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.

Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching

Science.gov (United States)

Pulham, Emily B.; Graham, Charles R.; Short, Cecil R.

2018-01-01

Although research has explored teacher competencies in K-12 blended and online learning, it has not specified which competencies are appropriate to an online or digital medium, which refer to blending in-person with online experiences, or which are generic--applicable in any teaching modality. This article explores selected K-12 online and blended…

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…

A Blended Learning Model for Teaching Reading in English as a Foreign Language

Science.gov (United States)

Karkour, Islam

2014-01-01

The aim of this paper is to describe a blended learning model to be used in Egyptian schools when teaching reading classes in English as a foreign language. This paper is divided into three parts. The first part outlines the Egyptian context and describes the target learners. The second part describes the suggested blended learning model, which is…

Novel blends of acrylonitrile butadiene rubber and polyurethane-silica hybrid networks

Directory of Open Access Journals (Sweden)

X. P. Wang

2012-07-01

Full Text Available Novel blends of acrylonitrile butadiene rubber (NBR and polyurethane-silica (PU-SiO2 hybrid networks have been prepared by melt blending. The PU-SiO2 hybrid networks were formed via the reaction of NCO groups of NCO-terminated PU prepolymer and OH groups of SiO2 in the absence of an external crosslinking agent (i.e. alcohols and amines during the curing process of NBR. Both in the neat PU-SiO2 system and the NBR/(PU-SiO2 system, the NCO-terminated PU prepolymer could be crosslinked by SiO2 to form PU-SiO2 hybrid networks. The effects of PU-SiO2 introduction into the NBR, on the properties of the resulting blends were studied. It was found that the vulcanization was activated by the incorporation of PU-SiO2. Transmission electronic microscopy (TEM studies indicated that the interpenetration and entanglement structures between NBR and PU-SiO2 increased with increasing PU-SiO2 content and the quasi-interpenetrating polymer networks (quasi-IPN structures were formed when the PU-SiO2 was 50 wt% in the NBR/(PU-SiO2 systems. The microstructures formed in the blends led to good compatibility between NBR and PU-SiO2 and significantly improved the mechanical properties, abrasion resistance and flex-fatigue life of the blends.

The use of Edmodo in teaching writing in a blended learning setting

OpenAIRE

Pupung Purnawarman; Susilawati Susilawati; Wachyu Sundayana

2016-01-01

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...

The application of network teaching in applied optics teaching

Science.gov (United States)

Zhao, Huifu; Piao, Mingxu; Li, Lin; Liu, Dongmei

2017-08-01

Network technology has become a creative tool of changing human productivity, the rapid development of it has brought profound changes to our learning, working and life. Network technology has many advantages such as rich contents, various forms, convenient retrieval, timely communication and efficient combination of resources. Network information resources have become the new education resources, get more and more application in the education, has now become the teaching and learning tools. Network teaching enriches the teaching contents, changes teaching process from the traditional knowledge explanation into the new teaching process by establishing situation, independence and cooperation in the network technology platform. The teacher's role has shifted from teaching in classroom to how to guide students to learn better. Network environment only provides a good platform for the teaching, we can get a better teaching effect only by constantly improve the teaching content. Changchun university of science and technology introduced a BB teaching platform, on the platform, the whole optical classroom teaching and the classroom teaching can be improved. Teachers make assignments online, students learn independently offline or the group learned cooperatively, this expands the time and space of teaching. Teachers use hypertext form related knowledge of applied optics, rich cases and learning resources, set up the network interactive platform, homework submission system, message board, etc. The teaching platform simulated the learning interest of students and strengthens the interaction in the teaching.

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

Science.gov (United States)

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 and orthopedics) was offered to students in a problem-based learning course. Participants completed written tests before and directly after the course, followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation questionnaire at the end of the semester. Results were compared within the group of NESTOR users and non-users and between these two groups. Results Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found directly after the course and at the final written test for both groups (p blended learning approach on knowledge enhancement and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this approach and internet-based technologies for possibilities to improve also practical examination skills. PMID:24690365

Comparison of the effect of lecture and blended teaching methods on students' learning and satisfaction.

Science.gov (United States)

Sadeghi, Roya; Sedaghat, Mohammad Mehdi; Sha Ahmadi, Faramarz

2014-10-01

Blended learning, a new approach in educational planning, is defined as an applying more than one method, strategy, technique or media in education. Todays, due to the development of infrastructure of Internet networks and the access of most of the students, the Internet can be utilized along with traditional and conventional methods of training. The aim of this study was to compare the students' learning and satisfaction in combination of lecture and e-learning with conventional lecture methods. This quasi-experimental study is conducted among the sophomore students of Public Health School, Tehran University of Medical Science in 2012-2013. Four classes of the school are randomly selected and are divided into two groups. Education in two classes (45 students) was in the form of lecture method and in the other two classes (48 students) was blended method with e-Learning and lecture methods. The students' knowledge about tuberculosis in two groups was collected and measured by using pre and post-test. This step has been done by sending self-reported electronic questionnaires to the students' email addresses through Google Document software. At the end of educational programs, students' satisfaction and comments about two methods were also collected by questionnaires. Statistical tests such as descriptive methods, paired t-test, independent t-test and ANOVA were done through the SPSS 14 software, and p≤0.05 was considered as significant difference. The mean scores of the lecture and blended groups were 13.18±1.37 and 13.35±1.36, respectively; the difference between the pre-test scores of the two groups was not statistically significant (p=0.535). Knowledge scores increased in both groups after training, and the mean and standard deviation of knowledge scores of the lectures and combined groups were 16.51±0.69 and 16.18±1.06, respectively. The difference between the post-test scores of the two groups was not statistically significant (p=0.112). Students

Comparison of the effect of lecture and blended teaching methods on students’ learning and satisfaction

Science.gov (United States)

SADEGHI, ROYA; SEDAGHAT, MOHAMMAD MEHDI; SHA AHMADI, FARAMARZ

2014-01-01

Introduction: Blended learning, a new approach in educational planning, is defined as an applying more than one method, strategy, technique or media in education. Todays, due to the development of infrastructure of Internet networks and the access of most of the students, the Internet can be utilized along with traditional and conventional methods of training. The aim of this study was to compare the students’ learning and satisfaction in combination of lecture and e-learning with conventional lecture methods. Methods: This quasi-experimental study is conducted among the sophomore students of Public Health School, Tehran University of Medical Science in 2012-2013. Four classes of the school are randomly selected and are divided into two groups. Education in two classes (45 students) was in the form of lecture method and in the other two classes (48 students) was blended method with e-Learning and lecture methods. The students’ knowledge about tuberculosis in two groups was collected and measured by using pre and post-test. This step has been done by sending self-reported electronic questionnaires to the students' email addresses through Google Document software. At the end of educational programs, students' satisfaction and comments about two methods were also collected by questionnaires. Statistical tests such as descriptive methods, paired t-test, independent t-test and ANOVA were done through the SPSS 14 software, and p≤0.05 was considered as significant difference. Results: The mean scores of the lecture and blended groups were 13.18±1.37 and 13.35±1.36, respectively; the difference between the pre-test scores of the two groups was not statistically significant (p=0.535). Knowledge scores increased in both groups after training, and the mean and standard deviation of knowledge scores of the lectures and combined groups were 16.51±0.69 and 16.18±1.06, respectively. The difference between the post-test scores of the two groups was not statistically

