WorldWideScience

Sample records for blended learning environments

  1. Blended Learning Environments and Suggesstions for Blended Learning Design

    OpenAIRE

    Dağ, Funda

    2011-01-01

    The number of studies in blended learning field, which has gained importance by being reinterpreted with the effect of the developments in information and communication technologies, has been increasing recently. There have been many diverse approaches in these studies on the point of defining blended learning and on the point of which components of blended learning environments need blending and how they are blended. The aim of this study is to examine national and international studies in b...

  2. Redesigning A Course For Blended Learning Environment

    OpenAIRE

    Orhan, Feza

    2008-01-01

    ABSTRACT This article describes a collaborative study of the blended learning approach, designed to pave the way for higher education students to integrate online and face-to-face learning environments in an “Instructional Technology and Material Development” course at the University of Yildiz Technic in Turkey. The purpose of this study is to investigate the students’ perceptions of the blended learning environment and to trace the integration between online and face-to-face learning environ...

  3. Preparing Teachers for Emerging Blended Learning Environments

    Science.gov (United States)

    Oliver, Kevin M.; Stallings, Dallas T.

    2014-01-01

    Blended learning environments that merge learning strategies, resources, and modes have been implemented in higher education settings for nearly two decades, and research has identified many positive effects. More recently, K-12 traditional and charter schools have begun to experiment with blended learning, but to date, research on the effects of…

  4. A Blended Mobile Learning Environment for Museum Learning

    Science.gov (United States)

    Hou, Huei-Tse; Wu, Sheng-Yi; Lin, Peng-Chun; Sung, Yao-Ting; Lin, Jhe-Wei; Chang, Kuo-En

    2014-01-01

    The use of mobile devices for informal learning has gained attention over recent years. Museum learning is also regarded as an important research topic in the field of informal learning. This study explored a blended mobile museum learning environment (BMMLE). Moreover, this study applied three blended museum learning modes: (a) the traditional…

  5. The Effectiveness of Blended Learning Environments

    Science.gov (United States)

    Eryilmaz, Meltem

    2015-01-01

    The object of this experimental study is to measure the effectiveness of a blended learning environment which is laid out on the basis of features for face to face and online environments. The study was applied to 110 students who attend to Atilim University, Ankara, Turkey and take Introduction to Computers Course. During the application,…

  6. Transactional distance in a blended learning environment

    Directory of Open Access Journals (Sweden)

    Jon Dron

    2004-12-01

    Full Text Available This paper presents a case study that describes and discusses the problems encountered during the design and implementation of a blended learning course, largely taught online through a web-based learning environment. Based on Moore's theory of transactional distance, the course was explicitly designed to have dialogue at its heart. However, the reality of systemic behaviours caused by delivering such a course within a group of conventional further and higher educational institutions has led to an entirely unanticipated reversion to structure, with unpleasant consequences for both quality and quantity of dialogue. The paper looks at some of the reasons for this drift, and suggests that some of the disappointing results (in particular in terms of the quality of the students' experience and associated poor retention can be attributed to the lack of dialogue, and consequent increase in transactional distance. It concludes with a description and evaluation of steps currently being taken to correct this behaviour.

  7. Comparative Blended Learning Practices and Environments

    Science.gov (United States)

    Ng, Eugenia M. W., Ed.

    2010-01-01

    With the advent of new technologies, more convenient and effective ways of learning are being adopted. However, despite the growing advancements there remains a lack of literature in applications of using these technology teaching approaches. This book offers in-depth analysis of new technologies in blended learning that promote creativity,…

  8. A Study on Students’ Views On Blended Learning Environment

    Directory of Open Access Journals (Sweden)

    Meryem YILMAZ SOYLU

    2006-07-01

    Full Text Available In the 21st century, information and communication technologies (ICT have developed rapidly and influenced most of the fields and education as well. Then, ICT have offered a favorable environment for the development and use of various methods and tools. With the developments in technology, blended learning has gained considerable popularity in recent years. Together with the developments it brought along the description of particular forms of teaching with technology. Blended learning is defined simply as a learning environment that combines technology with face-to-face learning. In other words blended learning means using a variety of delivery methods to best meet the course objectives by combining face-to-face teaching in a traditional classroom with teaching online. This article examines students’ views on blended learning environment. The study was conducted on 64 students from Department of Computer Education and Instructional Technologies in 2005–2006 fall semester in Instructional Design and Authoring Languages in PC Environment at Hacettepe University. The results showed that the students enjoyed taking part in the blended learning environment. Students’ achievement levels and their frequency of participation to forum affected their views about blended learning environment. Face-to-face interaction in blended learning application had the highest score. This result demonstrated the importance of interaction and communication for the success of on-line learning.

  9. Students' Opinions on Facebook Supported Blended Learning Environment

    Science.gov (United States)

    Erdem, Mukaddes; Kibar, Pinar Nuhoglu

    2014-01-01

    The first purpose of this study was to determine students' opinions on blended learning and its implementation. The other purpose was to explore the students' opinions on Facebook integration into blended learning environment. The participants of this study were 40 undergraduate students in their fourth semester of the program.…

  10. Practical Applications and Experiences in K-20 Blended Learning Environments

    Science.gov (United States)

    Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.

    2014-01-01

    Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments"…

  11. Blended learning

    DEFF Research Database (Denmark)

    Dau, Susanne

    2016-01-01

    Blended Learning has been implemented, evaluated and researched for the last decades within different educational areas and levels. Blended learning has been coupled with different epistemological understandings and learning theories, but the fundamental character and dimensions of learning...... in blended learning are still insufficient. Moreover, blended learning is a misleading concept described as learning, despite the fact that it fundamentally is an instructional and didactic approach (Oliver & Trigwell, 2005) addressing the learning environment (Inglis, Palipoana, Trenhom & Ward, 2011......) instead of the learning processes behind. Much of the existing research within the field seems to miss this perspective. The consequence is a lack of acknowledgement of the driven forces behind the context and the instructional design limiting the knowledge foundation of learning in blended learning. Thus...

  12. Blended learning

    DEFF Research Database (Denmark)

    Dau, Susanne

    2016-01-01

    in blended learning are still insufficient. Moreover, blended learning is a misleading concept described as learning, despite the fact that it fundamentally is an instructional and didactic approach (Oliver & Trigwell, 2005) addressing the learning environment (Inglis, Palipoana, Trenhom & Ward, 2011......Blended Learning has been implemented, evaluated and researched for the last decades within different educational areas and levels. Blended learning has been coupled with different epistemological understandings and learning theories, but the fundamental character and dimensions of learning......) instead of the learning processes behind. Much of the existing research within the field seems to miss this perspective. The consequence is a lack of acknowledgement of the driven forces behind the context and the instructional design limiting the knowledge foundation of learning in blended learning. Thus...

  13. Blended Learning

    Science.gov (United States)

    Imbriale, Ryan

    2013-01-01

    Teachers always have been and always will be the essential element in the classroom. They can create magic inside four walls, but they have never been able to create learning environments outside the classroom like they can today, thanks to blended learning. Blended learning allows students and teachers to break free of the isolation of the…

  14. The Relationship among Self-Regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environment

    Science.gov (United States)

    Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Kato, Hiroshi; Miyagawa, Hiroyuki

    2015-01-01

    This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was…

  15. Student Engagement in a Blended Learning Environment

    Directory of Open Access Journals (Sweden)

    Rajashree Jain

    2013-12-01

    Full Text Available To keep connections and engage the students for learning educators are adapting to different learning strategies. Use of powerful technology resources like electronic Learning Management Systems (LMS is one of them. This paper gives an overview of student engagement in a LMS based environment.

  16. A Study on Students’ Views On Blended Learning Environment

    OpenAIRE

    Meryem YILMAZ SOYLU; AKKOYUNLU, BUKET

    2006-01-01

    In the 21st century, information and communication technologies (ICT) have developed rapidly and influenced most of the fields and education as well. Then, ICT have offered a favorable environment for the development and use of various methods and tools. With the developments in technology, blended learning has gained considerable popularity in recent years. Together with the developments it brought along the description of particular forms of teaching with technology. Blended learning is def...

  17. Teachers' experiences of teaching in a blended learning environment.

    Science.gov (United States)

    Jokinen, Pirkko; Mikkonen, Irma

    2013-11-01

    This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning.

  18. Lecturer-Student Communication in Blended Learning Environments

    Science.gov (United States)

    Gecer, Aynur

    2013-01-01

    Blended learning is a flexible approach, which with developing technology, assists in the maintenance of education applications both in the face-to-face environment and on the web. The present study was conducted to determine the perceptions of students who took the Computer-Assisted Mathematics Instruction course about the roles and…

  19. Blended University Teaching Using Virtual Learning Environments: Conceptions and Approaches

    Science.gov (United States)

    Lameras, Petros; Levy, Philippa; Paraskakis, Iraklis; Webber, Sheila

    2012-01-01

    This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers' conceptions and approaches from "teacher-focused and content-oriented", through "student-focused and…

  20. Design of a Blended Learning Environment: Considerations and Implementation Issues

    Science.gov (United States)

    Gedik, Nuray; Kiraz, Ercan; Ozden, M. Yasar

    2013-01-01

    This study identified critical issues in the design of a blended learning environment by examining basic design considerations and implementation issues. Following a design-based research approach with the phenomenological tradition of qualitative research, the study investigated instructor experiences relating to the design, development, and…

  1. Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University

    Science.gov (United States)

    Kintu, Mugenyi Justice; Zhu, Chang

    2016-01-01

    This paper explores the design of a blended learning environment in a transition from face-to-face and seeks to determine whether learner characteristics and background together with blended learning design elements are significant factors for learning outcomes such as intrinsic motivation, satisfaction, knowledge construction and learning…

  2. Development and Validation of the Blended Learning Environment Instrument (BLEI) in Higher Education

    Science.gov (United States)

    Aljahni, Areej; Al-Begain, Khalid; Skinner, Heather

    2014-01-01

    Part of ongoing research into the efficacy of blended learning in higher education within the Kingdom of Saudi Arabia (KSA). The need for, and development of, a Blended Learning Environment Instrument (BLEI) are explained. This new instrument assesses student perceptions across five core aspects of blended learning environments: Infrastructure,…

  3. Adult learner engagement with learning supports in a blended learning environment in Irish insurance education

    OpenAIRE

    Griffin, Ian

    2015-01-01

    This case study reports on the results and experiences of adult learner engagement when using learning supports within a blended learning environment (BLE) in Irish insurance education. Currently, there is a lack of comprehensive research focusing on this area in the professional education sector. This research is of interest to educators who offer a blended ‘bricks and clicks’ model to adult learners within either a professional or a higher education programme. For instance, this blended lea...

  4. Blended Learning

    NARCIS (Netherlands)

    Van der Baaren, John

    2009-01-01

    Van der Baaren, J. (2009). Blended Learning. Presentation given at the Mini symposium 'Blended Learning the way to go?'. November, 5, 2009, The Hague, The Netherlands: Netherlands Defence Academy (NDLA).

  5. Blended Learning

    OpenAIRE

    Bauerová, Andrea

    2013-01-01

    This thesis is focused on a new approach of education called blended learning. The history and developement of Blended Learning is described in the first part. Then the methods and tools of Blended Learning are evaluated and compared to the traditional methods of education. At the final part an efficient developement of the educational programs is emphasized.

  6. Intelligent Learning Environments wthin Blended Learning for Ensuring Effective C Programming Course

    Directory of Open Access Journals (Sweden)

    Utku Kose

    2012-01-01

    Full Text Available This paper describes a blended learning implementation and experience supported with intelligent learning environments included in a learning management system (LMS called @KU-UZEM. The blended learning model is realized as a combination of face to face education and e-learning. The intelligent learning environments consist of two applications named CTutor, ITest. In addition to standard e-learning tools, students can use CTutor to resolve C programming exercises. CTutor is a problem-solving environment, which diagnoses students’ knowledge level but also gives feedbacks and tips to help them to understand the course subject, overcome their misconceptions and reinforce learnt concepts. ITest provides an assessment environment in which students can take quizzes that were prepared according to their learning levels. The realized model was used for two terms in the “C Programming” course given at Afyon Kocatepe University. A survey was conducted at the end of the course to find out to what extent the students were accepting the blended learning model supported with @KU-UZEM and to discover students’ attitude towards intelligent learning environments. Additionally, an experiment formed with an experimental group who took an active part in the realized model and a control group who only took the face to face education was performed during the first term of the course. According to the results, students were satisfied with intelligent learning environments and the realized learning model. Furthermore, the use of intelligent learning environments improved the students’ knowledge about C programming.

  7. Blended Learning

    Science.gov (United States)

    Tucker, Catlin; Umphrey, Jan

    2013-01-01

    Catlin Tucker, author of "Blended Learning in Grades 4-12," is an English language arts teacher at Windsor High School in Sonoma County, CA. In this conversation with "Principal Leadership," she defines blended learning as a formal education program in which a student is engaged in active learning in part online where they…

  8. Intelligent learning environments within blended learning for ensuring effective C programming course

    CERN Document Server

    Kose, Utku

    2012-01-01

    This paper describes a blended learning implementation and experience supported with intelligent learning environments included in a learning management system (LMS) called @KU-UZEM. The blended learning model is realized as a combination of face to face education and e-learning. The intelligent learning environments consist of two applications named CTutor, ITest. In addition to standard e-learning tools, students can use CTutor to resolve C programming exercises. CTutor is a problem-solving environment, which diagnoses students' knowledge level but also gives feedbacks and tips to help them to understand the course subject, overcome their misconceptions and reinforce learnt concepts. ITest provides an assessment environment in which students can take quizzes that were prepared according to their learning levels. The realized model was used for two terms in the "C Programming" course given at Afyon Kocatepe University. A survey was conducted at the end of the course to find out to what extent the students we...

  9. Teacher Adoption of Web-based Learning in Blended Environment

    OpenAIRE

    Fung, HNH; Yuen, AHK

    2006-01-01

    Because of the significant benefits to be gained from Internet technology, many educational institutions have brought in online learning management systems to their traditional classroom courses. The emergence of blended instruction allows teachers to integrate the advantages of face-to-face classroom interactions with positive attributes of distance learning. Nevertheless, the value of the blended approach relies heavily on the teachers’ adoption of the add-on platform. In view of the fact t...

  10. Blended learning

    DEFF Research Database (Denmark)

    Staugaard, Hans Jørgen

    2012-01-01

    Forsøg på at indkredse begrebet blended learning i forbindelse med forberedelsen af projekt FlexVid.......Forsøg på at indkredse begrebet blended learning i forbindelse med forberedelsen af projekt FlexVid....

  11. Blended Learning

    DEFF Research Database (Denmark)

    Gynther, Karsten

    2012-01-01

    Artiklen giver en grundlæggende introduktion til begrebet blended learning og sætter fokus på didaktiske spørgsmål som: Hvad er blended learning? Hvilke forskellige former ser vi i dag i danske uddannelser? Hvorfor udbydes uddannelser i stigende grad i et blended learning format? Hvilke didaktiske...... principper kan man som underviser tage i brug, når man skal designe et blended learning forløb? Hvad er den grundlæggende didaktiske forskel på tilstedeværelsesundervisning og netbaseret undervisning? Og hvilke kritiske perspektiver er det vigtigt at have med, når en uddannelsesinstitution beslutter sig...... for at re-designe traditionel tilstedeværelsesundervisning til blended learning?...

  12. A Mobile Learning Model for Universities -Re-blending the Current Learning Environment

    Directory of Open Access Journals (Sweden)

    Ferial Khaddage

    2009-07-01

    Full Text Available The use of mobile technologies in education impacts learner motivation, collaboration, information sharing, mobility and interactivity which provide opportunities for learners, teachers and the university. This paper investigates the use of mobile learning technologies in higher education, and proposes a blended mobile learning model, which has the ability to serve the emerging learning process and delivery, and provide a well balanced learning environment that meets the current learners’ needs.

  13. INTELLIGENT LEARNING ENVIRONMENTS WITHIN BLENDED LEARNING FOR ENSURING EFFECTIVE C PROGRAMMING COURSE

    Directory of Open Access Journals (Sweden)

    Utku Kose

    2012-02-01

    Full Text Available This paper describes a blended learning implementation and experience supported with intelligentlearning environments included in a learning management system (LMS called @KU-UZEM. Theblended learning model is realized as a combination of face to face education and e-learning. Theintelligent learning environments consist of two applications named CTutor, ITest. In addition tostandard e-learning tools, students can use CTutor to resolve C programming exercises. CTutor is aproblem-solving environment, which diagnoses students’ knowledge level but also gives feedbacks andtips to help them to understand the course subject, overcome their misconceptions and reinforce learntconcepts. ITest provides an assessment environment in which students can take quizzes that wereprepared according to their learning levels. The realized model was used for two terms in the “CProgramming” course given at Afyon Kocatepe University. A survey was conducted at the end of thecourse to find out to what extent the students were accepting the blended learning model supported with@KU-UZEM and to discover students’ attitude towards intelligent learning environments. Additionally,an experiment formed with an experimental group who took an active part in the realized model and acontrol group who only took the face to face education was performed during the first term of the course.According to the results, students were satisfied with intelligent learning environments and the realizedlearning model. Furthermore, the use of intelligent learning environments improved the students’knowledge about C programming.

  14. THE BLENDED LEARNING ENVIRONMENT ON THE FOREIGN LANGUAGE LEARNING PROCESS: A Balance for Motivation and Achievement

    Directory of Open Access Journals (Sweden)

    Bahar ISIGUZEL

    2014-07-01

    Full Text Available The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative sciences at the Nevsehir Hacı Bektas Veli University (Turkey in fall semester of the 2012-2013 academic year. The research group consists of 62 students and there of 35 students belong to the experimental group and the other 27 persons belong to the control group. While the experimental group was subject to 14 hours online and 6 hours traditional face to face learning, the control group was subject to only 6 hours traditional face to face learning. The research has been completed after a 10 week application. The data on the research have been collected with German course achievement tests via the German Language Learning Motivation Scale. The results reveal that the experimental group of students attending the German classes in blended learning environments has more success and higher motivation compared to the control group attending German language classes in the traditional learning environment. Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved.

  15. Preliminary Study on the Role of Social Presence in Blended Learning Environment in Higher Education

    Science.gov (United States)

    Jusoff, Kamaruzaman; Khodabandelou, Rouhollah

    2009-01-01

    This paper contributes to the growing body of knowledge which identifies benefits for Blended Learning in the understanding of social processes role. It reports on an exploratory study into the role of social presence in blended learning environment. Employing a qualitative methodology, the study sought to understand social presence of learners in…

  16. A Blended Learning Experience

    Science.gov (United States)

    Gecer, Aynur; Dag, Funda

    2012-01-01

    Blended (hybrid) learning is one of the approaches that is utilized to help students for meaningful learning via information and communication technologies in educational settings. In this study, Computer II Course which is taught in faculties of education was planned and implemented in the form of a blended learning environment. The data were…

  17. The Blended Learning Environment on the Foreign Language Learning Process: A Balance for Motivation and Achievement

    Science.gov (United States)

    Isiguzel, Bahar

    2014-01-01

    The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative…

  18. Blended learning

    OpenAIRE

    Басава, Ганна Іванаўна; Салаўёў, Павел Леанідавіч

    2015-01-01

    In recent years, the training initiatives in blended learning increased enormously as a result of the different demands to integrate the Information and Communication Technologies (ICT) in educational systems. In Higher Education, the blend approach is highly pursued because of its unique flexibility that allows the teacher to propose, in every situation, more advantageous train- ing solutions for their students, contrary to mandatory classroom in Basic and Secondary schools. It seems that th...

  19. The Use of Engineering Design Concept for Computer Programming Course: A Model of Blended Learning Environment

    Science.gov (United States)

    Tritrakan, Kasame; Kidrakarn, Pachoen; Asanok, Manit

    2016-01-01

    The aim of this research is to develop a learning model which blends factors from learning environment and engineering design concept for learning in computer programming course. The usage of the model was also analyzed. This study presents the design, implementation, and evaluation of the model. The research methodology is divided into three…

  20. Effect of Blended Learning Environment Model on High School Students' Academic Achievement

    Science.gov (United States)

    Kazu, Ibrahim Yasar; Demirkol, Mehmet

    2014-01-01

    This study analyzes the students' academic performance by comparing the blended learning environment and traditional learning environment. It has been observed whether there is a significant difference between the academic achievement grade dispersions and the male-female students' grades. The study has been carried out in Diyarbakir…

  1. Blended Environments: Learning Effectiveness and Student Satisfaction at a Small College in Transition

    Science.gov (United States)

    Banerjee, Gouri

    2011-01-01

    As higher education moves increasingly to blended and fully online environments, smaller institutions often ask whether this is a desirable trend. They face many challenges in transforming their largely face- to-face didactic teaching traditions to the technology mediated learning environments. Learning effectiveness and student satisfaction are…

  2. Factors affecting metacognition of undergraduate nursing students in a blended learning environment.

    Science.gov (United States)

    Hsu, Li-Ling; Hsieh, Suh-Ing

    2014-06-01

    This paper is a report of a study to examine the influence of demographic, learning involvement and learning performance variables on metacognition of undergraduate nursing students in a blended learning environment. A cross-sectional, correlational survey design was adopted. Ninety-nine students invited to participate in the study were enrolled in a professional nursing ethics course at a public nursing college. The blended learning intervention is basically an assimilation of classroom learning and online learning. Simple linear regression showed significant associations between frequency of online dialogues, the Case Analysis Attitude Scale scores, the Case Analysis Self Evaluation Scale scores, the Blended Learning Satisfaction Scale scores, and Metacognition Scale scores. Multiple linear regression indicated that frequency of online dialogues, the Case Analysis Self Evaluation Scale and the Blended Learning Satisfaction Scale were significant independent predictors of metacognition. Overall, the model accounted for almost half of the variance in metacognition. The blended learning module developed in this study proved successful in the end as a catalyst for the exercising of metacognitive abilities by the sample of nursing students. Learners are able to develop metacognitive ability in comprehension, argumentation, reasoning and various forms of higher order thinking through the blended learning process.

  3. Interaction in a Blended Environment for English Language Learning

    Science.gov (United States)

    Romero Archila, Yuranny Marcela

    2014-01-01

    The purpose of this research was to identify the types of interaction that emerged not only in a Virtual Learning Environment (VLE) but also in face-to-face settings. The study also assessed the impact of the different kinds of interactions in terms of language learning. This is a qualitative case study that took place in a private Colombian…

  4. Using Wiki to Teach Part-Time Adult Learners in a Blended Learning Environment

    Science.gov (United States)

    Basar, Siti Mariam Muhammad Abdul; Yusop, Farrah Dina

    2014-01-01

    This exploratory study investigated the perceptions of 31 part-time adult learners who participated in an online collaborative writing experience. Situated in the context of a blended learning environment of an advanced English learning course, this study looked into learners' perceptions with respect to the benefits of collaborative writing using…

  5. Collaborative Blended Learning Writing Environment: Effects on EFL Students' Writing Apprehension and Writing Performance

    Science.gov (United States)

    Challob, Ala'a Ismael; Bakar, Nadzrah Abu; Latif, Hafizah

    2016-01-01

    This study examined the effects of collaborative blended learning writing environment on students' writing apprehension and writing performance as perceived by a selected group of EFL students enrolled in one of the international schools in Malaysia. Qualitative case study method was employed using semi-structured interview, learning diaries and…

  6. Alternative Online Evaluation in a Blended Learning Environment

    Directory of Open Access Journals (Sweden)

    Arvid Staupe

    2011-04-01

    Full Text Available This article describes testing of the use of alternative exam/evaluation and the use of an ICT learning environment at the Department of Computer and Information Science, Norwegian University of Science and Technology (IDI/NTNU. The use of this particular learning environment is described in a previous article (Staupe, 2010. Thus, this article particularly describes the part which deals with the testing of alternative exam/evaluation formats. The students could choose between three different formats. 1 A 100% traditional exam with optional exercise reports. The exercises were looked over and commented on by those who had chosen the second alternative (13%. 2 A 50% traditional exam, 50% exercise work (10%. 3 Exercise work counted for 100% (77%. In total, 129 students participated.

  7. Examining the Roles of Blended Learning Approaches in Computer-Supported Collaborative Learning (CSCL) Environments: A Delphi Study

    Science.gov (United States)

    So, Hyo-Jeong; Bonk, Curtis J.

    2010-01-01

    In this study, a Delphi method was used to identify and predict the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments. The Delphi panel consisted of experts in online learning from different geographic regions of the world. This study discusses findings related to (a) pros and cons of blended…

  8. A System Architecture for a Context-aware Blended Mobile Learning Environment

    OpenAIRE

    Boticki, Ivica; Hoic-Bozic, Natasa; Budiscak, Ivan

    2009-01-01

    Mobility offers new possibilities for interaction and communication in education. Pervasive nature of mobile devices makes learning on the move and across time a reality. Their characteristics fit into the blended use of technology in education since they posses socializing powers, re-conceptualize learning by making it more informal, ambient, collaborative and personal. Nevertheless, the problem of creation and coordination of a learning environment based on mobile devices still exists. This...

  9. Cultivating Early Trajectories of Participation: A Blended Learning Environment for Business German

    Science.gov (United States)

    Neville, David O.

    2016-01-01

    The essay forwards suggestions for developing a blended learning environment to insert genre-based language for specific purposes (LSP) subject matter into the undergraduate second language development curriculum. Specifically, the essay will highlight: (1) the development of an overarching narrative for structuring the LSP subject matter; (2) the…

  10. Blended Learning Environments: Using Social Networking Sites to Enhance the First Year Experience

    Science.gov (United States)

    McCarthy, Joshua

    2010-01-01

    This study explores blending virtual and physical learning environments to enhance the experience of first year by immersing students into university culture through social and academic interaction between peers. It reports on the progress made from 2008 to 2009 using an existing academic platform, the first year design elective course "Imaging…

  11. Effectiveness of Blended Cooperative Learning Environment in Biology Teaching: Classroom Community Sense, Academic Achievement and Satisfaction

    Science.gov (United States)

    Yapici, I. Ümit

    2016-01-01

    The aim of this study was to examine the effect of Blended Cooperative Learning Environment (BCLE) in biology teaching on students' classroom community sense, their academic achievement and on their levels of satisfaction. In the study, quantitative and qualitative research methods were used together. The study was carried out with 30 students in…

  12. Big Data and Learning Analytics in Blended Learning Environments: Benefits and Concerns

    Directory of Open Access Journals (Sweden)

    Anthony G. Picciano

    2014-09-01

    Full Text Available The purpose of this article is to examine big data and learning analytics in blended learning environments. It will examine the nature of these concepts, provide basic definitions, and identify the benefits and concerns that apply to their development and implementation. This article draws on concepts associated with data-driven decision making, which evolved in the 1980s and 1990s, and takes a sober look at big data and analytics. It does not present them as panaceas for all of the issues and decisions faced by higher education administrators, but sees them as part of solutions, although not without significant investments of time and money to achieve worthwhile benefits.

  13. Evaluating Student Satisfaction with Blended Learning in a Gender-Segregated Environment

    Science.gov (United States)

    Naaj, Mahmoud Abou; Nachouki, Mirna; Ankit, Ahmed

    2012-01-01

    Blended learning combines multiple delivery media that are designed to complement each other and promote learning and application-learned behavior (Smith & Dillon, 1999). This article reports on a study conducted in the College of Information Technology to evaluate levels of student' satisfaction with blended learning. The particular blend of…

  14. Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment?

    Science.gov (United States)

    Tang, Chun Meng; Chaw, Lee Yen

    2016-01-01

    Blended learning has propelled into mainstream education in recent years with the help of digital technology. Commonly available digital devices and the Internet have made access to learning resources such as learning management systems, online libraries, digital media, etc. convenient and flexible for both lecturers and students. Beyond the…

  15. The importance of sense of coherence when implementing blended learning environments

    DEFF Research Database (Denmark)

    Dau, Susanne

    2013-01-01

    . The question examined is how activation of models of blended learning in undergraduate education for teacher and radiograph affects the knowledge development. The empirical data consists of data from surveys as well as focus group interviews and some observation studies. These data are analyzed and interpreted...... through a critical hermeneutical process of prefiguration, configuration and refiguration. The findings illustrate significant importance of sense of coherence among participants as a condition for implementing new designs and new learning environments....

  16. The importance of sense of coherence when implementing blended learning environments

    DEFF Research Database (Denmark)

    Dau, Susanne

    2013-01-01

    examined is how activation of models of blended learning in undergraduate education for teacher and radiograph affects the knowledge development. The empirical data consists of data from surveys as well as focus group interviews and some observation studies. These data are analyzed and interpreted through...... a critical hermeneutical process of prefiguration, configuration and refiguration. The findings illustrate significant importance of sense of coherence among participants as a condition for implementing new designs and new learning environments....

  17. Optimization Based Blended Learning Framework for Constrained Bandwidth Environment

    Directory of Open Access Journals (Sweden)

    Nazir Ahmad Suhail

    Full Text Available Adoption of multimedia based e-learning approach in higher education institutions is becoming a key and effective component for curriculum delivery. Additionally, multimedia teaching and learning approach is a powerful tool to increase the perceived level ...

  18. Blended Learning Environments in Higher Education: A Case Study of How Professors Make It Happen

    Science.gov (United States)

    King, Sarah E.; Arnold, Katie Cerrone

    2012-01-01

    Blended learning has become a prominent method of course content delivery in higher education. Researchers have found that motivation, communication, and course design are three factors that contribute to the overall success of blended learning courses and students' satisfaction with blended learning courses. This qualitative study also found that…

  19. A CASE STUDY OF USING WEB-BASED TOOLS TO SUPPORT POSTGRADUATE STUDENTS’ LEARNING IN A BLENDED LEARNING ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Xingmei Qiao

    2014-06-01

    Full Text Available This paper explores the implementation of Web-based tools in postgraduate students’ courses and concentrates on students’ participations and perceptions in such a blended learning environment. In this study, the focus is on the problem of how postgraduate students use webbased tools for learning support. Moreover, the writer discusses the factors that influence students’ use of web-based tools in the learning process.

  20. Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study

    OpenAIRE

    Back, David A; Haberstroh, Nicole; Antolic, Andrea; Sostmann, Kai; Schmidmaier, Gerhard; Hoff, Eike

    2014-01-01

    Background While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students’ satisfaction towards assessing its benefits on enhancement of knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students of orthopedics and traumatology in the context of a problem-based learning environment. Methods The project NESTOR (network for students in traumatology an...

  1. Detecting Incomplete Learners in a Blended Learning Environment Among Japanese University Students

    Directory of Open Access Journals (Sweden)

    Minoru Nakayama

    2009-03-01

    Full Text Available To examine the feasibility of identifying incomplete participants who had not eventually completed a course in a blended learning environment using current learning behavioral data, access log data of complete and incomplete participants were analyzed. There is a significant difference between the two sets, and the number of accesses correlates with the final test score. Discrimination analysis was conducted using several variables across the learning process, and the ratio of those taking part in online tests was significant. Discrimination performance improved in relation to the number of accesses. The estimation performance was determined for two disparate courses in order to detect incomplete participants.

  2. Impact of Blended Learning Environments Based on Algo-Heuristic Theory on Some Variables

    Directory of Open Access Journals (Sweden)

    Mustafa AYGÜN

    2012-12-01

    Full Text Available In this study, the effects of Algo–Heuristic Theory based blended learning environments on students’ computer skills in their preparation of presentations, levels of attitudes towards computers, and levels of motivation regarding the information technology course were investigated. The research sample was composed of 71 students. A semi–empirical design with a pre-test–post-test, and control group was used. Research data was collected using an Academic Achievement Test, the Computer Attitude Scale for Primary School Students and the Motivation Scale for the Information Technology Course. A one way ANOVA was conducted on all the data collected and the results revealed that the achievements and motivation levels of the students who studied in an Algo–Heuristic Theory based blended learning environment in the information technology course increased significantly.

  3. Critical thinking skills of preservice teachers in the blended learning environment

    OpenAIRE

    Halil İbrahim Akyüz, Serap Samsa

    2009-01-01

    The purpose of this study is to examine the effects of blended learning environment which supports the course management system on the critical thinking skills of students. The model of the study is pretest, posttest single group model. There are 44 Preservice Teachers who attending the course of Design And Use Of Instructional Material in the Department of Computer and Instructional Technology Education of Faculty of Educational Sciences at Ankara University in third grade who constitute th...

  4. Challenges of blended-learning

    OpenAIRE

    Lugovtsova, Y. D.; Mylnikova, Tatyana Stepanovna

    2014-01-01

    Creation of the virtual environment as an educational resource to increase motivation and inquisition of the students is a great challenge for Russian educational system. The paper considers some issues of blended-learning. Some elements of blended-learning are analyzed through the ways they are implemented in Tomsk Polytechnic University.

  5. A Case Study Analysis of Student Engagement and Experiences within a Blended Learning Environment in Irish Insurance Education

    OpenAIRE

    Ian Griffin

    2014-01-01

    This study reports on the results of active student engagement and experiences in using learning supports within a blended learning environment (BLE) in the Irish insurance sector. Currently, there is a lack of comprehensive research focusing on this topic in the professional education sector. This paper is of interest to e-learning developers and educators who currently offer or are considering changing an education programme to a blended ‘bricks and clicks’ model, as well as those who want ...

  6. Blended learning

    OpenAIRE

    Rubens, Wilfred

    2011-01-01

    `Blended learning` во изучувањето на странските јазици нуди голема предност во споредба со другите методи и пристапи. Како концепт тој вклучува обработка на оригинален текст и негова актуeлизација во процесот на учење во комбинација со интернет или напредната технологија во наставата, но користи и аудио и видео снимки од изворни говорници. Во својата наставна дејност анализирам и обработувам видео и аудио текстови од германски изворни говорители преземени од различни веб страници. На овој нач...

  7. Integrating DGSs and GATPs in an Adaptative and Collaborative Blended-Learning Web-Environment

    CERN Document Server

    Santos, Vanda; 10.4204/EPTCS.79.7

    2012-01-01

    The area of geometry with its very strong and appealing visual contents and its also strong and appealing connection between the visual content and its formal specification, is an area where computational tools can enhance, in a significant way, the learning environments. The dynamic geometry software systems (DGSs) can be used to explore the visual contents of geometry. This already mature tools allows an easy construction of geometric figures build from free objects and elementary constructions. The geometric automated theorem provers (GATPs) allows formal deductive reasoning about geometric constructions, extending the reasoning via concrete instances in a given model to formal deductive reasoning in a geometric theory. An adaptative and collaborative blended-learning environment where the DGS and GATP features could be fully explored would be, in our opinion a very rich and challenging learning environment for teachers and students. In this text we will describe the Web Geometry Laboratory a Web environme...

  8. Experiences of Pre-Service Teachers in Case Based Discussion Groups in Blended Learning Environment

    Directory of Open Access Journals (Sweden)

    Filiz Kalelioğlu

    2012-07-01

    Full Text Available Blended learning can facilitate many opportunities about usage of online discussion for different purposes. As a tool in blended learning, online discussions widen the walls of classroom discussions in a virtual manner. Especially, in teacher education programs case based discussions are very helpful for pre-service teachers to practice real-life situations. By this way, the link between theory and practice can be established. This study aims to examine the pre-service teachers’ experiences about three different discussion structures in a case based blended learning environment. This study also explored their thoughts toward the effects of online discussion on their professional development and their suggestions to increase the effectiveness of online discussion. The participants of this study were 14 pre-service teachers from the department of Early Childhood Education (ECE of a funded university. The six open-ended questions were asked in order to explore the opinions of the pre-service teachers. The qualitative data were analyzed through the matrix displays.

  9. Blended Learning Resources in Constrained Bandwidth Environment: Considerations for Network and Multimedia Optimization

    Directory of Open Access Journals (Sweden)

    Jude Lubega

    2013-09-01

    Full Text Available The potential of multimedia teaching and learning approach at higher education is well recognized by researchers, as it is a powerful tool to increase the perceived level of user satisfaction, leading to enhance the blended learning process. However, the learning process can be improved significantly by delivering the content using visual media (video, audio, and graphics. On the other hand, such multimedia contents require larger bandwidth for transmission over the Internet, which is limited in developing environments where demand always exceeds the resource. This paper constructs a framework comprising of network optimization and multimedia optimization, as two main components, aimed to improve the multimedia performance in the context of constrained bandwidth environment.

  10. Pedagogy 2.0 responsive and innovation blende learning environments in a Changing Socio-technological Landscape; a Research-based Design of Saudi higher Education

    OpenAIRE

    Sahar Alghanmi

    2013-01-01

    Pedagogy 2.0 responsive and innovation blende learning environments in a Changing Socio-technological Landscape; a Research-based Design of Saudi higher EducationLiterature has yielded valuable promises of blended learning in higher education institutions (HEI), Considerably, "increasing traditional and online courses have been converted to blended courses. Thus, it is believed that blended learning is the future traditional method of teaching and learning. Additionally, the progressive devel...

