. Education and Information Technologies, v. 30, n. 1, pp. 35-56, 2025. https://doi.org/10.1007/s10639-024-12913-7
YUKHYMENKO, Violetta, BORYSOVA, Svitlana, BAZYL, Olena, HUBAL, Halyna, & BARKAR, Uliana. Station rotation model of blended learning in higher education: Achieving a balance between online and in-person instruction. Conhecimento & Diversidade, v. 16, n. 41, pp. 182-202, 2024.
Publicado
2026-02-04
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FLUXO CONTÍNUO - Artigos
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