A Blended Learning Approach to Teach Fluid Mechanics in Engineering

Science.gov (United States)

Rahman, Ataur

2017-01-01

This paper presents a case study on the teaching and learning of fluid mechanics at the University of Western Sydney (UWS), Australia, by applying a blended learning approach (BLA). In the adopted BLA, various flexible learning materials have been made available to the students such as online recorded lectures, online recorded tutorials, hand…

Research on University Network Teaching Platform (Blackboard in Teaching Management

Directory of Open Access Journals (Sweden)

Gou Zhao Xia

2016-01-01

Full Text Available With rapid development of online education; teaching platform based on the network, as a new instructional mode has become a hot topic in online teaching. In this paper, the he teaching situation and existing problems on online was analyzed by comparing the difference between network teaching platform and traditional classroom teaching. Then the strategies of network teaching management and the case, which is focusing on the characteristics of Blackboard with the application of network teaching management was presents.

Investigation of blended learning video resources to teach health students clinical skills: An integrative review.

Science.gov (United States)

Coyne, Elisabeth; Rands, Hazel; Frommolt, Valda; Kain, Victoria; Plugge, Melanie; Mitchell, Marion

2018-04-01

The aim of this review is to inform future educational strategies by synthesising research related to blended learning resources using simulation videos to teach clinical skills for health students. An integrative review methodology was used to allow for the combination of diverse research methods to better understand the research topic. This review was guided by the framework described by Whittemore and Knafl (2005), DATA SOURCES: Systematic search of the following databases was conducted in consultation with a librarian using the following databases: SCOPUS, MEDLINE, COCHRANE, PsycINFO databases. Keywords and MeSH terms: clinical skills, nursing, health, student, blended learning, video, simulation and teaching. Data extracted from the studies included author, year, aims, design, sample, skill taught, outcome measures and findings. After screening the articles, extracting project data and completing summary tables, critical appraisal of the projects was completed using the Mixed Methods Appraisal Tool (MMAT). Ten articles met all the inclusion criteria and were included in this review. The MMAT scores varied from 50% to 100%. Thematic analysis was undertaken and we identified the following three themes: linking theory to practice, autonomy of learning and challenges of developing a blended learning model. Blended learning allowed for different student learning styles, repeated viewing, and enabled links between theory and practice. The video presentation needed to be realistic and culturally appropriate and this required both time and resources to create. A blended learning model, which incorporates video-assisted online resources, may be a useful tool to teach clinical skills to students of health including nursing. Blended learning not only increases students' knowledge and skills, but is often preferred by students due to its flexibility. Copyright © 2018 Elsevier Ltd. All rights reserved.

Reinventing medical teaching and learning for the 21st century: Blended and flipped strategies

Directory of Open Access Journals (Sweden)

Carol A Miles

2017-01-01

Full Text Available There has been a recent rapid increase in the integration of flipped and blended modes of learning into Australian university classrooms. In the move to realize the benefits of these modes of delivery, universities are spending a great deal of time focusing on course redesign and upskilling teachers to assist in the adoption of these new methods of instruction. Large-scale blended learning projects have been completed at The University of Newcastle, Australia. One such project has been the integration of flipped and blended learning strategies into the redesign of the 1st year medical science course as part of a total undergraduate medical curriculum redesign. This course involves a large number of lecturers from a wide variety of disciplines. This involved not only the redesign of this course but also the introduction of new teaching materials and learning objects. To ensure success, this work required input from three groups: the academics teaching the course, the students taking the course, and the instructional designers who create the learning objects. The University of Newcastle, Australia, was instrumental in introducing problem-based learning (PBL to medical schools in Australian universities with its initial intake of medical students in 1978 and continues the use of this methodology as its primary teaching approach. As the current project develops, it has become apparent the pioneering work previously undertaken to implement PBL, in fact, had incorporated many of the pedagogical principles and strategies of what is now considered blended learning in the flipped classroom (albeit without the technology components. This paper argues that our teachers and students will more easily adapt to the requirements inherent in blended or flipped learning due to previous familiarity with PBL strategies.

Relations between blended learning possibilities and teachers' approaches to blended learning

DEFF Research Database (Denmark)

Stenalt, Maria Hvid; Nielsen, Tobias Alsted; Bager-Elsborg, Anna

Higher Education has embraced blended learning as a way of enhancing quality in teaching and helping students to learn. This presentation addresses relations between blended learning possiblities presented to teachers in a teacher training project and teachers’ approaches to blended learning. We...... suggest that in order to identify the level of impact of integrating technologies in teaching and learning, we need to understand the factors influencing approaches to design of courses for blended contexts. Participants in the teacher training project come from the Department of Law at Aarhus University......: • Optain locally-embedded knowledge about blended learning • Develop opportunities for law students to receive (more) feedback • Comply with strategic aims The results so far suggest that teachers provide a disciplinary perspective on the key dimensions of blended learning, which influences...

Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study

Science.gov (United States)

2013-01-01

Background Evidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM. Methods A mixed-methods study was conducted consisting of a controlled trial and focus groups with second year graduate medical students. Students received the EBM course delivered using either a didactic approach (DID) to learning EBM or a blended-learning approach (BL). Student competency in EBM was assessed using the Berlin tool and a criterion-based assessment task, with student perceptions on the interventions assessed qualitatively. Results A total of 61 students (85.9%) participated in the study. Competency in EBM did not differ between the groups when assessed using the Berlin tool (p = 0.29). Students using the BL approach performed significantly better in one of the criterion-based assessment tasks (p = 0.01) and reported significantly higher self-perceived competence in critical appraisal skills. Qualitative analysis identified that students had a preference for the EBM course to be delivered using the BL approach. Conclusions Implementing a blended-learning approach to EBM teaching promotes greater student appreciation of EBM principles within the clinical setting. Integrating a variety of teaching modalities and approaches can increase student self-confidence and assist in bridging the gap between the theory and practice of EBM. PMID:24341502

Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study.