  11. Blended Learning on Campus

    DEFF Research Database (Denmark)

    Heilesen, Simon; Nielsen, Jørgen Lerche

    2004-01-01

    On the basis of a large-scale project implementing information and communication technology at Roskilde University, Denmark, this paper discusses ways of introducing technology-based blended learning in academic life. We examine some examples of use of systems for computer-mediated collabora......-tive learning and work in Danish Open University education as well as in courses on campus. We further suggest some possi-bilities for using technology in innovative ways, arguing that innovation is to be found, not in isolated instantiations of sys-tems, but in the form of a deliberate integration of all...... relevant ICT-features as a whole into the learning environment....

  12. Time Spent, Workload, and Student and Faculty Perceptions in a Blended Learning Environment.

    Science.gov (United States)

    Phillips, Jennifer A; Schumacher, Christie; Arif, Sally

    2016-08-25

    Objective. To evaluate student perception and time spent on asynchronous online lectures in a blended learning environment (BLE) and to assess faculty workload and perception. Methods. Students (n=427) time spent viewing online lectures was measured in three courses. Students and faculty members completed a survey to assess perceptions of a BLE. Faculty members recorded time spent creating BLEs. Results. Total time spent in the BLE was less than the allocated time for two of the three courses by 3-15%. Students preferred online lectures for their flexibility, students' ability to apply information learned, and congruence with their learning styles. Faculty members reported the BLE facilitated higher levels of learning during class sessions but noted an increase in workload. Conclusion. A BLE increased faculty workload but was well received by students. Time spent viewing online lectures was less than what was allocated in two of the three courses.

  13. Time Spent, Workload, and Student and Faculty Perceptions in a Blended Learning Environment.

    Science.gov (United States)

    Phillips, Jennifer A; Schumacher, Christie; Arif, Sally

    2016-08-25

    Objective. To evaluate student perception and time spent on asynchronous online lectures in a blended learning environment (BLE) and to assess faculty workload and perception. Methods. Students (n=427) time spent viewing online lectures was measured in three courses. Students and faculty members completed a survey to assess perceptions of a BLE. Faculty members recorded time spent creating BLEs. Results. Total time spent in the BLE was less than the allocated time for two of the three courses by 3-15%. Students preferred online lectures for their flexibility, students' ability to apply information learned, and congruence with their learning styles. Faculty members reported the BLE facilitated higher levels of learning during class sessions but noted an increase in workload. Conclusion. A BLE increased faculty workload but was well received by students. Time spent viewing online lectures was less than what was allocated in two of the three courses. PMID:27667839

  14. Time Spent, Workload, and Student and Faculty Perceptions in a Blended Learning Environment

    Science.gov (United States)

    Schumacher, Christie; Arif, Sally

    2016-01-01

    Objective. To evaluate student perception and time spent on asynchronous online lectures in a blended learning environment (BLE) and to assess faculty workload and perception. Methods. Students (n=427) time spent viewing online lectures was measured in three courses. Students and faculty members completed a survey to assess perceptions of a BLE. Faculty members recorded time spent creating BLEs. Results. Total time spent in the BLE was less than the allocated time for two of the three courses by 3-15%. Students preferred online lectures for their flexibility, students’ ability to apply information learned, and congruence with their learning styles. Faculty members reported the BLE facilitated higher levels of learning during class sessions but noted an increase in workload. Conclusion. A BLE increased faculty workload but was well received by students. Time spent viewing online lectures was less than what was allocated in two of the three courses. PMID:27667839

  15. Evaluating Learning Effectiveness of an Information Law Course in a Blended Learning Environment Based on the Kirkpatrick Model

    Directory of Open Access Journals (Sweden)

    Naicheng Chang

    2015-10-01

    Full Text Available The purpose of this study was to apply the Kirkpatrick four-level model (reaction, learning, behavior, result to evaluate the learning effectiveness of those students who studied the general education digital materials of “Information Law” in a blended learning environment. The study used a mixed-method approach, including a mainly quantitative online questionnaire, followed by semi-structured interviews. The results demonstrated that the students had a high overall satisfaction towards the course (reaction level, positive learning outcomes (learning level, and a positive behavior transfer after learning, which could occur either immediately or after a period of time (behavior level. The students had high efficiency and a positive contribution to their organizations and the information society after learning information law (result level. Based on the Kirkpatrick model, the results provided favorable evidence for the students’ learning effectiveness and the course’s value.

  16. Integrating DGSs and GATPs in an Adaptative and Collaborative Blended-Learning Web-Environment

    Directory of Open Access Journals (Sweden)

    Vanda Santos

    2012-02-01

    Full Text Available The area of geometry with its very strong and appealing visual contents and its also strong and appealing connection between the visual content and its formal specification, is an area where computational tools can enhance, in a significant way, the learning environments. The dynamic geometry software systems (DGSs can be used to explore the visual contents of geometry. This already mature tools allows an easy construction of geometric figures build from free objects and elementary constructions. The geometric automated theorem provers (GATPs allows formal deductive reasoning about geometric constructions, extending the reasoning via concrete instances in a given model to formal deductive reasoning in a geometric theory. An adaptative and collaborative blended-learning environment where the DGS and GATP features could be fully explored would be, in our opinion a very rich and challenging learning environment for teachers and students. In this text we will describe the Web Geometry Laboratory a Web environment incorporating a DGS and a repository of geometric problems, that can be used in a synchronous and asynchronous fashion and with some adaptative and collaborative features. As future work we want to enhance the adaptative and collaborative aspects of the environment and also to incorporate a GATP, constructing a dynamic and individualised learning environment for geometry.

  17. Pre-Service Language Teachers’ Reflections on the Implementation of a Blended-Learning Environment

    Directory of Open Access Journals (Sweden)

    Hatice Müge Satar

    2014-03-01

    Full Text Available The study investigated pre-service language teachers’ reflections about a 20-week blended-learning environment. An online social presence training developed by Hauck and Warnecke (2012 was introduced to the face-to-face practicum course during the fall term and the pre-service teachers were immersed in an online learning environment where they can practice their newly acquired skills during the spring term. The course was also a combination of pedagogical and technical training as the pre-service teachers not only learned how to use different tools to participate online, but also experienced using them for teaching and learning purposes whilst constantly reflecting on their practice. The design of this study was a descriptive case study. 42 pre-service language teachers participated in this study during the fall semester and 25 during the spring semester of 2012-2013 academic year. Canvas was used as the learning management system in which the participants created audio/visual or written introductions and weekly discussions on the discussion board. The data collection included online forum participations and journal entries per participant at certain intervals throughout the course to obtain participants’ ongoing reflections about the course. The results obtained from an analysis of the participants’ journal and forum entries indicated that social presence training enhanced their awareness towards the active use of the online platform; however, the design of the task affected the level of motivation and communication among the preservice language teachers. The discussion emphasizes the significance of the interrelationship between task design and the maintenance of participation in a blended-learning environment

  18. Comparing Learning Gains: Audio Versus Text-based Instructor Communication in a Blended Online Learning Environment

    Science.gov (United States)

    Shimizu, Dominique

    Though blended course audio feedback has been associated with several measures of course satisfaction at the postsecondary and graduate levels compared to text feedback, it may take longer to prepare and positive results are largely unverified in K-12 literature. The purpose of this quantitative study was to investigate the time investment and learning impact of audio communications with 228 secondary students in a blended online learning biology unit at a central Florida public high school. A short, individualized audio message regarding the student's progress was given to each student in the audio group; similar text-based messages were given to each student in the text-based group on the same schedule; a control got no feedback. A pretest and posttest were employed to measure learning gains in the three groups. To compare the learning gains in two types of feedback with each other and to no feedback, a controlled, randomized, experimental design was implemented. In addition, the creation and posting of audio and text feedback communications were timed in order to assess whether audio feedback took longer to produce than text only feedback. While audio feedback communications did take longer to create and post, there was no difference between learning gains as measured by posttest scores when student received audio, text-based, or no feedback. Future studies using a similar randomized, controlled experimental design are recommended to verify these results and test whether the trend holds in a broader range of subjects, over different time frames, and using a variety of assessment types to measure student learning.

  19. Effective Blended Learning Techniques

    Science.gov (United States)

    Gill, Deborah

    2009-01-01

    Blended learning is becoming more prevalent in higher education courses. Reasons for blending range from accommodating more students to improving the quality of courses offered. The purpose of this paper is twofold: (1) to discuss student attitudes towards blended courses versus face-to-face versus completely online courses, and (2) to consider…

  20. Blended Learning Design

    DEFF Research Database (Denmark)

    Pedersen, Lise

    2015-01-01

    and Learning Resources (EILR) was asked to develop and support the blended learning implementation strategy. EILR is an inter-faculty unit in UCL, which develops and supports digitization and learning approaches in the professional bachelor programme. The paper addresses the potentials and the pitfalls...... in the blended learning implementation strategy. The blended learning implementation strategy contains phases for preparation, development, implementation and evaluation. The preparation phase addresses the importance of goal-setting and includes the winnings and the purpose. The developmental phase looks......University College Lillebaelt has decided that 30 percent of all educational elements must be generated as blended learning by the end of the year 2015 as part of a modernization addressing following educational needs: 1. Blended learning can help match the expectations of the future students who...

  1. Classroom Habit(us and Physical Co-presence in a Blended Learning Environment

    Directory of Open Access Journals (Sweden)

    Valeria Borsotti

    2016-08-01

    Full Text Available In this exploratory case study we map the educational practice of teachers and students in a professional master of Interaction Design. Through a grounded analysis of the context we describe and reflect on: 1 the use of digital learning tools in a blended learning environment, 2 co-presence as an educational parameter. We use the concept of habitus (Bourdieu, 1977 to engage with the empirical context, and we adopt the Reggio Emilia perspective of viewing space, both physical and social, as the third teacher (Edwards et al, 1998. This investigation has led to insights into the existing practice of educators and students, as well as the identification of emerging themes for future research.

  2. Experiences of Pre-Service Teachers in Case Based Discussion Groups in Blended Learning Environment

    OpenAIRE

    Filiz Kalelioğlu; Sadegül Akbaba Altun

    2012-01-01

    Blended learning can facilitate many opportunities about usage of online discussion for different purposes. As a tool in blended learning, online discussions widen the walls of classroom discussions in a virtual manner. Especially, in teacher education programs case based discussions are very helpful for pre-service teachers to practice real-life situations. By this way, the link between theory and practice can be established. This study aims to examine the pre-service teachers’ experiences a...

  3. EFL Students' Perceptions of a Blended Learning Environment: Advantages, Limitations and Suggestions for Improvement

    Science.gov (United States)

    Al Zumor, Abdul Wahed Q.; Al Refaai, Ismail K.; Eddin, Eyhab A. Bader; Al-Rahman, Farouq H. Aziz

    2013-01-01

    This study explores King Khalid University English as Foreign Language (EFL) students' views regarding the advantages and limitations of merging the features of face-to-face language instruction and online language learning via the Blackboard learning management system in a new pedagogical approach called Blended Learning. The study also examines…

  4. MOOC Blended learning ontwikkelen

    NARCIS (Netherlands)

    Verjans, Steven

    2015-01-01

    Presentatie over het ontwerpen van leeractiviteiten (learning design) tijdens de zesde live sessie van de MOOC Blended learning ontwikkelen. Met gebruikmaking van presentatiematerialen van Diana Laurillard, Grainne Conole, Helen Beetham, Jos Fransen, Pieter Swager, Helen Keegan, Corinne Weisgerber.

  5. A Time Based Blended Learning Model

    OpenAIRE

    Norberg, Anders; Dziuban, Charles D; Moskal, Patsy M

    2011-01-01

    Purpose – This paper seeks to outline a time-based strategy for blended learning that illustrates course design and delivery by framing students' learning opportunities in synchronous and asynchronous modalities. Design/methodology/approach – This paper deconstructs the evolving components of blended learning in order to identify changes induced by digital technologies for enhancing teaching and learning environments. Findings – This paper hypothesizes that blended learning may be traced back...

  6. A Case Study Analysis of Student Engagement and Experiences within a Blended Learning Environment in Irish Insurance Education

    Directory of Open Access Journals (Sweden)

    Ian Griffin

    2014-06-01

    Full Text Available This study reports on the results of active student engagement and experiences in using learning supports within a blended learning environment (BLE in the Irish insurance sector. Currently, there is a lack of comprehensive research focusing on this topic in the professional education sector. This paper is of interest to e-learning developers and educators who currently offer or are considering changing an education programme to a blended ‘bricks and clicks’ model, as well as those who want to consider how students can effectively engage in a BLE. From an Irish perspective, the Hunt Report (2011 comments that there is an increasing need for the provision of educational opportunities that differ significantly from the traditional model. The paper highlights that blended learning can be an alternative model to the traditional approach provided the correct supports are in place. The two archetypal learning environments can complement each other and accommodate the different learning styles that contribute to student examination success. Insights are drawn from instructor experience in delivering a blended learning programme to professional learners over a 20-week academic term. This experience is supported with both qualitative and quantitative research, the results of which demonstrate a positive correlation in a BLE between active engagement and examination success for students. Crucially, an iterative process of communication between educator and student is key to enhancing the BLE

  7. Assessing the Available ICT Infrastructure for Collaborative Web Technologies in a Blended Learning Environment in Tanzania: A Mixed Methods Research

    Science.gov (United States)

    Pima, John Marco; Odetayo, Michael; Iqbal, Rahat; Sedoyeka, Eliamani

    2016-01-01

    This paper is about the use of a Mixed Methods approach in an investigation that sought to assess the available Information and Communication Technologies (ICT) infrastructure capable of supporting Collaborative Web Technologies (CWTs) in a Blended Learning (BL) environment in Tanzanian Higher Education Institutions (HEIs). We first used…

  8. Constructivism Based Blended Learning in Higher Education

    OpenAIRE

    Al-Huneidi, Ahmad

    2011-01-01

    Blended Learning, which is a mix of online and face-to-face learning, can combine the benefits of both, traditional classroom learning and e-learning environments.3 The aim of this thesis is to explore how to design and implement Blended Learning environment based on Constructivism theory, which focuses on students’ experience to construct the knowledge, in order to increase learning outcomes, performance, and quality in academic institutions. An affective and successful learni...

  9. Assistive technologies and environmental design concepts for blended learning and teaching for disabilities within 3D virtual worlds and learning environments

    OpenAIRE

    Saleeb, Noha; Dafoulas, George

    2012-01-01

    3D Virtual Learning Environments (3D VLEs) are increasingly becoming prominent supporters of blended learning for all kinds of students including adult learners with or without disabilities. Due to the evidenced effect of architectural design of physical learning spaces on students’ learning and current lack of design codes for creating 3D virtual buildings, this case study aims at evaluating the suitability of the architectural design elements of existing educational facilities and learning ...

  10. Constructivism Based Blended Learning in Higher Education

    OpenAIRE

    Ahmad Mhammad Al-Huneidi; Jeanne Schreurs

    2012-01-01

    This paper explain how to apply Constructivism and Conversation theories in Blended Learning environment in order to increase learning outcomes and quality. Some scenarios of Constructivism based blended learning activities are presented in this paper. In addition, a Constructivism Based Blended Learning model for “ICT Management†course, a compulsory course in Master of Management Information Systems program at Hasselt University, is proposed. The proposed model applies and combines Const...

  11. Engaging diverse student audiences in contemporary blended learning environments in Australian higher business education: Implications for Design and Practice

    Directory of Open Access Journals (Sweden)

    Graeme Pye

    2015-11-01

    Full Text Available This research reports on a student audience engaging in an Australian university’s undergraduate commerce program core unit that is offered across three separate geographic campus locations and online. The research extends upon work undertaken on student engagement in online settings and lies in the domain of blended learning design and practice in the Australian higher education business context. Findings, inter alia, are presented across six major student engagement dimensions as applied to the interplay between online and located/campus learning (i.e. Online Active Learning, Online Social Interaction, Online Collaboration, Online Teaching, Online Assessment, and Online Contact with Staff. Implications for blended learning design, eLearning and practice in such complex environments are examined.

  12. Evaluation of university students’ academic achievements, web material using behaviors, and attendances in respect to their learning approaches in a blended learning environment

    Directory of Open Access Journals (Sweden)

    Feza Orhan

    2011-11-01

    Full Text Available In this study; in a blended learning environment, university students’ academic achievements, web material using behaviors, and attendances to the learning environment are evaluated according to their learning approaches. The subjects participated in the study were 91 university students who enrolled on ‘Instructional Technologies and Material Development’ course. The adapted Turkish version of Biggs, Kember and Leung (2001’s ‘revised 2F Study Process Questionnaire’ was used to reveal the students’ learning approaches. The findings demonstrated that student’ academic achievements, web material using behaviors, and attendances to face to face and Web based learning environments did not show statistically significant differences between deep and surface learners. The results showed that; blended learning environment has a positive effect on academic achievements, using Web based learning environments regularly and attendance to learning environments for both deep and surface learners. Based on the study results; it is recommended to blend the face to face courses with Web based learning to reach more efficient learning environments.

  13. Evaluation of university students’ academic achievements, web material using behaviors, and attendances in respect to their learning approaches in a blended learning environment

    Directory of Open Access Journals (Sweden)

    M. Betül Yılmaz

    2011-10-01

    Full Text Available In this study; in a blended learning environment, university students’ academic achievements, web material using behaviors, and attendances to the learning environment are evaluated according to their learning approaches. The subjects participated in the study were 91 university students who enrolled on ‘Instructional Technologies and Material Development’ course. The adapted Turkish version of Biggs, Kember and Leung (2001’s ‘revised 2F Study Process Questionnaire’ was used to reveal the students’ learning approaches. The findings demonstrated that student’ academic achievements, web material using behaviors, and attendances to face to face and Web based learning environments did not show statistically significant differences between deep and surface learners. The results showed that; blended learning environment has a positive effect on academic achievements, using Web based learning environments regularly and attendance to learning environments for both deep and surface learners. Based on the study results; it is recommended to blend the face to face courses with Web based learning to reach more efficient learning environments

  14. Enhancing Students' Language Skills through Blended Learning

    Science.gov (United States)

    Banditvilai, Choosri

    2016-01-01

    This paper presents a case study of using blended learning to enhance students' language skills and learner autonomy in an Asian university environment. Blended learning represents an educational environment for much of the world where computers and the Internet are readily available. It combines self-study with valuable face-to-face interaction…

  15. Evaluation of university students’ academic achievements, web material using behaviors, and attendances in respect to their learning approaches in a blended learning environment

    OpenAIRE

    M. Betül Yılmaz; Feza Orhan

    2011-01-01

    In this study; in a blended learning environment, university students’ academic achievements, web material using behaviors, and attendances to the learning environment are evaluated according to their learning approaches. The subjects participated in the study were 91 university students who enrolled on ‘Instructional Technologies and Material Development’ course. The adapted Turkish version of Biggs, Kember and Leung (2001)’s ‘revised 2F Study Process Questionna...

  16. Evaluation of university students’ academic achievements, web material using behaviors, and attendances in respect to their learning approaches in a blended learning environment

    OpenAIRE

    Yılmaz, M. Betül; ORHAN, FEZA

    2011-01-01

    In this study; in a blended learning environment, university students’ academic achievements, web material using behaviors, and attendances to the learning environment are evaluated according to their learning approaches. The subjects participated in the study were 91 university students who enrolled on ‘Instructional Technologies and Material Development’ course. The adapted Turkish version of Biggs, Kember and Leung (2001)’s ‘revised 2F Study Process Questionnaire’ was used to reveal the st...

  17. Blended Learning as Transformational Institutional Learning

    Science.gov (United States)

    VanDerLinden, Kim

    2014-01-01

    This chapter reviews institutional approaches to blended learning and the ways in which institutions support faculty in the intentional redesign of courses to produce optimal learning. The chapter positions blended learning as a strategic opportunity to engage in organizational learning.

  18. K-12 Teachers' Perceptions of and Their Satisfaction with Interaction Type in Blended Learning Environments

    Science.gov (United States)

    Kuo, Yu-Chun; Belland, Brian R.; Schroder, Kerstin E. E.; Walker, Andrew E.

    2014-01-01

    Blended learning is an effective approach to instruction that combines features of face-to-face learning and computer-mediated learning. This study investigated the relationship between student perceptions of three types of interaction and blended learning course satisfaction. The participants included K-12 teachers enrolled in a graduate-level…

  19. Measuring the Effectiveness of Blended Learning Environment: A Case Study in Malaysia

    Science.gov (United States)

    Wai, Cho Cho; Seng, Ernest Lim Kok

    2015-01-01

    Learning environment has always been traditionally associated with the physical presence of classrooms, textbooks, pen-and-paper examinations and teachers. However, today's evolving technology has rapidly changed the face of education. Online learning, teleconferencing, internet, Computer Assisted Learning (CAL), Web-Based Distance Learning (WBDL)…

  20. Development of a Blended Learning Environment to Support Achievement of Graduate Outcomes through Optimal Learning in an Undergraduate Pharmacy Course

    OpenAIRE

    Alyson Brown; Helen Vosper

    2013-01-01

    The development of graduate attributes through health professional courses requires the opportunity to engage with learning and teaching activities that reflect the work-based role to which the student aspires. Such activities allow the contextualisation of discipline-specific knowledge, forging a critical understanding of the underpinning theory, and providing a firm foundation for the development of lifelong learning skills. A blended learning approach can be particularly valuable in suppor...

  1. Blended Learning in English Literature

    OpenAIRE

    Haugestad, Astrid

    2015-01-01

    Abstract Blended Learning This study investigates blended learning used in a course of English Literature and Culture in upper secondary school. It raises the question how the use of blended learning may promote and encourage learning in a course of English literature and culture. The study also compares traditional face-to-face classroom communication with communication mediated by digital artefacts. It has been important to go beyond the strictly technical issues ...

  2. Development of a Blended Learning Environment to Support Achievement of Graduate Outcomes through Optimal Learning in an Undergraduate Pharmacy Course

    Directory of Open Access Journals (Sweden)

    Alyson Brown

    2013-10-01

    Full Text Available The development of graduate attributes through health professional courses requires the opportunity to engage with learning and teaching activities that reflect the work-based role to which the student aspires. Such activities allow the contextualisation of discipline-specific knowledge, forging a critical understanding of the underpinning theory, and providing a firm foundation for the development of lifelong learning skills. A blended learning approach can be particularly valuable in supporting achievement of the learning outcomes in modules where performance is measured in terms of competency in work-based scenarios. An action research approach was taken to develop and evaluate a cardiovascular risk assessment as the basis for clinically and professionally relevant problem-based learning. Support for this was provided by means of blended learning including a number of online activities. Talking wall focus groups were used to evaluate the student experience, and this was combined with quantitative data regarding student examination performance. Student performance in the cardiovascular section of the examination paper was significantly higher than in other sections. Students reported very favorably on the use of this approach to support not only examination preparation, but also in terms of developing professional identity and enhancing employability skills.

  3. Classifying K-12 Blended Learning

    Science.gov (United States)

    Staker, Heather; Horn, Michael B.

    2012-01-01

    The growth of online learning in the K-12 sector is occurring both remotely through virtual schools and on campuses through blended learning. In emerging fields, definitions are important because they create a shared language that enables people to talk about the new phenomena. The blended-learning taxonomy and definitions presented in this paper…

  4. Constructing Liminal Blends in a Collaborative Augmented-Reality Learning Environment

    Science.gov (United States)

    Enyedy, Noel; Danish, Joshua A.; DeLiema, David

    2015-01-01

    In vision-based augmented-reality (AR) environments, users view the physical world through a video feed or device that "augments" the display with a graphical or informational overlay. Our goal in this manuscript is to ask "how" and "why" these new technologies create opportunities for learning. We suggest that AR is…

  5. Blended-Learning-Projekte im Unternehmen

    OpenAIRE

    Keller, Miriam; Back, Andrea

    2004-01-01

    Der Arbeitsbericht Blended-Learning-Projekte im Unternehmen liefert einen Beitrag zur Bearbeitung des Themas Blended Learning und liefert dem Leser einen Überblick und erste Anregungen zur Planung, Integration und Gestaltung von Blended-Learning-Konzepten im Unternehmen.

  6. Blended Identities: Identity Work, Equity and Marginalization in Blended Learning

    Science.gov (United States)

    Heikoop, Will

    2013-01-01

    This article is a theoretical study of the self-presentation strategies employed by higher education students online; it examines student identity work via profile information and avatars in a blended learning environment delivered through social networking sites and virtual worlds. It argues that students are faced with difficult choices when…

  7. Blended Learning Improves Science Education.

    Science.gov (United States)

    Stockwell, Brent R; Stockwell, Melissa S; Cennamo, Michael; Jiang, Elise

    2015-08-27

    Blended learning is an emerging paradigm for science education but has not been rigorously assessed. We performed a randomized controlled trial of blended learning. We found that in-class problem solving improved exam performance, and video assignments increased attendance and satisfaction. This validates a new model for science communication and education. PMID:26317458

  8. Blended Learning: A Dangerous Idea?

    Science.gov (United States)

    Moskal, Patsy; Dziuban, Charles; Hartman, Joel

    2013-01-01

    The authors make the case that implementation of a successful blended learning program requires alignment of institutional, faculty, and student goals. Reliable and robust infrastructure must be in place to support students and faculty. Continuous evaluation can effectively track the impact of blended learning on students, faculty, and the…

  9. Blended Learning Improves Science Education.

    Science.gov (United States)

    Stockwell, Brent R; Stockwell, Melissa S; Cennamo, Michael; Jiang, Elise

    2015-08-27

    Blended learning is an emerging paradigm for science education but has not been rigorously assessed. We performed a randomized controlled trial of blended learning. We found that in-class problem solving improved exam performance, and video assignments increased attendance and satisfaction. This validates a new model for science communication and education.

  10. Integrating DGSs and GATPs in an Adaptative and Collaborative Blended-Learning Web-Environment

    OpenAIRE

    Vanda Santos; Pedro Quaresma

    2012-01-01

    The area of geometry with its very strong and appealing visual contents and its also strong and appealing connection between the visual content and its formal specification, is an area where computational tools can enhance, in a significant way, the learning environments. The dynamic geometry software systems (DGSs) can be used to explore the visual contents of geometry. This already mature tools allows an easy construction of geometric figures build from free objects and elementary construct...

  11. Blended Learning at the Boundary: Designing a New Internship

    Science.gov (United States)

    Heckman, Robert; Østerlund, Carsten S.; Saltz, Jeffrey

    2015-01-01

    This paper explores how blended learning can enhance learning at the boundary between academia and industry, and make possible the design of a new kind of internship. Boundary theory proposes that socio-cultural discontinuities between different environments create opportunities for learning. Blended learning pedagogy makes it possible to make the…

  12. Building a Blended Learning Program

    Science.gov (United States)

    McLester, Susan

    2011-01-01

    "Online learning" often serves as an umbrella term that includes the subcategory of blended learning, which might also be referred to as hybrid learning, and comprises some combination of online and face-to-face time. Spurred in part by a 2009 U.S. Department of Education study, "Evaluation of Evidence-Based Practices in Online Learning," which…

  13. Towards a Framework of Interactions in a Blended Synchronous Learning Environment: What Effects Are There on Students' Social Presence Experience?

    Science.gov (United States)

    Szeto, Elson; Cheng, Annie Y. N.

    2016-01-01

    A synchronous blend of online learning and "face-to-face" teaching is becoming a feasible instructional approach in higher education with the advent of technology. Although this learning mode is not new in higher education, little research has been done to contextualise social presence experiences in which effects of interactions were…

  14. A BLENDED LEARNING MODEL FOR TEACHING PRACTICE COURSE

    Directory of Open Access Journals (Sweden)

    Mustafa CANER

    2010-07-01

    Full Text Available The aim of the present study is to introduce a blended learning environment and a model for pre-service teaching practice course in English Language Teacher Training Program at Anadolu University. It is supposed that providing a blended learning environment for teaching practice course would improve the practice and contribute to the professional growth of pre-service teachers. Since it will increase the contact hours among students and university supervisors and facilitate peer feedback among pre-service teachers, which in turn, create a productive learning environment for them. Thus, the present paper aimed at providing a blended learning model for teaching practice courses at teacher training institutions and give impetus for the researchers or instructors who would like to implement blended learning in their own teaching environments. Additionally, the present study intends to contribute expanded understanding to the way blending the learning environments, and contribute additional understanding to the knowledge base about the implementation of blended learning for a teaching practice course. Finally, through illustrating a blended learning environment for teaching practice course, it is hoped that this study might contribute to the growing body of knowledge of blended delivery and blended learning in higher education.

  15. Performance of Blended Learning in University Teaching:

    Directory of Open Access Journals (Sweden)

    Michael Reiss

    2010-07-01

    Full Text Available Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc. does not play the role of a performance driver but serves as an enabler for blended learning.

  16. A Blended Learning Model for Teaching Practice Course

    Science.gov (United States)

    Caner, Mustafa

    2010-01-01

    The aim of the present study is to introduce a blended learning environment and a model for pre-service teaching practice course in English Language Teacher Training Program at Anadolu University. It is supposed that providing a blended learning environment for teaching practice course would improve the practice and contribute to the professional…

  17. Global Blended Learning Practices for Teaching and Learning, Leadership and Professional Development

    Science.gov (United States)

    Hilliard, Ann Toler

    2015-01-01

    Blended learning is a combination of online and face-to-face activities for classroom instruction or other training modalities to help develop new knowledge and skills that can be transferred to the workplace environment. The use of blended learning is expanding globally (Vaughn, 2007). Blended learning is evident in professional development…

  18. 混合学习环境下大学生英语学习特征和学习策略探讨%College students' English learning characteristics and learning strategies in the blended learning environments

    Institute of Scientific and Technical Information of China (English)

    于雯

    2015-01-01

    This paper studies the characteristics of college students' English learning, to discuss a new media age college students network strategy to learn English. This study showed that the blended learning concept has important significance for guiding students use convenient network resources for English learning, and discusses the college students' English learning strategies in blended learning environment.%本文通过研究大学生英语学习特征,探讨在当下网络新媒体时代大学生学习英语的策略。本研究表明,混合学习理念对于指导学生利用便利的网络资源进行英语学习具有重要意义,并由此探讨了混合学习环境下大学生英语学习策略。

  19. Learning Design Development for Blended Learning

    DEFF Research Database (Denmark)

    Hansen, Janne Saltoft

    Learning design development for blended learning We started implementing Blackboard at Aarhus University in 2013. At the Health Faculty Blackboard replaced AULA which was a LMS with functionality for file distribution and only a vague focus on learning tools. Most teachers therefore had...... no experiences with blended leaning and technology supported out-of-class activities. At the pedagogical unit at the Health faculty we wanted to follow the Blackboard implementation with pedagogical tools for learning design to evolve the pedagogical use of the system. We needed to make development of blended...... learning courses easier for the teachers and also ensure quality in the courses. This poster describes the process from development of the learning design to implementation of the learning design at the faculty: 1. How to place demands on a learning design-model and how to develop and use such a model. 2...

  20. Performance of Blended Learning in University Teaching:

    OpenAIRE

    Michael Reiss; Dirk Steffens

    2010-01-01

    Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core perf...

  1. Blended learning course to teach word processing

    OpenAIRE

    HAVELKA, Zbyněk

    2011-01-01

    This bachelor thesis deals with the problem of teaching computer science and various approaches to the teaching of the application environment. The work provides a comparison of available textbooks on the issue. Furthermore, in the theoretical part of the bachelor work is design a modern approach to teaching of the application environment. As a practical output of this work is, as its name suggests, the blended learning course to teach word processing, which is designed as a modern approach p...

  2. 3D Technology Selection for a Virtual Learning Environment by Blending ISO 9126 Standard and AHP

    Science.gov (United States)

    Cetin, Aydin; Guler, Inan

    2011-01-01

    Web3D presents many opportunities for learners in a virtual world or virtual environment over the web. This is a great opportunity for open-distance education institutions to benefit from web3d technologies to create courses with interactive 3d materials. There are many open source and commercial products offering 3d technologies over the web…

  3. Journey to Oz: the yellow brick road to a blended learning environment.

    Science.gov (United States)

    Ratka, Janice Rovira

    2010-01-01

    The 21st century has ushered in many new trends and tools in education. A myriad of articles, Web sites, and books offer enticing possibilities that Web 2.0 tools may increase learner engagement, improve interactivity, and allow tailoring of education to the learner. Classroom training is trending downward, and Web-based training is on the rise. But is the Internet really the answer to educators' prayers, or is it just another flash in the pan? The sheer number of technological tools and delivery methods available can be mind-boggling. This article reviews some of the basic terminology and tools that are readily available for use in delivering education via the Internet. Benefits and barriers associated with e-learning are discussed from the evidence found in nursing and education literature and the personal experiences of a nurse educator in a multihospital system. PMID:20019508

  4. Netbaserede uddannelser og blended learning

    DEFF Research Database (Denmark)

    Bertelsen, Jesper Vedel; Vognsgaard Hjernø, Henriette; Jensen, Michael Peter

    2016-01-01

    Denne håndbog er tænkt som inspiration til uddannelsesfaglige medarbejdere, som er eller skal i gang med at undervise på en netbaseret uddannelse i UCL. Håndbogen giver et teoretisk overblik i forhold til netbaserede uddannelser, online- og blended learning samt en indførsel i hvilke didaktiske...

  5. Blended Learning or E-learning?

    OpenAIRE

    Tayebinik, Maryam; Puteh, Marlia

    2013-01-01

    ICT or Information and Communication Technology has pervaded the fields of education.In recent years the term e-learning has emerged as a result of the integration of ICT in the education fields. Following the application this technology into teaching, some pitfalls have been identified and this have led to the Blended learning phenomenon.However the preference on this new method has been debated quite extensively.The aim of this paper is to investigate the advantages of blended learning over...

  6. STUDENTS’ OPINIONS ON BLENDED LEARNING

    OpenAIRE

    BALCI, Meric; SORAN, HALUK

    2009-01-01

    E-learning was acknowledged by most educators and researchers as a savior, even an only alternative in education field, especially in the following years of its emergence. However, with the rise of its limitations, the idea of bringing face-to-face learning and e-learning together to complete each other has occured. Blended learning is a method emerged as a result of this sentiment. The new education alternatives which have been discovered as a consequence of the researches and the studies ma...

  7. THE EFFECTS OF SCENARIO BASED BLENDED LEARNING ENVIRONMENT ON ATTITUDES OF PRESERVICE TECHNOLOGIES TEACHERS TOWARD TEACHING PROFESSION

    Directory of Open Access Journals (Sweden)

    Serap SAMSA

    2010-04-01

    Full Text Available The purpose of this study was to define the effects of experiences that have been acquired at the Teacher Experience Course and skills acquired at the Blended Learning Environment on attitudes of preservice technologies teachers toward teaching profession. In the study, a pretest-posttest quasi-experimental design was used. The study group is consisting of 37 students who were registered for Teacher Experience Course of Computer Education and Instructional Technology, Faculty of Educational Science, Ankara University. In order to collect data a 5 point likert scale with 34 items, which is developed by Üstüner (2006, was used. The scale was used both at the beginning and at the end of the semester. At the beginning of the semester students who would go to the public schools institutions once a week were randomly assigned to one of the five schools. The study took 10 weeks. Beginning from 4th week, students were given scenarios once a week, totally 8 scenarios. The main aim of these scenarios was to assist students in order to improve their standpoints according to the problems that they encountered in the school. Scenarios and solutions were discussed at the face to face courses, semiweekly. The period of Teaching Practice and generated solutions according to presented problems were assessed with students at the last week of the study. Descriptive statistics and t-test statistical technique were used to analysis of data. The result of the study indicated that there is a significant difference in favour of average points of posttest.

  8. From E-learning to Blended Learning

    DEFF Research Database (Denmark)

    Hansen, Line Skov; Hansen, Ole

    2013-01-01

    . The project uses a ?capacity building strategy where new practice and skills are built through pedagogical interventions mostly designed as courses based on blended learning with a dialogue oriented and practice related team-work as an important part. Through this work the team learns how to use a specific...

