Deep Blended Learning Models for Chemistry Students DOI:

Abstract

Background and Aims: The deep blended learning paradigm offers students a more adaptable, customized, and interactive learning environment by fusing the benefits of contemporary online learning with conventional classroom teaching. This study aims to explore a deep blended learning model intended to improve chemistry students’ abilities for learning.

Methodology: A comprehensive literature review and expert panel discussions were conducted simultaneously to formulate an initial list of experts’ analysis competency, A total of twenty-one experts were chosen based on their expertise in different disciplines to find out the problems faced by chemistry students in the process of deep learning. A graphical model was established using the Delphi method based on feedback from experts. The final nine experts' feedback was evaluated the blended learning model using the CIPP evaluation principles.

Results: According to Bloom’s taxonomy of cognitive educational goals, it was found that students encounter issues such as difficulty in accurately memorizing chemical concepts, insufficient ability to summarize and generalize, a disconnect between practical application and theoretical principles, lack of practical operational skills, insufficient ability to analyze and interpret experimental data, difficulty in solving complex problems, and inadequate evaluation of experimental methods. To address these issues, this study developed a hybrid learning model that identifies effective solutions across six dimensions: knowledge, understanding, application, analysis, synthesis, and evaluation. For students, this model enhances their understanding and application of knowledge, and promotes self-directed learning, critical thinking, comprehensive innovation abilities, and active participation, thereby providing strong support for their comprehensive development and academic progress.

Conclusion: The hybrid learning model developed in this study effectively addresses students' difficulties in mastering chemical concepts by improving their cognitive abilities at all levels of Bloom's taxonomy. This approach promotes deeper understanding, critical thinking, and practical skills, ultimately benefiting students' academic growth and development.