Science.gov (United States)

Ilic, Dragan; Hart, William; Fiddes, Patrick; Misso, Marie; Villanueva, Elmer

2013-12-17

Evidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM. A mixed-methods study was conducted consisting of a controlled trial and focus groups with second year graduate medical students. Students received the EBM course delivered using either a didactic approach (DID) to learning EBM or a blended-learning approach (BL). Student competency in EBM was assessed using the Berlin tool and a criterion-based assessment task, with student perceptions on the interventions assessed qualitatively. A total of 61 students (85.9%) participated in the study. Competency in EBM did not differ between the groups when assessed using the Berlin tool (p = 0.29). Students using the BL approach performed significantly better in one of the criterion-based assessment tasks (p = 0.01) and reported significantly higher self-perceived competence in critical appraisal skills. Qualitative analysis identified that students had a preference for the EBM course to be delivered using the BL approach. Implementing a blended-learning approach to EBM teaching promotes greater student appreciation of EBM principles within the clinical setting. Integrating a variety of teaching modalities and approaches can increase student self-confidence and assist in bridging the gap between the theory and practice of EBM.

A Blended Model: Simultaneously Teaching a Quantitative Course Traditionally, Online, and Remotely

Science.gov (United States)

Lightner, Constance A.; Lightner-Laws, Carin A.

2016-01-01

As universities seek to bolster enrollment through distance education, faculty are tasked with maintaining comparable teaching/learning standards in traditional, blended, and online courses. Research has shown that there is an achievement gap between students taking courses exclusively offered online versus those enrolled in face-to-face classes.…

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.

Meeting the Challenge of Instructor Shortages: A Blended Teaching and Learning Model for a Neuroscience Course in a Doctor of Physical Therapy Program.

Science.gov (United States)

Ge, Weiqing

2018-01-01

Physical therapy workforce shortages are expected to increase for all 50 states through 2030. There is a recognized nationwide unprecedented shortage of well-prepared physical therapy instructors. One practical solution can be to share instructors among Doctor of Physical Therapy (DPT) programs using a blended teaching and learning model. The purpose of this project was to evaluate the effectiveness of a blended teaching and learning model for a neuroscience course in a DPT program. Faculty members from two DPT programs collaborated to develop, implement, and evaluate a blended teaching and learning model. The Blackboard Learning Management System (LMS) was available at both institutions and chosen as the learning platform. The design of this research study was retrospective nonexperimental observational. The overall feedback from the students was positive. Most students (91.6%) strongly agreed or agreed that the content of the course was appropriate for learning neuroscience. The students taking this blended course performed slightly better than the students taking the traditional course, though there was no significant difference (p=0.06). The results support the use of a blended teaching and learning model to meet faculty shortage challenges. Future research with a larger sample size is necessary.

Teaching evidence based practice and research through blended learning to undergraduate midwifery students from a practice based perspective.

Science.gov (United States)

Mary, Sidebotham; Julie, Jomeen; Jennifer, Gamble

2014-03-01

The international world of higher education is changing with universities now offering students flexible delivery options that allow them to study away from campus and at a time convenient to them. Some students prefer on line learning while others prefer face to face contact offered through a traditional lecture and tutorial delivery modes. The response by many universities is to offer a blend of both. While online and blended mode of delivery may be suitable for some subjects there is little knowledge of the efficacy of blended learning models to teach evidence based practice and research (EBPR) to undergraduate midwifery students. EBPR is a challenging, threshold level subject upon which deeper knowledge and skills are built. This paper describes the design, delivery, and evaluation of an undergraduate EBPR course delivered in blended mode to first year midwifery students. Components of the blended learning innovation included: novel teaching strategies, engaging practical activities, role play, and e-learning strategies to maintain engagement. University-based course evaluation outcomes revealed very positive scores and the course was rated within the top ten percent of all courses offered within the Health Group at the host University. Copyright © 2013 Elsevier Ltd. All rights reserved.

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.

The impact of blended teaching on knowledge, satisfaction, and self-directed learning in nursing undergraduates: a randomized, controlled trial.

Science.gov (United States)

Gagnon, Marie-Pierre; Gagnon, Johanne; Desmartis, Marie; Njoya, Merlin

2013-01-01

This study aimed to assess the effectiveness of a blended-teaching intervention using Internet-based tutorials coupled with traditional lectures in an introduction to research undergraduate nursing course. Effects of the intervention were compared with conventional, face-to-face classroom teaching on three outcomes: knowledge, satisfaction, and self-learning readiness. A two-group, randomized, controlled design was used, involving 112 participants. Descriptive statistics and analysis of covariance (ANCOVA) were performed. The teaching method was found to have no direct impact on knowledge acquisition, satisfaction, and self-learning readiness. However, motivation and teaching method had an interaction effect on knowledge acquisition by students. Among less motivated students, those in the intervention group performed better than those who received traditional training. These findings suggest that this blended-teaching method could better suit some students, depending on their degree of motivation and level of self-directed learning readiness.

Design and Realization of Network Teaching System

Directory of Open Access Journals (Sweden)

Ji Shan Shan

2016-01-01

Full Text Available Since 21 century, with the wide spread in family and public, network has been applied in many new fields, and the application in classes is of no exception. In traditional education, teachers give lessons to students face to face. Hence, the teaching quality depends largely on the quality and initiative of the individual teacher. However, the serious disadvantages of this mode are that teachers completely dominate the classroom and may ignore the subjective cognition role of the students, which may be bad for the growth of creativity and the innovative thinking ability. Obviously, traditional education mode cannot meet the requirements of the this new era which leads to the booming developing tendency of the network. As a new teaching measure, scientifically combining modern information technology and teaching practice, network teaching not only changes the traditional education by the means and form, but even also gives new meanings to teaching concept, process, method as well as teacher-student role and other deep levels. With the help of network teaching system, on-line classroom learning, relevant information systematization, standardization and automation, this system provides students with an efficient online learning method with high quality. This also helps to solve the disadvantages of the traditional teaching mode and promote the teaching methods to a new stage. It improves the network teaching platform, enriches the network teaching resources, and establishes a network teaching system, so as to improve information quality of teachers and students and assist in improving teaching quality of schools.

Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study

OpenAIRE

Ilic, Dragan; Hart, William; Fiddes, Patrick; Misso, Marie; Villanueva, Elmer

2013-01-01

Background Evidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM. Methods A mixed-methods study was conducted consisting of a controlled trial and focus groups with second ye...

EVA reactive blending with Si–H terminated polysiloxane by carbonyl hydrosilylation reaction: From compatibilised blends to crosslinking networks

International Nuclear Information System (INIS)

Bonnet, J.; Bounor-Legaré, V.; Alcouffe, P.; Cassagnau, P.