  9. Blending Online Asynchronous and Synchronous Learning

    Directory of Open Access Journals (Sweden)

    Lisa C. Yamagata-Lynch

    2014-04-01

    Full Text Available In this article I will share a qualitative self-study about a 15-week blended 100% online graduate level course facilitated through synchronous meetings on Blackboard Collaborate and asynchronous discussions on Blackboard. I taught the course at the University of Tennessee (UT during the spring 2012 semester and the course topic was online learning environments. The primary research question of this study was: How can the designer/instructor optimize learning experiences for students who are studying about online learning environments in a blended online course relying on both synchronous and asynchronous technologies? I relied on student reflections of course activities during the beginning, middle, and the end of the semester as the primary data source to obtain their insights regarding course experiences. Through the experiences involved in designing and teaching the course and engaging in this study I found that there is room in the instructional technology research community to address strategies for facilitating online synchronous learning that complement asynchronous learning. Synchronous online whole class meetings and well-structured small group meetings can help students feel a stronger sense of connection to their peers and instructor and stay engaged with course activities. In order to provide meaningful learning spaces in synchronous learning environments, the instructor/designer needs to balance the tension between embracing the flexibility that the online space affords to users and designing deliberate structures that will help them take advantage of the flexible space.

  10. A Multimodal Interaction Framework for Blended Learning

    DEFF Research Database (Denmark)

    Vidakis, Nikolaos; Kalafatis, Konstantinos; Triantafyllidis, Georgios

    2016-01-01

    of communication with an application, which will be more natural than the traditional “windows, icons, menus, pointer” (WIMP) style. Despite the great amount of devices in existence, most applications make use of a very limited set of modalities, most notably speech and touch. This paper describes a multimodal...... framework enabling deployment of a vast variety of modalities, tailored appropriately for use in blended learning environment....

  11. Constructs Related to Community College Student Satisfaction in Blended Learning

    Science.gov (United States)

    Sorden, Stephen D.; Munene, Ishmael I.

    2013-01-01

    This paper discusses the constructs of social presence, collaborative learning, computer-supported collaborative learning, and satisfaction in blended learning environments. It presents the results of a study that used the Collaborative Learning, Social Presence, and Satisfaction (CLSS) questionnaire, which was conducted on one campus in a…

  12. THE SUCCESSFUL INCORPORATION OF BLENDED LEARNING INTO THE LANGUAGE CURRICULUM

    OpenAIRE

    Simpson, Adam J.

    2016-01-01

    A phenomenon attracting increasing attention in language curricula is the infusion of technology into traditional, face-to-face (FTF) language instruction. Nevertheless, computer-assisted language learning (CALL) still lacks a body of qualitative research on the notion of blended learning (BL). Particularly, what is lacking is information regarding teachers' perceptions of blended learning, or the roles they are expected to play in such mixed environments; without an understanding of these is...

  13. A Blended Learning Model For Teaching Practice Course

    OpenAIRE

    Mustafa CANER

    2010-01-01

    The aim of the present study is to introduce a blended learning environment and a model for pre-service teaching practice course in English Language Teacher Training Program at Anadolu University. It is supposed that providing a blended learning environment for teaching practice course would improve the practice and contribute to the professional growth of pre-service teachers. Since it will increase the contact hours among students and university supervisors and facilitate peer feedback amon...

  14. Learning and Teaching Mechanical Engineering Courses with Blended Learning Environment - Higher Order Application of Bloom’s Taxonomy.

    OpenAIRE

    Abdulrasool, Salah Mahdi; Mishra, Rakesh

    2010-01-01

    Mechanical Engineering students who learn how to design and analyse usually experience complex and /or abstract aspects that they may not be able to fully understand without additional tutorial lessons or further explanations. For example, to learn construction of manufacturing, at Higher Order of Cognitive Skills (HOCS) of Bloom’s Taxonomy, students need to visualize materials and sequences of construction process. This paper presents the development and implementation of a computer tutor...

  15. Comparing the effectiveness of peer instruction to individual learning during a chromatography course in a blended learning environment

    OpenAIRE

    Morice, Julien; Michinov, Nicolas; Delaval, Marine,; Sideridou, Alexandra; Ferrières, Vincent

    2015-01-01

    International audience Peer instruction has been recognized as an instructional method having a positive impact on learning compared to traditional lectures in science. This method has been widely supported by the socio-constructivist approach to learning giving a positive role to interaction between peers in the construction of knowledge. As far as we know, no study has been conducted from the socio-cognitive approach which suggests that individuals working alone perform better than those...

  16. Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education

    Science.gov (United States)

    Stacey, Elizabeth, Ed.; Gerbic, Philippa, Ed.

    2009-01-01

    New innovations of online learning within blended environments create a need within academia for research on best practices in teaching. This book provides insight into the practice of blended learning in higher education. This unique book collects new international research into many aspects of blended learning from the perspectives of learners,…

  17. Perspectives on Blended Learning in Higher Education

    Science.gov (United States)

    Vaughan, N.

    2007-01-01

    This article explores the benefits and challenges of blended learning in higher education from the perspective of students, faculty, and administration that have had direct experience with this form of course delivery. Students indicate that a blended learning model provides them with greater time flexibility and improved learning outcomes but…

  18. Towards an intelligent learning management system under blended learning trends, profiles and modeling perspectives

    CERN Document Server

    Dias, Sofia B; Hadjileontiadis, Leontios J

    2013-01-01

    This book offers useful information that evokes initiatives towards rethinking of the value, efficiency, inclusiveness, effectiveness and personalization of the intelligent learning management systems-based blended-learning environment.

  19. Monitoring the Language Learning Process in Blended Learning

    Directory of Open Access Journals (Sweden)

    Jolita Šliogerienė

    2011-12-01

    Full Text Available The article presents the results of the international project called ALL (Autonomous Language learning based on Blended learning course and reports on the evaluation of its effectiveness through learners’ needs analysis at the initial stage of the implementation of a new approach, their feedback and evaluation of learning achie- vements at the end of the course. The paper also describes a new teacher’s role in this innovative teaching method while using a specially designed virtual learning environment such as the website developed in this project – a platform for teachers and learners which enables teachers to communicate online with students and students with students.

  20. Blended Learning in International Nuclear Education

    International Nuclear Information System (INIS)

    The spread of nuclear power ambitions beyond the few early-adopter nations requires more globalized education. Two of the learning problems specific to international education are the need for a common instructional language and different cultural styles of learning. Blended learning, a mix of personal interaction between teacher and impersonal computer-based learning, can solve these problems. The new KEPCO International Nuclear Graduate School outside Ulsan, Korea is investing heavily in blended learning

  1. Fostering Self-Regulated Learning in a Blended Environment Using Group Awareness and Peer Assistance as External Scaffolds

    Science.gov (United States)

    Lin, J-W.; Lai, Y-C.; Lai, Y-C.; Chang, L-C.

    2016-01-01

    Most systems for training self-regulated learning (SRL) behaviour focus on the provision of a learner-centred environment. Such systems repeat the training process and place learners alone to experience that process iteratively. According to the relevant literature, external scaffolds are more promising for effective SRL training. In this work,…

  2. Disruptions and Disturbance as Challenges in a Blended Learning (BL) Environment and the Role of Embodied Habit Orientation

    DEFF Research Database (Denmark)

    Dau, Susanne; Ryberg, Thomas

    2014-01-01

    over the implemented BL approach and they felt more disrupted and disturbed when required to work more online and from home. In the paper we therefore discuss how disruptions and disturbances have an influence on students’ study and learning activities in a BL environment. We argue how disturbances...... are related to students’ embodied experiences and habitual and spatial orientation, and how they play a role in students’ perceptions of different learning spaces. Based in Simonsen’s (2007) ‘geography of human practice’ and an ecological understanding of ‘orientations’ developed by Jander (1975) we analyse...... and discuss how students’ orientation in different learning environments influence their navigation, and how disruptions and disturbances affect their orientation. The findings illustrate and discuss students’ challenges of adapting to the BL approach and how students’ prior experiences and habits challenge...

  3. Blended learning approaches enhance student academic performance

    OpenAIRE

    Morris, NP

    2010-01-01

    Blended learning, or technology enhanced learning, is increasingly becoming an expectation for higher education students. Blended learning allows for the enhancement of face-to-face interaction between tutors and students, using internet or computer based tools. In this paper, a range of case studies are described which illustrate methods to engage students with technology enhanced learning and improve academic performance and student satisfaction. In the first case study, first year undergra...

  4. What Is The Hoopla About Blended Learning: Something Old Is New Again

    OpenAIRE

    Hassan Rastegarpour

    2011-01-01

    The recent focus on blended learning has led so many educationalists in corporate training and academia to believe that a new educational phenomenon has been discovered. In reality, the blending of face-to-face instruction with various types of non-classroom technology mediated delivery has been practiced within the academic and non academic environments for more than four decades. Who does really want to know the real story of blended learning? Blended learning sounds like a nice idea- mixi...

  5. Pedagogical and Design Aspects of a Blended Learning Course

    Directory of Open Access Journals (Sweden)

    Karen Precel, Yoram Eshet-Alkalai, Yael Alberton

    2009-04-01

    Full Text Available Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is ambiguity in the literature and in the field regarding the proper implementation of blended learning and the optimal proportions between online and F2F components in various learning scenarios. The range of contradictory reports in recent literature on the potential of different blended learning models shows the need for more research on specific blended learning courses in order to establish proper standards for effective course design and implementation. The present evaluation study focuses on students’ perceptions of pedagogical and design issues related to a new model for blended learning used in a graduate-level course at the Open University of Israel. Fifty-eight of the course’s 91 students participated in the study and completed a questionnaire regarding three major aspects of the course design: (1 pedagogy, (2 textbook format (print vs. digital, and (3 learning environment usability. The results illustrate the importance of completing the pedagogical and visual design of online learning in advance. Also, the course model suggests ways to bridge the gaps between students and instructors and students and their peers, which are typical of online learning in general and of open universities in particular.

  6. Mechanism Analysis & Construction on the Personal Learning Environment of Blended Learning Combined with MOOCs%混合式学习与MOOCs结合的个人学习环境机理分析与构建

    Institute of Scientific and Technical Information of China (English)

    赵星

    2016-01-01

    Effective learning has important significance in the development of a learning society. The effective combination of blended learning and MOOCs in same or similar personal learning environment development provide a new understanding. This paper aims to the analysis of the current rapid development of three kinds of learning environment,on the basis of a personal learning environment system model of above characteristics build. The model pointed out that in individual learning environment,combined with relevant MOOCs and blended learning characteristics,build new personal learning environment,under this mechanism achieve better learning effect.%有效学习对于学习型社会的发展有着重要意义。有效的混合式学习和MOOCs的结合对相同或类似的个人学习环境发展提供新的理解。本文目标是在分析目前快速发展的三种学习环境的基础上,提出一种具有以上特点的个人学习环境系统的模型构建。该模型指出在个人学习环境下,结合有关MOOCs和混合式学习的特性,构建新的个人学习环境,在此机制下达到更好的学习效果的目标。

  7. The Optimum Blend: Affordances and Challenges of Blended Learning For Students

    Directory of Open Access Journals (Sweden)

    Nuray Gedik

    2012-07-01

    Full Text Available The purpose of this study was to elicit students’ perceptions regarding the most facilitative and most challenging features (affordances and barriers in a blended course design. Following the phenomenological approach of qualitative inquiry, data were collected from ten undergraduate students who had experiences in a blended learning environment. Data were collected from the students’ weekly reflection papers, interviews with students, and documents, and analyzed by structurally and texturally describing the resulting experiences and perceptions. The findings of the study indicate that used together, online and face-to-face course structures offer several opportunities and challenges for students. The participating students mentioned interaction and communication opportunities, increased motivation, increased opportunities to voice their opinions, and reinforcement of learning as the affordances in the blended learning environment. The barriers included increased workload, cultural and technical barriers, and the inter-dependence of the two environments. Implications and suggestions are offered for instructors in higher education settings.

  8. The Optimum Blend: Affordances and Challenges of Blended Learning For Students

    OpenAIRE

    Nuray Gedik; Ercan Kiraz; M.Yaşar ÖZDEN

    2012-01-01

    The purpose of this study was to elicit students’ perceptions regarding the most facilitative and most challenging features (affordances and barriers) in a blended course design. Following the phenomenological approach of qualitative inquiry, data were collected from ten undergraduate students who had experiences in a blended learning environment. Data were collected from the students’ weekly reflection papers, interviews with students, and documents, and analyzed by structurally and textural...

  9. Engaging with blended learning to improve students' learning outcomes

    Science.gov (United States)

    Francis, Rebecca; Shannon, Susan J.

    2013-08-01

    When blended learning is embraced to enhance learning in engineering (architectural), design and architecture, we argue it is a best-practice instructional mode. Blended learning is the seamless amalgamation of carefully selected online modules with face-to-face instruction. This paper evaluates case studies of the introduction of blended learning in these disciplines. It demonstrates that students who do not engage with blended learning are academically disadvantaged. Alignment of the blended mode of delivery and the mode of assessment is next considered. Two case studies of the introduction of blended modes of assessment, for improved student satisfaction with feedback, are evaluated. Finally, the reliance upon non-faculty to provide both blended learning and assessment is evaluated using qualitative research methods to establish the barriers to adoption of what is now considered best educational practice.

  10. Prospects of Blended Learning Implementation at Technical University

    OpenAIRE

    Buran, Anna Leonidovna; Evseeva, Arina Mikhailovna

    2015-01-01

    The present paper explores the integration of a blended learning course in the process of learning English as a second language at the technical university. We overview the difference between traditional, web facilitated, blended learning and online course; the implementation of the blended learning course in the process of learning English at the technical university. The article also investigates the benefits and drawbacks of blended learning and the possibilities of a blended learning cour...

  11. Blended Learning in Higher Education: Three Different Design Approaches

    Science.gov (United States)

    Alammary, Ali; Sheard, Judy; Carbone, Angela

    2014-01-01

    Blended learning has been growing in popularity as it has proved to be an effective approach for accommodating an increasingly diverse student population whilst adding value to the learning environment through incorporation of online teaching resources. Despite this growing interest, there is ongoing debate about the definition of the concept of…

  12. Blended Learning in Biochemistry Education: Analysis of Medical Students' Perceptions

    Science.gov (United States)

    Wardenski, Rosilaine de Fatima; de Espindola, Marina Bazzo; Struchiner, Miriam; Giannella, Tais Rabetti

    2012-01-01

    The objective of this study was to analyze first-year UFRJ medical students' perceptions about the implementation of a blended learning (BL) experience in their Biochemistry I course. During the first semester of 2009, three Biochemistry professors used the Constructore course management system to develop virtual learning environments (VLEs) for…

  13. Blended learning pedagogy: the time is now!

    Science.gov (United States)

    Pizzi, Michael A

    2014-07-01

    Pedagogy is rapidly changing. To develop best practice in academia, it is important that we change with the changing needs of students. This article suggests that blended learning is one of the most important pedagogical formats that can enhance student learning, optimize the use of active learning strategies, and potentially improve student learning outcomes.

  14. Introducing blended e-learning course design

    DEFF Research Database (Denmark)

    Gyamfi, Samuel Adu; Ryberg, Thomas

    2012-01-01

    In the face of diminishing education budgets in higher education, blended learning has been found to be a viable and effective approach to deliver high-quality, up-to-date, on-demand solutions to developing cross-curricular skills of undergraduates. However, research has also shown that blended...

  15. 基于Moodle平台的商务英语混合学习模式研究%Study on Blended Teaching Mode for Business English in Moodle Learning Environment

    Institute of Scientific and Technical Information of China (English)

    詹绍霞

    2015-01-01

    The study on the teaching design and teaching cases design for business English blended learning in Moodle learning environment is exerting great significance on business English teaching research and practice. And the study on blended learning for business English in Moodle learning environment is beneficial to business English learning and research.%开展基于Moodle平台的商务英语混合式学习的教学设计研究和教学案例的设计,对商务英语的教学研究与实践有着深远的影响。基于Moodle平台的商务英语混合学习模式研究是对商务英语学习和研究的有益尝试。

  16. Design and evaluation of two blended learning approaches: Lessons learned

    OpenAIRE

    Cheung, WS; Hew, KF

    2011-01-01

    In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with fa...

  17. Norwegian Nurses’ Experiences with Blended Learning: An Evaluation Study

    Directory of Open Access Journals (Sweden)

    Edda Johansen

    2012-04-01

    Full Text Available An increasing number of nurses undertake continuing education via information and communication technologies. Development of best practice, based on students’ own experiences, is vital in order to create the most effective learning environment. This paper describes the challenges to and facilitators of learning for a group of Norwegian nurses enrolled in a postgraduate course in wound management delivered by blended learning, which combines face-to-face and online components. Data was gathered through a focus group interview and inductive content analysis was used to identify themes emerging from the data. A number of both personal and academic facilitators, and challenges impacted on these adult learners. Technical and academic problems combined with a lack of time created a steep learning curve for these adult students. Valuable feedback, IT support at home and an increased competence eventually gave them a foundation for lifelong learning. Blended learning is an important way to offer postgraduate courses to give adults access to continuing educational programmes independent of geographical location. Both academic and personal challenges and facilitators should be taken into account when educators design blended learning courses in order to facilitate an effective learning environment for adults through the best blend of face-to-face and online learning.

  18. Blended Learning-A Focus Study on Asia

    OpenAIRE

    Kwong Onn Tham; ChoiKit Tham

    2011-01-01

    Blended learning is gaining popularity in Asia. This paper examines the current stage of development of blended learning in higher education in China, Korea, Japan, and Singapore and the challenges encountered. While blended learning is well-received in western culture, it has met with varying degrees of success in Asia due in part to the different perceptions of instructors and students towards blended learning approaches. In China, for example, while blended learning was well-received, the ...

  19. Flexible Learning in a Workplace Model: Blended a Motivation to a Lifelong Learner in a Social Network Environment

    Science.gov (United States)

    Na-songkhla, Jaitip

    2011-01-01

    This paper presents a model of learning in a workplace, in which an online course provides flexibility for staff to learn at their convenient hours. A motivation was brought into an account of the success of learning in a workplace program, based upon Behaviorist learning approach--an online mentor and an accumulated learning activities score was…

  20. Using Blended Learning Design to Enhance Learning Experience in Teacher Education

    Science.gov (United States)

    Zhou, Mingming; Chua, Bee Leng

    2016-01-01

    This study examined students' views on a blended learning environment designed for 29 in-service teachers in Singapore enrolled in an educational research method course. Their self-report data highlighted that students' prior knowledge and the amount and difficulty of content covered in the course affected the effectiveness of blended learning…

  1. Norwegian Nurses’ Experiences with Blended Learning: An Evaluation Study

    OpenAIRE

    Edda Johansen; Thomas Harding; Tone Marte Ljosaa

    2012-01-01

    An increasing number of nurses undertake continuing education via information and communication technologies. Development of best practice, based on students’ own experiences, is vital in order to create the most effective learning environment. This paper describes the challenges to and facilitators of learning for a group of Norwegian nurses enrolled in a postgraduate course in wound management delivered by blended learning, which combines face-to-face and online components. Data was gathere...

  2. Constructing Blended-Learning Environment of Higher-vocational College based on the Humanistic Learning Theory%基于人本主义学习观的高职英语混合学习环境的创建

    Institute of Scientific and Technical Information of China (English)

    杜娟; 龚耀

    2015-01-01

    Nowadays ,how to create favorable learning environment to support and facilitate English learning is receiving increasingly great attention .T his paper combines the humanis‐tic learning theory with the blended learning theory ,emphasizing the designing methods of them ,then introduces the present English study environment ,and tries to help focus on the combination of traditional classroom environment and E‐learning environment ,stimulating the students’ learning and making great contributions to the national reform of higher voca‐tional English teaching in the new century .%以人本主义学习观为研究的理论背景,依据混合式学习的理论原理和设计方法,结合高职英语教学改革的现状,探讨如何有效地把传统课堂学习环境和数字化学习环境有机结合,实现优势互补,并尝试提出高职英语混合学习环境的创建思路和关注重点。

  3. Reflection on the Use of Blended Learning at a Korean University

    Science.gov (United States)

    Klemsen, Katie Mae; Seong, Myeong Hee

    2012-01-01

    The purpose of this study was to examine students' satisfaction and investigate the potential of improved learning outcomes in smart and blended learning environments. This paper reflects on the experience of the delivery of a program at H University in Seoul, Korea using smart and blended learning. The goal was to apply the findings to current…

  4. EFFECTIVE BLENDED LEARNING PRACTICES: Evidence-based Perspectives in ICT-facilitated Education

    Directory of Open Access Journals (Sweden)

    Reviewed by Yasin OZARSLAN

    2009-07-01

    Full Text Available EFFECTIVE BLENDED LEARNING PRACTICES:Evidence-based Perspectives in ICT-facilitated EducationEdited by Elizabeth Stacey and Philippa Gerbic, Information ScienceReference; 1 edition (March 30, 2009, ISBN-10: 1605662968, 358 pp.Reviewed by Yasin OZARSLANFaculty of Education,Eskisehir Osmangazi University,Eskisehir-TURKEYBlended learning refers to the integration of faceto-face and online learning activities with the goal of maximizing the value of students' experiences in both settings. This book collects new international research into many aspects of blended learningfrom the perspectives of learners, teachers, designers, and professional and academic developers in various disciplines, learningcommunities and universities from around the world. This book addresses the relative newness of online learning within blended environments. The book's broader audience is anyone who isinterested in areas such as blended learning, communities of learning, virtual education, professional learning and community development, instructional technology, flexible learning, distance education and collaborative learning.Blended approaches in teacher education, blending collaborative online learning,blended learning and teaching philosophies, campus-based student learning environments, ICT-enhanced blended learning, learning communities for K-12 teachers, professional development for blended learning, reciprocal mentoring,redesigning initial teacher education, responses to blended environments, strategiesfor blended teaching and learning, virtual learning and real communities are the topics covered in this book.It reviews literature about blended learning in relation to the three sections of the book and discusses strategies for teaching and learning and establishing communities in its different contexts. The chapters of this book provide research perspectives on a range of blended learning issues and contexts and discuss implications for teaching and learning. The

  5. A Tool Set Combining Learning Styles Prediction, a Blended Learning Methodology and Facilitator Guidebooks – Towards a Best Mix in Blended Learning

    OpenAIRE

    Moebs, Sabine; Piombo, Christophe; Batatia, Hadj; Weibelzahl, Stephan

    2007-01-01

    One of the challenges in the development in blended learning is to facilitate the individual learning styles of the learners. The alignment of a learning styles assessment with a learning methodology, a mapping between learning styles and social media, recommendations in a guidebook for facilitators and a checklist provide a tool set for a sustainable approach for a responsive learning environment. This paper analyzes how the different approaches, methods and studies interact to form an overa...

  6. Design and Evaluation of Two Blended Learning Approaches: Lessons Learned

    Science.gov (United States)

    Cheung, Wing Sum; Hew, Khe Foon

    2011-01-01

    In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to…

  7. Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses

    Directory of Open Access Journals (Sweden)

    Fred Rovai and Hope Jordan

    2004-08-01

    Full Text Available Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.

  8. Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses

    OpenAIRE

    Fred Rovai and Hope Jordan

    2004-01-01

    Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional...

  9. HIGH SCHOOL STUDENTS’ VIEWS ON BLENDED LEARNING

    Directory of Open Access Journals (Sweden)

    Ibrahim Umit YAPICI,

    2012-08-01

    Full Text Available In this study, it is aimed to determine the high school students’ views on blended learning. The study was carried out in biology course for the lesson unit of “Classification of Living Things and Biodiversity” with 47 9th grade students attending Nevzat Ayaz Anatolian High School in the second term of the academic year of 2009-2010. The lessons were taught in a way appropriate to the blended learning model both via the Internet and on face-to-face basis. As the online dimension of the blended learning model, Moodle, a Learning Management System (LMS, was used. The application lasted 10 weeks. The scale of learners’ views on blended learning was applied and interviews were held to determine the views. As a result of the analysis of the scale, it was seen that their views were “highly” positive. The interviews held with the students revealed that the blended learning model provided students with various opportunities such as getting prepared for the lessons, reviewing the lessons as many times as wanted, reaching the subject-related materials without being dependent on time and place, testing oneself and communicating with the teacher and other students out of the school. The interviews also revealed that there were various problems though such as lack of Internet connection at home and problems experienced while playing the videos.

  10. Investigating the Interpersonal and Contextual Factors Govern Saudi Lecturers' Motivation in Creating Innovative Blended Learning Environment That Web 2.0-Based

    Science.gov (United States)

    Alghanmi, Sahar

    2014-01-01

    Sustaining success in higher education within an ever-changing landscape largely depends on academics' motivation to cope with it. Essentially, this study aims to explore the interpersonal and contextual factors that govern the introduction of blended learning in a Saudi context. A collective case study approach was employed with Self-…

  11. 网络环境下大学英语混合教学模式探讨%The Discussion of College English Blending Learning Mode Under the Network Environment

    Institute of Scientific and Technical Information of China (English)

    谭季红

    2015-01-01

    随着信息化教育改革的继续深入,结合了网络多媒体教学与传统课堂教学优势的混合式教学模式得到了普遍的关注。基于此,阐述混合式教学的支撑理念,探讨在网络环境下如何利用混合教学模式提高学生的英语综合能力,培养学生合作学习、自主学习的能力,并探讨其对大学英语教学的影响。%With the in-depth development of information technology in education,the blending learning mode,which combines dif-ferent strengths of the traditional classroom teaching and multimedia teaching,arouses the widespread concern. The article explains the supporting concepts of blending learning mode and explores how to improve the students’ comprehensive English ability,and enhance their cooperative learning ability and autonomous learning ability under the network environment. It also discusses the impact of blend-ing learning mode on college English teaching.

  12. Course Management Systems and Blended Learning: An Innovative Learning Approach

    Science.gov (United States)

    Chou, Amy Y.; Chou, David C.

    2011-01-01

    This article utilizes Rogers' innovation-decision process model (2003) and Beckman and Berry's innovation process model (2007) to create an innovative learning map that illustrates three learning methods (i.e., face-to-face learning, online learning, and blended learning) in two types of innovation (i.e., incremental innovation and radical…

  13. CEDS Addresses: Virtual and Blended Learning

    Science.gov (United States)

    US Department of Education, 2015

    2015-01-01

    The Common Education Data Standards (CEDS) common data vocabulary supports the collection and use of information about virtual and blended learning. The data element "Virtual Indicator", introduced in version 3 of CEDS, supports a range of virtual learning-related use cases. The Virtual Indicator element may be related to a Course…

  14. Blended learning tools for teaching and training

    CERN Document Server

    Allan, Barbara

    2007-01-01

    Offers a holistic blended learning approach, combining the best of traditional approaches to learning and teaching to make best use of the advantages of each while minimizing the disadvantages. It provides information professionals with a practical guide to the design and delivery of such training programmes.

  15. Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

    Science.gov (United States)

    Napier, Nannette P.; Dekhane, Sonal; Smith, Stella

    2011-01-01

    This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the…

  16. The blended learning design and practice research based on the virtual learning environment%基于虚拟学习环境的混合式学习设计与实践研究

    Institute of Scientific and Technical Information of China (English)

    贾志宇; 陈健

    2015-01-01

    By combining the characteristics of the course and based on a virtual learning environment,we have created a platform of e-learning with knowledge organization environment (ELKOE). The paper analyzes the ELKOE-supported first stage,learning activity design and learning evaluation. The process of teaching practice shows that ELKOE platform can effectively implement blended learning and provide a new means for improving the teaching quality of software engineering courses.%结合课程特点,依托虚拟学习环境介绍了自主创建的资源共享与在线学习(E-learning with know-ledge organization environment,ELKOE)平台,并对 ELKOE 平台支持下的前期、学习活动及学习评价等方面进行分析。教学实践过程表明,ELKOE 平台可以有效地开展混合式学习,为改善软件工程一类课程的教学质量提供了一种新的手段。

  17. A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement: Insights from Norway

    OpenAIRE

    Hussein, Bassam A.

    2015-01-01

    The paper demonstrates and evaluates the effectiveness of a blended learning approach to create a meaningful learning environment. We use the term blended learning approach in this paper to refer to the use of multiple or hybrid instructional methods that emphasize the role of learners as contributors to the learning process rather than recipients of learning. Contribution to learning is attained by using in class gaming as pathways that ensure active involvement of learners. Using a blended ...

  18. A Blended Learning Approach to Course Design and Implementation

    Science.gov (United States)

    Hoic-Bozic, N.; Mornar, V.; Boticki, I.

    2009-01-01

    Blended learning has become an increasingly popular form of e-learning, and is particularly suitable to the process of transitioning towards e-learning from traditional forms of learning and teaching. This paper describes the use of the blended e-learning model, which is based on a mixture of collaborative learning, problem-based learning (PBL)…

  19. Blended Learning Applied to an Introductory Course on Conceptual Physics

    Directory of Open Access Journals (Sweden)

    Plinio del Carmen Teherán Sermeño

    2010-08-01

    Full Text Available In this paper, we show aspects of the commencement of a novel introductory Physics course with conceptual emphasis. An instructional flexible design in the format of blending learning is presented that combines master classes via teleconference with additional activities in a virtual environment of learning orchestrated by LMS Blackboard. In the forums, workshops and virtual laboratories the impact is evaluated as a grading system based on Continuous Personalized Evaluation

  20. INOVASI PEMBELAJARAN AKUNTANSI BERBASIS BLENDED LEARNING

    Directory of Open Access Journals (Sweden)

    Lyna Latifah

    2016-02-01

    Full Text Available the accounting lectures have a big challengeb to improve the quality of graduates who are expected to have high knowledge and skill, to have good critical analysis and decision making. Thus: accounting lecturers are needed to improve their teaching and learning processes especially on learning design and assessment. Improving students knowledge and skill in accounting field can be created by using learning philosophy which makes students active and integrative in the class room. this articles discusses about the innovation of accounting learning with blended learning which collaborates cooperative learning and e-learning. Cooperative learning is a learning approach which emphasizes on structured behavior to cooperate in groups it can improve students interpersonal skill, cooperation, critical analysis and decision making. On the other hand, the application of cooperative learning needs more time so it can be solved by using computer with e-learning.

  1. Model for blended learning i de tekniske uddannelser

    DEFF Research Database (Denmark)

    Ringtved, Ulla Lunde; Leth, Lilli-Ann Thomsen; Olsen, Frank;

    2012-01-01

    Anvendelse af blended learning i de tekniske uddannelser i UCN med udgangspunkt i bygningskonstruktøruddannelsen......Anvendelse af blended learning i de tekniske uddannelser i UCN med udgangspunkt i bygningskonstruktøruddannelsen...

  2. The Role of Leadership in Starting and Operating Blended Learning Charter Schools: A Multisite Case Study

    Science.gov (United States)

    Agostini, Michael Eric

    2013-01-01

    Heavily utilizing both instructional technology and face-to-face instruction within a bricks-and-mortar school environment, blended learning charter schools are gaining attention as a cost-effective school design. As educators turn to these blended learning school models to improve both the operational efficiency and student outcomes of…

  3. Supporting More Inclusive Learning with Social Networking: A Case Study of Blended Socialised Design Education

    Science.gov (United States)

    Rodrigo, Russell; Nguyen, Tam

    2013-01-01

    This paper presents a qualitative case study of socialised blended learning, using a social network platform to investigate the level of literacies and interactions of students in a blended learning environment of traditional face-to-face design studio and online participatory teaching. Using student and staff feedback, the paper examines the use…

  4. Blended learning in K-12 mathematics and science instruction -- An exploratory study

    Science.gov (United States)

    Schmidt, Jason

    Blended learning has developed into a hot topic in education over the past several years. Flipped classrooms, online learning environments, and the use of technology to deliver educational content using rich media continue to garner national attention. While generally well accepted and researched in post-secondary education, not much research has focused on blended learning in elementary, middle, and high schools. This thesis is an exploratory study to begin to determine if students and teachers like blended learning and whether or not it affects the amount of time they spend in math and science. Standardized achievement test data were also analyzed to determine if blended learning had any effect on test scores. Based on student and teacher surveys, this population seems to like blended learning and to work more efficiently in this environment. There is no evidence from this study to support any effect on student achievement.

  5. Blended learning in Saudi universities: challenges and perspectives

    OpenAIRE

    Alebaikan, Reem; Troudi, Salah

    2011-01-01

    This study is an attempt to investigate the nature of obstacles and challenges encountered at Saudi universities while implementing a blended learning approach. A literature review of blended learning rationale and designs, and the status of web-based education in Saudi higher education are demonstrated. Three main challenges of applying blended learning in Saudi higher education are addressed. One major challenge to be considered in the implementation of blended learning in Saudi universitie...

  6. Blended Learning Possibilities in Enhancing Education, Training and Development in Developing Countries: A Case Study in Graphic Design Courses

    OpenAIRE

    Hanan Atef; Mervat Medhat

    2015-01-01

    Blended learning is not a new concept; recently, there has been a renewed focus on this learning strategy, both in the education and corporate sectors. Although the definition of blended learning is somewhat inchoate, it is generally described as an environment that includes the use of different modes of teaching and learning. Blended learning holds particular promise for developing countries because it can make availability of resources, regional, and international educational institutions. ...

  7. High School Students' Views on Blended Learning

    Science.gov (United States)

    Yapici, Ibrahim Umit; Akbayin, Hasan

    2012-01-01

    In this study, it is aimed to determine the high school students' views on blended learning. The study was carried out in biology course for the lesson unit of "Classification of Living Things and Biodiversity" with 47 9[superscript th] grade students attending Nevzat Ayaz Anatolian High School in the second term of the academic year of 2009-2010.…

  8. Evaluating What Works in Blended Learning

    Science.gov (United States)

    Education Week, 2012

    2012-01-01

    Blended learning--the mix of virtual education and face-to-face instruction--is evolving quickly in schools across the country, generating a variety of different models. This special report, the second in a three-part 2012-13 series on virtual education, examines several of those approaches and aims to identify what is working and where…

  9. READINESS FOR BLENDED LEARNING: UNDERSTANDING ATTITUDE OF UNIVERSITY STUDENTS

    OpenAIRE

    Chun Meng Tang; Lee Yen Chaw

    2013-01-01

    Information technology (IT) has provided new means for learning delivery outside of conventional classrooms. Leveraging on IT, blended learning is an approach which takes advantage of the best that both the classroom and online learning can provide. To help institutions of higher learning (IHLs) improve their understanding of how students view blended learning and formulate a strategy to successfully implement blended learning, the main objective of this paper is to examine how the attitude o...

  10. Blended learning in health education: three case studies

    OpenAIRE

    Jong, Nynke de; Savin-Baden, Maggi; Cunningham, Anne Marie; Verstegen, Daniëlle M. L.

    2014-01-01

    Blended learning in which online education is combined with face-to-face education is especially useful for (future) health care professionals who need to keep up-to-date. Blended learning can make learning more efficient, for instance by removing barriers of time and distance. In the past distance-based learning activities have often been associated with traditional delivery-based methods, individual learning and limited contact. The central question in this paper is: can blended learning be...

  11. The Challenges of Blended Learning Using a Media Annotation Tool

    Science.gov (United States)

    Douglas, Kathy A.; Lang, Josephine; Colasante, Meg

    2014-01-01

    Blended learning has been evolving as an important approach to learning and teaching in tertiary education. This approach incorporates learning in both online and face-to-face modes and promotes deep learning by incorporating the best of both approaches. An innovation in blended learning is the use of an online media annotation tool (MAT) in…

  12. Students' experiences of blended learning across a range of postgraduate programmes.

    Science.gov (United States)

    Smyth, Siobhan; Houghton, Catherine; Cooney, Adeline; Casey, Dympna

    2012-05-01

    The article describes the students' experiences of taking a blended learning postgraduate programme in a school of nursing and midwifery. The indications to date are that blended learning as a pedagogical tool has the potential to contribute and improve nursing and midwifery practice and enhance student learning. Little is reported about the students' experiences to date. Focus groups were conducted with students in the first year of introducing blended learning. The two main themes that were identified from the data were (1) the benefits of blended learning and (2) the challenges to blended learning. The blended learning experience was received positively by the students. A significant finding that was not reported in previous research was that the online component meant little time away from study for the students suggesting that it was more invasive on their everyday life. It is envisaged that the outcomes of the study will assist educators who are considering delivering programmes through blended learning. It should provide guidance for further developments and improvements in using Virtual Learning Environment (VLE) and blended learning in nurse education.

  13. Blended Learning-A Focus Study on Asia

    Directory of Open Access Journals (Sweden)

    Kwong Onn Tham

    2011-03-01

    Full Text Available Blended learning is gaining popularity in Asia. This paper examines the current stage of development of blended learning in higher education in China, Korea, Japan, and Singapore and the challenges encountered. While blended learning is well-received in western culture, it has met with varying degrees of success in Asia due in part to the different perceptions of instructors and students towards blended learning approaches. In China, for example, while blended learning was well-received, the dominance of traditional teaching methods goes against the conditions required for mainstream blended learning. A review of existing literature showed that there are a host of key issues and challenges which prevent Asian countries from harnessing the full potential of blended learning in higher education.

  14. Blended learning as an effective pedagogical paradigm for biomedical science

    OpenAIRE

    Hartfield, Perry

    2013-01-01

    Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blende...