2012-01-01

A new and original method based on carbonyl hydrosilylation was developed to prepare ethylene-vinyl acetate (EVA)/polysiloxane polymer blends. This focused on the addition of hydrogenosilane groups (SiH) from polysiloxane to the carbonyl groups of EVA. The influence of the nature of the polysiloxane on blend properties was investigated by rheology and scanning electron microscopy. Mixing of a low viscosity polysiloxane with a high viscosity EVA matrix produced a two-phase morphology. The occurrence of the hydrosilylation reaction at the EVA/polysiloxane interface promoted a homogenisation of the blend depending on the molar ratio SiH/vinyl acetate groups, [SiH]/[VA], and the viscosity ratio of the blend. Two distinct behaviours were observed. The formation of a crosslinked network under shear was obtained for a low viscosity ratio between polysiloxane and EVA (λ polysiloxane/EVA = 4.0 × 10 −6 ) with a high concentration of SiH groups ([SiH]/[VA] = 0.5), while the formation of a compatibilised blend was observed for high molar mass polysiloxanes (Mn > 15,000 g mol −1 ) with a low concentration of SiH ([SiH]/[VA] −3 ). -- Highlights: ► Carbonyl hydrosilylation reaction was found to enhance EVA/polysiloxane immiscible blends. ► EVA crosslinking was obtained with a low molar mass polysiloxane. ► EVA compatibilisation was obtained with a high molar mass polysiloxane. ► Shear rate was found to improve the hydrosilylation reaction at the interface. ► A two-phase morphology of the blends was observed after reaction with fine polysiloxane nodules.

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

DEFF Research Database (Denmark)

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

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....... In order to identify appropriate uses of blended learning in Higher Education and to enable the tailoring of teaching approaches to the different needs of an increasingly diverse student body, more knowledge is needed on how to integrate blended learning in educational settings and how best to address...... 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...

Blended Learning Design

DEFF Research Database (Denmark)

Pedersen, Lise

2015-01-01

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...... learning. 4. Blended learning can contribute to supporting and improving efficiency of educational efforts. This can for instance be done through programmes for several classes by using video conferencing, allocating traditional face to face teaching to synchronous and asynchronous study activities produce...... digital materials which can be employed didactically and reused by the teachers. This can also mean that the particular competencies which teaches have in Svendborg can be used at other locations in UCL and disseminated to a larger group of students without further costs. Educational Innovation...

Blending Hydrogen into Natural Gas Pipeline Networks. A Review of Key Issues

Energy Technology Data Exchange (ETDEWEB)

Melaina, M. W. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Antonia, O. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Penev, M. [National Renewable Energy Lab. (NREL), Golden, CO (United States)

2013-03-01

This study assesses the potential to deliver hydrogen through the existing natural gas pipeline network as a hydrogen and natural gas mixture to defray the cost of building dedicated hydrogen pipelines. Blending hydrogen into the existing natural gas pipeline network has also been proposed as a means of increasing the output of renewable energy systems such as large wind farms.

Blended learning as an effective pedagogical paradigm for biomedical science

Directory of Open Access Journals (Sweden)

Perry Hartfield

2013-11-01

Full Text Available 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 blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments, and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science.   DOI: 10.18870/hlrc.v3i4.169

Teaching Network Security with IP Darkspace Data

Science.gov (United States)

Zseby, Tanja; Iglesias Vázquez, Félix; King, Alistair; Claffy, K. C.

2016-01-01

This paper presents a network security laboratory project for teaching network traffic anomaly detection methods to electrical engineering students. The project design follows a research-oriented teaching principle, enabling students to make their own discoveries in real network traffic, using data captured from a large IP darkspace monitor…

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,…

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.

Blended learning in surgery using the Inmedea Simulator.

Science.gov (United States)

Funke, Katrin; Bonrath, Esther; Mardin, Wolf Arif; Becker, Jan Carl; Haier, Joerg; Senninger, Norbert; Vowinkel, Thorsten; Hoelzen, Jens Peter; Mees, Soeren Torge

2013-02-01

Recently, medical education in surgery has experienced several modifications. We have implemented a blended learning module in our teaching curriculum to evaluate its effectiveness, applicability, and acceptance in surgical education. In this prospective study, the traditional face-to-face learning of our teaching curriculum for fourth-year medical students (n = 116) was augmented by the Inmedea Simulator, a web-based E-learning system, with six virtual patient cases. Student results were documented by the system and learning success was determined by comparing patient cases with comparable diseases (second and sixth case). The acceptance among the students was evaluated with a questionnaire. After using the Inmedea Simulator, correct diagnoses were found significantly (P blended learning (score 2.5 ± 1.2) to conventional teaching. The blended learning approach using the Inmedea Simulator was highly appreciated by our medical students and resulted in a significant learning success. Blended learning appears to be a suitable tool to complement traditional teaching in surgery.

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.

Face-to-Face Activities in Blended Learning

DEFF Research Database (Denmark)

Kjærgaard, Annemette

While blended learning combines online and face-to-face teaching, research on blended learning has primarily focused on the role of technology and the opportunities it creates for engaging students. Less focus has been put on face-to-face activities in blended learning. This paper argues...... that it is not only the online activities in blended learning that provide new opportunities for rethinking pedagogy in higher education, it is also imperative to reconsider the face-to-face activities when part of the learning is provided online. Based on a review of blended learning in business and management...... education, we identify what forms of teaching and learning are suggested to take place face-to-face when other activities are moved online. We draw from the Community of Inquiry framework to analyze how face-to-face activities contribute to a blended learning pedagogy and discuss the implications...

Profiling Student Behaviour in a Blended Course: Closing the Gap Between Blended Teaching and Blended Learning

NARCIS (Netherlands)

Bos, Nynke; Brand-Gruwel, Saskia

2018-01-01

Blended learning is often associated with student-oriented learning in which students have varying degrees of control over their learning process. However, the current notion of blended learning is often a teacher- oriented approach in which the teacher identifies the used learning technologies and

Blended Learning: An Innovative Approach

Science.gov (United States)

Lalima; Dangwal, Kiran Lata

2017-01-01

Blended learning is an innovative concept that embraces the advantages of both traditional teaching in the classroom and ICT supported learning including both offline learning and online learning. It has scope for collaborative learning; constructive learning and computer assisted learning (CAI). Blended learning needs rigorous efforts, right…

Blended Course with Flipped Classroom Approach

DEFF Research Database (Denmark)

Timcenko, Olga; Purwins, Hendrik; Triantafyllou, Evangelia

2015-01-01

This paper presents and analyses design decisions and development process of producing teaching materials for a blended course with flipped classroom approach at bachelor level at Aalborg University in Copenhagen, Denmark. Our experiences, as well as students’ reactions and opinions will be descr......This paper presents and analyses design decisions and development process of producing teaching materials for a blended course with flipped classroom approach at bachelor level at Aalborg University in Copenhagen, Denmark. Our experiences, as well as students’ reactions and opinions...

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.

A blended learning approach to teaching CVAD care and maintenance.

Science.gov (United States)

Hainey, Karen; Kelly, Linda J; Green, Audrey

2017-01-26

Nurses working within both acute and primary care settings are required to care for and maintain central venous access devices (CVADs). To support these nurses in practice, a higher education institution and local health board developed and delivered CVAD workshops, which were supported by a workbook and competency portfolio. Following positive evaluation of the workshops, an electronic learning (e-learning) package was also introduced to further support this clinical skill in practice. To ascertain whether this blended learning approach to teaching CVAD care and maintenance prepared nurses for practice, the learning package was evaluated through the use of electronic questionnaires. Results highlighted that the introduction of the e-learning package supported nurses' practice, and increased their confidence around correct clinical procedures.

The Art of Blending: Benefits and Challenges of a Blended Course for Preservice Teachers

Science.gov (United States)

Shand, Kristen; Farrelly, Susan Glassett

2018-01-01

In this study, we explore the design and delivery of a blended social studies teaching methods course according to principles and core attributes of blended course design. In a survey at the end of the course, pre-service teachers were asked to reflect on their experience in the course, and identify the benefits and challenges of the blended…

Decentralized Blended Acquisition

NARCIS (Netherlands)

Berkhout, A.J.

2013-01-01

The concept of blending and deblending is reviewed, making use of traditional and dispersed source arrays. The network concept of distributed blended acquisition is introduced. A million-trace robot system is proposed, illustrating that decentralization may bring about a revolution in the way we

Color matching of fabric blends: hybrid Kubelka-Munk + artificial neural network based method

Science.gov (United States)

Furferi, Rocco; Governi, Lapo; Volpe, Yary

2016-11-01

Color matching of fabric blends is a key issue for the textile industry, mainly due to the rising need to create high-quality products for the fashion market. The process of mixing together differently colored fibers to match a desired color is usually performed by using some historical recipes, skillfully managed by company colorists. More often than desired, the first attempt in creating a blend is not satisfactory, thus requiring the experts to spend efforts in changing the recipe with a trial-and-error process. To confront this issue, a number of computer-based methods have been proposed in the last decades, roughly classified into theoretical and artificial neural network (ANN)-based approaches. Inspired by the above literature, the present paper provides a method for accurate estimation of spectrophotometric response of a textile blend composed of differently colored fibers made of different materials. In particular, the performance of the Kubelka-Munk (K-M) theory is enhanced by introducing an artificial intelligence approach to determine a more consistent value of the nonlinear function relationship between the blend and its components. Therefore, a hybrid K-M+ANN-based method capable of modeling the color mixing mechanism is devised to predict the reflectance values of a blend.

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...

Blended Learning in Anatomy Teaching for Non-Medical Students: An Innovative Approach to the Health Professions Education

Directory of Open Access Journals (Sweden)

Olivia Miu Yung Ngan

2018-06-01

Full Text Available Purpose: Anatomy is a basic science for health professions curricula. Recent research suggests that the innovative blended learning approach (classroom learning plus use of online learning outperforms conventional didactic teaching by facilitating effective learning. This study explores the feasibility of adopting blended learning in anatomy teaching and evaluates the learning experiences of students. Method: Courseware called electronic Professional Study (ePS was developed and used for teaching anatomy of the cardiovascular system for non-medical students. ePS composed of three condensed, recorded course lectures, revision guides, and gamified quizzes. These were placed on the Web platform for students to watch before didactic lecture. Scheduled class periods were dedicated to participating in active-learning exercises. By the end of the academic semester, the courseware evaluation was implemented using a set of 5-point Likert scale questions. The e-questionnaire was distributed to a convenience sample of Year-2 full-time undergraduate students majoring in pharmacy enrolled in an introductory course in anatomy and physiology. Multiple linear regression was conducted to examine the relationship between courseware usage and examination results. Results: All enrolled students (n = 53 completed and returned the questionnaire. About 38% used the courseware less than ten times during the semester, and 7.5% never used it. e-Questionnaire shows that a majority agreed that the courseware content was clearly presented and easy to navigate. Multiple regression shows that courseware usage did not contribute significantly to the performance. Conclusions: Blended learning was perceived positively by most students. However, no effect on learning could be established. Keywords: Anatomy, Health profession education, Micro-module, Medical education, e-learning Courseware, Gamification, Hong Kong

Blended learning versus traditional teaching-learning-setting: Evaluation of cognitive and affective learning outcomes for the inter-professional field of occupational medicine and prevention / Blended Learning versus traditionelles Lehr-Lernsetting: Evaluierung von kognitiven und affektiven Lernergebnissen für das interprofessionelle Arbeitsfeld Arbeitsmedizin und Prävention

OpenAIRE

Eckler Ursula; Greisberger Andrea; Höhne Franziska; Putz Peter

2017-01-01

Blended learning is characterised as a combination of face-to-face teaching and e-learning in terms of knowledge transfer, students’ learning activities and reduced presence at the teaching facility. The present cohort study investigated long-term effects of blended learning regarding cognitive outcomes as well as self-indicated estimates of immediate learning effects on the affective domain in the inter-professional field of occupational medicine. Physiotherapy students (bachelor degree) at ...

[Exploration and practice of genetics teaching assisted by network technology platform].

Science.gov (United States)

Li, Ya-Xuan; Zhang, Fei-Xiong; Zhao, Xin; Cai, Min-Hua; Yan, Yue-Ming; Hu, Ying-Kao

2010-04-01

More teaching techniques have been brought out gradually along with the development of new technologies. On the basis of those traditional teaching methods, a new platform has been set up by the network technology for teaching process. In genetics teaching, it is possible to use the network platform to guide student studying, promote student's learning interest and study independently by themselves. It has been proved, after exploring and applying for many years, that network teaching is one of the most useful methods and has inimitable advantage comparing to the traditional ones in genetics teaching. The establishment of network teaching platform, the advantage and deficiency and relevant strategies were intro-duced in this paper.

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.

Integrating Social Networks in Teaching in Higher Education

Science.gov (United States)

Abousoliman, Onsy

2017-01-01

In response to the emerging and swiftly developing digital tools, this dissertation investigated integrating a specific category of these tools, social networks, in teaching in higher education. The study focused on exploring how social networks integration might impact the teaching/learning process and on investigating the challenges that could…

High-Trust Leadership and Blended Learning in the Age of Disruptive Innovation: Strategic Thinking for Colleges and Schools of Education

Science.gov (United States)

Holland, Denise D.; Piper, Randy T.