  15. Using Online Discussions in a Blended Learning Course

    OpenAIRE

    Martina Holenko; Nataša Hoić-Božić

    2008-01-01

    The course "Teaching Methods in Information Science" is designed for senior students at the Faculty of Arts and Sciences, University of Rijeka (Croatia) and is realized by a blended learning model or a combination of a face-to-face environment and online learning. This paper covers the topic of online discussion as one of the most significant learning activities in the context of this course. Among many tasks for teachers in an online course, moderating online discussion is one of the most de...

  16. A blended learning concept for guided self-instruction

    OpenAIRE

    Schreurs, Jeanne; Al-Zoubi, A.Y.

    2007-01-01

    Learning models are evolving from instructor centred, over learner centred to learning team-centred approach. learning is evolving to guide individual and collaborative self-paced web-based learning. In this paper, a supervised and guided individual self-paced web-based learning concept including collaborative learning in a virtual class is adapted. Blended learning is set forward as the solution. We focus on the requirements of the blended learning concept to be a good solution for this lear...

  17. Effect of the blended learning environment and the application of virtual class upon the achievement and the attitude against the geography course

    Directory of Open Access Journals (Sweden)

    Yurdal Dikmenli

    2013-08-01

    Full Text Available This study involves the elucidation of the effect of the virtual classroom application and blended learning medium upon the academic achievement of the students and their attitudes against the geography curse compared to the face to face expository (traditional method. The study was carried out according to pre-test - post-test experimental design with control group. The group was constituted by 73, 9th year students. The experimental groups have been subjected to the blended learning approach throughout the study. The topic was also given to the first experimental group with the face to face expository method where the teacher explained the subject while the second experimental group was subjected to virtual classroom application. The course was given to the control group with the traditional face to face learning method. The data of the study were collected by the use of by the use of the geography achievement test (Kr-20=0.77 and the attitude scale towards the geography course (α=0,918 . The data collected were one factor variance and co variance analyses. The results showed that the blended teaching media and virtual classroom practices had a statistically significant contribution on the achievement of the students in geography and their attitudes towards the geography course compared to the face to face expository method. However since the attitudes of the students towards the geography course in both control and experimental groups at the beginning and the end of the experiment were high the methods used did not made a significant contribution to it.

  18. Self-Determined Blended Learning: A Case Study of Blended Learning Design

    Science.gov (United States)

    De George-Walker, Linda; Keeffe, Mary

    2010-01-01

    Higher education has been actively encouraged to find more effective and flexible delivery models to provide all students with access to quality learning experiences yet also meet institutional imperatives for efficiency and accountability. Blended learning, commonly defined as an integration of traditional face-to-face and online approaches to…

  19. Challenges Facing Blended Learning in Higher Education in Asia

    Science.gov (United States)

    Tham, Raymond; Tham, Lesley

    2013-01-01

    This paper examines the current stage of development of blended learning in higher education in China, South Korea and Japan, with a comparison to the city state of Singapore. It is noted that blended learning and e-learning are introduced at institutes of higher learning in these countries with varying

  20. Accommodating and promoting multilingualism through blended learning

    OpenAIRE

    Olivier, Jak

    2011-01-01

    Multilingualism is a reality in South African classrooms. The Constitution of South Africa (Act 108 of 1996) and the national language policy recognize language rights and aims at supporting, promoting and developing the official languages. However, despite the advantages of mother tongue education, English is often chosen as language of learning and teaching at the cost of the African official languages. This study proposes the accommodation and promotion of multilingualism through blended l...

  1. DISCOURSE OF EDUCATION: ONLINE AND BLENDED LEARNING

    OpenAIRE

    PENKOV B.V.

    2015-01-01

    The study examines some features of educational discourse, including the concepts of online and blended learning within the context of high school. The object of research is high school, especially senior high school. The author looks into discourse markers for the use of concepts in the discourse of education. The features differentiate texts, which belong to the educational discourse and its genres as well as show the markers of contemporary discourse within the context. They study analyzes...

  2. Facebook: A Versatile Platform for Blended Learning

    OpenAIRE

    Wong Ling Shing; Betty Voon Wan Niu

    2013-01-01

    Facebook is a popular networking tool among the young learners. This paper reports a practical usage of Facebook to engage learners in blended learning. The practical usage of Facebook in hosting online forums, sharing media files in vodcast, building collaborative content through Facebook Doc, and using Facebook as repository for articles and lecture notes has been described. Recent survey on 55 students revealed that a strong majority of the students agreed that Facebook has positive impact...

  3. COMBLE: European Community of Integrative Blended Learning Experts

    OpenAIRE

    Niemczik, Christian; Brenstein, Elke; Scholl, Margit

    2008-01-01

    The COMBLE project defines new and innovative models for the use of Blended learning in different educational backgrounds (vocational training, enterprises, universities, public bodies). To use the potentials of Blended learning a European wiki-based community called Methopedia will be established. By contributing to the development of Blended learning COMBLE supports ICT relevant methods that are indispensable for lifelong learning in Europe. Moreover, COMBLE will address to management-level...

  4. Blended learning. Conceptos básicos

    Directory of Open Access Journals (Sweden)

    Antonio Bartolomé Pina

    2004-01-01

    Full Text Available En los últimos dos años ha aparecido un nuevo concepto que surge con fuerza en el ámbito de la formación: «Blended Learning». Literalmente podríamos traducirlo como «aprendizaje mezclado» y la novedad del término no se corresponde con la tradición de las prácticas que encierra. Otras denominaciones se han utilizado antes para la misma idea. Y a veces otras ideas se están utilizando para esta misma denominación. ¿Estamos ante un simple recurso de propaganda y venta? ¿Aporta algo a nuestras acción formativa? Este artículo trata de ayudar a comprender que se entiende por «Blended Learning» y a entresacar algunas de las aportaciones que nos pueden enriquecer. Tras estudiar el blended learning como respuesta a los problemas que encuentra el elearning y la enseñanza tradicional, se analizan sus posibilidades y sus características. El artículo termina con una reflexión sobre la razón de la necesidad de este modelo más allá de los motivos economicistas o didácticos.

  5. BLENDED TECHNOLOGY IN LEARNING FOREIGN LANGUAGES

    Directory of Open Access Journals (Sweden)

    Natalia Alexandrovna Kameneva

    2013-11-01

    Full Text Available This article analyzes the use of information technologies in the context of a blended technology approach to learning foreign languages in higher education institutions. Distance learning tools can be categorized as being synchronous (webinar, video conferencing, case-technology, chat, ICQ, Skype, interactive whiteboards or asynchronous (blogs, forums, Twitter, video and audio podcasts, wikis, on-line testing. Sociological and psychological aspects of their application in the educational process are also considered.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-41

  6. Teaching European Studies: A Blended Learning Approach

    Directory of Open Access Journals (Sweden)

    Alina Christova

    2011-12-01

    Full Text Available This paper will be looking into the teaching method developed by the Institute for European Studies in Brussels, combining an e-learning tool- the E-modules- with face-to-face training sessions and webinars. The main aim is to analyse the three different components of this “blended learning” pedagogical approach, as well as the way they complement each other and to address a few of the challenges that have emerged from the experience of working with them so far. The E-modules are an e-learning platform that has been designed with the purpose of offering a structured and interactive way of learning how the European Union functions. The face-to-face training component currently takes the form of three days in-house seminars, covering in an intensive manner the most important areas of the curriculum. The lectures are held by a mix of academics and practitioners, hereby ensuring a balanced approach, in which theory and practice come together to facilitate the learning experience. The third element of the “blended learning” method is placed in-between online and face-to-face learning: interactive seminars and debates are held online, giving the participants the chance to deepen their knowledge in certain fields of interest and to discuss the content of the course with specialists and among themselves. The mixture of delivery and interaction methods was chosen in order to accommodate a large variety of target groups, ranging from students to professionals working with EU-related issues, with different backgrounds and geographical origins. One of the main challenges is to use each medium for the functionalities it is best designed for and to ensure that the various pieces of the pedagogical puzzle fit together perfectly, while allowing the learners the flexibility that had initially directed them towards “blended learning” instead of a classical classroom approach.

  7. Towards a Blended Learning Model for Teaching and Learning Computer Programming: A Case Study

    OpenAIRE

    Said HADJERROUIT

    2008-01-01

    Blended learning is becoming an attractive model in higher education as new innovative information technologies are becoming increasingly available. However, just blending face-to-face learning with information technologies cannot provide effective teaching and efficient solutions for learning. To be successful, blended learning must rely on solid learning theory and pedagogical strategies. In addition, there is a need for a design-based research approach to explore blending learning through ...

  8. THE HANDBOOK OF BLENDED LEARNING:Global Perspectives, Local Designs

    Directory of Open Access Journals (Sweden)

    Reviewed by Alev ATES

    2009-10-01

    are discussed.In Part Eight: Future trends in blended learning, emerging technologies such as simulations, mobile technologies, augmented reality and reusable content objects which will affect BL opportunities are presented. The chapters in this part, provideinteresting examples regarding BL in military training, mixed and virtual reality technologies and future trends besides predictions.Finally, the authors concluded that BL can provide adults numerous learning options ―without ever showing up on campus‖ and they mention that most of what has been introduced as learning options in this book would outdate in ten or twenty years. When considering the fact that different economic conditions and situations of developed and developing countries and digital divide, I disagree with this notion. Those learning options might be outdated for some developed countries while still in-use for theothers.In conclusion, ―The Handbook of Blended Learning: Global Perspectives, Local Designs‖is a quite comprehensive reference with the contributions of prominent experts in instructional technology and a helpful handbook for those who wish to learn more about blended learning, BL design models and example case studies of worldwideimplementations in local higher education institutes and also in organizations.As one of our studies‘ about the pre-service teachers‘ views on blended learning (Ateş,Turalı and Güneyce, 2008 indicates, traditional face to face learning environment isindispensable for social aspect of teaching and learning however Internet based asynchronous technologies such as e-mail, forum, listserv, blog, e-portfolio, webfolio..etc. can provide learners more flexible and interactive learning environments independent from time and space. Also, synchronous technologies such as chat,videoconferencing, instant messaging tools. etc. can enhance interaction between instructors and learners which may provide motivation for learning.Thus, it is rationale to take

  9. Study of Blended Learning Process in Education Context

    OpenAIRE

    Asif Irshad Khan; Noor-ul-Qayyum; Mahaboob Sharief Shaik; Abdullah Maresh Ali; Ch.Vijaya Bebi

    2012-01-01

    Education is one of the areas that are experiencing phenomenal changes as a result of the advancement and use of information technology. Mobile and e-learning are already facilitating the teaching and learning experience with the use of latest channels and technologies. Blended learning is a potential outcome of advanced technology based learning system. The charm of blended learning approach lies in the adaptation of technology aided learning methods in addition to the existing traditional b...

  10. Enhancing the blended learning experience of Calculus I students

    OpenAIRE

    Al-Ghassani, A; H. Al Shamsi; Islam, M.; N. Al-Salti; I. Al-Hasni

    2015-01-01

    Blended Learning showed in the last two decades to be one of the effective ways in education and training. We illustrate our initiative experience with blended learning in the course Calculus I. The main goals we want to achieve are improving students understanding of the course concepts, increasing the level of uniformity in this multi-sections course and enhancing students blended learning experience online and offline. Consequently, this affects positively students' academic performance. W...

  11. Embedded System and Robotic Education in a Blended Learning Environment Utilizing Remote and Virtual Labs in the Cloud, Accompanied by ‘Robotic HomeLab Kit’

    Directory of Open Access Journals (Sweden)

    Sven Seiler

    2012-12-01

    Full Text Available It is impossible to imagine everyday life without embedded devices and robotic applications, as they are utilized in almost every nowadays technical product. And there is a frantic need of well-educated developers, designers and programmers to handle and further evolve this existing technology. The domain itself is in a big change because the borders of pure ICT and embedded system are fusing and according to this process new methods for teaching these disciplines are necessary. It is important that ICT education will become more and more to real systems education, instead of just computer software programming, but in most curricula these two domains are still separated. The paper addresses a novel and implemented solution for teaching and learning of Robotics and embedded systems, while setting in remote labs and modern Internet technology into overall learning process. The proposed concept builds the bridge for a simple and logical study process by utilizing ICT for controlling and understanding real word processes and situations. The introduced blended learning concept covers several educational levels, starting from first and second level education up to university education and life-long learning. The solution is covered with hands-on mobile hardware kits, collaborative e-tools and remote labs. The focus in this paper is on the integration of the overall concept and an evaluation of the given courses.

  12. Teaching Human Development: A Case for Blended Learning

    Science.gov (United States)

    Cottle, Nathan R.; Glover, Rebecca J.

    2011-01-01

    This article makes a case for the use of blended learning in teaching human development as a means to encourage higher-order student learning outcomes. The authors review literature regarding the use and effectiveness of blended learning, discuss an illustrative example of a redesign of a human development course, present outcomes from a…

  13. Student Engagement and Blended Learning: Making the Assessment Connection

    OpenAIRE

    Norman Vaughan

    2014-01-01

    There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student engagement with course concepts, their peers, faculty and external experts, leading to increased student success and satisfaction.

  14. Blended Learning: How Teachers Balance the Blend of Online and Classroom Components

    Science.gov (United States)

    Jeffrey, Lynn M.; Milne, John; Suddaby, Gordon

    2014-01-01

    Despite teacher resistance to the use of technology in education, blended learning has increased rapidly, driven by evidence of its advantages over either online or classroom teaching alone. However, blended learning courses still fail to maximize the benefits this format offers. Much research has been conducted on various aspects of this problem,…

  15. Blended Learning within an Undergraduate Exercise Physiology Laboratory

    Science.gov (United States)

    Elmer, Steven J.; Carter, Kathryn R.; Armga, Austin J.; Carter, Jason R.

    2016-01-01

    In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning…

  16. Use of blended learning in workplace learning

    DEFF Research Database (Denmark)

    Georgsen, Marianne; Løvstad, Charlotte Vange

    2014-01-01

    In 2014, a new system has been put in place for the inspection and approval of social welfare institutions in Denmark. In as little as 10 weeks, 330 new employees in five regional centres participated in an introductory course, designed as work place learning with extensive use of e-learning and IT...

  17. Blended Learning in Higher Education: Students' Perceptions and Their Relation to Outcomes

    Science.gov (United States)

    Lopez-Perez, M. Victoria; Perez-Lopez, M. Carmen; Rodriguez-Ariza, Lazaro

    2011-01-01

    New information and communication technologies (ICTs) provide educators and learners with an innovative learning environment to stimulate and enhance the teaching and learning process. In this context, novel educational concepts such as blended learning are being developed. In the present paper, we present the results obtained from a blended…

  18. Facilitating Cooperative Learning in Online and Blended Courses: An Example from an Integrated Marketing Communications Course

    Science.gov (United States)

    Johnson, Katryna

    2013-01-01

    Employers today expect that students will be able to work in teams. Cooperative learning theory addresses how skills such as decision making, problem solving and communication can be learned by individuals in group settings. This paper discusses how cooperative learning can be used in an online and blended environment to increase active learning…

  19. Applying TSOI Hybrid Learning Model to Enhance Blended Learning Experience in Science Education

    Science.gov (United States)

    Tsoi, Mun Fie

    2009-01-01

    Purpose: Research on the nature of blended learning and its features has led to a variety of approaches to the practice of blended learning. The purpose of this paper is to provide an alternative practice model, the TSOI hybrid learning model (HLM) to enhance the blended learning experiences in science education. Design/methodology/approach: The…

  20. Blended learning in health education: three case studies.

    Science.gov (United States)

    de Jong, Nynke; Savin-Baden, Maggi; Cunningham, Anne Marie; Verstegen, Daniëlle M L

    2014-09-01

    Blended learning in which online education is combined with face-to-face education is especially useful for (future) health care professionals who need to keep up-to-date. Blended learning can make learning more efficient, for instance by removing barriers of time and distance. In the past distance-based learning activities have often been associated with traditional delivery-based methods, individual learning and limited contact. The central question in this paper is: can blended learning be active and collaborative? Three cases of blended, active and collaborative learning are presented. In case 1 a virtual classroom is used to realize online problem-based learning (PBL). In case 2 PBL cases are presented in Second Life, a 3D immersive virtual world. In case 3 discussion forums, blogs and wikis were used. In all cases face-to-face meetings were also organized. Evaluation results of the three cases clearly show that active, collaborative learning at a distance is possible. Blended learning enables the use of novel instructional methods and student-centred education. The three cases employ different educational methods, thus illustrating diverse possibilities and a variety of learning activities in blended learning. Interaction and communication rules, the role of the teacher, careful selection of collaboration tools and technical preparation should be considered when designing and implementing blended learning.

  1. Classroom Habit(us): Digital Learning Tools in a Blended Learning Program

    DEFF Research Database (Denmark)

    Borsotti, Valeria; Møllenbach, Emilie

    2016-01-01

    In this exploratory case study we map the educational practice of teachers and students in a professional master of Interaction Design. Through a grounded analysis of the context we describe and reflect on: 1) the use of digital learning tools in a blended learning environment, 2) co-presence as ......In this exploratory case study we map the educational practice of teachers and students in a professional master of Interaction Design. Through a grounded analysis of the context we describe and reflect on: 1) the use of digital learning tools in a blended learning environment, 2) co......-presence as an educational parameter. We use the concept of habitus (Bourdieu, 1977) to engage with the empirical context, and we adopt the Reggio Emilia perspective of viewing space, both physical and social, as the third teacher (Edwards et al, 1998). This investigation has led to insights into the existing practice...

  2. A blended learning program on undergraduate nursing students' learning of electrocardiography.

    Science.gov (United States)

    Jang, Keum-Seong; Kim, Yun-Min; Park, Soon-Joo

    2006-01-01

    This study sought to evaluate the feasibility of applying the blended learning program that combines the advantages of face-to-face(FTF) learning and e-learning. The blended learning program was developed by the authors and implemented for 4 weeks. 56 senior nursing students were recruited at a university in Korea. Significant improvement was noted in learning achievement. No significant differences were noted between FTF and web-based learning in learning motivation. Learning satisfaction and students' experience in taking this course revealed some positive effects of blended learning. The use of blended learning program for undergraduate nursing students will provide an effective learning model. PMID:17102388

  3. Blended learning – integrating E-learning with traditional learning methods in teaching basic medical science

    OpenAIRE

    J.G. Bagi; N.K. Hashilkar

    2014-01-01

    Background: Blended learning includes an integration of face to face classroom learning with technology enhanced online material. It provides the convenience, speed and cost effectiveness of e-learning with the personal touch of traditional learning. Objective: The objective of the present study was to assess the effectiveness of a combination of e-learning module and traditional teaching (Blended learning) as compared to traditional teaching alone to teach acid base homeostasis to Phase I MB...

  4. An Open Portal for Blended Learning

    DEFF Research Database (Denmark)

    Grønbæk, Kaj; Bouvin, Niels Olof; Petersen, Marianne Graves;

    2004-01-01

    The combination of traditional teaching and Web-based teaching, so called blended learning, is a challenge to the teachers as well as to the students. This shift in teaching demands an openness and flexibility from the technical platform which has not been found in the existing tools. Therefore....... This paper reflects on how the challenges with the creation of flexible Web-supported teaching are handled in two courses and how CourseWeb in the present and in the future is able to support this kind of teaching....

  5. Blended e-learning en universidades andaluzas

    OpenAIRE

    Tirado Morueta, Ramón; Pérez Rodríguez, María Amor; Aguaded Gómez, José Ignacio

    2011-01-01

    Conocer la implantación de la enseñanza virtual en el sistema universitario es hoy una prioridad básica en la investigación educativa para evaluar los nuevos procesos de enseñanza y aprendizaje que esta modalidad didáctica está generando. El ya llamado «blended e-learning» se ha ido implantando en las distintas universidades de todo el mundo con resultados muy variables. En este trabajo se presentan los resultados de un Proyecto de Investigación de Excelencia desarrollado en la...

  6. Blended learning specialists in radiation protection

    International Nuclear Information System (INIS)

    In this paper, we present a blended learning Radiation Protection Technician through an approved degree from the Polytechnic University of Valencia, which covers the knowledge and skills of functions relating to operators and supervisors in various areas and skilled workers to be to perform their work in technical units or Radiation Protection Radiation Protection Services. The benefits of this work are those related to achieving quality training flexible and adapted to follow the check off the person conducting the course, adapted to internal and external training of the applicant companies.

  7. Use of Blended Approach in the Learning of Electromagnetic Induction

    OpenAIRE

    Chew, Charles; Wee, Loo Kang

    2015-01-01

    This paper traces the importance of pedagogical content knowledge in the digital age to prepare today students for the 21st century. It highlights the need for ICT-based pedagogical models that are grounded in both the learning theories of constructivism and connectivism. One such suitable ICT-based pedagogical model is the TSOI Hybrid Learning Model. By means of a physics blended learning exemplar based on the TSOI Hybrid Learning Model, this paper argues for the use of blended learning appr...

  8. Blended Learning: The Perceptions of First-Year Geography Students

    Science.gov (United States)

    Mitchell, Phillipa; Forer, Pip

    2010-01-01

    Focusing on "Digital Worlds", a first-year geography blended learning course at the University of Auckland, this paper gives voice to the students, examining how they perceived e-learning versus traditional learning mechanisms; how e-learning mechanisms have affected their learning behaviour; and why certain e-learning mechanisms offered in the…

  9. Navigating E-Learning and Blended Learning for Pre-Service Teachers: Redesigning for Engagement, Access and Efficiency

    Science.gov (United States)

    Chigeza, Philemon; Halbert, Kelsey

    2014-01-01

    Nebulous combinations of face-to-face and online learning are increasingly common across Australian higher education contexts. This paper reports on part of a redesign project of an undergraduate education subject at a regional university. The aim of the redesign was to enhance e-learning and blended learning environments. An approach that maps…

  10. REVIEW: The Handbook Of Blended Learning: Global Perspectives, Local Designs

    OpenAIRE

    ATES, Reviewed By Alev

    2009-01-01

    Blended learning or blended e-learning sounds like a confusing term at first since it is relatively a new term for today’s instructors. However, Moore reports that it can be traced as far back as the 1920s which was called “supervised correspondence study”. For clarification of the term “blended learning” and informing the instructors about its common practices worldwide, the book provides readers a comprehensive resource about blended learning. It aims to raise awareness of adopting BL from ...

  11. A case study of blended learning in a secondary biotechnology class

    Science.gov (United States)

    Coe, Jacqueline

    An increase in the use of technology in high schools, coupled with the need to facilitate the development of 21st century skills in our students, give us opportunity and impetus to examine the use of blended learning. This study provides important insight into how blended learning translates into the secondary school environment. For the purpose of this study, blended learning is defined by Staker & Horn (2012) as a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace and at least in part at a supervised brick-and-mortar location away from home. (p. 4) This descriptive single case study used qualitative analyses in an effort to answer the research questions, What are the experiences of secondary students when blended learning methods are introduced in a Biotechnology I class and how might these impact (a) the cognitive complexity of the course, (b) the level of choice students perceive they have, (c) the amount of time spent on working with the content, (d) student and teacher perceptions of blended learning, and (e) overall student achievement. Additionally, the impact of a learning-centered approach was explored. Data was gathered through teacher interviews, student interviews, classroom observations, student work, including formative and summative assignments, exit slips, surveys, and grades. Keywords: blended learning, cognitive complexity, learning-centered

  12. Cyber Asynchronous versus Blended Cyber Approach in Distance English Learning

    Science.gov (United States)

    Ge, Zi-Gang

    2012-01-01

    This study aims to compare the single cyber asynchronous learning approach with the blended cyber learning approach in distance English education. Two classes of 70 students participated in this study, which lasted one semester of about four months, with one class using the blended approach for their English study and the other only using the…

  13. Blended Learning for College Students with English Reading Difficulties

    Science.gov (United States)

    Yang, Yu-Fen

    2012-01-01

    Most previous studies in blended learning simply involved on-site and online instruction without considering students' control of their own learning in these two different modalities. The purpose of this study was to investigate how college students with English reading difficulties integrate their conceptions of and approaches to blended learning…

  14. Blended Learning in Saudi Universities: Challenges and Perspectives

    Science.gov (United States)

    Alebaikan, Reem; Troudi, Salah

    2010-01-01

    This study is an attempt to investigate the nature of obstacles and challenges encountered at Saudi universities while implementing a blended learning approach. A literature review of blended learning rationale and designs, and the status of web-based education in Saudi higher education are demonstrated. Three main challenges of applying blended…

  15. Collaborative Inquiry: Expert Analysis of Blended Learning in Higher Education

    Science.gov (United States)

    Wold, Kari

    2013-01-01

    This paper reports on findings of a university focus group exploring blended learning in higher education. It first describes the findings regarding the amorphous definition of blended learning as well as whether and how universities might engage in the practice. This paper then explains the administrative, instructor, and student variables that…

  16. Encouraging User Participation in Blended Learning: Course Reorientation

    Science.gov (United States)

    Fairchild, Alea M.

    2015-01-01

    Blended learning, structured as a combination of traditional course instruction and additional supporting multimedia course content, can be used in higher education for a variety of reasons. In the case study that we examine, the introduction of blended learning was initiated three years ago with the purpose of creating more resources for…

  17. Student Outcomes and Design Elements in Blended Learning Courses

    Science.gov (United States)

    Newbury, Robert

    2013-01-01

    The concept of "blended learning" appears with increasing frequency in academic literature, published research and general discussion as the latest trend in pedagogy. Known also as "hybrid education" and "web-enhanced instruction", blended learning courses have been reported as the method of delivery for 80 to 90…

  18. Feedback model to support designers of blended learning courses

    NARCIS (Netherlands)

    Hummel, Hans

    2006-01-01

    Hummel, H. G. K. (2006, December). Feedback model to support designers of blended learning courses. International Review of Open and Distance Learning [Online], 7(3). Available: http://www.irrodl.org/index.php/irrodl/article/view/379/748

  19. Impact of different blends of learning on students performance in higher education

    OpenAIRE

    Thai, Ngoc Thuy; Wever, Bram De; Valcke, Martin

    2015-01-01

    This study concentrates on the differential impact of alternative learning environment designs on student outcomes, in the context of the same higher education course: a flipped classroom design, a blended learning design, a face-to-face learning setting and a completely e-learning set-up. Two key design components - lectures and collaborative work (group discussions) - were manipulated in four alternative instructional designs. Besides learning performance as a key dependent variable, the pr...

  20. Implementing Blended Learning Technology in Higher Professional Education

    OpenAIRE

    Matukhin, Dmitriy Leonidovich; Zhitkova, Elena

    2015-01-01

    The paper dwells on the learning outcomes of experimental implementing of blended learning technology in the English language teaching to engineering students of the Tomsk Polytechnic University. The aim of blended learning application is to enhance efficiency of the learning process by means of up-to-date highly-technological means of instruction. The author identified the level of information competency of engineering students, analyzed psychological readiness of engineering students to han...

  1. To blend or not to blend?! That’s the e-learning question!

    OpenAIRE

    Gil, Henrique

    2009-01-01

    This paper aims to discuss and reflect about the importance of blended learning. Today blended learning became very popular but it is important find the best ways and the best types to deliver and ”consume ”it. It is common recognize blended learning as a mix of media and delivery. However there is very important to find out the “right mix” because it is known that different problems need different solutions. When we talk about higher education we deal with adults and we assume that students ...

  2. Expanding CTE Opportunities through Blended Learning

    Science.gov (United States)

    McKinstry, Elizabeth

    2012-01-01

    The global economy, 21st century skills, knowledge society, college and career readiness, digital and project-based learning are all common terms to educators who are expanding their learning environments beyond the classroom to meet the needs of all students. It is common knowledge that the rapid technological advances of this century have…

  3. Blended Learning in Vocational Education: Teachers' Conceptions of Blended Learning and Their Approaches to Teaching and Design

    Science.gov (United States)

    Bliuc, Ana-Maria; Casey, Grant; Bachfischer, Agnieszka; Goodyear, Peter; Ellis, Robert A.

    2012-01-01

    This paper presents research exploring teachers' experiences of using blended learning in vocational education. Teachers involved in designing and teaching using blended learning from a major Australian vocational education provider participated in the study. They received open-ended questionnaires asking to describe their conceptions of blended…

  4. Perception of blended learning inventory (POBLI) - development and validation

    DEFF Research Database (Denmark)

    Lassesen, Berit; Rossen, Dorte Sidelmann; Stenalt, Maria Hvid

    Topic: 02 Scholarship of teaching and learning Abstract id: 140608-E-1270 Title: PERCEPTION OF BLENDED LEARNING INVENTORY (POBLI) – DEVELOPMENT AND VALIDATION Berit Lassesen 1,*Dorte S. Rossen 1Maria Hvid Stenalt 1,* Aarhus University, Aarhus, Denmark Background: Aarhus University (DK) has chosen...... a new strategic focus on 'Educational IT’ with the purpose of strengthening teaching and learning through use of online interactions. Some of the major challenges in the development of this strategy include how to, identify rationales for using blended learning, stimulate pedagogical reflections...... and explore how the use of blended learning affects teachers’ approaches to teaching and students’ approaches to learning in higher education. So far, there has been relatively limited research on approaches to teaching in blended learning (González 2010; Lameras et al., 2012). In one study, Ellis et al...

  5. Possibilities of Computer-supported Collaborative Learning in Blended-learning

    OpenAIRE

    Ulmane-Ozoliņa, Lāsma

    2015-01-01

    Higher education institutions in Latvia offer blended learning where traditional face to face lectures are combined with e-learning options. Research on blended learning in Latvia is very little. Author offers her view on blended learning analysis in Latvia and possibility to introduce computer-supported collaborative learning as tool to involve students in more active learning and learners’ community building. As theoretical background author uses sociocultural theory and participatory metap...

  6. Study of Blended Learning Process in Education Context

    Directory of Open Access Journals (Sweden)

    Asif Irshad Khan

    2012-09-01

    Full Text Available Education is one of the areas that are experiencing phenomenal changes as a result of the advancement and use of information technology. Mobile and e-learning are already facilitating the teaching and learning experience with the use of latest channels and technologies. Blended learning is a potential outcome of advanced technology based learning system. The charm of blended learning approach lies in the adaptation of technology aided learning methods in addition to the existing traditional based learning. With the introduction of technology, the overall learning as well as teaching experience is considerably enhanced by covering negative aspects of the traditional approach. In this paper a blended learning model for higher education where traditional classroom lectures are supported via e-learning.

  7. Competencias en los procesos de enseñanza-aprendizaje virtual y semipresencial Teaching Skills in Virtual and Blended Learning Environments

    Directory of Open Access Journals (Sweden)

    Francisco Imbernón Muñoz

    2011-03-01

    competitive internationally in a globalized world. In this paper, we focus on two distance learning modes that will become more important as a result of this change in universities: e-learning and b-learning. These basically involve the virtualization of learning processes through the use of computer equipment. We carried out a qualitative study using the case study method. The results indicate that teaching staff use information and communication technology (ICT to improve student learning. Similarly, a high percentage (78% of lecturers use some form of digital platform as a support for teaching. In conclusion, training policies should strengthen university teachers’ skills in the use of ICT equipment, tools and resources related to blended and virtual learning.

  8. The POL Model: Using a Social Constructivist Framework to Develop Blended and Online Learning

    DEFF Research Database (Denmark)

    Dalsgaard, Christian; Godsk, Mikkel

    2007-01-01

    materials and tools, outlines a schedule, and supports the students' learning activity in developing a product. The model is based on our experiences with transforming traditional lecture-based lessons into problem-based blended and online learning using a social constructivist approach and a standard...... virtual learning environment (VLE). Our initial experiments indicate that our model is useful to develop blended and online modules and, furthermore, it seems fruitful to use a social constructivist framework and orienting learning activities towards the development of products....

  9. Online and Blended Learning Approach on Instructional Multimedia Development Courses in Teacher Education

    Science.gov (United States)

    Bicen, Hüseyin; Ozdamli, Fezile; Uzunboylu, Hüseyin

    2014-01-01

    In this study, an e-learning environment was designed for teacher candidates. Teacher candidates developed multimedia-based projects by means of multimedia tools. This research aims to determine the effects of online and blended learning approaches on the success level of multimedia projects and the teacher candidates' attitudes, opinions and…

  10. The Use of Social Media for Blended Learning in Tertiary Education

    Science.gov (United States)

    Chan, Winslet Ting Yan; Leung, Chi Hong

    2016-01-01

    The use of social media facilitates communication and collaboration among users to support the student-centered learning environment. In this study, Twitter was used to support blended learning activities in two university courses. A survey was conducted and the results showed that Twitter was easy to use and it could facilitate knowledge sharing…

  11. Study Procrastination, Achievement, and Academic Motivation in Web-Based and Blended Distance Learning

    Science.gov (United States)

    Romano, Jeanine; Wallace, Tary L.; Helmick, Ina J.; Carey, Lou M.; Adkins, Lisa

    2005-01-01

    Growth in distance education is increasing the need to examine students' learning strategies in distance and blended learning environments. Students' cramming or spaced-review behaviors were measured and compared across delivery formats as well as examined related to course achievement and attitudes across a term. Although theory would predict…

  12. An Integrated BIM and Cost Estimating Blended Learning Model--Acceptance Differences between Experts and Novice

    Science.gov (United States)

    Wu, Yun-Wu; Wen, Ming-Hui; Chen, Ching-Ming; Hsu, I-Ting

    2016-01-01

    "Building information technology" and "cost estimating" are two core skills of construction education. However, in traditional education, students learn these two important subjects in separate courses. This study proposes a blended learning environment which can provide students with support for their face-to-face learning…

  13. THE HANDBOOK OF BLENDED LEARNING:Global Perspectives, Local Designs

    OpenAIRE

    ATES, Reviewed By Alev

    2009-01-01

    THE HANDBOOK OF BLENDED LEARNING:Global Perspectives, Local Designs Curtis J. Bonk (ed.) and Charles R. Graham (ed.), Jay Cross (Foreword),Micheal G. Moore Foreword) ISBN: 978-0-7879-7758-0 Publisher: John Wiley & Sons, Inc. Pfeiffer Pages: 624 March 2006.Reviewed by Alev ATESPhD Student at Curriculum and Instruction,Lecturer at Computer Education and Instructional Technologies,Faculty of Education, Ege University, Izmir, TURKEYBlended learning or blended e-learning sounds like aconfusing ter...

  14. Participation in the Virtual Environment of Blended College Courses: An Activity Study of Student Performance

    Science.gov (United States)

    Cavanaugh, Cathy; Hargis, Jace; Mayberry, John

    2016-01-01

    This paper describes a study of success factors in the introductory semester of liberal studies blended courses offered at the bachelor of science level. The influence of student participation in the online course environment was examined, as measured by the number of times students logged into the learning management system (LMS) and average…

  15. Blended Learning: Instructional Design Strategies for Maximizing Impact

    Science.gov (United States)

    Adams, Jean

    2013-01-01

    Although e-learning has improved in quality, reach and learning impact over the past decade, it can be argued that it has not yet lived up to its potential to transform workplace learning. In the drive to increase effectiveness, interest has grown in blended learning, an instructional strategy that combines the use of web-technologies with more…

  16. Beyond e-learning: from blended methodology to transmedia education

    Directory of Open Access Journals (Sweden)

    Favrin Valentina

    2015-06-01

    Full Text Available Nowadays, at the time of convergence culture, social network, and transmedia storytelling – when social interactions are constantly remediated – e-learning, especially in universities, should be conceived as a sharing educational activity. Different learning experiences should become smoother and able to fade out the closed learning environments (as software platform and classrooms (either virtual or not. In this paper, we will show some experiences of the Communication Sciences degree program of the University of Cagliari, which is supplied through an e-learning method. In the ten years since its foundation, the approach has evolved from a blended learning with two kinds of traditional activity (online activities and face-to-face lessons to a much more dynamic learning experience. Many new actors (communication companies, local government, public-service corporations, new media and social media – indeed – have been involved in educational and teaching process. But also these processes changed: collaborative working, new media comprehension, self-guided problem solving are examples of the new literacies and approaches that can be reached as new learning objectives.

  17. Blended Learning in Real Estate Education: A Survey

    OpenAIRE

    Thomson, B; Martens, B.

    2015-01-01

    Blended learning is to regarded a didactical meaningful combination of traditional face-to-face instruction and state-of-the-art e-learning formats. The efficiency and flexibility of computer-mediated forms of learning are combined with the social aspects of face-to-face communication. In other words a useful learning arrangement which combines modern-day means of networking through the internet and ‘classical’ learning methods and media. At the time of writing, blended learning has been oper...