2016-01-01

We introduce diverse definitions of leadership and its evolutionary history and then we integrate this idea network: strategic thinking, high-trust leadership, blended learning, and disruptive innovation. Following the lead of Marx's (2014) model of Teaching Leadership and Strategy and Rehm's (2014) model of High School Student Leadership…

The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching

Science.gov (United States)

Mathew, Nishi Mary

Preservice elementary teachers' science teaching efficacy and attitude towards science teaching are important determinants of whether and how they will teach science in their classrooms. Preservice teachers' understanding of science and science teaching experiences have an impact on their beliefs about their ability to teach science. This study had a quasi-experimental pretest-posttest control group design (N = 60). Preservice elementary teachers in this study were networked through the Internet (using e-mail, newsgroups, listserv, world wide web access and electronic mentoring) during their science methods class and student practicum. Electronic networking provides a social context in which to learn collaboratively, share and reflect upon science teaching experiences and practices, conduct tele-research effectively, and to meet the demands of student teaching through peer support. It was hoped that the activities over the electronic networks would provide them with positive and helpful science learning and teaching experiences. Self-efficacy was measured using a 23-item Likert scale instrument, the Science Teaching Efficacy Belief Instrument, Form-B (STEBI-B). Attitude towards science teaching was measured using the Revised Science Attitude Scale (RSAS). Analysis of covariance was used to analyze the data, with pretest scores as the covariate. Findings of this study revealed that prospective elementary teachers in the electronically networked group had better science teaching efficacy and personal science teaching efficacy as compared to the non-networked group of preservice elementary teachers. The science teaching outcome expectancy of prospective elementary teachers in the networked group was not greater than that of the prospective teachers in the non-networked group (at p < 0.05). Attitude towards science teaching was not significantly affected by networking. However, this is surmised to be related to the duration of the study. Information about the

FM POD: an evidence-based blended teaching skills program for rural preceptors.

Science.gov (United States)

Delver, Hilary; Jackson, Wesley; Lee, Sonya; Palacios, Mone

2014-05-01

The University of Calgary's Rural Integrated Community Clerkship anchors final-year medical student education in 9 months of family medicine. The purpose of this pilot study was to evaluate the Family Medicine Preceptor Online Development (FM POD) program, designed to meet the faculty development needs of rural preceptors facing challenges of geographical distribution and time constraints. The theoretically based program used a blended learning approach, beginning with a face-to-face workshop to strengthen participants' social presence during online interactions to follow. Asynchronous narrated presentations supplied foundational knowledge prior to facilitated synchronous web conferences, where participants shared experiences and co-constructed new knowledge. The program was evaluated using mixed methods, including surveys and focus group discussion. Evaluation tools generated data with high internal consistency reliability; focus group information substantiated and enriched the quantitative survey data. Participants enjoyed collaborating with colleagues and rated their learning experiences highly, reporting meaningful and statistically significant increases in mean comfort with all the precepting skills taught: giving effective feedback, using questions to teach, teaching communications skills, helping learners in difficulty, and making teaching time-efficient. All effect sizes were large. Increased comfort with distance learning technologies was a positive consequence. Results support the applicability of principles of social constructivism, experiential learning, and reflective learning in these participants. The program was highly rated and effectively increased participants' comfort with teaching skills, offering practical off-the-peg modular faculty development in basic teaching skills for distributed faculty. Participants appreciated the flexible delivery format, which course developers found readily adaptable for additional topics.

Blended learning versus traditional teaching-learning-setting: Evaluation of cognitive and affective learning outcomes for the inter-professional field of occupational medicine and prevention / Blended Learning versus traditionelles Lehr-Lernsetting: Evaluierung von kognitiven und affektiven Lernergebnissen für das interprofessionelle Arbeitsfeld Arbeitsmedizin und Prävention

Directory of Open Access Journals (Sweden)

Eckler Ursula

2017-11-01

Full Text Available Blended learning is characterised as a combination of face-to-face teaching and e-learning in terms of knowledge transfer, students’ learning activities and reduced presence at the teaching facility. The present cohort study investigated long-term effects of blended learning regarding cognitive outcomes as well as self-indicated estimates of immediate learning effects on the affective domain in the inter-professional field of occupational medicine. Physiotherapy students (bachelor degree at FH Campus Wien – University of Applied Sciences completed the course Occupational Medicine/Prevention either in a traditional teaching-learning setting entirely taught face-to-face (control-group, n=94, or with a blended learning model (intervention-group, n=93. Long-term effects (1.5 year follow-up on the cognitive learning outcomes were assessed according to four levels of Bloom’s learning objectives. In addition, students estimated potential benefits resulting from blended learning based on four Krathwohl’s learning objectives for the affective domain by means of a six-option Likert scale (n=282. Concerning cognitive outcomes, significant results favouring both groups were found with effect sizes from small to medium. The traditional teaching-learning setting resulted in significantly better results in the upmost aspired learning objective (analysis at the long-term (p<0,01; r=-0,33. In contrast, the intervention group resulted in significantly better long-term results on learning objective levels 1 (knowledge and 2 (understanding (p=0,01; r=-0,20 and, p=0,02; r=-0,17, respectively. Hence, no general recommendation favouring either the classical setting or blending learning can be drawn regarding the cognitive domain. However, students’ self-indications on the affective domain give preference to blended learning, particularly if inter-professional teamwork is a course objective.

A blended learning approach to teaching sociolinguistic research methods

Directory of Open Access Journals (Sweden)

Olivier, Jako

2014-12-01

Full Text Available This article reports on the use of Wiktionary, an open source online dictionary, as well as generic wiki pages within a university’s e-learning environment as teaching and learning resources in an Afrikaans sociolinguistics module. In a communal constructivist manner students learnt, but also constructed learning content. From the qualitative research conducted with students it is clear that wikis provide for effective facilitation of a blended learning approach to sociolinguistic research. The use of this medium was positively received, however, some students did prefer handing in assignments in hard copy. The issues of computer literacy and access to the internet were also raised by the respondents. The use of wikis and Wiktionary prompted useful unplanned discussions around reliability and quality of public wikis. The use of a public wiki such as Wiktionary served as encouragement for students as they were able to contribute to the promotion of Afrikaans in this way.

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.

Teaching patient care to students: A blended learning approach in radiography education

International Nuclear Information System (INIS)

Bleiker, Jill; Knapp, Karen M.; Frampton, Ian

2011-01-01

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.

Project for Teaching and Learning of English Based on Blended Learning in the Accounting Career

Directory of Open Access Journals (Sweden)

Enrique del Valle–Reus

2015-12-01

Full Text Available This paper gathers some aspects related to the improvement on teaching-learning process of English to students who specialize in Accounting through blended learning. Its objective is to integrate the use of the foreign language with the contents of the area in the solution of professional problems. The project is methodologically based on the contradiction between the professional needs of using the foreign language and its limited application in the teaching-learning process. It shows the activities to be carried out during the first two years of the major. The integration of the contents of English with those of Accounting is mainly focused in oral and written communication without neglecting the development of reading and listening comprehension. In this way, the syllabuses of English are enriched. 

A blended learning approach to teach fluid mechanics in engineering

Science.gov (United States)

Rahman, Ataur

2017-05-01

This paper presents a case study on the teaching and learning of fluid mechanics at the University of Western Sydney (UWS), Australia, by applying a blended learning approach (BLA). In the adopted BLA, various flexible learning materials have been made available to the students such as online recorded lectures, online recorded tutorials, hand written tutorial solutions, discussion board and online practice quizzes. The lecture and tutorial class times have been primarily utilised to discuss confusing topics and engage students with practical issues in applying the theories learnt in fluid mechanics. Based on the data of over 734 students over a 4-year period, it has been shown that a BLA has improved the learning experience of the fluid mechanics students in UWS. The overall percentage of student satisfaction in this subject has increased by 18% in the BLA case compared with the traditional one.

Blended language learning: An effective solution but not without its challenges

Directory of Open Access Journals (Sweden)

Christopher Johnson

2014-09-01

Full Text Available The study discussed in this investigation is part of a larger collaborative initiative between Laureate Education and Cambridge University Press (LEP-CUP collaboration. This second phase of the research, completed in 2013, aimed to further explore the conclusions from phase 1 and set out to identify effective and appropriate best practice blended learning models within the network. A study was set up with 36 teachers, all experienced ELT teachers with differing levels of experience in blended language teaching, who took part in extended focus groups discussions sessions prompted by a series of questions. Responses from these groups of teachers indicated that a flipped classroom model is beginning to develop. The authors of this study found evidence of changing approaches to language teaching, changes that are not without their challenges, but for a number of the teachers who participated in this research sample these changes are bringing considerable benefit to their teaching experience. This study offered teachers another opportunity to become change managers for students who need to acquire the autonomous, life-long learning skills of the 21st as they transition into professional life. The scope of this study cannot address and solve all of the issues involved in this process, but it provides a step towards that end. DOI: 10.18870/hlrc.v4i3.213

Teaching Positive Networking for Life-Long Impact

Science.gov (United States)

Addams, Lon; Woodbury, Denise; Addams, Lindsey

2010-01-01

As college communication instructors, we could further assist students by teaching the value of positive networking. This article provides (1) a foundation for positive networking and (2) several successful ways in which students can begin building a strong long-lasting network of professional relationships during the semester…and for their entire…

Teaching strategies applied to teaching computer networks in Engineering in Telecommunications and Electronics

Directory of Open Access Journals (Sweden)

Elio Manuel Castañeda-González

2016-07-01

Full Text Available Because of the large impact that today computer networks, their study in related fields such as Telecommunications Engineering and Electronics is presented to the student with great appeal. However, by digging in content, lacking a strong practical component, you can make this interest decreases considerably. This paper proposes the use of teaching strategies and analogies, media and interactive applications that enhance the teaching of discipline networks and encourage their study. It is part of an analysis of how the teaching of the discipline process is performed and then a description of each of these strategies is done with their respective contribution to student learning.

Network reconstruction via graph blending

Science.gov (United States)

Estrada, Rolando

2016-05-01

Graphs estimated from empirical data are often noisy and incomplete due to the difficulty of faithfully observing all the components (nodes and edges) of the true graph. This problem is particularly acute for large networks where the number of components may far exceed available surveillance capabilities. Errors in the observed graph can render subsequent analyses invalid, so it is vital to develop robust methods that can minimize these observational errors. Errors in the observed graph may include missing and spurious components, as well fused (multiple nodes are merged into one) and split (a single node is misinterpreted as many) nodes. Traditional graph reconstruction methods are only able to identify missing or spurious components (primarily edges, and to a lesser degree nodes), so we developed a novel graph blending framework that allows us to cast the full estimation problem as a simple edge addition/deletion problem. Armed with this framework, we systematically investigate the viability of various topological graph features, such as the degree distribution or the clustering coefficients, and existing graph reconstruction methods for tackling the full estimation problem. Our experimental results suggest that incorporating any topological feature as a source of information actually hinders reconstruction accuracy. We provide a theoretical analysis of this phenomenon and suggest several avenues for improving this estimation problem.

The Effect of Blended Learning in Mathematics Course

Science.gov (United States)

Lin, Ya-Wen; Tseng, Chih-Lung; Chiang, Po-Jui

2017-01-01

With the advent of the digital age, traditional didactic teaching and online learning have been modified and gradually replaced by "Blended Learning." The purpose of this study was to explore the influences of blended learning pedagogy on junior high school student learning achievement and the students' attitudes toward mathematics. To…

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

Blended Learning Design

DEFF Research Database (Denmark)

Pedersen, Lise

2015-01-01

learning. 4. Blended learning can contribute to supporting and improving efficiency of educational efforts. This can for instance be done through programmes for several classes by using video conferencing, allocating traditional face to face teaching to synchronous and asynchronous study activities produce...... digital materials which can be employed didactically and reused by the teachers. This can also mean that the particular competencies which teaches have in Svendborg can be used at other locations in UCL and disseminated to a larger group of students without further costs. Educational Innovation...

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...

BLENDED LEARNING STRATEGY IN TEACHER TRAINING PROGRAMS

Directory of Open Access Journals (Sweden)

Marian F. Byrka

2017-12-01

Full Text Available The article examines the implementation of blended learning strategy in teacher training programs as an innovation in online learning. The blended learning idea comes from blending elements which use online technology with more traditional face-to-face teaching in the same course. The article analyses teacher training programs offered by Chernivtsi Regional Institute of Postgraduate Pedagogical Education. Additional data were gathered through a questionnaire administered to teachers who attended training courses. The characteristics of blended learning strategy, its benefits and limitations for teacher training are supported by a review of literature. The article closes with the comparison of curriculum components (content delivery, learner activities, materials, and required competences between traditional and blended learning teacher training programs. Having obvious benefits in teacher training programs, the implementation of blended learning strategy sets some additional requirements to a learner, as well as to course instructors and lectors.

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.…

An experimental research on blended learning in the development ...

African Journals Online (AJOL)

The experimental research conducted for this study is based on a blended learning (BL) approach to the teaching of English as a Foreign Language (EFL) in China. The purpose of the study was to investigate the effectiveness of a blended learning approach aimed at improving students' listening and speaking skills.

Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges & outcomes.