  18. Enhancing the blended learning experience of Calculus I students

    Directory of Open Access Journals (Sweden)

    A. Al-Ghassani

    2015-08-01

    Full Text Available Blended Learning showed in the last two decades to be one of the effective ways in education and training. We illustrate our initiative experience with blended learning in the course Calculus I. The main goals we want to achieve are improving students understanding of the course concepts, increasing the level of uniformity in this multi-sections course and enhancing students blended learning experience online and offline. Consequently, this affects positively students' academic performance. We describe and discuss the results that we achieved and the challenges we encountered in view of the initiative aims and goals. The blended learning delivery methods were through Learning Management System (LMS as the online medium and through new offline activities inside and outside the classroom. The LMS we used is Moodle. We designed the resources and activities to cater for the learners different needs. The offline activities were chosen and designed to strengthen the weakness in students study skills based in our experience.

  19. Enhancing fieldwork learning using blended learning, GIS and remote supervision

    Science.gov (United States)

    Marra, Wouter A.; Alberti, Koko; Karssenberg, Derek

    2015-04-01

    Fieldwork is an important part of education in geosciences and essential to put theoretical knowledge into an authentic context. Fieldwork as teaching tool can take place in various forms, such as field-tutorial, excursion, or supervised research. Current challenges with fieldwork in education are to incorporate state-of-the art methods for digital data collection, on-site GIS-analysis and providing high-quality feedback to large groups of students in the field. We present a case on first-year earth-sciences fieldwork with approximately 80 students in the French Alps focused on geological and geomorphological mapping. Here, students work in couples and each couple maps their own fieldwork area to reconstruct the formative history. We present several major improvements for this fieldwork using a blended-learning approach, relying on open source software only. An important enhancement to the French Alps fieldwork is improving students' preparation. In a GIS environment, students explore their fieldwork areas using existing remote sensing data, a digital elevation model and derivatives to formulate testable hypotheses before the actual fieldwork. The advantage of this is that the students already know their area when arriving in the field, have started to apply the empirical cycle prior to their field visit, and are therefore eager to investigate their own research questions. During the fieldwork, students store and analyze their field observations in the same GIS environment. This enables them to get a better overview of their own collected data, and to integrate existing data sources also used in the preparation phase. This results in a quicker and enhanced understanding by the students. To enable remote access to observational data collected by students, the students synchronize their data daily with a webserver running a web map application. Supervisors can review students' progress remotely, examine and evaluate their observations in a GIS, and provide

  20. The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context

    OpenAIRE

    Richard Lynch; Myron Dembo

    2004-01-01

    This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operatio...

  1. Blended learning within an undergraduate exercise physiology laboratory.

    Science.gov (United States)

    Elmer, Steven J; Carter, Kathryn R; Armga, Austin J; Carter, Jason R

    2016-03-01

    In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (∼15 min). Laboratory section 1 (n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 (n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (∼79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories (P = 0.62) or between sections (P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased (P < 0.01) and a greater percentage of students agreed that learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P < 0.01). Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance. PMID:26847259

  2. Blended Learning Approach for Enhancing Students' Learning Experiences in a Knowledge Society

    Science.gov (United States)

    Suprabha, K.; Subramonian, G.

    2015-01-01

    Blended learning which, its name suggests, blends online learning with traditional methods of learning and development. It is a new instructional strategy, based on the non-linear and interactive features of the digital learning and instruction through the web. Exploring the literature review, the purpose of the study was to get a deeper…

  3. Implementation of Blended Learning in Higher Learning Institutions: A Review of the Literature

    Science.gov (United States)

    Ma'arop, Amrien Hamila; Embi, Mohamed Amin

    2016-01-01

    While many educational premises including higher learning institutions favor blended learning over traditional approach and merely online learning, some academicians are still apprehensive about teaching in blended learning. The aim of this review is to synthesize the available evidence in the literature on challenges faced in implementing blended…

  4. Use of Blended Approach in the Learning of Electromagnetic Induction

    CERN Document Server

    Chew, Charles

    2015-01-01

    This paper traces the importance of pedagogical content knowledge in the digital age to prepare today students for the 21st century. It highlights the need for ICT-based pedagogical models that are grounded in both the learning theories of constructivism and connectivism. One such suitable ICT-based pedagogical model is the TSOI Hybrid Learning Model. By means of a physics blended learning exemplar based on the TSOI Hybrid Learning Model, this paper argues for the use of blended learning approach as the way forward for 21st century teaching.

  5. Assessing the impact of blended learning on student performance

    OpenAIRE

    Do Won Kwak; Flavio Menezes; Carl Sherwood

    2013-01-01

    This paper assesses quantitatively the impact on student performance of a blended learning experiment within a large undergraduate first year course in statistics for business and economics students. We employ a differences- in-difference econometric approach, which controls for differences in student characteristics and course delivery method, to evaluate the impact of blended learning on student performance. Although students in the course manifest a preference for live lectures over online...

  6. Reconfiguring Course Design in Virtual Learning Environments

    DEFF Research Database (Denmark)

    Mullins, Michael; Zupancic, Tadeja

    2007-01-01

    Although many administrators and educators are familiar with e-learning programs, learning management systems and portals, fewer may have experience with virtual distributed learning environments and their academic relevance. The blended learning experience of the VIPA e-learning project for arch......Although many administrators and educators are familiar with e-learning programs, learning management systems and portals, fewer may have experience with virtual distributed learning environments and their academic relevance. The blended learning experience of the VIPA e-learning project...... for architectural students offers some innovative insights into experientially oriented educational interfaces. A comparative analysis of VIPA courses and project results are presented in the paper. Special attention in the discussion is devoted to the improvements of e-learning solutions in architecture....... The criterion of the relation between the actual applicability of selected e-learning solutions and elements of collaborative educational interfaces with VR are taken into account. A system of e-learning applicability levels in program and course development and implementation of architectural tectonics...

  7. Blended Learning: Communication, Locations and Work-Life Practices

    Science.gov (United States)

    Moe, Carl Erik; Rye, Stale Angen

    2011-01-01

    The article discusses blended learning and how various delivery formats affect the way learning is situated in work-life practices. The authors approached this issue through an empirical study of an in-service training programme for middle-level managers in a number of case organisations. The programme used a combination of e-learning, textbooks…

  8. Blending toward Competency. Early Patterns of Blended Learning and Competency-Based Education in New Hampshire

    Science.gov (United States)

    Freeland, Julia

    2014-01-01

    As the education field strives to differentiate and personalize learning to cater to each student, two related movements are gaining attention: competency-based education and blended learning. In competency-based models, students advance on the basis of mastery, rather than according to the traditional methods of counting progress in terms of time…

  9. Incidencia de un ambiente de aprendizaje blended, en la transformación de competencias matemáticas en estudiantes universitarios Impact of a blended learning environment in the transformation of Math skills in university students

    Directory of Open Access Journals (Sweden)

    Andres Chiappe

    2013-01-01

    Full Text Available El presente artículo describe una investigación que da cuenta de la incidencia de un Ambiente Virtual de Aprendizaje (AVA en el fortalecimiento de algunas competencias matemáticas en estudiantes universitarios. La investigación permitió contrastar el estado de desarrollo de varias competencias matemáticas en estudiantes universitarios de primer semestre, antes y durante una experiencia de interacción en un Ambiente Virtual de Aprendizaje, como complemento de un curso presencial de Geometría. Los resultados obtenidos en la investigación permitieron identificar algunas transformaciones en los estudiantes, sobre todo en su capacidad de identificar, plantear y resolver problemas, en sus habilidades para comunicarse de manera oral y escrita y en su capacidad de aplicación de los conocimientos matemáticos al campo de la Ingeniería Civil.This paper describes a research project that accounts for the impact of a Virtual Learning Environment (VLE in strengthening some Math skills in university students. The research allowed us to compare the state of development of some mathematical skills in students of first semester, before and during an experience of interaction in a Virtual Learning Environment, in addition to a face to face course in Geometry. The research results helped identify some changes in students, especially in their abilities to identify and solve problems, communicate orally and in writing and in their ability to apply mathematical knowledge to the Civil Engineering field.

  10. Utilization of blended learning to teach preclinical endodontics.

    Science.gov (United States)

    Maresca, Cristina; Barrero, Carlos; Duggan, Dereck; Platin, Enrique; Rivera, Eric; Hannum, Wallace; Petrola, Frank

    2014-08-01

    Blended learning (BL) is the integration of classroom learning with an online environment. The purpose of this study was to determine whether dental students who experienced BL in a preclinical endodontic course demonstrated better manual skills, conceptual knowledge, and learning experience compared to those experiencing traditional learning. All eighty-one students (100 percent) in a preclinical endodontics course agreed to participate and were assigned to either the traditional or BL group. A root canal procedure was used to determine the level of manual skills gained by each group. Pre- and post-intervention quizzes were given to all students to evaluate conceptual knowledge gained, and the students' perspectives on the methods were evaluated with a survey. The BL group scored better than the traditional group on the manual skills exercise at a statistically significant level (p=0.0067). There were no differences in the post-intervention quiz scores between the two groups, and the students' opinions were positive regarding BL. With BL, the students were able to learn and demonstrate dental skills at a high level.

  11. Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum.

    Directory of Open Access Journals (Sweden)

    Natasa M Milic

    Full Text Available Although recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face learning to further assess the potential value of web-based learning in medical statistics.This was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545 the final exam of the obligatory introductory statistics course during 2013-14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course.Mean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001 and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023 with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (p<0.001.This study provides empirical evidence to support educator decisions to implement different learning environments for teaching medical statistics to undergraduate medical students. Blended and on-site training formats led to similar knowledge acquisition; however, students with higher GPA preferred the technology assisted learning format. Implementation of blended learning approaches can be considered an attractive, cost-effective, and efficient alternative to traditional

  12. Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum

    Science.gov (United States)

    Milic, Natasa M.; Trajkovic, Goran Z.; Bukumiric, Zoran M.; Cirkovic, Andja; Nikolic, Ivan M.; Milin, Jelena S.; Milic, Nikola V.; Savic, Marko D.; Corac, Aleksandar M.; Marinkovic, Jelena M.; Stanisavljevic, Dejana M.

    2016-01-01

    Background Although recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face) learning to further assess the potential value of web-based learning in medical statistics. Methods This was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545) the final exam of the obligatory introductory statistics course during 2013–14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course. Results Mean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001) and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023) with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA) was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (p<0.001). Conclusion This study provides empirical evidence to support educator decisions to implement different learning environments for teaching medical statistics to undergraduate medical students. Blended and on-site training formats led to similar knowledge acquisition; however, students with higher GPA preferred the technology assisted learning format. Implementation of blended learning approaches can be considered an attractive, cost-effective, and efficient

  13. The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context

    Directory of Open Access Journals (Sweden)

    Richard Lynch

    2004-08-01

    Full Text Available This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one. Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance.

  14. Enacting Conceptual Metaphor through Blending: Learning activities embodying the substance metaphor for energy

    Science.gov (United States)

    Close, Hunter G.; Scherr, Rachel E.

    2015-04-01

    We demonstrate that a particular blended learning space is especially productive in developing understanding of energy transfers and transformations. In this blended space, naturally occurring learner interactions like body movement, gesture, and metaphorical speech are blended with a conceptual metaphor of energy as a substance in a class of activities called Energy Theater. We illustrate several mechanisms by which the blended aspect of the learning environment promotes productive intellectual engagement with key conceptual issues in the learning of energy, including distinguishing among energy processes, disambiguating matter and energy, identifying energy transfer, and representing energy as a conserved quantity. Conceptual advancement appears to be promoted especially by the symbolic material and social structure of the Energy Theater environment, in which energy is represented by participants and objects are represented by areas demarcated by loops of rope, and by Energy Theater's embodied action, including body locomotion, gesture, and coordination of speech with symbolic spaces in the Energy Theater arena. Our conclusions are (1) that specific conceptual metaphors can be leveraged to benefit science instruction via the blending of an abstract space of ideas with multiple modes of concrete human action, and (2) that participants' structured improvisation plays an important role in leveraging the blend for their intellectual development.

  15. The Effects of Blended Learning and Online Learning on Academic Achievement and Learner Satisfaction

    OpenAIRE

    USTA, ERTUĞRUL; Ahmet MAHİROĞLU

    2008-01-01

    In this study, the effects of blended and online learning environments on students‟ academic achievement and distance education learning satisfaction was investigated by comparison. The study was carried out among 73 students who were from Group-A and Group-B of the “Planning and Evaluation in Instruction” course, a second year course in the Department of Elementary Education in Gazi University Kırsehir Faculty of Education in the academic year of 2006. Group-A was selected as the treatment g...

  16. A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students.

    Science.gov (United States)

    Rosenbaum, Paul-Erik Lillholm; Mikalsen, Oyvind; Lygre, Henning; Solheim, Einar; Schjøtt, Jan

    2012-01-01

    Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher's role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components. PMID:23248716

  17. Blended Learning in the Vocational Education and Training System in Tanzania: Understanding Vocational Educators’ Perceptions

    Directory of Open Access Journals (Sweden)

    Haruni J. Machumu

    2016-04-01

    Full Text Available In a constructivist world of teaching and learning, opportunities to acquire and develop the knowledge and practical skills necessary to design, establish, and deploy blended learning in vocational education and training (VET programs delivery is a labour-market-driven. The paper examines VET educator’s pleas about the need for the design, adoption and deployment of blended learning in VET programs delivery in Tanzania. A single case study design with an in-depth interview and focus group discussion was conducted with 15 VET educators in three VET colleges in both Morogoro and Dar es Salaam regions. Snowball and purposive sampling were used to obtain sample respondents. For the data analysis, content analysis was employed to condense data obtained from interviews and focus group discussion. It was found that continuous professional development, institutional arrangements, and support should be provided online to facilitate the design, adoption and use of blended learning in VET. We recommend that locally designed blended learning should be relevant to the environment of both students and teachers. In reality, the interplay between blended learning, imparting knowledge and practical skills remain the key focus of future research.

  18. A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement: Insights from Norway

    Directory of Open Access Journals (Sweden)

    Bassam A. Hussein

    2015-04-01

    Full Text Available The paper demonstrates and evaluates the effectiveness of a blended learning approach to create a meaningful learning environment. We use the term blended learning approach in this paper to refer to the use of multiple or hybrid instructional methods that emphasize the role of learners as contributors to the learning process rather than recipients of learning. Contribution to learning is attained by using in class gaming as pathways that ensure active involvement of learners. Using a blended learning approach is important in order to be able to address different learning styles of the target group. The approach was also important in order to be able to demonstrate different types of challenges, issues and competences needed in project management. Student evaluations of the course confirmed that the use of multiple learning methods and, in particular, in class gaming was beneficial and contributed to a meaningful learning experience.

  19. Blended Learning for Lifelong Learning: An Innovation for College Education Students

    OpenAIRE

    Ava Clare Marie O. Robles

    2012-01-01

    With the fast developing and changing transport of technology, new trends and learning opportunities were ushered in the field of Education. This transformation restructures the teaching-learning operation. As a result, educators encounter different learning preferences of students due to the emerging learning needs brought by technology. Although many universities here and abroad recognize the potential of blended learning, there is still lack of implementation on how blended learning be pla...

  20. Beyond blended learning! Undiscovered potentials for e-learning in organizational learning

    DEFF Research Database (Denmark)

    Bang, Jørgen; Dalsgaard, Christian; Kjær, Arne

    2007-01-01

    The basic question raised in this article is: Is pure e-learning able to support learning in organizations better today than 4-5 years ago? Based on two case studies on blended learning courses for company training, the article discusses whether use of new Web 2.0 and social software tools may help...

  1. An Empirical Evaluation of Critical Factors Influencing Learner Satisfaction in Blended Learning: A Pilot Study

    Science.gov (United States)

    Chen, Won Sun; Yao, Adrian Yong Tat

    2016-01-01

    Blended learning, a convergence of e-learning approach and face-to-face learning, has been regarded as a new paradigm in modern education. The degree of learners' satisfaction with blended learning played a crucial role in evaluating the effectiveness of blended learning adoption. Therefore, this study examined the primary factors affecting…

  2. The Present and Future State of Blended Learning in Workplace Learning Settings in the United States

    Science.gov (United States)

    Kim, Kyong-Jee; Bonk, Curtis J.; Oh, Eunjung

    2008-01-01

    This article reports a survey about blended learning in workplace learning settings. The survey found that blended learning gained popularity in many organizations but also that several barriers exist in implementing it. This survey also includes predictions on instructional strategies, emerging technologies, and evaluation techniques for blended…

  3. Designing Creative Learning Environments

    Directory of Open Access Journals (Sweden)

    Thomas Cochrane

    2015-05-01

    Full Text Available Designing creative learning environments involves not only facilitating student creativity, but also modeling creative pedagogical practice. In this paper we explore the implementation of a framework for designing creative learning environments using mobile social media as a catalyst for redefining both lecturer pedagogical practice, as well as redesigning the curriculum around student generated m-portfolios.

  4. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Hundebøl, Jesper; Helms, Niels Henrik

    2006-01-01

    in schools. The other is moreover related to work based learning in that it foresees a community of practitioners accessing, sharing and adding to knowledge and learning objects held within a pervasive business intelligence system. Limitations and needed developments of these and other systems are discussed......Abstract: The potentials of pervasive communication in learning within industry and education are right know being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE......'s differ from virtual learning environments (VLE) primarily because in PLE's the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...

  5. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Hundebøl, Jesper; Helms, Niels Henrik

    2006-01-01

    in schools. The other is moreover related to work-based learning in that it foresees a community of practitioners accessing, sharing and adding to knowledge and learning objects held within a pervasive business intelligence system. Limitations and needed developments of these and other systems are discussed......The potentials of pervasive communication in learning within industry and education are right now being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE?s differ...... from virtual learning environments (VLE) primarily because in PLE?s the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...

  6. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Helms, Niels Henrik; Hundebøl, Jesper

    2006-01-01

    in schools. The other is moreover related to work based learning in that it foresees a community of practitioners accessing, sharing and adding to knowledge and learning objects held within a pervasive business intelligence system. Limitations and needed developments of these and other systems are discussed......The potentials of pervasive communication in learning within industry and education are right know being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE's differ...... from virtual learning environments (VLE) primarily because in PLE's the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...

  7. Blended Learning Possibilities in Enhancing Education, Training and Development in Developing Countries: A Case Study in Graphic Design Courses

    Directory of Open Access Journals (Sweden)

    Hanan Atef

    2015-11-01

    Full Text Available Blended learning is not a new concept; recently, there has been a renewed focus on this learning strategy, both in the education and corporate sectors. Although the definition of blended learning is somewhat inchoate, it is generally described as an environment that includes the use of different modes of teaching and learning. Blended learning holds particular promise for developing countries because it can make availability of resources, regional, and international educational institutions. The perspective we adopt in this paper, where we aim to take a realistic look at the potential of blended learning in developing countries, giving consideration to the various possibilities and most importantly, to the accessibility of technology both today and in the future.

  8. A Half-Flipped Classroom or an Alternative Approach?: Primary Sources and Blended Learning

    Science.gov (United States)

    Westermann, Edward B.

    2014-01-01

    This paper examines an alternate approach to the "flipped" classroom paradigm for an upper level history class using a blended on-line and in-class format. The concept of the flipped classroom has received increasing emphasis based on its potential to create a student-centered learning environment that incorporates practical instruction…

  9. The Primary Student Teachers' Views about a Blended Learning Application in a Basic Physics Course

    Science.gov (United States)

    Taskin Ekici, Fatma; Kara, Izzet; Ekici, Erhan

    2012-01-01

    In this study we present an overview of the undergraduate blended Physics course that has been supported by the Moodle platform. The course that has been applied is a basic physics course for primary student teachers. The aim of Moodle is to create an online learning environment which helps students to have a virtual space where they can share…

  10. MOTIVATING ADULT LEARNERS USING BLENDED LEARNING IN HIGHER EDUCATION INSTITUTION

    Directory of Open Access Journals (Sweden)

    Liyana Binti Ahmad Afip

    2014-07-01

    Full Text Available The process of teaching and learning is one of the most common issues discusses by educators and students regardless of in primary, secondary or even in tertiary level of education. It is important for the educators to ensure that learners especially those in tertiary education are motivated in learning thus promoting life-long learning. In line with the MyBrain15‟s programme launched by the Government of Malaysia which targeted 60,000 PhD holders among Malaysian by the year 2023, it is important to ensure that the learners are motivated to learn. Therefore, ARCS Model of Motivational Design need to be implemented in the curriculum in order to motivate the students as well as promoting autonomy in learning. The integration of technology in curriculum will also helps to provide a new dimension of learning experience for both the educators and learners. This paper proposes the integration of blended learning and ARCS model to be implemented in higher education institution to improve the quality of teaching and learning process. The focus of this paper is on knowing the adult learners, understanding the implementation of ARCS motivational model in teaching and learning process, understanding the precise definition of blended learning, the approaches in the implementation, the advantages and disadvantages of blended learning and finally the implication in the teaching and learning experience.

  11. Blended learning in radiology: Is self-determined learning really more effective?

    International Nuclear Information System (INIS)

    Objective To investigate whether there are differences in learning outcomes after the application of self-determined (intrinsic motivation) or mandatory (extrinsic motivation) use of e-learning units in an undergraduate radiology internship. Methods 96 medical students undergoing a one-week radiology internship were included in this study. Ten electronic cases (e-cases) were created for a blended learning approach. The e-learning environment was accessed on a self-determined (group B; n = 32) or a mandatory basis (group C; n = 32). A group without access to the e-learning environment served as control group (group A; n = 32). Usage parameters of the e-cases were recorded. Results of a pre- and post-course assessment were used to quantitatively analyze learning outcomes. Results In group B 19/32 (59%) students processed at least one e-case, while in group C all students processed at least one e-case. There was a trend towards a higher improvement in knowledge in students exposed to a blended learning approach (group B: 13.7%; group C: 15.4%) than in the control group (group A: 8.5%; p = 0.5356). Group C processed (p = 0.0093) and passed (p = 0.0078) significantly more e-cases, than with group B. There were no significant differences in the mean time per e-case and the total time on e-cases between both groups. Conclusion Extrinsic motivation results in a more extensive use of e-learning units in an undergraduate radiology internship when compared with intrinsic motivation. The choice of the teaching strategy has a bigger influence on learning outcomes than the type of motivation, highlighting the need for qualified medical teachers.

  12. Blended learning in radiology: Is self-determined learning really more effective?

    Energy Technology Data Exchange (ETDEWEB)

    Mahnken, Andreas H., E-mail: mahnken@rad.rwth-aachen.de [Department of Diagnostic and Interventional Radiology, RWTH Aachen University, Aachen (Germany); Applied Medical Engineering, Helmholtz Institute of Biomedical Engineering, RWTH Aachen University, Aachen (Germany); Baumann, Martin [Applied Medical Engineering, Helmholtz Institute of Biomedical Engineering, RWTH Aachen University, Aachen (Germany); Meister, Michael; Schmitt, Verena [Department of Diagnostic and Interventional Radiology, RWTH Aachen University, Aachen (Germany); Fischer, Martin R. [Institute for Teaching and Educational Research in Health Sciences, Witten/Herdecke University, Witten (Germany)

    2011-06-15

    Objective To investigate whether there are differences in learning outcomes after the application of self-determined (intrinsic motivation) or mandatory (extrinsic motivation) use of e-learning units in an undergraduate radiology internship. Methods 96 medical students undergoing a one-week radiology internship were included in this study. Ten electronic cases (e-cases) were created for a blended learning approach. The e-learning environment was accessed on a self-determined (group B; n = 32) or a mandatory basis (group C; n = 32). A group without access to the e-learning environment served as control group (group A; n = 32). Usage parameters of the e-cases were recorded. Results of a pre- and post-course assessment were used to quantitatively analyze learning outcomes. Results In group B 19/32 (59%) students processed at least one e-case, while in group C all students processed at least one e-case. There was a trend towards a higher improvement in knowledge in students exposed to a blended learning approach (group B: 13.7%; group C: 15.4%) than in the control group (group A: 8.5%; p = 0.5356). Group C processed (p = 0.0093) and passed (p = 0.0078) significantly more e-cases, than with group B. There were no significant differences in the mean time per e-case and the total time on e-cases between both groups. Conclusion Extrinsic motivation results in a more extensive use of e-learning units in an undergraduate radiology internship when compared with intrinsic motivation. The choice of the teaching strategy has a bigger influence on learning outcomes than the type of motivation, highlighting the need for qualified medical teachers.

  13. A Pedagogical Model for Science Education through Blended Learning

    NARCIS (Netherlands)

    Bidarra, Jose; Rusman, Ellen

    2015-01-01

    This presentation proposes a framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-­‐based tools, called Science Learning Activities Model (SLAM). The study constitutes a work in progress and started as a response to compl

  14. iNACOL Blended Learning Teacher Competency Framework

    Science.gov (United States)

    Powell, Allison; Rabbitt, Beth; Kennedy, Kathryn

    2014-01-01

    In recent years there has been a dramatic rise in interest and early adoption of blended learning to improve the educational experiences of students. A great amount of work has been done to codify approaches, with tools and resources emphasizing the structural components of new models, such as the configuration of physical learning space, use of…

  15. Transforming K-12 Rural Education through Blended Learning: Teacher Perspectives

    Science.gov (United States)

    Kellerer, Paula; Kellerer, Eric; Werth, Eric; Werth, Lori; Montgomery, Danielle; Clyde, Rozella; Cozart, Joe; Creach, Laura; Hibbard, Laura; LaFrance, Jason; Rupp, Nadine; Walker, Niki; Carter, Theresa; Kennedy, Kathryn

    2014-01-01

    A qualitative study exploring rural teacher perspectives on the impact of blended learning on students and teachers was conducted in Idaho during the Fall of 2013. Researchers from Northwest Nazarene University's DOCEO Center in partnership with Idaho Digital Learning Academy (IDLA) and the International Association for K-12 Online Learning…

  16. Conditioning Factors for Group Management in Blended Learning Scenarios

    OpenAIRE

    Pérez-Sanagustín, Mar; Hernández-Leo, Davinia; Blat, Josep

    2009-01-01

    Pérez-Sanagustín, M., Hernández-Leo D., & Blat, J. (accepted). Conditioning Factors for Group Management in Blended Learning Scenarios. The 9th IEEE International Conference on Advanced Learning Technologies. July, 14-18, 2009, Riga, Latvia.

  17. Team Learning and Collaboration between Online and Blended Learner Groups

    Science.gov (United States)

    Lim, Doo Hun; Yoon, Seung Won

    2008-01-01

    In an effort to compare team-level learning performance resulting from different instructional variables and settings, this study examined how online and blended delivery learner groups compared in terms of learning outcomes, collaboration, and perceived quality of instructional variables. Results indicated that the two teams were not different in…

  18. Blended Learning in Distance Education: Sri Lankan Perspective

    Science.gov (United States)

    Liyanagunawardena, T. R.; Adams, A. A.; Rassool, N.; Williams, S. A.

    2014-01-01

    The purpose of this paper is to explore the implementation of online learning in distance educational delivery at Yellow Fields University (pseudonymous) in Sri Lanka. The implementation of online distance education at the University included the use of blended learning. The policy initiative to introduce online for distance education in Sri Lanka…

  19. A Pedagogical Model for Science Education through Blended Learning

    NARCIS (Netherlands)

    Bidarra, José; Rusman, Ellen

    2015-01-01

    This paper proposes a framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The study constitutes a work in progress and started as a response to complex societ

  20. From Blended to Online Learning: Components of the Gap

    Science.gov (United States)

    Santally, Mohammad Issack

    2005-01-01

    At the University of Mauritius, blended learning is defined as the application of technology to support a range of teaching and learning activities in courses that are mainly given to full-time undergraduate students on campus and part-time mature students on postgraduate programmes. This article reports the observations of two studies that were…

  1. An Summarization on Blended Learning%Blended Learning初步研究

    Institute of Scientific and Technical Information of China (English)

    田世生; 傅钢善

    2004-01-01

    混合式学习(Blended Learning)的核心目的就是要将传统的课堂式学习和e-Learning的优势相结合.从2001年国外e-Learning开始进入低潮后,国外教育技术界和企业培训界便试图用混合式学习来辅助和改造传统的e-Learning.现在混合式学习已成为教育技术界高度关注的热点.本文拟从Blended Learning的基本问题、设计一个Blended Learning课程的方法以及其对教育技术学带来的反思等方面作一个综述.

  2. The impact of blended learning technologies on student performance/learning in biomedical science higher education

    OpenAIRE

    Heugh, Sheelagh Mary Bernadette

    2015-01-01

    This study examines the benefits of learning innovations in e-learning (asynchronous classrooms only) and blended learning (asynchronous virtual classrooms plus traditional learning) compared to traditional learning (classroom lectures). It specifically investigates effects on student satisfaction, retention, progression and achievement. We focussed on core biomedical science modules at London Metropolitan University: and four such modules were electronically supported using a learning and co...

  3. A Case Study of the Introductory Psychology Blended Learning Model at McMaster University

    Science.gov (United States)

    Sana, Faria; Fenesi, Barbara; Kim, Joseph A.

    2011-01-01

    This paper provides a brief review of blended learning as a didactic method, and discusses the issues and challenges of using blended learning models in post-secondary education. Blended learning refers to mixed modes of instruction that combine traditional face-to-face classroom teaching methods and online learning materials. The paper will…

  4. Business Game Learning Environment

    NARCIS (Netherlands)

    Kirschner, Paul A.; Valcke, Martin; Van Vilsteren, Paul

    2010-01-01

    Kirschner, P. A., Valcke, M., & Van Vilsteren, P. (1997) Business Game Learning Environment. Design and development of a competency-based distance education business curriculum at the Open University of the Netherlands.

  5. Techno- teaching convergence of blended learning: transitions and prospects

    Directory of Open Access Journals (Sweden)

    Osbaldo Turpo Gebera

    2013-12-01

    Full Text Available Since its emergence in the educational context, the Blended Learning emerges as a modality with its own identity. According to its evolution, runs through presentiality configured contexts and virtuality. In a first stage, stood as a mixed or combined mode, then advanced to integration, which resulted in the dilution of its components. The progressive social changes, technological and cultural towards convergence, today brings a new north-mode, given the confluence of pedagogical and technological mediations in the training process. This position places him in a new trend that more than a possibility, actually represents a more explicable on the future of Blended Learning. The pedagogical and technological convergence of media and resources is a more consistent way to understand the mode, while providing a framework for interpreting the transition and development prospects of the Blended Learning, confluence and continuity and potential scenarios facing the same end: the training.

  6. Virtual Learning Environments

    OpenAIRE

    Dillenbourg, Pierre; Schneider, Daniel; Synteta, Paraskevi

    2002-01-01

    Is the concept of 'virtual learning environment' just a popular label to describe any educational software? No, the concept includes several interesting features that justify the use of a specific label. We review these features in the first part of our contribution. Do these features guarantee pedagogical effects? No, we review in the second some potential contributions of virtual learning environments.Turning potential effects into actual outcomes is the challenge of designers.

  7. Blended Learning via Mobile Social Media & Implementation of “EDMODO” in Reading Classes

    OpenAIRE

    Tahsin Yagci

    2015-01-01

    Almost there is nowhere that we don’t use permeated smart technology. Increasingly developing mobile and wireless innovations forced us to integrate them to all fields in our lives. The latest trend in education is now blended learning and applications of mobile learning in educational environments. Pervasive and augmented usage of social media such as Facebook, YouTube, Twitter, Instagram, Bloggers etc. forced educators consider integrating social educational platforms into their academic cu...

  8. Blended Learning: the transformation of Higher Education Curriculum

    OpenAIRE

    Vasileiou, Ismini

    2016-01-01

    This paper is a review of literature and current information related to blended learning. It will deal with several primary research issues which will include the redefining of the role of student, the role of teacher/tutor, learning and the educational establishment. The paper will analyse and discuss the selection of strategies to increase interactivity and active learning, learner characteristics, learner support and operational issues.

  9. Pedagogical and Technological Perspective in Convergence Blended Learning

    Directory of Open Access Journals (Sweden)

    Osbaldo Turpo Gebera

    2014-04-01

    Full Text Available Since its emergence in the educational context, the blended learning insurgentas a modality with its own identity. According to its evolution, runs through presentiality configured contexts and virtuality. In a first stage, stood as a mixed or combined mode, and then advanced to integration, which resulted in the dilutionof its components. The progressive social changes, technological and cultural towards convergence, today brings a new north-mode, given the confluence of pedagogical and technological mediations in the training process. This position places him in a new trend that more than a possibility, actually represents a more explicable on the future of Blended Learning.

  10. Perception of Blended Learning Inventory (PoBLi)

    DEFF Research Database (Denmark)

    Lassesen, Berit; Stenalt, Maria Hvid; Rossen, Dorte Sidelmann

    -to-face med online læring (Blended Learning). I et studie fandt Ellis og kolleger (2006), at undervisere, der overvejende havde opfattelsen af, at de studerende lærte ved, at han/hun formidlede viden til dem, havde en simpel, fragmenteret opfattelse af potentialet ved BL. Derimod syntes en mere......) underviseres oplevelse af undervisningsmiljøet Resultater: Spørgeskema og resultaterne af de foreløbige analyser vil blive præsenteret og diskuteret. Perspektiver: PoBLi-projektet vil bidrage til den eksisterende forskning vedrørende rationalet for inddragelse af blended learning-formatet i...

  11. SMashup Personal Learning Environments

    OpenAIRE

    Chatti, Mohamed; Jarke, Matthias; Wang, Zhaohui; Specht, Marcus

    2009-01-01

    Chatti, M. A., Jarke, M., Wang, Z., & Specht, M. (2009). SMashup Personal Learning Environments. In F. Wild, M. Kalz, M. Palmér & D. Müller (Eds.), Proceedings of 2nd Workshop Mash-Up Personal Learning Environments (MUPPLE'09). Workshop in conjunction with 4th European Conference on Technology Enhanced Learning (EC-TEL 2009): Synergy of Disciplines (pp. 6-14). September, 29, 2009, Nice, France: CEUR workshop proceedings, http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-506 .

  12. The Literature Landscape of Blended Learning in Higher Education: The Need for Better Understanding of Academic Blended Practice

    Science.gov (United States)

    Torrisi-Steele, Geraldine; Drew, Steve

    2013-01-01

    If we are to realise the potential of blended learning in higher education, then further research into academic practice and relevant academic development is essential. Our review of literature on blended learning in higher education reveals an interesting scholarship landscape which, when described in detail, pointedly directs attention to the…

  13. An Engaging Learning Environment

    Science.gov (United States)

    Krueger, Tom

    2010-01-01

    The author believes that a stimulating learning environment can offer benefits to the general classroom conduct of young people through the different charts displayed in his classroom. Students see the teacher taking pride in their shared working environment and wall or table graffiti. He mentions that he does not only care for his students'…

  14. Mit Blended Learning zur effizienten Literatursuche / Blended Learning: a way to efficient literature search

    Directory of Open Access Journals (Sweden)

    Schubnell, Brigitte

    2007-12-01

    Full Text Available Since 2004 Information Literacy has been part of medical studies at the University of Zurich. The practical course “transfer of knowledge” takes place in the 2nd semester and is mandatory. In 2004 and 2005 the Main Library University of Zurich introduced the medical students, roughly 300, into the topic using a classic approach, i.e. by presentations and exercises. 32 double lessons were given by five employees of the Main Library. Evaluations showed that the students had only little interest in the topic and rated the course poorly. Among others, the following reasons were considered to explain the students’ weak motivation:lack of stimulation such as relevance for exams or other controls of performance limited possibilities to apply the gained knowledge in the 1st year of medical studies; thus students considered some contents irrelevant some exercises were not designed optimally, thereby challenging the students too little In the summer semester 2006 the course was given for the first time using blended learning. The goal was to increase the activity of the students and to make the contents available in the long term. The new form of teaching and learning has been a success and in 2007 the second round took place in the new mode. In the new course, students acquire the theory by self-study using an e-learning module. The period of self-study, which is finished by an online-test, is followed by a double lesson. This double lesson has the character of an exercise and is used to discuss problems and to consolidate the learnt contents using a given question. The e-learning module is freely accessible on the Virtual Education Platform Medicine (VAM.

  15. Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

    Science.gov (United States)

    Sajid, Muhammad R.; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

    2016-01-01

    Objectives To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. Methods This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. Results A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Conclusions Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.  PMID:27591930

  16. Blended learning experience in teacher education: the trainees´ perspective

    OpenAIRE

    Monika Černá

    2009-01-01

    The article deals with blended learning in the context of pre-graduate English language teacher education. Firstly, the concept of blended learning is defined, then, the attention is focused on the online component of a blend, namely on the issue of interpersonal interaction including the challenges, which learning through online networking poses. Finally, results of a small–scale research are provided to offer insights into teacher trainees´ perspective of the blended learning experience at ...

  17. A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

    Science.gov (United States)

    Bayu Bati, Tesfaye; Gelderblom, Helene; van Biljon, Judy

    2014-01-01

    The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

  18. Revisiting the Blended Learning Literature: Using a Complex Adaptive Systems Framework

    Science.gov (United States)

    Wang, Yuping; Han, Xibin; Yang, Juan

    2015-01-01

    This research has two aims: (1) to bridge a gap in blended learning research--the lack of a systems approach to the understanding of blended learning research and practice, and (2) to promote a more comprehensive understanding of what has been achieved and what needs to be achieved in blended learning research and practice. To achieve these aims,…

  19. An Analysis of High Impact Scholarship and Publication Trends in Blended Learning

    Science.gov (United States)

    Halverson, Lisa R.; Graham, Charles R.; Spring, Kristian J.; Drysdale, Jeffery S.

    2012-01-01

    Blended learning is a diverse and expanding area of design and inquiry that combines face-to-face and online modalities. As blended learning research matures, numerous voices enter the conversation. This study begins the search for the center of this emerging area of study by finding the most cited scholarship on blended learning. Using Harzing's…

  20. The Impact of Leadership Support for Blended Learning on Teachers and Students

    Science.gov (United States)

    Bodden-White, Michelle Marie

    2015-01-01

    This quantitative study examined the relationship between teachers' perceptions of leadership support for their use of a blended learning approach to teach math in fourth or fifth grade and their use of blended learning. The study also examined teachers' perceptions of leadership support for incorporating blended learning and student engagement.…

  1. EFL Secondary School Teachers' Views on Blended Learning in Tabuk City

    Science.gov (United States)

    Alfahadi, Abdulrahman M.; Alsalhi, Abdulrhman A.; Alshammari, Abdullah S.

    2015-01-01

    The aim of this study is to investigate EFL Secondary School Teachers' Views on Blended Learning. It also aims to investigate (a) the teachers' views on blended learning content and process, and (b) how blended learning is effective in developing teachers' performance. The study sample included 35 EFL Saudi teachers in Tabuk City, KSA. In order to…

  2. Blended Learning: Investigating Its Potential in an English Language Teacher Training Program

    Science.gov (United States)

    Kocoglu, Zeynep; Ozek, Yesim; Kesli, Yesim

    2011-01-01

    Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended learning in language teacher education. This study discusses a blended learning approach for a teacher training program designed for in-service English language teachers, and investigates its effectiveness by…

  3. Blended Learning Experience in Teacher Education: The Trainees' Perspective

    Science.gov (United States)

    Cerná, Monika

    2009-01-01

    The article deals with blended learning in the context of pre-graduate English language teacher education. Firstly, the concept of blended learning is defined, then, the attention is focused on the online component of a blend, namely on the issue of interpersonal interaction including the challenges, which learning through online networking poses.…

  4. Blended Learning via Mobile Social Media & Implementation of “EDMODO” in Reading Classes

    Directory of Open Access Journals (Sweden)

    Tahsin Yagci

    2015-08-01

    Full Text Available Almost there is nowhere that we don’t use permeated smart technology. Increasingly developing mobile and wireless innovations forced us to integrate them to all fields in our lives. The latest trend in education is now blended learning and applications of mobile learning in educational environments. Pervasive and augmented usage of social media such as Facebook, YouTube, Twitter, Instagram, Bloggers etc. forced educators consider integrating social educational platforms into their academic curriculum. Furthermore the advancement in mobile device technologies with internet connectivity made mobile blended learning inevitable. Thus, for a long time educators are determent to adapt mobile learning for their lessons. So teaching evolves 7/24 through social mobile platforms. In my study I will clarify how to use social mobile media and devices in EFL teaching. Especially, there will be significant strategies how to enhance students’ reading skills using Edmodo in my lessons practically. Advantages and disadvantages of mobile learning will be discussed in my paper. We will have an overview of learners’ attitudes about social media and mobile learning platforms. What kind of reading tasks could be given through on Edmodo? How will be the assessment in this process? Are there any collaborative learning methods in Edmodo? All these and more questions are going to be enlightened in this study.Keywords: Blended learning, mobile devices, social mobile media, reading comprehension skills, student centered approach

  5. Implementation of blended learning project at the University of Szczecin. Stage I & II

    Directory of Open Access Journals (Sweden)

    Adam Stecyk

    2010-12-01

    Full Text Available LAMS WZiEU project began in 2006. The biggest challenge of adopting an e-learning environment was the methodological and electronic development of chosen parts of the Computer Science subject and transferring didactic content delivered by traditional methods into e-learning language. As is shown from the executed analysis, the general rating of efficiency and quality of blended learning was twice as high as the traditional method. According to the students, blended learning is better in every element of the educational process, except communication. It seems that it is very important to find which must be taken into consideration when other e-courses are designed. Essential are solutions for synchronous communication or, going further, e-cons ultation tools. The general rating for the efficiency of the method was positive for both students and teachers

  6. Exploring Blended Learning for Science Teacher Professional Development in an African Context

    Directory of Open Access Journals (Sweden)

    Bopelo Boitshwarelo

    2009-09-01

    Full Text Available This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces, and training providers. The paper concludes with three recommendations: 1 Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2 Government should support participatory and localised learning and institutionalise ICT access and use; and 3 Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.

  7. Using Blended Learning in Developing Student Teachers Teaching Skills

    Science.gov (United States)

    Isman, Aytekin; Abanmy, Fahad AbdulAziz; Hussein, Hisham Barakat; Al Saadany, Mohammed Abdelrahman

    2012-01-01

    The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21)--Science…

  8. Blending Classroom Teaching and Learning with QR Codes

    Science.gov (United States)

    Rikala, Jenni; Kankaanranta, Marja

    2014-01-01

    The aim of this case study was to explore the feasibility of the Quick Response (QR) codes and mobile devices in the context of Finnish basic education. The interest was especially to explore how mobile devices and QR codes can enhance and blend teaching and learning. The data were collected with a teacher interview and pupil surveys. The learning…

  9. A Blended Learning Scenario to Enhance Learners' Oral Production Skills

    Science.gov (United States)

    Kim, Hee-Kyung

    2015-01-01

    This paper examines the effectiveness of a mobile assisted blended learning scenario for pronunciation in Korean language. In particular, we analyze how asynchronous oral communication between learners of Korean and native speakers via "kakaotalk" (an open source mobile phone application) may be beneficial to the learner in terms of…

  10. Encapsulated Presentation: A New Paradigm of Blended Learning

    Science.gov (United States)

    Rose, Richard; Ray, Jan

    2011-01-01

    This article is a presentation of a new mode of blended learning whose only goal is to enrich the quality of instruction in the face-to-face classroom through the simultaneous delivery of online and face-to-face components. Encapsulated presentation is the delivery of the entire presentation phase of a lesson in the classroom by electronic methods…

  11. Virtual reality training versus blended learning of laparoscopic cholecystectomy

    DEFF Research Database (Denmark)

    Nickel, Felix; Brzoska, Julia Anja; Gondan, Matthias;

    2015-01-01

    Objective: This study compared virtual reality (VR) training with low cost blended learning (BL) in a structured training program. Background: Training of laparoscopic skills outside the operating room is mandatory to reduce operative times and risks. Methods: Laparoscopy-naïve medical students...

  12. Exploring Intensive Longitudinal Measures of Student Engagement in Blended Learning

    Directory of Open Access Journals (Sweden)

    Curtis R Henrie

    2015-06-01

    Full Text Available In this exploratory study we used an intensive longitudinal approach to measure student engagement in a blended educational technology course, collecting both self-report and observational data. The self-report measure included a simple survey of Likert-scale and open-ended questions given repeatedly during the semester. Observational data were student activity data extracted from the learning management system. We explored how engagement varied over time, both at the course level and between students, to identify patterns and influences of student engagement in a blended course. We found that clarity of instruction and relevance of activities influenced student satisfaction more than the medium of instruction. Student engagement patterns observed in the log data revealed that exploring learning tools and previewing upcoming assignments and learning activities can be useful indicators of a successful learning experience. Future work will investigate these findings on a larger scale.

  13. D4 S4: A Four Dimensions Instructional Strategy for Web-based and Blended Learning

    Directory of Open Access Journals (Sweden)

    Hamdy A. ABDELAZIZ,

    2012-08-01

    Full Text Available Web-based education is facing a paradigm shift under the rapid development of information and communication technology. The new paradigm of learning requires special techniques of course design, special instructional models, and special methods of evaluation. This paper investigates the effectiveness of an adaptive instructional strategy for teaching and learning through the Web and blended learning environments. The central theme of this strategy is that instructional strategies give instructors and students a conceptual as well as a practical mode of delivery from which to teach and learn. Considering and applying new instructional strategy can help instructors to understand the uses of pedagogical content knowledge, as well as to reflect the role of technological content knowledge that can be adapted and/or adopted in teaching in all educational levels and environments. The main objective of this paper was to develop a holonomic instructional strategy for Web-based and blended learning. This strategy is guided by the non-linear and interactive features of learning environments. The strategy is consisted of four dimensions: designing, developing, delving and distributing. In this new instructional strategy, learning is holonomic and adaptive. Learning occurs in an open learning environment, in which instructors are designing a shared vision, developing a sharable e-learning task, delving students’ learning through scaffolding and salvaging students’ knowledge. The expected outcome of this instructional strategy is that each learner will develop a cognitive schema to be used to organize and construct knowledge and meaning in similar context of learning which may increase the generalizability, trustworthiness and transferability of learning. The results of applying this new strategy showed that this strategy is effective on developing both achievement and deep learning levels among a sample of graduate students.

  14. From Website to Moodle in a Blended Learning Context

    DEFF Research Database (Denmark)

    Buus, Lillian

    2016-01-01

    This paper presents findings collected from a collaborative implementation project established in Spring 2008 between Aalborg University’s IT-department in the Faculty of Social Science (FSS) and the E-Learning Cooperation Unit (ELSA) with the view to implement Moodle in FSS. The purpose of this ...... Learning, Learning Activities, Learning Practice, Moodle Platform, Problem Based Learning, Virtual Learning Environments...

  15. Blended learning in distance education: Sri Lankan perspective

    OpenAIRE

    Liyanagunawardena, Tharindu R; Adams, Andrew A.; Rassool, Naz; Williams, Shirley A.

    2014-01-01

    The purpose of this paper is to explore the implementation of online learning in distance educational delivery at Yellow Fields University (pseudonymous) in Sri Lanka. The implementation of online distance education at the University included the use of blended learning. The policy initiative to introduce online for distance education in Sri Lanka was guided by the expectation of cost reduction and the implementation was financed under the Distance Education Modernization Project. The paper p...

  16. Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases

    Science.gov (United States)

    Dias, Sofia B.; Diniz, José A.; Hadjileontiadis, Leontios J.

    2014-01-01

    The combination of the process of pedagogical planning within the Blended (b-) learning environment with the users' quality of interaction ("QoI") with the Learning Management System (LMS) is explored here. The required "QoI" (both for professors and students) is estimated by adopting a fuzzy logic-based modeling approach,…

  17. GPSS interactive learning environment

    OpenAIRE

    Villarreal, Gonzalo Luján; De Giusti, Marisa Raquel; Texier, José

    2013-01-01

    This work presents an open source web environment to learn GPSS language in Modeling and Simulation courses. With this environment, students build their models by selecting entities and configuring them instead of programming GPSS codes from scratch. Teachers can also create models so that students can apply, analyze and interpret results. Thus, it includes a simulation engine that stores snapshots of models as they are executed, and allows students to navigate through these snapshots. The en...

  18. Translating Knowledge through Blended Learning: A Comparative Analysis of Face-to-Face and Blended Learning Methods

    Science.gov (United States)

    Golden, Thomas P.; Karpur, Arun

    2012-01-01

    This study is a comparative analysis of the impact of traditional face-to-face training contrasted with a blended learning approach, as it relates to improving skills, knowledge and attitudes for enhancing practices for achieving improved employment outcomes for individuals with disabilities. The study included two intervention groups: one…

  19. Literature Review in Conceptions and Approaches to Teaching using Blended Learning

    OpenAIRE

    Vicki Caravias

    2015-01-01

    This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano's Blending with Purpose Multimodal framework. This paper builds upon previous research on blended learning and conceptual framework by Picciano (A. Picciano, 2009) by exploring how objectiv...

  20. From Personal Environment to Personal Learning Environment

    OpenAIRE

    Charlier, Bernadette; Henry, France; Peraya, Daniel; Gillet, Denis

    2010-01-01

    In the scientific literature, the Personal Environment has been described as a “new” resource to the learning process and named Personal Learning Environment. However, it has not yet been demonstrated in what way and to what extent Personal Environments contribute significantly and efficiently to the learning processes and outcomes framed by Higher Education programs. Our position paper aims firstly at defining Personal Environment. Secondly, it will suggest conditions under which Personal En...

  1. Designing Virtual Learning Environments

    DEFF Research Database (Denmark)

    Veirum, Niels Einar

    2003-01-01

    The main objective of this working paper is to present a conceptual model for media integrated communication in virtual learning environments. The model for media integrated communication is very simple and identifies the necessary building blocks for virtual place making in a synthesis of methods...... from Cultural Media Science, Architecture and Digital Design...

  2. The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis

    OpenAIRE

    Liu, Qian; Peng, Weijun; Zhang, Fan; Hu, Rong; Li, Yingxue; Yan, Weirong

    2016-01-01

    Background Blended learning, defined as the combination of traditional face-to-face learning and asynchronous or synchronous e-learning, has grown rapidly and is now widely used in education. Concerns about the effectiveness of blended learning have led to an increasing number of studies on this topic. However, there has yet to be a quantitative synthesis evaluating the effectiveness of blended learning on knowledge acquisition in health professions. Objective We aimed to assess the effective...

  3. Blended learning in Library and information Science (LIS) education and training

    OpenAIRE

    Rajkoomar, Mogie

    2013-01-01

    Educators and students have a vital role to play as being in control of the education process. Introducing blended learning could be one of the means of improving the quality of teaching and learning in higher education. Blended learning has become an emerging and prominent delivery mechanism and approach to course design in higher education. The core interest in blended learning lies in the need to provide more engaged learning experiences with recognizing the potential of the Internet and I...

  4. Blended Learning for Lifelong Learning: An Innovation for College Education Students

    Directory of Open Access Journals (Sweden)

    Ava Clare Marie O. Robles

    2012-06-01

    Full Text Available With the fast developing and changing transport of technology, new trends and learning opportunities were ushered in the field of Education. This transformation restructures the teaching-learning operation. As a result, educators encounter different learning preferences of students due to the emerging learning needs brought by technology. Although many universities here and abroad recognize the potential of blended learning, there is still lack of implementation on how blended learning be planned, designed and applied. In response to this need, an empirical study on the use of blended learning approach was conducted, which involved the mixing of face-to-face and online delivery methods. Thus, the main purpose of this paper was to find out the effect of blended learning (BL approach on the students’ performance in education subjects.Additionally, this work presents instructional strategies on how to effectively integrate content, pedagogy and technology to enhance the teaching and learning of education courses. This provided the most effective and efficient learning experiences on both teachers and learners with its practical applications against retailed software which often burden many universities. Finally, some implications on how to effectively blend pedagogy and technology, which inevitably lead to significant enhancement of the curriculum, were also discussed.

  5. Educators' Perceptions, Attitudes and Practices: Blended Learning in Business and Management Education

    Science.gov (United States)

    Benson, Vladlena; Anderson, Deborah; Ooms, Ann

    2011-01-01

    Adoption of blended learning is a complex process for higher education institutions and academic staff. Although the move towards blended learning is generally instigated at institutional level, factors determining its success and minimising resistance of faculty often emerge at delivery level. This paper explores adoption of blended learning…

  6. Information and communication technology in blended learning

    OpenAIRE

    Pirc, Mojca

    2013-01-01

    We usually define learning very narrowly, namely as sitting in the school bench with a book in our hands. Yet more and more we are facing information and communication technology in our educational system. We can say that the usage of computers, various computer applications, the internet and related computer literacy has become a part of our everyday lives. All this has had an impact on the development of new, more advanced methods of learning which involve above mentioned information tec...

  7. A Blended Learning Solution and the Impacts on Attendance and Learning Outcomes

    OpenAIRE

    Ismo Hakala; Mikko Myllymäki

    2011-01-01

    Blended learning based on lecture videos and face-to-face teaching provides good opportunities for students for participation in education, regardless of time or place. The article describes a blended learning solution that is based on face-to-face teaching and the use of streaming lecture videos as it has developed in connection with master studies in mathematical information technology. The particular focus of this article is on the use of lecture videos and the impa...

  8. A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks

    OpenAIRE

    De Jong, Tim; Fuertes, Alba; Schmeits, Tally; Specht, Marcus; Koper, Rob

    2008-01-01

    De Jong, T., Fuertes, A., Schmeits, T., Specht, M., & Koper, R. (2009). A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks. In D. Goh (Ed.), Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education (pp. 1-19). Hershey, PA: IGI Global.

  9. A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks

    NARCIS (Netherlands)

    De Jong, Tim; Fuertes, Alba; Schmeits, Tally; Specht, Marcus; Koper, Rob

    2008-01-01

    De Jong, T., Fuertes, A., Schmeits, T., Specht, M., & Koper, R. (2009). A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks. In D. Goh (Ed.), Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education (pp. 1-1

  10. Transforming a Course to Blended Learning for Student Engagement

    Directory of Open Access Journals (Sweden)

    Charles E. Downing

    2014-01-01

    Full Text Available The rising costs of higher education, along with the learning styles and needs of modern students, are changing the instructional landscape. Students of today do less and less well in the “lecture only” format, and staffing this format with live faculty is extremely expensive. MOOCs and other technology-heavy options are low cost but quite impersonal. Blended instruction has promise, with the ultimate goal of cost-efficient student engagement. This paper reports on a major course transformation to achieve student engagement in a large, formerly lecture-only course. The resulting blended-learning course features clickers, web-based operationalization of students helping students, media-rich interactive online materials, event credit, and newly added student-produced video tutorials. Results show that the addition of the student-produced video tutorials increased the student engagement in the course.

  11. Hybrid and Blended Learning: Modifying Pedagogy across Path, Pace, Time, and Place

    Science.gov (United States)

    O'Byrne, W. Ian; Pytash, Kristine E.

    2015-01-01

    Hybrid or blended learning is defined as a pedagogical approach that includes a combination of face-to-face instruction with computer-mediated instruction. The terms "blended learning", "hybrid learning", and "mixed-mode learning" are used interchangeably in current research; however, in the United States,…

  12. Predictors of Students’ Achievement in a Blended Learning Course

    OpenAIRE

    Zhou, Xingyu; Chen, Cindy; Smith, Casey; DeBoer, Jennifer

    2015-01-01

    Massive Open Online Courses (MOOCs) have been at the center of media attention and hyperbole since 2012. Physics I: Classical Mechanics was a physics course offered by an elite private university in the northeastern United States in the fall of 2014. This course was offered in a blended learning format using a MOOC platform. There were 476 students enrolled in the course, but only 266 of them completed the course. In order to better understand the behavior and academic performance of students...

  13. Design for learning - a case study of blended learning in a science unit.

    Science.gov (United States)

    Gleadow, Roslyn; Macfarlan, Barbara; Honeydew, Melissa

    2015-01-01

    Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the 'real' teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a 'question of the week', a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university's teaching and learning into the 21 (st) century.

  14. Pengaruh Model Blended Learning terhadap Motivasi Dan Prestasi Belajar Siswa SMK

    OpenAIRE

    Izuddin Syarif

    2013-01-01

    Abstrak: Pengaruh Model Blended Learning terhadap Motivasi Dan Prestasi Belajar Siswa SMK. Penelitian ini bertujuan untuk mengetahui perbedaan motivasi dan prestasi belajar siswa dalam mata pelajaran KKPI antara siswa yang menggunakan model face-to-face learning dan siswa yang menggunakan model blended learning, peningkatan motivasi dan prestasi belajar siswa dalam mata pelajaran KKPI akibat penerapan model blended learning, dan interaksi pengaruh penerapan model pembelajaran dan motivasi ter...

  15. Collaborations in Open Learning Environments

    NARCIS (Netherlands)

    Spoelstra, Howard

    2015-01-01

    This thesis researches automated services for professionals aiming at starting collaborative learning projects in open learning environments, such as MOOCs. It investigates the theoretical backgrounds of team formation for collaborative learning. Based on the outcomes, a model is developed describin

  16. Teaching Software Engineering in Blended Learning

    Directory of Open Access Journals (Sweden)

    Sharbani Bhattacharya

    2013-03-01

    Full Text Available In this paper we will discuss teaching Software Engineering by using classroom teaching and web-based learning. The teaching assignments, notes , slides are also shared in a website while assessment is done one-to-one in viva or test conducted on the learning material. We are using Information and Communication Technology ICT for teaching. Software Engineering courseware are taught in B.Tech II year Information Technology and Computer Science & Engineering course in Mahamaya Technical University(MTU, Noida (part of Uttar Pradesh Technical University(UPTU, Lucknow.

  17. Adopting a blended approach to learning: Experiences from Radiography at Queen Margaret University, Edinburgh

    International Nuclear Information System (INIS)

    The perspective of the radiography teaching team at Queen Margaret University (QMU) was that a transmission mode of programme delivery was sub-optimal in helping students to learn and make links between theory and practice. Programme redesign adopted a blended learning approach with both face-to-face and online learning aimed at enhancing the students' control over their own learning. Online tasks within Web Classroom Tools (WebCT) were used as an integral part of careful programme design, which resulted in a programme enabling synthesis of the skills, knowledge and competencies acquired in the academic and clinical environments. With the move towards a more learner-centred, blended educational experience for the students the lecturers' role shifted to that of facilitator with WebCT providing the tutor with a more transparent view of student learning. Lecturers plan learning activities that build upon the skills students have developed through learning in groups, online and in class. The explicit connections that now exist between the academic programme and the opportunities for applying knowledge in practice allow students to engage more deeply in their learning.

  18. Blended learning in the small animal clinic

    DEFF Research Database (Denmark)

    Langebæk, Rikke

    2011-01-01

    for the practical part of the course (Step 2, 3 and 4). From their home computers, students log on to the e-learning platform of Copenhagen University: https://absalon.ku.dk and go to the Basic Surgical Skills course, which consist of a line of chapters concerning a variety of surgical subjects. Each subject...... that training in our Surgical Skills Lab has an anxiety-reducing effect on students before their first live animal surgical performance....

  19. A Holistic Model for Blended Learning

    Science.gov (United States)

    Saghafi, Mahmoud Reza; Franz, Jill; Crowther, Philip

    2014-01-01

    While the studio environment has been promoted as an ideal educational setting for project-based disciplines, few qualitative studies have been undertaken in a comprehensive way (Bose, 2007). This study responds to this need by adopting Grounded Theory methodology in a qualitative comparative approach. The research aims to explore the limitations…

  20. Free Open Source Software: FOSS Based e-learning, Mobile Learning Systems Together with Blended Learning System

    Directory of Open Access Journals (Sweden)

    Kohei Arai

    2013-11-01

    Full Text Available Free Open Source Software: FOSS based e-learning system is proposed together with blended learning and mobile learning. Mashup search engine for e-learning contents search and content adaptation from e-learning to mobile learning content are also implemented. Through implementation of the proposed system, it is found that the system does work well for improvement of learning efficiency.

  1. The Influences of Learning Portfolios and Attitudes on Learning Effects in Blended E-Learning for Mathematics

    Science.gov (United States)

    Lee, Chun-Hsiung; Yeh, Dowming; Kung, Regina J.; Hsu, Chin-Shan

    2007-01-01

    This study mainly investigates the factors affecting the learning effects in a blended e-Learning course for Mathematics. The research targets of this study are 48 junior high school students. After they had received traditional lessons in class as well as the accompanied e-Learning lessons, the influences of their learning portfolios and learning…

  2. Judgments of Learning in Collaborative Learning Environments

    NARCIS (Netherlands)

    Helsdingen, Anne

    2010-01-01

    Helsdingen, A. S. (2010, March). Judgments of Learning in Collaborative Learning Environments. Poster presented at the 1st International Air Transport and Operations Symposium (ATOS 2010), Delft, The Netherlands: Delft University of Technology.

  3. Blended learning: strengths, challenges, and lessons learned in an interprofessional training program.

    Science.gov (United States)

    Lotrecchiano, G R; McDonald, P L; Lyons, L; Long, T; Zajicek-Farber, M

    2013-11-01

    This field report outlines the goals of providing a blended learning model for an interdisciplinary training program for healthcare professionals who care for children with disabilities. The curriculum blended traditional face-to-face or on-site learning with integrated online interactive instruction. Credit earning and audited graduate level online coursework, community engagement experiences, and on-site training with maternal and child health community engagement opportunities were blended into a cohesive program. The training approach emphasized adult learning principles in different environmental contexts integrating multiple components of the Leadership Education in Neurodevelopmental and Related Disabilities Program. This paper describes the key principles adopted for this blended approach and the accomplishments, challenges, and lessons learned. The discussion offers examples from training content, material gathered through yearly program evaluation, as well as university course evaluations. The lessons learned consider the process and the implications for the role of blended learning in this type of training program with suggestions for future development and adoption by other programs.

  4. The Integration of Personal Learning Environments & Open Network Learning Environments

    Science.gov (United States)

    Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

    2012-01-01

    Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…

  5. Didaktischer Ansatz für das Blended Learning: Konzeption und Anwendung von Educational Patterns

    OpenAIRE

    Köhne, Sandra

    2005-01-01

    Die Dissertation ?Didaktischer Ansatz für das Blended Learning: Konzeption und Anwendung von Educational Patterns? beschreibt die Gestaltung von Blended Learning mittels Educational Patterns. Blended Learning stellt eine Kombination verschiedener Lehr-/ Lernformen mit und ohne Technikeinsatz dar. Typischerweise wird es als Kombination von Präsenz- und Onlineunterricht verstanden. Allerdings machen die Mischung zur sinnvollen Gestaltung des Unterrichts ebenso Medien, Sozial- und Übermittlungsf...

  6. The accommodation of multilingualism through blended learning in two information technology classes

    OpenAIRE

    Olivier, Jako

    2013-01-01

    The South African society can be described as culturally diverse and multilingual. However, despite the advantages of mother-tongue education, English is often chosen as the language of learning and teaching at the cost of the other official languages. This article proposes that multilingualism, through the use of languages other than English in the classroom, could be accommodated through blended learning. Blended learning refers to the blending of traditional instruction methods, such as fa...

  7. Educators' perceptions, attitudes and practices: blended learning in business and management education

    OpenAIRE

    Benson, Vladlena; Anderson, Deborah; Ooms, ann

    2011-01-01

    Adoption of blended learning is a complex process for higher education institutions and academic staff. Although the move towards blended learning is generally instigated at institutional level, factors determining its success and minimising resistance of faculty often emerge at delivery level. This paper explores adoption of blended learning practices in a Business School at a university in the United Kingdom. Based on the interviews with a purposive sample of 16 academic staff members deliv...

  8. A Framework for Institutional Adoption and Implementation of Blended Learning in Higher Education

    Science.gov (United States)

    Graham, Charles R.; Woodfield, Wendy; Harrison, J. Buckley

    2013-01-01

    There has been rapid growth in blended learning implementation and research focused on course-level issues such as improved learning outcomes, but very limited research focused on institutional policy and adoption issues. More institutional-level blended learning research is needed to guide institutions of higher education in strategically…

  9. Is K-12 Blended Learning Disruptive? An Introduction to the Theory of Hybrids

    Science.gov (United States)

    Christensen, Clayton M.; Horn, Michael B.; Staker, Heather

    2013-01-01

    The Clayton Christensen Institute for Disruptive Innovation, formerly the Innosight Institute, has published three papers describing the rise of K-12 blended learning--that is, formal education programs that combine online learning and brick-and-mortar schools. This fourth paper is the first to analyze blended learning through the lens of…

  10. Implementing Blended Learning at a Developing University: Obstacles in the Way

    Science.gov (United States)

    Tshabalala, Mswazi; Ndeya-Ndereya, Charity; van der Merwe, Tiana

    2014-01-01

    Higher Education Institutions (HEIs) are striving to provide effective learning experiences to address the needs of the digitally-oriented generation of learners. Blended learning has emerged as a solution to address these needs and has been adopted by various HEIs. However, not all academic staff members adopt blended learning when it is…

  11. MENINGKATKAN KUALITAS BLENDED LEARNING: CASE STUDY MENGGUNAKAN CoI MODEL

    OpenAIRE

    Lydiawati Kosasih Asalla

    2010-01-01

    This article discusses several considerations in the education industry to achieve good quality learning by using advances in technology such as blended learning, and it uses the Community of Inquiry model as a comparison to raise quality of the blending learning program. Other aspects include on how to raise quality of a discussion as an improvement of knowledge management.

  12. The Use of Blended Learning to Facilitate Critical Thinking in Entry Level Occupational Therapy Students

    Science.gov (United States)

    Rodriguez, Eva L.

    2009-01-01

    The popularity of using online instruction (both in blended and complete distance learning) in higher education settings is increasing (Appana, 2008; Newton, 2006; Oh, 2006). Occupational therapy educators are using blended learning methods under the assumption that this learning platform will facilitate in their students the required level of…

  13. A Blended Learning Solution and the Impacts on Attendance and Learning Outcomes

    Directory of Open Access Journals (Sweden)

    Ismo Hakala

    2011-05-01

    Full Text Available Blended learning based on lecture videos and face-to-face teaching provides good opportunities for students for participation in education, regardless of time or place. The article describes a blended learning solution that is based on face-to-face teaching and the use of streaming lecture videos as it has developed in connection with master studies in mathematical information technology. The particular focus of this article is on the use of lecture videos and the impacts of blended learning on participation in education and on learning outcomes. According to the results, lecture videos have become very popular among students. Moreover the use of lecture videos increases participation activeness, and the increase in participation has a positive impact on completion of courses. However, the use of lecture videos does not seem to have any clear-cut effect on grades obtained.

  14. Transitioning an Adult-Serving University to a Blended Learning Model

    Science.gov (United States)

    Korr, Jeremy; Derwin, Ellen Baker; Greene, Kimberly; Sokoloff, William

    2012-01-01

    While many institutions deliver some classes in blended format, Brandman University transitioned all of its face-to-face classes to blended delivery, using a model tailored to the needs of adult learners. This article provides research supporting the ways that blended learning principles align with key principles of andragogy. The article provides…

  15. Learning by Doing: A City Trip Combining TBLLT, Blended Learning and Social Media

    Science.gov (United States)

    Stevens, Leen; Grisez, Viviane

    2014-01-01

    For several years, the University of MONS (UMONS) has been organising a trip to a Flemish city, either Leuven, Ghent, or Antwerp, for the students on the Masters programmes at the Faculty of Engineering who attend Dutch courses. This project has been combining blended learning and task-based learning for several years, but for the most recent…

  16. Enhancing Students' Learning and Self- Efficacy through Blended Learning in a Teachers' Program

    Science.gov (United States)

    Abdelraheem, Ahmed Yousif

    2014-01-01

    Blended Learning (BL) strategies play an important role in collaboration, communication skills, motivation, attitudes, interaction with the subject and practical skills. However, their relationship with students' learning and self efficacy were not studied enough and this was the focus of this study. Therefore, the aim of the study was to…

  17. E-Learning and Blended Learning: The Importance of the Learner--A Research Literature Review

    Science.gov (United States)

    Shivetts, Courtney

    2011-01-01

    Many colleges and universities are now investing in more e-learning and blended learning courses. For a course to be worth the investment the institution must first recognize the most important factors to consider while developing the course. Of all the factors considered while developing a course the student must be considered as the most…

  18. Using Blended Learning to Enhance Student Learning in American Literature Courses

    Science.gov (United States)

    Dwaik, Raghad; Jweiless, Abdulmuti; Shrouf, Salah

    2016-01-01

    This study taps the English learners' interest in and attitudes toward the use of technology in English literature classes. It also investigates the influence of integrating the blended learning approach on the English literature students' learning and on the changes in their attitudes and behavior toward computer technology usage. Questionnaires…

  19. Learning Processes in Blended Language Learning: A Mixed-Methods Approach

    Science.gov (United States)

    Shahrokni, Seyed Abdollah; Talaeizadeh, Ali

    2013-01-01

    This article attempts to investigate the learning processes in blended language learning through assessing sources of information: logs, chat and forum scripts, and semi-structured interviews. Creating a MOODLE-based parallel component to face-to-face instruction for a group of EFL learners, we probed into 2,984 logged actions providing raw…

  20. Blended learning experience in teacher education: the trainees´ perspective

    Directory of Open Access Journals (Sweden)

    Monika Černá

    2009-03-01

    Full Text Available The article deals with blended learning in the context of pre-graduate English language teacher education. Firstly, the concept of blended learning is defined, then, the attention is focused on the online component of a blend, namely on the issue of interpersonal interaction including the challenges, which learning through online networking poses. Finally, results of a small–scale research are provided to offer insights into teacher trainees´ perspective of the blended learning experience at the University of Pardubice, Czech Republic.

  1. The Impact of Blended Learning on Student Performance in a Cardiovascular Pharmacotherapy Course

    OpenAIRE

    McLaughlin, Jacqueline E.; Gharkholonarehe, Nastaran; Khanova, Julia; Deyo, Zach M.; Rodgers, Jo E.

    2015-01-01

    Objective. To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students.

  2. Incorporating Competency-Based Blended Learning in a Chinese Language Classroom: A Web 2.0 Drupal Module Design

    Science.gov (United States)

    Huang, Chung-Kai; Lin, Chun-Yu; Chiang, Yueh-Hui

    2010-01-01

    This study aims to create a blended learning environment, based on the concept of competency-based training, in a Chinese as a Foreign Language (CFL) classroom at an American university. Drupal platform and web 2.0 tools were used as supplements to traditional face-to-face classroom instruction. Students completed various selective tasks and…

  3. The Adoption of Blended E-Learning Technology in Vietnam Using a Revision of the Technology Acceptance Model

    Science.gov (United States)

    Tran, Khanh Ngo Nhu

    2016-01-01

    This study examines factors that determine the attitudes of learners toward a blended e-learning system (BELS) using data collected by questionnaire from a sample of 396 students involved in a BELS environment in Vietnam. A theoretical model is derived from previous studies and is analyzed and developed using structural equation modeling…

  4. Blending Formal and Informal Learning Networks for Online Learning

    Science.gov (United States)

    Czerkawski, Betül C.

    2016-01-01

    With the emergence of social software and the advance of web-based technologies, online learning networks provide invaluable opportunities for learning, whether formal or informal. Unlike top-down, instructor-centered, and carefully planned formal learning settings, informal learning networks offer more bottom-up, student-centered participatory…

  5. A Surgical Virtual Learning Environment

    NARCIS (Netherlands)

    Luursema, Jan-Maarten; Kommers, Piet

    2003-01-01

    A computer based Virtual Learning Environment is proposed for training and evaluating novice surgeons. Although this Virtual Learning Environments is thought to be useful in other learning situations as well, especially where knowledge of different complex procedures and the ability to correctly ass

  6. Assessment of the efficacy of blended learning in an introductory pharmacy class

    Science.gov (United States)

    Munson, Christina Elizabeth

    Blended learning is the convergence between traditional face-to-face learning typically seen in a university setting and a computer-mediated learning environment, and is increasingly being seen as a viable alternative for learning instruction. Pharmaceutical calculations (PC) is a course taken by students in the first year in the school of pharmacy at the University of Kansas (KU SOP). One of the objectives of the PC class is that students are able to perform calculations with minimal error consistently. This requires repetitive drill which is a poor use of class time. By moving presentation of material online and using class time for small learning group problem solving as well as practice exams, the transformation of the course to a blended or hybrid course is assessed for efficacy and found to have student outcomes which are comparable to previous face-to-face (F2F) classes. As KU SOP expands it class sizes from 105 to ˜150 students and its campuses (building a satellite campus in Wichita, Kansas), being able to provide quality instruction at a reasonable cost is desirable. By redesigning PC to be a hybrid course, the need to hire additional instructors and/or increase available resources is minimized. Instructors remain for the large part on the main campus in Lawrence while students are learning at remote locations, a cost-effective measure for all parties involved. Using small learning groups (consisting of not more than 3 or 4 students) to work problems in PC was demonstrated to be an effective use of F2F class time in the fall semester, 2008 at KU. The class was taught by the same instructor in the fall of 2009 using blended learning as the class format. The current computer Learning Management System (LMS) in use at KU is Blackboard((c)2010). By using Blackboard to deliver lectures and have students work through tutorials to learn the material, class time was devoted to highly-focused problem solving. Due to unequal data distribution, the non

  7. Using Virtual Laboratories as Interactive Textbooks: Studies on Blended Learning in Biotechnology Classrooms

    Directory of Open Access Journals (Sweden)

    Hemalatha Sasidharakurup

    2015-07-01

    Full Text Available Virtual laboratories, an ICT-based initiative, is a new venture that is becoming more prevalent in universities for improving classroom education. With geographically remote and economically constrained institutes in India as the focus, we developed web-based virtual labs for virtualizing the wet-lab techniques and experiments with the aid of graphics favoured animations, mathematical simulators and remote triggered experimentations. In this paper, we analysed perceived usefulness of Biotechnology virtual labs amongst student groups and its role in improving the student’s performance when introduced as a learning tool in a blended classroom scenario. A pedagogical survey, via workshops and online feedback, was carried out among 600 university-level students and 100 remote users of various Indian universities. Comparing learning groups on usage of blended learning approach against a control group (traditional classroom methods and an experimental group (teacher-mediated virtual labs, our studies indicate augmented academic performance among students in blended environments. Findings also indicated usage of remotely-triggered labs aided enhancing interaction-based lab education enabling anytime-anywhere student participation scenarios.

  8. REVIEW: Effective Blended Learning Practices:
Evidence-Based Perspectives In Ict-Facilitated Education

    OpenAIRE

    Reviewed by Yasin OZARSLAN

    2009-01-01

    Blended learning refers to the integration of face-to-face and online learning activities with the goal of maximizing the value of students' experiences in both settings. This book collects new international research into many aspects of blended learning from the perspectives of learners, teachers, designers, and professional and academic developers in various disciplines, learning communities and universities from around the world. This book addresses the relative newness of online learning ...

  9. Blended Learning: Reflections on Teaching Experiences across the Pharmacy Education Continuum

    OpenAIRE

    Theresa J. Schindel; Hughes, Christine A.; Sadowski, Cheryl A

    2013-01-01

    Experiences with online learning in higher education have grown due to advancements in technology, technological savviness of students, changes in student expectations, and evolution of teaching approaches in higher education. Blended learning, the thoughtful fusion of face-to-face instruction with online learning, can enhance student learning and provide rewarding teaching experiences for faculty members. Pharmacy educators are beginning to employ blended learning across the continuum of pro...

  10. Perceptions and Attitudes Towards Blended Learning for English Courses: A Case Study of Students at University of Bisha

    Science.gov (United States)

    Ja'ashan, Mohammed Mohammed Nasser Hassan

    2015-01-01

    This paper presents a case study of students' perceptions and attitudes towards Blended Learning course in English at University of Bisha. The statement of problem that blended learning of English course annoys students at University of Bisha. Most of the students do not understand well the objectives of e learning through blended learning courses…

  11. Personalisation of Learning in Virtual Learning Environments

    NARCIS (Netherlands)

    Verpoorten, Dominique; Glahn, Christian; Kravcik, Milos; Ternier, Stefaan; Specht, Marcus

    2009-01-01

    Verpoorten, D., Glahn, C., Kravcik, M., Ternier, S., & Specht, M. (2009). Personalisation of Learning in Virtual Learning Environments. In U. Cress, V. Dimitrova & M. Specht (Eds.), Learning in the Synergy of Multiple Disciplines. Proceedings of the Fourth European Conference on Technology-Enhanced

  12. The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students

    OpenAIRE

    Judy Rouse Van Doorn; John Donald Van Doorn

    2014-01-01

    The pedagogical paradigm shift in higher education to 24-hour learning environments composed of teaching delivery methods of online courses, blended/hybrid formats, and face-to-face (f2f) classes is increasing access to global, lifelong learning. Online degrees have been offered at 62.4% of 2,800 colleges and universities. Students can now design flexible, life-balanced course schedules. Higher knowledge transfer rates may exist with blended course formats with online quizzes and valuable cl...

  13. A Surgical Virtual Learning Environment

    OpenAIRE

    Luursema, Jan-Maarten; Kommers, Piet

    2003-01-01

    A computer based Virtual Learning Environment is proposed for training and evaluating novice surgeons. Although this Virtual Learning Environments is thought to be useful in other learning situations as well, especially where knowledge of different complex procedures and the ability to correctly assess a complex situation is critical, in this project we specifically focus on vascular surgery. This environment will be developed as part of the DIME project (Distributed Interactive Medical Explo...

  14. Blended Learning: Auf dem langen Weg zur neuen Qualität in der Lehre

    OpenAIRE

    Büschenfeldt, Maika; Scholl, Margit

    2011-01-01

    Blended Learning ist ein integriertes Lernkonzept, das die Möglichkeiten des Online Lernens in Kombination mit den traditionellen Formen des Präsenzlernens in optimaler Weise verbinden soll. Blended Learning ist herausfordernd, weil die konsequente Umsetzung auch Innovationen in der Lehre einschließt und zur Veränderung der Lehrkultur und Lernformen führt. In Weiterentwicklung des Forschungsansatzes des EU-Projektes COMBLE identifizieren wir drei relevante Bereiche zur Verankerung von Blended...

  15. A blended learning framework for curriculum design and professional development

    Directory of Open Access Journals (Sweden)

    Negin Mirriahi

    2015-10-01

    Full Text Available The need for flexibility in learning and the affordances of technology provided the impetus for the rise of blended learning (BL globally across higher education institutions. However, the adoption of BL practices continues at a low pace due to academics’ low digital fluency, various views and BL definitions, and limited standards-based tools to guide academic practice. To address these issues, this paper introduces a BL framework, based on one definition and with criteria and standards of practice to support the evaluation and advancement of BL in higher education. The framework is theoretically underpinned by the extant literature and supported by focus group discussions. The evidence supporting the criteria and standards are discussed with suggestions for how they can be used to guide course design, academic practice, and professional development.

  16. Increasing Assessment Literacy Among LCTL Instructors Through Blended Learning

    Directory of Open Access Journals (Sweden)

    Victoria C. Nier

    2009-08-01

    Full Text Available This article describes the need for assessment literacy among less commonly taught language (LCTL educators as well as one approach toward providing professional development to such educators. This article first provides background on assessment literacy and, specifically, language assessment literacy. It documents the critical role assessment plays in language programs to ensure that student learning outcomes can be documented. Next, it examines the specific challenges of assessment for LCTL instructors, both because of the dearth of assessments in these languages and as the assessment background of LCTL instructors, which, like that of many foreign language educators, may be limited. To illustrate one approach to improving assessment literacy in LCTL instructors, this article describes a case study that suggests that blended learning may be a successful professional development method for LCTL instructors. Finally, the article explores the challenges and opportunities inherent to such an approach, while also recognizing the limitations.

  17. Designing Learning Resources in Synchronous Learning Environments

    DEFF Research Database (Denmark)

    Christiansen, Rene B

    2015-01-01

    Computer-mediated Communication (CMC) and synchronous learning environments offer new solutions for teachers and students that transcend the singular one-way transmission of content knowledge from teacher to student. CMC makes it possible not only to teach computer mediated but also to design...... and create new learning resources targeted to a specific group of learners. This paper addresses the possibilities of designing learning resources within synchronous learning environments. The empirical basis is a cross-country study involving students and teachers in primary schools in three Nordic...... Countries (Denmark, Sweden and Norway). On the basis of these empirical studies a set of design examples is drawn with the purpose of showing how the design fulfills the dual purpose of functioning as a remote, synchronous learning environment and - using the learning materials used and recordings...

  18. Factors That Affect Faculty Attitudes toward Adoption of Technology-Rich Blended Learning

    Science.gov (United States)

    Moukali, Khalid Hussain

    2012-01-01

    Universities worldwide are transitioning to blended learning where technology is used to enhance and augment traditional face-to-face instruction. Investigation of how well blended learning strategies are accepted and adopted in multicultural settings is needed to facilitate this transition. This study investigated factors and barriers that…

  19. Effects of Activity Based Blended Learning Strategy on Prospective of Teachers' Achievement and Motivation

    Science.gov (United States)

    Abdelraheem, Ahmed Yousif; Ahmed, Abdelrahman Mohammed

    2015-01-01

    The study investigates the effect of Activity based Blended Learning strategy and Conventional Blended Learning strategy on students' achievement and motivation. Two groups namely, experimental and control group from Sultan Qaboos University were selected randomly for the study. To assess students' achievement in the different groups, pre- and…

  20. Student Perceptions and Achievement in a University Blended Learning Strategic Initiative

    Science.gov (United States)

    Owston, Ron; York, Dennis; Murtha, Susan

    2013-01-01

    Examined in this study is the relationship between student perceptions in blended learning courses and their in-course achievement. The research was conducted at a large urban university that embarked on a major initiative to scale-up blended learning across its campus. Student perceptions (N = 577) were assessed in four areas deemed important to…

  1. University of Central Florida and the American Association of State Colleges and Universities: Blended Learning Toolkit

    Science.gov (United States)

    EDUCAUSE, 2014

    2014-01-01

    The Blended Learning Toolkit supports the course redesign approach, and interest in its openly available clearinghouse of online tools, strategies, curricula, and other materials to support the adoption of blended learning continues to grow. When the resource originally launched in July 2011, 20 AASCU [American Association of State Colleges and…

  2. Transforming K-12 Rural Education through Blended Learning: Barriers and Promising Practices

    Science.gov (United States)

    Werth, Eric; Werth, Lori; Kellerer, Eric

    2013-01-01

    This report describes the implementation of blended learning programs in Idaho, and three key takeaways are apparent: (1) Blended learning has a positive impact on teachers; (2) Self-pacing enables students to take ownership and achieve mastery; and (3) Teachers must prepare with comprehensive teacher training. The authors emphasize the need for…

  3. An Analysis of Research Trends in Dissertations and Theses Studying Blended Learning

    Science.gov (United States)

    Drysdale, Jeffery S.; Graham, Charles R.; Spring, Kristian J.; Halverson, Lisa R.

    2013-01-01

    This article analyzes the research of 205 doctoral dissertations and masters' theses in the domain of blended learning. A summary of trends regarding the growth and context of blended learning research is presented. Methodological trends are described in terms of qualitative, inferential statistics, descriptive statistics, and combined approaches…

  4. Institutional Change and Leadership Associated with Blended Learning Innovation: Two Case Studies

    Science.gov (United States)

    Garrison, D. Randy; Vaughan, Norman D.

    2013-01-01

    This article documents the institutional change and leadership associated with blended learning innovation in higher education. Two case studies are provided that demonstrate how transformational institutional change related to blended teaching and learning approaches is predicated upon committed collaborative leadership that engages all levels of…

  5. Situational Leadership Theory as a Foundation for a Blended Learning Framework

    Science.gov (United States)

    Meier, David

    2016-01-01

    Ultimately with the raise of computer technology, blended learning has found its way into teaching. The technology continues to evolve, challenging teachers and lecturers alike. Most studies on blended learning focus on the practical or applied side and use essentially pedagogical concepts. This study demonstrates that the leadership sciences can…

  6. JiFUNzeni: A Blended Learning Approach for Sustainable Teachers' Professional Development

    Science.gov (United States)

    Onguko, Brown Bully

    2014-01-01

    JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was…

  7. Introducing Blended Learning: An Experience of Uncertainty for Students in the United Arab Emirates

    Science.gov (United States)

    Kemp, Linzi J.

    2013-01-01

    The cultural dimension of Uncertainty Avoidance is analysed in this study of an introduction to blended learning for international students. Content analysis was conducted on the survey narratives collected from three cohorts of management undergraduates in the United Arab Emirates. Interpretation of certainty with blended learning was found in:…

  8. Blended learning models for directing the self-learning activity of “Software Engineering” specialty students

    Directory of Open Access Journals (Sweden)

    Vera V. Lyubchenko

    2014-12-01

    Full Text Available The adoption of Law of Ukraine “On Higher Education” (2014 involves the increase in students’ self-learning activity part in the curriculum. Therefore the self-learning activities’ arrangement in a way augmenting the result quality becomes a top priority task. This research objective consists in elaborating the scenario for organization of the students’ qualitative self-study, based on blended learning models. The author analyzes four blended learning models: the rotation model, flex-model, self-blend model and online driver model, and gives examples of their use. It is shown that first two models are the most suitable for full-time students. A general scenario for the use of blended learning models is described. Although the use of blended learning models causes several difficulties, it also essentially contributes into students’ self-study monitoring and control support.

  9. 基于网络学习社区的混合学习%Blended Learning Based on Network Learning Community

    Institute of Scientific and Technical Information of China (English)

    何其国

    2011-01-01

    Combining the teaching sections of the video media and technology,the basic theory of blended learning is analyzed,and a hybrid four teaching phases is proposed: prophase analysis,design of blended learning,practice of blended learning and blended learning effect assessment.The construction of network learning community,the teaching design of blended learning is discussed under mixed teaching environment, which proves the teaching effectiveness of blended learning by using the network learning communities.%分析了混合学习的基本理论,结合了《视频媒体及其技术》教学章节的实践,提出了进行混合式教学的4个阶段:前期分析、混合学习设计、混合学习实践、混合学习效果评估.探讨了混合教学环境下的网络学习社区的构建、混合学习的教学设计、如何组织实施,并从教学效果、网络学习平台和混合学习效果等方面进行了综合调查评估,从而证明了利用网络学习社区进行混合式教学的有效性.并在教与学的实践活动中,从根本上提高师范专业学生的信息素养.

  10. Learners’ Attitudes Towards Extended-Blended Learning Experience Based on the S2P Learning Model

    Directory of Open Access Journals (Sweden)

    Salah Eddine BAHJI

    2015-10-01

    Full Text Available Within the Moroccan context, the Higher Education Institutions have realized the importance of the integration of information technologies into the formal learning curriculum. However, the risks of demotivation remain large in tertiary education, even with the support of these new technologies. It is therefore essential to ensure consistently the maintenance of the learners’ motivation, which must start from the design phase by adopting real motivational strategies. Blended Learning addresses the issue of the quality of teaching and learning offering then some answers to learners’ motivation issue. So, we try to extend of the dimensions of Blended Learning to an “Extended Blended Learning (Ex-BL”, according to the S2P Model Learning designed as an integration model, arguing that knowledge and learning tools are nowadays available everywhere. This integration of educational resources takes into consideration various components: Face-to-face/online learning, Text-based Learning/Game-based Learning/Media-based Learning, Gamification, and Open Educational Resources. This paper investigates the learner perceptions of this instructional design. This includes their perceptions of learning effectiveness and its impact on their motivation during the learning experience. This investigation focused on two main points: the “Observation of learners’ behavior”, especially during online activities, as a way to gauge the degree of motivation and engagement; and the “Evaluation of the learning experience” through a survey covering the appreciation of the instructional design; the degree of satisfaction; the students’ motivation; the online platform; the extension of Ex-BL elements and their impact on learners’ motivation.

  11. Implementing a blended learning approach in a further education college : a case study

    OpenAIRE

    Martin, Aileen

    2009-01-01

    non-peer-reviewed Blended or hybrid learning refers to learning which is provided through any combination of instructional modalities, both physical and virtual. It combines concepts, methods, processes, tools and pedagogic styles to achieve a holistic learner centred approach to teaching and learning and has become evermore dynamic thanks to the evolution of web 2.0 technologies and open source software. The operational delivery of blended learning can also be supported by the use of a Co...

  12. Design and develop second life virtual lab for biochemistry blended teaching and learning based on constructivism

    OpenAIRE

    Ye, Liang; 叶亮

    2013-01-01

    Department of Biochemistry in HKU has been planning to implement virtual lab blended learning solution into their experiment related courses. Based on selected case, the study investigated whether the virtual lab would arouse more learning interests and improve the learning gains for students. Also, the study concluded some useful suggestions for virtual lab blended learning and generalized a few guidelines for instructional design on virtual lab. The study adopted mixed research methods ...

  13. Learning Environment and Student Effort

    Science.gov (United States)

    Hopland, Arnt O.; Nyhus, Ole Henning

    2016-01-01

    Purpose: The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments. Design/methodology/approach: The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The…

  14. Academic performance in blended learning in higher education

    OpenAIRE

    Moreira, J. António; Mendes, Alexandra

    2011-01-01

    Institutions of Higher Education in Portugal face today unique challenges. Aware of the change, in general, these institutions have presented reform initiatives covering in their strategic plans new frames ofoperation, where e-learning and/or b-learning are recognized. The present study aims mainly to know the impact that b-learning and the implementation of some pedagogical models adapted to these environments may have on academic performance of students in higher education. Data analysis, r...

  15. Promoting Sustainable Living in the Borderless World through Blended Learning Platforms

    Science.gov (United States)

    Ng, Khar Thoe; Parahakaran, Suma; Febro, Rhea; Weisheit, Egbert; Lee, Tan Luck

    2013-01-01

    Student-centred learning approaches like collaborative learning are needed to facilitate meaningful learning among self-motivated lifelong learners within educational institutions through interorganizational Open and Distant Learning (ODL) approaches. The purpose of this study is to develop blended learning platforms to promote sustainable living,…

  16. Disruptions and Disturbance as Challenges in a Blended Learning (BL) Environment and the Role of Embodied Habit Orientation 

    DEFF Research Database (Denmark)

    Dau, Susanne; Ryberg, Thomas

    2014-01-01

    over the implemented BL approach and they felt more disrupted and disturbed when required to work more online and from home. In the paper we therefore discuss how disruptions and disturbances have an influence on students’ study and learning activities in a BL environment. We argue how disturbances...... are related to students’ embodied experiences and habitual and spatial orientation, and how they play a role in students’ perceptions of different learning spaces. Based in Simonsen’s (2007) ‘geography of human practice’ and an ecological understanding of ‘orientations’ developed by Jander (1975) we analyse...... and discuss how students’ orientation in different learning environments influence their navigation, and how disruptions and disturbances affect their orientation. The findings illustrate and discuss students’ challenges of adapting to the BL approach and how students’ prior experiences and habits challenge...

  17. Students' Perceptions of Blended Learning and its Effectiveness As a Part of Second Year Dental Curriculum

    Science.gov (United States)

    Varthis, Spyridon

    The field of dental medical education is one of the most rapidly evolving fields in education. Newer teaching methods are being evaluated and incorporated in dental institutions. One of the promising new methods is the blended learning approach that may involve a "flipped" instructional sequencing, where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking. The author conducted a mixed method, experimental study that focused on second year dental students' perceptions of blended learning and its effectiveness. A sample size of 40 dental students in their second year from a Northeastern Regional Dental School were invited to participate in this study to evaluate a blended learning approach in comparison to a more traditional lecture format. Students who participated in the study, participated in group problem-solving, responded to Likert-type surveys, completed content exams, and were interviewed individually. Based on Likert survey data and interview responses, the participants in the blended learning treatment reported very positive opinions including positive perceptions of the organization, support of meaningful learning and potential merits for use in dental education. There also was evidence that the blended learning group achieved at least as well as the traditional lecture group, and excelled on certain content test items. The results of this study support the conclusion that blended instruction promotes active, in-depth and self-regulated learning. During blended learning, students set standards or goals regarding their learning, evaluate their progress toward these goals, and then adapt and regulate their cognition, motivation, and behavior in order to accomplish their goals. Overall, the results of this research on blended learning, including the use of problem-based learning in group discussions, supports the merits of incorporating blended earning in dental education curricula.

  18. Incorporating Online Discussion in Face to Face Classroom Learning: A New Blended Learning Approach

    Science.gov (United States)

    Chen, Wenli; Looi, Chee-Kit

    2007-01-01

    This paper discusses an innovative blended learning strategy which incorporates online discussion in both in-class face to face, and off-classroom settings. Online discussion in a face to face class is compared with its two counterparts, off-class online discussion as well as in-class, face to face oral discussion, to examine the advantages and…

  19. Blending Learning: A Novel Assessment Strategy Enhancing Student Learning from Practical Work in the Laboratory

    Science.gov (United States)

    Walsh, Cathy; Parry, Damian; Larsen, Carl

    2010-01-01

    In this communication we report on a "blended" form of assessment combining the positive aspects of a laboratory investigation, including practical skill acquisition, data reporting and social interaction, with the application and authenticity of a case study encouraging students to deepen their learning from laboratory activities. (Contains 2…

  20. Guiding Professional Life-Long Learning Projects: The Case of an Immersive Blended Learning Certificate

    Science.gov (United States)

    Benetos, Kalli; Peraya, Daniel

    2015-01-01

    This case study presents a blended learning study program offered as a continuing education certificate of advanced studies for post-secondary educators and training professionals in the private, non-governmental, and public sectors. This accredited certificate program is unique in that it allows participants to propose and develop their own…

  1. The Relationship between Self-Regulation and Online Learning in a Blended Learning Context

    Science.gov (United States)

    Lynch, Richard; Dembo, Myron

    2004-01-01

    This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance,…

  2. PREDICTING STUDENT ACADEMIC PERFORMANCE IN BLENDED LEARNING USING ARTIFICIAL NEURAL NETWORKS

    Directory of Open Access Journals (Sweden)

    Nick Z. Zacharis

    2016-09-01

    Full Text Available Along with the spreading of online education, the importance of active support of students involved in online learning processes has grown. The application of artificial intelligence in education allows instructors to analyze data extracted from university servers, identify patterns of student behavior and develop interventions for struggling students. This study used student data stored in a Moodle server and predicted student success in course, based on four learning activities - communication via emails, collaborative content creation with wiki, content interaction measured by files viewed and self-evaluation through online quizzes. Next, a model based on the Multi-Layer Perceptron Neural Network was trained to predict student performance on a blended learning course environment. The model predicted the performance of students with correct classification rate, CCR, of 98.3%.

  3. Practice and design of Blended Learning in internet%网络环境下Blended Learning平台的设计与实施

    Institute of Scientific and Technical Information of China (English)

    刘辉; 王力; 吴守伟; 胡明洁

    2012-01-01

    Information technology has greatly changed the teaching environment and conditions at universities, Blending Learning came into being, which combines the traditional classroom teaching with online learning. This paper puts forward some corresponding design principles on how to give full scope to the advantages of Blended Learning. It makes students not only know of the basic knowledge and skills but also cultivate the ability of solving and asking questions, encouraging their spirit of exploration and research.%信息技术在很大程度上改变了高校教学环境和教学条件,通过Blended Learning平台,能把传统学习方式的优势和网络教学的优势结合起来,发挥其混合式教学的特点与优势,就此提出了相应的设计原则与实现方法。学生通过该平台进行自主学习,不仅掌握基础知识和基本技能,还培养了解决问题、质疑问题的能力,积极探索的研究精神。

  4. Learners’ Attitudes Towards Extended-Blended Learning Experience Based on the S2P Learning Model

    OpenAIRE

    Salah Eddine BAHJI; Jamila EL ALAMI; Youssef LEFDAOUI

    2015-01-01

    Within the Moroccan context, the Higher Education Institutions have realized the importance of the integration of information technologies into the formal learning curriculum. However, the risks of demotivation remain large in tertiary education, even with the support of these new technologies. It is therefore essential to ensure consistently the maintenance of the learners’ motivation, which must start from the design phase by adopting real motivational strategies. Blended Learning addresses...

  5. Do learning style and learning environment affect learning outcome?

    Science.gov (United States)

    DiBartola, L M; Miller, M K; Turley, C L

    2001-01-01

    This study compared learning outcomes of students with different learning styles, as identified by the Kolb Learning Style Inventory indicators, in a traditional in-class environment with those taking the same course via distance education. The above-average scores were evenly distributed, 47% of the in-class group and 43% of the distance group. For three of the four learning styles, there was no relationship to learning outcome or environment. The Diverger group did show a relationship with above-average scores in the distance group (83%). The findings support that the classroom or distance environment did not influence learning outcome. Learning style did not appear to affect learning outcome in either group, except that the Diverger learning style may have a positive relationship to learning in the distance environment.

  6. Constructivist learning theories and complex learning environments

    NARCIS (Netherlands)

    Simons, R-J.; Bolhuis, S.

    2004-01-01

    Learning theories broadly characterised as constructivist, agree on the importance to learning of the environment, but differ on what exactly it is that constitutes this importance. Accordingly, they also differ on the educational consequences to be drawn from the theoretical perspective. Cognitive

  7. Vienna E-Lecturing (VEL): Learning How to Learn Self-Regulated in an Internet-Based Blended Learning Setting

    Science.gov (United States)

    Schober, Barbara; Wagner, Petra; Reimann, Ralph; Spiel, Christiane

    2008-01-01

    The article describes the "Vienna E-Lecturing" (VEL), a complex internet-based blended-learning setting developed for students at the University of Vienna (Austria). As part of the introduction to research methods in psychology, VEL aids in imparting factual knowledge regarding research methods and evaluation, as well as promotes learning skills,…

  8. Nuclear blenders: blended learning from Rensselaer's Reactor Critical Facility

    International Nuclear Information System (INIS)

    Rensselaer's senior level undergraduate nuclear engineering course 'Critical Reactor Laboratory' is highly regarded and much loved. If you can get in, that is. But now it's a required course, nuclear engineering enrollment is up, and others are knocking on our door to get in. How might one offer such a unique course to the masses, without losing the whole point of a laboratory experience? This presentation looks at the costs and benefits of the transition to a 'blended learning' mode -- the merging of traditional, face-to-face instruction and web-based instruction as a solution. As part of the presentation, the course and the facility will be highlighted by short excepts from the 50 minute movie 'Everything You Always Wanted to Know about Neutron Chain Reactions (but were afraid to ask)'.

  9. Capacity building for hydrological change - using a blended learning approach

    Science.gov (United States)

    Nacken, H.

    2015-04-01

    Extreme hydrological events have always been a challenge to societies. There is growing evidence that hydrological extremes have already become more severe in some regions. The Middle East and North Africa (MENA) region is characterized as one of the world's most water-scarce and driest regions, with a high dependency on climate-sensitive agriculture. There is an urgent need for capacity building programmes that prepare water professionals and communities to deal with the expected hydrological changes and extremes. The most successful capacity building programmes are the country driven ones which involve a wide range of national stakeholders, have a high degree of in-country ownership and have an applicability character. The method of choice to set up such capacity building programmes will be through blended learning.

  10. The Blended Learning Shift: New Report Shows Blended Learning Growing in U.S. Private Schools

    Science.gov (United States)

    Warren, Travis

    2015-01-01

    The technology conversation in independent schools has evolved considerably over the last five years. In particular, it has moved beyond the question of how can schools augment traditional classroom practices with hardware (laptops, interactive whiteboards, etc.) to the question of how software can improve outcomes and enable new learning models,…

  11. BLENDED LEARNING USING MOODLE AT THE „1 DECEMBRIE UNIVERSITY” IN ROMANIA

    OpenAIRE

    CIPRIAN CUCU

    2014-01-01

    Moodle is one of the most common platforms used for supporting educational processes suited either for distance education but also blended-learning (mixing web-based learning tools with face-to-face interaction). The current paper presents a case study on implementing Moodle as a blended learning solution at the "1 Decembrie 1918} University of Alba Iulia, Romania. The study looks for benefits and issues for instructors focusing on the latter since those issues must be overcome in order fo...

  12. ELT instructors’ attitudes towards the use of Blended Learning in tertiary level English language programs

    OpenAIRE

    Şaban Çepik; Kemal Gönen; Mustafa Kemal Sazak

    2016-01-01

    The aim of this study is to find the attitudes of language instructors towards blended learning at English Language Program of a foundation university, and to find out the nature of Schoology, a learning management system, for blended learning purposes. The participants were 35 English language instructors working at the foundation university in Turkey. A questionnaire developed by Moukali (2012) was used as a data collection tool in this study. The findings revealed that the English language...

  13. Blended learning in teaching materials science subjects at full time studies

    OpenAIRE

    L.A. Dobrzański,; F. Brom

    2008-01-01

    Purpose: The main aim of this article is to present the advantages and disadvantages of the use of blendedlearning in teaching Fundamentals of Materials Science and Metal Materials. The purpose of carried research is toanalyse the effectiveness of e-learning as means of teaching in blended learning model.Design/methodology/approach: This article includes a description of blended learning; comparison ofstudents’ results in materials science between the traditional method and remote teaching us...

  14. Using Social Network and Dropbox in Blended Learning: an Application to University Education

    OpenAIRE

    Justo de Jorge Moreno

    2012-01-01

    The main objective of this study is to analyze the use of the Social Networking and dropbox in blended learning by University students. We try identifying this method, over the student’s performance. The results show that the implementation of blended learning has a positive effect on in learning outcomes. The use of the Knowledge Management process has enabled captures a three-factor structure that reflected the five types of knowledge. The segmentation of the student sample analyzed using c...

  15. Blended learning and the European Higher Education Area: the use of webquests

    OpenAIRE

    Baelo, Sonia

    2010-01-01

    This paper deals with the new pedagogical approaches that the European Higher Education Area (EHEA) demands in the university system and proposes blended learning as an effective means to meet these demands. Blended learning refers to language courses that combine the use of technology and distant learning with face-toface classes. WebQuests, which are inquiry-oriented activities that elicit higher-order thinking, can be easily combined with face-to-face classroom activities. T...

  16. Teaching for blended learning : How is ICT impacting on distance and on campus education?

    OpenAIRE

    Stacey, Elizabeth; Gerbic, Philippa

    2006-01-01

    The concept of blended learning, defined in a range of ways, has begun to change the nature of all teaching and learning in higher education. Information and communication technologies have impacted by providing a means of access to digital resources and interactive communication for all courses and the blending of pedagogy and technology has produced a range of approaches to teaching and learning. This paper will investigate reported studies from both research literature and from the writ...

  17. Evaluating a learning management system for blended learning in Greek higher education.

    Science.gov (United States)

    Kabassi, Katerina; Dragonas, Ioannis; Ntouzevits, Alexandra; Pomonis, Tzanetos; Papastathopoulos, Giorgos; Vozaitis, Yiannis

    2016-01-01

    This paper focuses on the usage of a learning management system in an educational institution for higher education in Greece. More specifically, the paper examines the literature on the use of different learning management systems for blended learning in higher education in Greek Universities and Technological Educational Institutions and reviews the advantages and disadvantages. Moreover, the paper describes the usage of the Open eClass platform in a Technological Educational Institution, TEI of Ionian Islands, and the effort to improve the educational material by organizing it and adding video-lectures. The platform has been evaluated by the students of the TEI of Ionian Islands based on six dimensions: namely student, teacher, course, technology, system design, and environmental dimension. The results of this evaluation revealed that Open eClass has been successfully used for blended learning in the TEI of Ionian Islands. Despite the instructors' initial worries about students' lack of participation in their courses if their educational material was made available online and especially in video lectures; blended learning did not reduce physical presence of the students in the classroom. Instead it was only used as a supplementary tool that helps students to study further, watch missed lectures, etc.

  18. Evaluating a learning management system for blended learning in Greek higher education.

    Science.gov (United States)

    Kabassi, Katerina; Dragonas, Ioannis; Ntouzevits, Alexandra; Pomonis, Tzanetos; Papastathopoulos, Giorgos; Vozaitis, Yiannis

    2016-01-01

    This paper focuses on the usage of a learning management system in an educational institution for higher education in Greece. More specifically, the paper examines the literature on the use of different learning management systems for blended learning in higher education in Greek Universities and Technological Educational Institutions and reviews the advantages and disadvantages. Moreover, the paper describes the usage of the Open eClass platform in a Technological Educational Institution, TEI of Ionian Islands, and the effort to improve the educational material by organizing it and adding video-lectures. The platform has been evaluated by the students of the TEI of Ionian Islands based on six dimensions: namely student, teacher, course, technology, system design, and environmental dimension. The results of this evaluation revealed that Open eClass has been successfully used for blended learning in the TEI of Ionian Islands. Despite the instructors' initial worries about students' lack of participation in their courses if their educational material was made available online and especially in video lectures; blended learning did not reduce physical presence of the students in the classroom. Instead it was only used as a supplementary tool that helps students to study further, watch missed lectures, etc. PMID:26877899

  19. Blended learning positively affects students' satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation.

    Science.gov (United States)

    Woltering, Vanessa; Herrler, Andreas; Spitzer, Klaus; Spreckelsen, Cord

    2009-12-01

    Problem-based learning (PBL) is an established didactic approach in medical education worldwide. The impact of PBL depends on the tutors' quality and the students' motivation. To enhance students' motivation and satisfaction and to overcome the problems with the changing quality of tutors, online learning and face-to-face classes were systematically combined resulting in a blended learning scenario (blended problem-based learning--bPBL). The study aims at determining whether bPBL increases the students' motivation and supports the learning process with respect to the students' cooperation, their orientation, and more reliable tutoring. The blended PBL was developed in a cooperation of students and teachers. The well-established Seven Jump-scheme of PBL was carefully complemented by eLearning modules. On the first training day of bPBL the students start to work together with the online program, but without a tutor, on the final training day the tutor participates in the meeting for additional help and feedback. The program was evaluated by a mixed-method study. The traditional PBL course was compared with the blended PBL by means of qualitative and quantitative questionnaires, standardized group interviews, and students' test results. In addition log-files were analyzed. A total of 185 third-year students and 14 tutors took part in the study. Motivation, subjective learning gains and satisfaction achieved significantly higher ratings by the bPBL students compared with the students learning by traditional PBL. The tutors' opinion and the test results showed no differences between the groups. Working with the web-based learning environment was assessed as very good by the students. According to the log-file analysis, the web-based learning module was frequently used and improved the cooperation during the self-directed learning. PMID:19184497

  20. Blended Learning with Everyday Technologies to Activate Students' Collaborative Learning

    Science.gov (United States)

    Vesisenaho, Mikko; Valtonen, Teemu; Kukkonen, Jari; Havu-Nuutinen, Sari; Hartikainen, Anu; Karkkainen, Sirpa

    2010-01-01

    Schools are facing challenges to meet the demands of the information society and the student generation of today. Not only are students carrying their mobile phones everywhere, they are also familiar with different online environments, especially social software. This situation can be seen both a challenge and a chance for schools, as mobile…

  1. BLENDED LEARNING USING MOODLE AT THE „1 DECEMBRIE UNIVERSITY” IN ROMANIA

    Directory of Open Access Journals (Sweden)

    CIPRIAN CUCU

    2014-10-01

    Full Text Available Moodle is one of the most common platforms used for supporting educational processes suited either for distance education but also blended-learning (mixing web-based learning tools with face-to-face interaction. The current paper presents a case study on implementing Moodle as a blended learning solution at the "1 Decembrie 1918} University of Alba Iulia, Romania. The study looks for benefits and issues for instructors focusing on the latter since those issues must be overcome in order for the blended solution approach to be efficient.

  2. Percepciones del alumnado sobre el blended learning en la universidad Student´s Perceptions of Blended Learning at University

    Directory of Open Access Journals (Sweden)

    María Pilar Cáceres Reche

    2009-10-01

    Full Text Available Este trabajo describe las principales aportaciones presentadas por el alumnado, con motivo de la puesta en práctica de un proyecto de innovación docente (2005 en la Universidad de Córdoba, centrado en el desarrollo de una metodología docente semipresencial (blended learning me diante un entorno virtual en la titulación de Psicopedagogía. También se recogen los resultados más significativos del mismo proyecto implementado posteriormente en la Facultad de Ciencias de la Educación de la Universidad de Granada. La reflexión acerca de las fortalezas y debilidades manifestadas por los destinatarios directos del proceso de convergencia europeo, como son los estudiantes, permitirá la mejora de la reestructuración de una enseñanza acorde con las necesidades formativas de todos los agentes educativos implicados directa o indirectamente en este momento de cambio (profesorado, alumnado, autoridades educativas, etc.. This paper describes the main contributions by students from a Teaching Innovation Project (2005 at the University of Córdoba focused on a part-time attendance teaching methodology (blended learning through a virtual space within the degree of Educational Psychology. The most relevant contributions to the project (later applied in the Faculty of Educational Sciences in the University of Granada, Spain are also collected. The students’ thoughts on the strengths and weakness as the main receptors of teaching in the European Space are an important factor in the improvement of teaching restructuring, based on the training necessities of all the educational agents involved directly and indirectly in this moment of change (teachers, students, educational authorities, etc..

  3. Patterns of Personal Learning Environments

    Science.gov (United States)

    Wilson, Scott

    2008-01-01

    The use of design patterns is now well established as an approach within the field of software systems as well as within the field of architecture. An initial effort was made to harness patterns as a tool for elaborating the design of the elements of personal learning environments as part of the University of Bolton's Personal Learning Environment…

  4. Importance of Ethical Practices and Blended Learning: Recommendations for the Field

    Science.gov (United States)

    Krug, Damon; Roberts-Pittman, Bridget; Balch, Tonya

    2011-01-01

    Blended learning models of training and education are gaining in popularity and availability. While such models are appealing for variety of reasons, they are not without unique challenges and concerns. Practitioners face ethical decisions every day and blended training models create their own set of circumstances that could become problematic…

  5. A Comparison of Traditional and Blended Learning in Introductory Principles of Accounting Course

    Science.gov (United States)

    Du, Chan

    2011-01-01

    This paper examines whether a blended course that introduces lower-level education online learned by students before they come into class and after class online assignments and online discussions enhances student performance for an introductory principles of accounting course over the period 2009-2010. The blended course design includes (1)…

  6. A teacher-developed blended learning model on building reading comprehension skills to support across-curriculum performances

    OpenAIRE

    2016-01-01

    Reading comprehension is one of the essential literacy skills needed for all grade levels students to excel in academic studies, and for effective participation in social and cultural activities in our information and knowledge-based society. The purpose of this study was to investigate the effects of a teacher-developed literacy program using the Blended Learning environment on students’ achievements with respect to: (1) Literacy proficiency in core content subjects’ performan...

  7. The use of Edmodo in teaching writing in a blended learning setting

    Directory of Open Access Journals (Sweden)

    Pupung Purnawarman

    2016-01-01

    Full Text Available The advancement of technology provides education with varioussolutions to create new learning environments. Edmodo as a learning platform is believed to offera solution in the teaching of English, particularly for teaching writing. This research was aimed to investigate how Edmodo as a learning platform,in a blended learning setting, was implemented in teaching writing in its combination with Genre-based Approach, how Edmodo facilitated students’ engagement, and how students perceived the use of Edmodo in teaching and learning activities. This research employed a qualitative approach with case study design. The research involved 17 participants from the eleventh grade of a senior high school in Bandung, Indonesia. The data were collected through observations, document analysis, interviews, and questionnaires. The results showed that in teaching writing,it was possible to integrate Edmodo into GBA writing cycles. Edmodo also facilitated students’ engagement cognitively during classroom sessions. The students showed various responses towards the use of Edmodo based on the Uses and Gratification Theory (UGT framework. Some issues on the use of Edmodo identified in this research were bandwidth, confusion in using Edmodo, incompatibility of smartphone applications, and students’ lack responsibilities for learning. The suggestions for the authority and areas of further research are presented.

  8. Introducing blended learning: An experience of uncertainty for students in the United Arab Emirates

    Directory of Open Access Journals (Sweden)

    Linzi J. Kemp

    2013-05-01

    Full Text Available The cultural dimension of Uncertainty Avoidance is analysed in this study of an introduction to blended learning for international students. Content analysis was conducted on the survey narratives collected from three cohorts of management undergraduates in the United Arab Emirates. Interpretation of certainty with blended learning was found in: student skills with technology; student acknowledgement of course organisation; and student appreciation of online feedback. Uncertainty with the introduction of blended learning was found: when membership was assigned for group work, higher quality research methods were introduced; where course structure lacked detail, increased time was required for new and different online activities. These international students, from countries with a high score on Uncertainty Avoidance, exhibited that dimension when introduced to blended learning. The implications of these findings are discussed, and strategies suggested for introducing blended learning to international students. The limitations of the study are considered, and a direction for future research is suggested. This is the first study on undergraduates in the Middle East for the effects of a cultural dimension when introducing blended learning. The findings increase the body of knowledge that relates to learning technology in the international business classroom.

  9. Case 3: North Middlesex University Hospital Trust and Middlesex University: a blended learning language skills programme

    OpenAIRE

    Saldiray, Janet; Naidoo, Sumeshni; Pitt, Alexandra

    2014-01-01

    A case study is presented of a blended learning course, English Language and Communication for Clinical Practice, which was provided for North Middlesex University Hospital by the Academic Writing and Language Team at Middesex University

  10. Contextual Learning Analytics Apps to Create Awareness in Blended Inquiry Learning

    OpenAIRE

    Voznuik, Andrii; Rodríguez-Triana, Maria Jesús; Holzer, Adrian; Govaerts, Sten; Sandoz, David; Gillet, Denis

    2015-01-01

    Blended inquiry learning relying on online labsto enhance classroom activities is considered as a promisingapproach to increase the skills and the interest of students inscience, technology, engineering, and mathematics. In such aframework where students combine face-to-face interaction withpeers or teachers and online interaction with remote or virtuallabs, adequate guidance should be provided. Such a task isfacilitated if teachers are made aware of the progresses andthe difficulties of thei...

  11. Introducing blended learning: An experience of uncertainty for students in the United Arab Emirates

    OpenAIRE

    Kemp, Linzi J.

    2013-01-01

    The cultural dimension of Uncertainty Avoidance is analysed in this study of an introduction to blended learning for international students. Content analysis was conducted on the survey narratives collected from three cohorts of management undergraduates in the United Arab Emirates. Interpretation of certainty with blended learning was found in: student skills with technology; student acknowledgement of course organisation; and student appreciation of online feedback. Uncertainty with the int...

  12. The Effect of Blended Learning on the Persistence of Academic Performance for Computer Education

    OpenAIRE

    DEMİRLİ, Cihad; AKSOĞAN, Mustafa

    2012-01-01

    Nowadays new learning processes are being designed where online education is reinforced and used along with face to face education. This co-use that was established to eliminate various limitations is called Blended Learning (BL). Blending could be considered as building a new process by combining the positive aspects of online and face to face processes levelly. In this study, we shared the research to determine the effect of the BL process on the persistence of the learners' academic perfor...

  13. PENGARUH BLENDED LEARNING TERHADAP PENGUASAAN KONSEP DAN PENALARAN FISIKA PESERTA DIDIK KELAS X

    OpenAIRE

    Hermawanto -; S. Kusairi; Wartono -

    2013-01-01

    Penelitian ini bertujuan 1) Mengetahui pengaruh blended learning terhadap penguasaan konsep fisika 2) Mengetahui pengaruh blended learning terhadap penalaran fisika. Rancangan yang digunakan adalah Randomized Posttest only Control Group Design. Populasinya adalah peserta didik kelas X SMA Negeri 1 Batu. Sampelnya yaitu kelas X-6 dan X-10 sebagai kelas eksperimen, kelas X-11 dan X-12 sebagai kelas kontrol. Hasil uji t penguasan konsep didapat thitung = 6,64 > = ttabel =1,66, menunjukkan ada...

  14. Learning environment, learning styles and conceptual understanding

    Science.gov (United States)

    Ferrer, Lourdes M.

    1990-01-01

    In recent years there have been many studies on learners developing conceptions of natural phenomena. However, so far there have been few attempts to investigate how the characteristics of the learners and their environment influence such conceptions. This study began with an attempt to use an instrument developed by McCarthy (1981) to describe learners in Malaysian primary schools. This proved inappropriate as Asian primary classrooms do not provide the same kind of environment as US classrooms. It was decided to develop a learning style checklist to suit the local context and which could be used to describe differences between learners which teachers could appreciate and use. The checklist included four dimensions — perceptual, process, self-confidence and motivation. The validated instrument was used to determine the learning style preferences of primary four pupils in Penang, Malaysia. Later, an analysis was made regarding the influence of learning environment and learning styles on conceptual understanding in the topics of food, respiration and excretion. This study was replicated in the Philippines with the purpose of investigating the relationship between learning styles and achievement in science, where the topics of food, respiration and excretion have been taken up. A number of significant relationships were observed in these two studies.

  15. Multicomponent evaporation model for pure and blended biodiesel droplets in high temperature convective environment

    International Nuclear Information System (INIS)

    Highlights: ► Developed a multicomponent vaporization model for pure and blended biodiesel droplets. ► Considered the inequalities in the gas phase diffusivities in the validated model. ► Confirmed the prolonging effect of biodiesel fraction on blended droplet lifetime. ► Showed the effect of diffusion coefficient on droplet vaporization time and temperature. ► Demonstrated the role of diesel fraction on blended droplet internal gasification. - Abstract: Biodiesel and more often its blends have been extensively used to mitigate the dependence on fossil fuel and the greenhouse gas emissions. However, a good understanding of the impact of the difference in the thermophysical properties of biodiesel and its blends from those of petroleum diesel is required to reap the benefits of biodiesel utilization. In this study a multicomponent evaporation model has been developed for pure and blended biodiesel droplets to investigate their evaporation characteristics in high temperature convective environment as encountered in practical combustion systems; and it is validated through a comparison with experimental results. The vaporization characteristics of pure diesel, pure biodiesel fuel droplets as well as the effect of mixing them in different proportions (B20 and B50) are presented. The results reveal that biodiesel droplets evaporate at a slower rate than the diesel droplets because of biodiesel’s relatively low vapor pressure. Consequently, the blending of diesel fuel with small proportions of biodiesel results in an increase in the evaporation timescale of the blended fuel droplets. Diffusion in the liquid phase is observed to be the rate controlling factor for blended droplet vaporization. The possibility of internal gasification for blended droplets is also investigated. A droplet with higher quantity of diesel is more prone to undergo internal gasification but micro-explosion is not likely to occur at atmospheric pressure.

  16. Blended Learning (Bl) As Pedagogical Alternative To Teach Business Communication Course: Case Study Of Uum Executive Diploma Program

    OpenAIRE

    Hisham DZAKIRIA; Mohd Sobri DON @ A. Wahab; Hamzah Dato’ ABDUL RAHMAN

    2012-01-01

    Globally, blended learning (BL) technologies have been increasingly applied in a variety of fields, both public and private sectors. In recent years, universities, public and private businesses and organizations are among those employing blended learning methods and technologies in training and re-training of professionals in the workforce. In Malaysia, the increasing use of blended learning to enhance learning and enriching of soft skills among professionals and individuals in the work ...

  17. Effects of a blended learning approach on student outcomes in a graduate-level public health course

    OpenAIRE

    Kiviniemi, Marc T.

    2014-01-01

    Background Blended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed. Method The impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course ...

  18. Effects of Traditional, Blended and E-Learning on Students' Achievement in Higher Education

    Science.gov (United States)

    Al-Qahtani, Awadh A. Y.; Higgins, S. E.

    2013-01-01

    The study investigates the effect of e-learning, blended learning and classroom learning on students' achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess students' achievement in the different groups, pre- and post-achievement tests were used. The…

  19. An Investigation on Individual Students' Perceptions of Interest Utilizing a Blended Learning Approach

    Science.gov (United States)

    Shroff, Ronnie H.; Vogel, Douglas R.

    2010-01-01

    Research has established that individual student interest has a positive effect on learning and academic achievement. However, little is known about the impact of a blended learning approach on individual student interest and whether combinations of online and face-to-face learning activities significantly enhance student interest. This paper…

  20. The Effects of Blended Learning on the Intrinsic Motivation of Thai EFL Students

    Science.gov (United States)

    Sucaromana, Usaporn

    2013-01-01

    The aim of this study is to compare the results of blended learning with face-to-face learning among university students studying English as a foreign language. The participants were separated by gender, and the following variables, intrinsic motivation for learning English, attitudes towards English as a subject, and satisfaction with the…

  1. Students' Experiences of Blended Learning in Accounting Education at the Durban University of Technology

    Science.gov (United States)

    Hiralaal, A.

    2012-01-01

    The Durban University of Technology guided by the Higher Education Qualifications Framework (HEQC) identified e-learning as one of their objectives in the curriculum renewal process. To explore the impact of e-learning, blended learning, a combination of online and face-to-face interaction was implemented as a teaching approach in Accounting…

  2. Educators' perceptions, attitudes and practices: blended learning in business and management education

    Directory of Open Access Journals (Sweden)

    Deborah Anderson

    2011-12-01

    Full Text Available Adoption of blended learning is a complex process for higher education institutions and academic staff. Although the move towards blended learning is generally instigated at institutional level, factors determining its success and minimising resistance of faculty often emerge at delivery level. This paper explores adoption of blended learning practices in a Business School at a university in the United Kingdom. Based on the interviews with a purposive sample of 16 academic staff members delivering 36 business modules, this case study explores the concept of blended learning from the academic staff's perspective. A typology of three distinct approaches to blended learning – ‘Technology is all', ‘Bolt-ons' and ‘Purely pedagogic' – emerged from the data extending understanding of blended learning practices. A team of three researchers conducted the study. Two of the researchers were academic staff members from the Business School and one researcher was an academic staff member from another faculty within the same university.

  3. Application of blended learning in teaching statistical methods

    Directory of Open Access Journals (Sweden)

    Barbara Dębska

    2012-12-01

    Full Text Available The paper presents the application of a hybrid method (blended learning - linking traditional education with on-line education to teach selected problems of mathematical statistics. This includes the teaching of the application of mathematical statistics to evaluate laboratory experimental results. An on-line statistics course was developed to form an integral part of the module ‘methods of statistical evaluation of experimental results’. The course complies with the principles outlined in the Polish National Framework of Qualifications with respect to the scope of knowledge, skills and competencies that students should have acquired at course completion. The paper presents the structure of the course and the educational content provided through multimedia lessons made accessible on the Moodle platform. Following courses which used the traditional method of teaching and courses which used the hybrid method of teaching, students test results were compared and discussed to evaluate the effectiveness of the hybrid method of teaching when compared to the effectiveness of the traditional method of teaching.

  4. Promoting sustainable living in the borderless world through blended learning platforms

    OpenAIRE

    Khar Thoe Ng; Suma Parahakaran; Rhea Febro; Egbert Weisheit; Tan Luck Lee

    2013-01-01

    Student-centred learning approaches like collaborative learning are needed to facilitate meaningful learning among self-motivated lifelong learners within educational institutions through interorganizational Open and Distant Learning (ODL) approaches. The purpose of this study is to develop blended learning platforms to promote sustainable living, building on an e-hub with sub-portals in SEARCH to facilitate activities such as “Education for Sustainable Development” (ESD), webinars, authentic...

  5. Serious games and blended learning: Effects on performance and motivation in medical education

    OpenAIRE

    Dankbaar, Mary

    2015-01-01

    markdownabstractAbstract In medical education and health care, with its exponential growth in knowledge and increasing demands on the needed competencies of doctors, there is a need for new and more cost-effective training models. Blended and online learning are powerful learning concepts, which can be used in different formats (e-modules, games) to gain knowledge, skills and attitudes. ‘Blended’ (or hybrid) learning combines online learning and classroom learning. Potential benefits are more...

  6. The Study of Effectiveness of Blended Learning Approach for Medical Training Courses

    OpenAIRE

    Karamizadeh, Z; Zarifsanayei, N; Faghihi, A A; H. Mohammadi; Habibi, M.

    2012-01-01

    Background Blended learning as a method of learning that includes face to face learning, pure E-learning and didactic learning. This study aims to investigate the efficacy of medical education by this approach. Methods This interventional study was performed in 130 students at different clinical levels participating in class sessions on "congenital adrenal hyperplasia and ambiguous genitalia". Sampling was done gradually during 6 months and all of them filled a pretest questionnaire and recei...

  7. Self-organized Learning Environments

    DEFF Research Database (Denmark)

    Dalsgaard, Christian; Mathiasen, Helle

    2007-01-01

    The purpose of the paper is to discuss the potentials of using a conference system in support of a project based university course. We use the concept of a self-organized learning environment to describe the shape of the course. In the paper we argue that educational technology, such as conference...... systems, has a potential to support students’ development of self-organized learning environments and facilitate self-governed activities in higher education. The paper is based on an empirical study of two project groups’ use of a conference system. The study showed that the students used the conference...... system actively. The two groups used the system in their own way to support their specific activities and ways of working. The paper concludes that self-organized learning environments can strengthen the development of students’ academic as well as social qualifications. Further, the paper identifies...

  8. A Tablet Based Learning Environment

    OpenAIRE

    Cao, Hong

    2014-01-01

    Pen computing tools such as Tablet PC, Tablet Monitors and its various supporting software tool offer another dimension to enhance our today's digitally integrated and connected classroom learning environment. This paper first reviews the various state-of-the-art pen-computing hardware and software that have been applied in the classroom setting to introduce student-centric learning, collaboration and making annotations and designing classroom activities easier. We then propose a new classroo...

  9. Teaching patient care to students: A blended learning approach in radiography education

    Energy Technology Data Exchange (ETDEWEB)

    Bleiker, Jill, E-mail: j.bleiker@ex.ac.uk [College of Engineering, Mathematics and Physical Sciences, University of Exeter, Stocker Road, Exeter EX4 4QL (United Kingdom); Knapp, Karen M.; Frampton, Ian [College of Engineering, Mathematics and Physical Sciences, University of Exeter, Stocker Road, Exeter EX4 4QL (United Kingdom)

    2011-08-15

    Understanding the complexity of the patient-practitioner interaction is a challenging area for radiography students early in their programmes. A small scale research project was undertaken to develop blended learning resources for the teaching of patient care to radiography students. Its purpose was to utilise experiences gathered from interviews with ex-patients to produce video clips of patient-practitioner interactions so that students might gain some insight into the reality of the clinical setting, thus enabling them to link theory with practice. A total of eight interviews with ex-patients were carried out and the transcripts used to generate scripts which were enacted and filmed by a professional acting company. Thematic analysis of the study data initiated the generation of scenarios, which formed the basis of the videos. Twelve scenes showing patient-practitioner interactions in various parts of a medical imaging department and four 'talking heads' clips were produced. These were loaded onto the university's virtual learning environment and made available for viewing together with self-test and evaluation questionnaires. A pilot study was carried out; evaluation of the videos by second year student radiographers was positive. The main study was carried out using first year students with similarly positive findings and the videos are now publically available for teaching purposes. Further work in this promising area of e-learning could further utilise patients' experiences, and using the same technology, might offer students of other professions the opportunity to gain vicarious experience prior to their first encounters with patients and the general public. In conclusion, research leading to the production of simulations of real-life patient-practitioner interactions delivered using blended learning is a useful pedagogical tool in the education of radiography students.

  10. Teaching patient care to students: A blended learning approach in radiography education

    International Nuclear Information System (INIS)

    Understanding the complexity of the patient-practitioner interaction is a challenging area for radiography students early in their programmes. A small scale research project was undertaken to develop blended learning resources for the teaching of patient care to radiography students. Its purpose was to utilise experiences gathered from interviews with ex-patients to produce video clips of patient-practitioner interactions so that students might gain some insight into the reality of the clinical setting, thus enabling them to link theory with practice. A total of eight interviews with ex-patients were carried out and the transcripts used to generate scripts which were enacted and filmed by a professional acting company. Thematic analysis of the study data initiated the generation of scenarios, which formed the basis of the videos. Twelve scenes showing patient-practitioner interactions in various parts of a medical imaging department and four 'talking heads' clips were produced. These were loaded onto the university's virtual learning environment and made available for viewing together with self-test and evaluation questionnaires. A pilot study was carried out; evaluation of the videos by second year student radiographers was positive. The main study was carried out using first year students with similarly positive findings and the videos are now publically available for teaching purposes. Further work in this promising area of e-learning could further utilise patients' experiences, and using the same technology, might offer students of other professions the opportunity to gain vicarious experience prior to their first encounters with patients and the general public. In conclusion, research leading to the production of simulations of real-life patient-practitioner interactions delivered using blended learning is a useful pedagogical tool in the education of radiography students.

  11. Adaptative Learning Environment for Geometry

    OpenAIRE

    Santos, Vanda; Quaresma, Pedro

    2010-01-01

    The integration of G EO GCLC, and via this one, the integration of GCLC, in an e-Learning environment course gives to the student in geometry a direct access to a DGS, creating in this way a workbench where the student can explore the constructions already built-in, to transform them, and even to create new ones keeping all the constructions in a personal folder. In this way we provide a strong contribution to the "learning by experience" component of an eLearning course. The GCLC tool integr...

  12. Access to Communication for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses

    Directory of Open Access Journals (Sweden)

    Gary L. Long

    2007-11-01

    Full Text Available In an effort to better understand student perceptions of communication in blended (online and traditional learning courses, a 22 item questionnaire was developed and sent to all students registered for these courses at a large technology-focused college during three quarters of instruction. The respondents were divided into four groups: 1 hearing, 2 deaf, 3 hard-of-hearing (D/HH, and 3 English as a second language (ESL. Their perceptions of communication and the blended learning experience were examined. While the hearing and ESL students were positive about blended learning, the findings indicated that deaf and hard-of-hearing students reported that both the quality and quantity of their interactions with the professor and other students was greatly improved by the inclusion of an online component. ESL and hearing students were also positive about the blended experience; but the greatest benefit to communication access was observed by students with a hearing loss.

  13. Blended learning in chemistry laboratory courses: Enhancing learning outcomes and aligning student needs with available resources

    Science.gov (United States)

    Burchett, Shayna Brianne

    Freshman science courses are intended to prepare students for the rigor and expectations of subsequent college science. While secondary education aims to prepare students for the college curriculum, many incoming freshman lack the sense of responsibility for their own learning that is essential for success in a college-level course. The freshman general-chemistry laboratory course at Missouri University of Science and Technology (Missouri S&T) was identified as a bottleneck course with a demand beyond accommodation capacity. To address the bottleneck and develop a sense of learner responsibility, a decision was made to investigate laboratory course delivery strategies. As a result of the investigation into delivery strategies, a blended freshman general-chemistry laboratory course was designed and implemented at Missouri S&T, which increased student access to the bottleneck course and improved learner engagement while meeting American Chemical Society (ACS) guidelines. The implementation of the Missouri S&T project and its continued evolution at other institutions have a great potential to provide insight on the impact of blended teaching on learner success. This dissertation describes research and design of a blended laboratory course that economically improves capacity while intentionally focusing pedagogy to support learner success, meet industry expectations, and maintain ACS certification. To evaluate success, the project documented and analyzed student performance during the development of the transformation to a blended freshman chemistry laboratory course at Missouri S&T. The findings support the efficacy of the blended teaching model and offer a structure upon which future courses may build.

  14. Design for learning – a case study of blended learning in a science unit [version 2; referees: 2 approved

    Directory of Open Access Journals (Sweden)

    Roslyn Gleadow

    2015-11-01

    Full Text Available Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21st century.

  15. Design for learning – a case study of blended learning in a science unit [version 1; referees: 2 approved

    Directory of Open Access Journals (Sweden)

    Roslyn Gleadow

    2015-09-01

    Full Text Available Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21st century.

  16. Correlation between Awareness of Blended Learning Techniques and Participation Rate in E-learning: a Case Study

    Directory of Open Access Journals (Sweden)

    Nikolaos Antoniadis

    2011-08-01

    Full Text Available The use of information and communication technologies both in higher education and in business environments has been dramatically increasing in the past two decades. Blended learning (either synchronous or asynchronous has been gaining ground and becoming a major alternative to standard teaching. In Greece, higher education institutions provide a substantial part of their curricula in electronic form and instructors are urged to use the e-learning tools more. However, students are not always willing to explore and take full advantage of the enhanced possibilities and often are not involved at all. Various modules of on-line education attract students in different ways, thus leading to a natural tendency to use different tools to fulfill their needs. This study aims at exploring the correlation between students’ awareness for this learning model, their level of participation in such learning formats and their final performance. Comparative results for participation and performance are presented for a variety of relevant interactive tools employed by the Learning Management System (LMS of TEI of Epirus, a higher education institution in Greece.

  17. The Interaction Model in iLearning Environments and its Use in the Smart Lab Concept

    Directory of Open Access Journals (Sweden)

    Yuliya Lyalina

    2011-11-01

    Full Text Available This paper identifies and discusses current trends and challenges, offers an overview of state-of-the-art technologies in the development of remote and smart laboratories, and introduces the iLearning interaction model. The use of the model allows reconstructing already- existing iLearning environments. The smart lab model is described for face-to-face, Mobile and Blended Learning. As a result, this allows offering new information technology that organizes the educational process according to learning type (face-to-face, hands-on learning, Life Long Learning, E-Learning, M-Learning, Blended learning, Game-based learning, etc.. The remote access Architecture and Interface for the multifunctional Smart Lab will be developed.

  18. Using Social Network and Dropbox in Blended Learning: an Application to University Education

    Directory of Open Access Journals (Sweden)

    Justo de Jorge Moreno

    2012-12-01

    Full Text Available The main objective of this study is to analyze the use of the Social Networking and dropbox in blended learning by University students. We try identifying this method, over the student’s performance. The results show that the implementation of blended learning has a positive effect on in learning outcomes. The use of the Knowledge Management process has enabled captures a three-factor structure that reflected the five types of knowledge. The segmentation of the student sample analyzed using cluster technique, has established a clear typology of four groups. Students with higher levels of learning are related to the increased use of resources used and more proactive in blended learning.

  19. Random ionic mobility on blended cements exposed to aggressive environments

    Energy Technology Data Exchange (ETDEWEB)

    Garcia, Rosario, E-mail: rosario.garcia@uam.es [Departamento de Geologia y Geoquimica, Facultad de Ciencias, Universidad Autonoma, 28049 Madrid (Spain); Rubio, Virginia [Departamento de Geografia, Facultad de Filosofia y Letras, Universidad Autonoma, 28049 Madrid (Spain); Vegas, Inigo [Labein-Tecnalia, 48160 Derio, Vizcaya (Spain); Frias, Moises [Instituto Eduardo Torroja, CSIC, c/ Serrano Galvache, 4, 28033 Madrid (Spain)

    2009-09-15

    It is known that the partial replacement of cement by pozzolanic admixtures generally leads to modifications in the diffusion rates of harmful ions. Recent research has centred on obtaining new pozzolanic materials from industrial waste and industrial by-products and on the way that such products can influence the performance of blended cements. This paper reports the behaviour of cements blended with calcined paper sludge (CPS) admixtures under exposure to two different field conditions: sea water and cyclic changes in temperature and humidity. Cement mortars were prepared with 0% and 10% paper sludge calcined at 700 deg. C. The penetration of ions within the microstructure of cement matrices was studied using X-ray diffraction (XRD) and scanning electron microscopy equipped with an energy dispersive X-ray analyser (SEM/EDX) analytical techniques. The results show that ionic mobility varies substantially according to the type of exposure and the presence of the calcined paper sludge. The incorporation of 10% CPS is shown to assist the retention and diffusion of the ions.

  20. A Usability Evaluation of a Blended MOOC Environment: An Experimental Case Study

    Science.gov (United States)

    Yousef, Ahmed Mohamed Fahmy; Chatti, Mohamed Amine; Schroeder, Ulrik; Wosnitza, Marold

    2015-01-01

    In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Technology-Enhanced Learning (TEL), in higher education and beyond. Recognizing the limitations of standalone MOOCs, blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning…

  1. Asynchronous and Synchronous Communication in College English Writing in Web-based Learning Environment

    Institute of Scientific and Technical Information of China (English)

    丁洁

    2009-01-01

    In web-based learning environment,College English writing has always been a thorny issue.Here both asynchronous and synchronous communications in college English writing mean the new interactive teaching belief. This paper attempts to do the blending of two in the traditional writing learning and teaching in college English in order to promote a more flexible,efficient and interactive learning environment in accordance with students' interests and needs.

  2. Asynchronous and Synchronous Communication in College English Writing in Web-based Learning Environment

    Institute of Scientific and Technical Information of China (English)

    丁洁

    2009-01-01

    In web-based learning environment,College English writing has always been a thorny issue.Here both asynchronous and synchronous communications in college English writing mean the new interactive teaching belief. This paper attempts to do the blending of two in the traditional writing learning and teaching in college English in order to promote a more flexible, efficient and interactive learning environment in accordance with students' interests and needs.

  3. Learning in a Chaotic Environment

    Science.gov (United States)

    Goldman, Ellen; Plack, Margaret; Roche, Colleen; Smith, Jeffrey; Turley, Catherine

    2009-01-01

    Purpose: The purpose of this study is to understand how, when, and why emergency medicine residents learn while working in the chaotic environment of a hospital emergency room. Design/methodology/approach: This research used a qualitative interview methodology with thematic data analysis that was verified with the entire population of learners.…

  4. Managing the Collaborative Learning Environment.

    Science.gov (United States)

    Wagner, June G.

    2002-01-01

    The feature story in this issue, "Managing the Collaborative Learning Environment," focuses on the growing emphasis on teamwork in the workplace. It discusses how the concept of empowering employees in the workplace is evolving and the benefits--faster decision making, lower costs and absenteeism, higher productivity and quality, and increased…

  5. A Development of a Collaborative Blended Learning Model to Enhance Learning Achievement and Thinking Ability of Undergraduate Students at the Institute of Physical Education

    Science.gov (United States)

    Kingpum, Peerasak; Ruangsuwan, Chaiyot; Chaicharoen, Sumalee

    2015-01-01

    This research aimed to develop a model of a collaborative blended learning (CoBl) to develop learning achievement and thinking ability of undergraduate students in the Institute of Physical Education. The research is divided into three phases using the blended learning model via collaborative learning with thinking abilities approach as follows:…

  6. Developing spiritual and religious care competencies in practice: pilot of a Marie Curie blended learning event.

    Science.gov (United States)

    Smith, Tracy; Gordon, Tom

    2009-02-01

    The Marie Curie Cancer Care (2003) Spiritual and Religious Care Competencies for Specialist Palliative Care provide a common language for healthcare practitioners in the nebulous area of spiritual care. The development of a pilot blended learning event, as described in this paper, sought to integrate the competencies into practice by providing opportunities both online and in the classroom to explore this aspect of holistic care in depth. In the planning stages, multiprofessional focus groups determined the level of delivery, and emerging themes shaped the content. Self-awareness and reflection were key features and part of the overall process to improve competency. The features of the virtual learning environment (VLE) used were video, facilitated asynchronous discussion and direct links to key articles and documents, while interactive classroom activities built on prior learning. Evaluation covered all aspects of the course design from participant and facilitator perspectives. Participant comments were overwhelmingly positive in relation to the content and chosen delivery methods with concerns about online learning proving unfounded.

  7. Blended learning ve vzdělávání manažerů

    OpenAIRE

    Duchek, Pavel

    2009-01-01

    This paper concerns with blended learning and with its usage in education and development of managers. The paper brings out survey of existing approaches to blended learning and list of forms and methods which are used in this educational concept. Part of this paper is proposal for blended learning utilization in process of inovation of teaching methods at FM VŠE Jindřichův Hradec.

  8. Scaffolding in Connectivist Mobile Learning Environment

    Science.gov (United States)

    Ozan, Ozlem

    2013-01-01

    Social networks and mobile technologies are transforming learning ecology. In this changing learning environment, we find a variety of new learner needs. The aim of this study is to investigate how to provide scaffolding to the learners in connectivist mobile learning environment: (1) to learn in a networked environment; (2) to manage their…

  9. Supporting Student Learning in Computer Science Education via the Adaptive Learning Environment ALMA

    Directory of Open Access Journals (Sweden)

    Alexandra Gasparinatou

    2015-10-01

    Full Text Available This study presents the ALMA environment (Adaptive Learning Models from texts and Activities. ALMA supports the processes of learning and assessment via: (1 texts differing in local and global cohesion for students with low, medium, and high background knowledge; (2 activities corresponding to different levels of comprehension which prompt the student to practically implement different text-reading strategies, with the recommended activity sequence adapted to the student’s learning style; (3 an overall framework for informing, guiding, and supporting students in performing the activities; and; (4 individualized support and guidance according to student specific characteristics. ALMA also, supports students in distance learning or in blended learning in which students are submitted to face-to-face learning supported by computer technology. The adaptive techniques provided via ALMA are: (a adaptive presentation and (b adaptive navigation. Digital learning material, in accordance with the text comprehension model described by Kintsch, was introduced into the ALMA environment. This material can be exploited in either distance or blended learning.

  10. Blended learning as a solution to practice-related problems in vocational schools

    DEFF Research Database (Denmark)

    Kjærgaard, Hanne Wacher; Duch, Henriette Skjærbæk; Mark, Lene

    2013-01-01

    Four different types of vocational schools have experimented with blended learning as a way of dealing with problems faced in their students’ theoretical and practical training and the interplay between these. A large part of this has involved the need for differentiated teaching...... as will be illustrated through selected cases. The foci of the cases are: •How can students be part of school-based teaching and learning during periods of practical training? •How can authentic practice be brought into school-based practical training? •How may blended learning assist and support students who...... are otherwise challenged in terms of meeting the prescribed competence goals? Methodologically, scenarios have been employed as a tool for defining the practice-related problems teachers meet in their practice and describing ways in which blended learning may present solutions. Subsequently, the solutions have...

  11. Gambaran Persepsi Guru Terhadap Blended Learning Pada SMK Tritech Informatika Medan

    OpenAIRE

    Hasanah, Rizki

    2016-01-01

    Current technological developments greatly affect human life to the level of education, such as the use of the Internet that is now being used as one source of information is also a medium of learning in school or that we are familiar with e-learning. One of the constraints of the model of e-learning is a direct interactivity between students and teachers, then comes the learning model of blended learning that combines face-to-face learning model and e-learning. This study was a descriptive s...

  12. Identifying Middlewares for Mashup Personal Learning Environments

    OpenAIRE

    Jinan Fiaidhi; Sabah Mohammed; Lyle Chamarette; David Thomas

    2009-01-01

    The common understanding of e-learning has shifted over the last decade from the traditional learning objects portals to learning paradigms that enforces constructivism, discovery learning and social collaboration. Such type of learning takes place outside the formal academic settings (e.g., seminars or lectures) where a learning environment is created by using some kind of web application mashup tools. The use of these mashup tools moves the learning environment further away from being a mon...

  13. Competence-Based Blended Learning in Building Automation: Towards a EU Curriculum in "Domotica"

    Science.gov (United States)

    Sommaruga, L.; De Angelis, E.

    2007-01-01

    A competence-based approach was applied to a blended learning on line distance training in the Euroinno EU project aimed at vocational training in building automation. The current paper describes the experience gathered during the learning process and the definition of the curriculum. A number of issues emerged during the sessions concerning…

  14. Challenges of Blended E-Learning Tools in Mathematics: Students' Perspectives University of Uyo

    Science.gov (United States)

    Umoh, Joseph B.; Akpan, Ekemini T.

    2014-01-01

    An in-depth knowledge of pedagogical approaches can help improve the formulation of effective and efficient pedagogy, tools and technology to support and enhance the teaching and learning of Mathematics in higher institutions. This study investigated students' perceptions of the challenges of blended e-learning tools in the teaching and learning…

  15. Quality of Blended Learning within the Scope of the Bologna Process

    Science.gov (United States)

    Monteiro, Angelica; Leite, Carlinda; Lima, Lurdes

    2013-01-01

    This article builds on existing data about the blended learning approach in higher education. It presents the theoretical framework and data of an empirical study conducted at the University of Porto in Portugal involving teachers who won the E-Learning Prize of Excellence in the period between 2006 and 2010. The main objective of this article is…

  16. A Blended Learning Lecture Delivery Model for Large and Diverse Undergraduate Cohorts

    Science.gov (United States)

    McKenzie, Wendy A.; Perini, Eloise; Rohlf, Vanessa; Toukhsati, Samia; Conduit, Russell; Sanson, Gordon

    2013-01-01

    A blended learning model was developed to enhance lecture delivery in a large, diverse introductory psychology unit, introducing the use of an online, personalized learning system for lecture preparation and using lecture time to extend students' understanding. Changes to the assessment included diagnostic, formative and summative online quizzes.…

  17. Building an Online Library for Interpretation Training: Explorations into an Effective Blended-Learning Mode

    Science.gov (United States)

    Chan, Clara Ho-yan

    2014-01-01

    This paper reports on a blended-learning project that aims to develop a web-based library of interpreting practice resources built on the course management system Blackboard for Hong Kong interpretation students to practise outside the classroom. It also evaluates the library's effectiveness for learning, based on a case study that uses it to…

  18. Students' Experiences and Challenges of Blended Learning at the University of Dar Es Salaam, Tanzania

    Science.gov (United States)

    Mtebe, Joel S.; Raphael, Christina

    2013-01-01

    Recent developments in Information and Communication Technologies (ICTs), especially eLearning, have heightened the need for University of Dar es Salaam (UDSM) to supplement on-campus face-to-face delivery as well as meeting increased students' enrolments through blended distance learning. Since 2008, the University has been offering three…

  19. Embedded Blended Learning within an Algebra Classroom: A Multimedia Capture Experiment

    Science.gov (United States)

    Smith, J. G.; Suzuki, S.

    2015-01-01

    This two-group, pretest-posttest, quasi-experimental study compared secondary students' learning of Algebra II materials over a 4-week period when identical instruction by the same teacher was delivered through either embedded blended learning (treatment group; n?=?32) or a live-lecture classroom (control group; n?=?24). For both groups,…

  20. Improving Student Achievement and Satisfaction by Adopting a Blended Learning Approach to Inorganic Chemistry

    Science.gov (United States)

    Williams, Neil A.; Bland, Will; Christie, Gillian

    2008-01-01

    A blended learning approach to the teaching of a level 2 inorganic chemistry module is presented. Lectures were replaced by study packs, which were supported by formative on-line assessment delivered via Blackboard and a programme of 20 workshops. Learning activities written using the Lockwood format were included in the study pack to facilitate…