Science.gov (United States)

Posey, Laurie; Pintz, Christine

2017-09-01

To help address the challenges of providing undergraduate nursing education in an accelerated time frame, the Teaching and Transforming through Technology (T3) project was funded to transition a second-degree ABSN program to a blended learning format. The project has explored the use of blended learning to: enable flexible solutions to support teaching goals and address course challenges; provide students with new types of independent learning activities outside of the traditional classroom; increase opportunities for active learning in the classroom; and improve students' digital literacy and lifelong learning skills. Program evaluation included quality reviews of the redesigned courses, surveys of student perceptions, pre- and post-program assessment of students' digital literacy and interviews with faculty about their experiences with the new teaching methods. Adopting an established quality framework to guide course design and evaluation for quality contributed to the efficient and effective development of a high-quality undergraduate blended nursing program. Program outcomes and lessons learned are presented to inform future teaching innovation and research related to blended learning in undergraduate nursing education. Copyright © 2016 Elsevier Ltd. All rights reserved.

A Systematic Review Protocol on the Use of Online Learning versus Blended Learning for Teaching Clinical Skills to Undergraduate Health Professional Students

Science.gov (United States)

McCutcheon, Karen; Lohan, Maria; Traynor, Marian

2016-01-01

Aim: This paper is a review protocol that will be used to identify, critically appraise and synthesise the best current evidence relating to the use of online learning and blended learning approaches in teaching clinical skills in undergraduate health professionals. Background: Although previous systematic reviews on online learning vs. face to…

Blended learning as an effective pedagogical paradigm for biomedical science

OpenAIRE

Perry Hartfield

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...

E-learning objects and actor-networks as configuring information literacy teaching

DEFF Research Database (Denmark)

Schreiber, Trine Louise

2017-01-01

Introduction. With actor-network theory (ANT) as the theoretical lens the aim of the paper is to examine attempts to build network for shaping information literacy teaching. Method. The paper is based on a study of a project in 2014-2016 where information professionals representing ten educational...... libraries produced and implemented e-learning objects in information literacy teaching. The material was collected through interviews, observations, documents and feedback sessions. Analysis. Latour´s concept of translation and Callon´s four translation moments are used to analyze the network building...... that a network configuring information literacy teaching based on new interactive roles has not been stabilized. Conclusion. The paper concludes that the strength of ANT is first of all the mediation of an overview of different kinds of actors involved in network building. Further, the paper proposes to combine...

Blended learning: how can we optimise undergraduate student engagement?

Science.gov (United States)

Morton, Caroline E; Saleh, Sohag N; Smith, Susan F; Hemani, Ashish; Ameen, Akram; Bennie, Taylor D; Toro-Troconis, Maria

2016-08-04

Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs. An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students' engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically. Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education. Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the 'blend' was beneficial rather than purely online learning.

Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science

Science.gov (United States)

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…

Factors Predisposing Academics towards the Use of Blended Strategies: A Model

Science.gov (United States)

Torrisi-Steele, Geraldine

2014-01-01

Universities are investing considerable resources into blended learning as an institutional strategy to respond to pressures of uncertain economies, increasing globalisation, and the changing expectations of cohorts of digitally savvy students. However, the widespread adoption of effective blended teaching practices has generally not been…

Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content

Energy Technology Data Exchange (ETDEWEB)

Howlett, David, E-mail: david.howlett@esht.nhs.uk [Department of Radiology, Eastbourne District General Hospital, Kings Drive, Eastbourne, East Sussex BN21 2UD (United Kingdom); Vincent, Tim [Department of IT, Brighton and Sussex Medical School (BSMS) (United Kingdom); Watson, Gillian; Owens, Emma [Department of Radiology, Eastbourne District General Hospital, Kings Drive, Eastbourne, East Sussex BN21 2UD (United Kingdom); Webb, Richard; Gainsborough, Nicola [Department of Medicine, Royal Sussex County Hospital, Brighton (United Kingdom); Fairclough, Jil [Department of IT, Brighton and Sussex Medical School (BSMS) (United Kingdom); Taylor, Nick [Department of Medical Illustration, Eastbourne District General Hospital (United Kingdom); Miles, Ken [Department of Imaging, BSMS (United Kingdom); Cohen, Jon [Department of Infectious Diseases, BSMS (United Kingdom); Vincent, Richard [Department of Cardiology, BSMS (United Kingdom)

2011-06-15

Aim: To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. Materials and methods: The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. Results: In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Conclusion: Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of

Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content

International Nuclear Information System (INIS)

Howlett, David; Vincent, Tim; Watson, Gillian; Owens, Emma; Webb, Richard; Gainsborough, Nicola; Fairclough, Jil; Taylor, Nick; Miles, Ken; Cohen, Jon; Vincent, Richard

2011-01-01

Aim: To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. Materials and methods: The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. Results: In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Conclusion: Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of

Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content.

Science.gov (United States)

Howlett, David; Vincent, Tim; Watson, Gillian; Owens, Emma; Webb, Richard; Gainsborough, Nicola; Fairclough, Jil; Taylor, Nick; Miles, Ken; Cohen, Jon; Vincent, Richard

2011-06-01

To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of radiology. Efficient IT links and good image quality

Performance and exhaust emissions of a gasoline engine with ethanol blended gasoline fuels using artificial neural network

Energy Technology Data Exchange (ETDEWEB)

Najafi, G.; Ghobadian, B.; Tavakoli, T.; Faizollahnejad, M. [Tarbiat Modares University, Jalale-E-Aleahmad Highway, Tehran, P.O. Box: 14115-111 (Iran); Buttsworth, D.R.; Yusaf, T.F. [University of Southern Queensland, Toowoomba, 4350 QLD (Australia)

2009-05-15

The purpose of this study is to experimentally analyse the performance and the pollutant emissions of a four-stroke SI engine operating on ethanol-gasoline blends of 0%, 5%, 10%, 15% and 20% with the aid of artificial neural network (ANN). The properties of bioethanol were measured based on American Society for Testing and Materials (ASTM) standards. The experimental results revealed that using ethanol-gasoline blended fuels increased the power and torque output of the engine marginally. For ethanol blends it was found that the brake specific fuel consumption (bsfc) was decreased while the brake thermal efficiency ({eta}{sub b.th.}) and the volumetric efficiency ({eta}{sub v}) were increased. The concentration of CO and HC emissions in the exhaust pipe were measured and found to be decreased when ethanol blends were introduced. This was due to the high oxygen percentage in the ethanol. In contrast, the concentration of CO{sub 2} and NO{sub x} was found to be increased when ethanol is introduced. An ANN model was developed to predict a correlation between brake power, torque, brake specific fuel consumption, brake thermal efficiency, volumetric efficiency and emission components using different gasoline-ethanol blends and speeds as inputs data. About 70% of the total experimental data were used for training purposes, while the 30% were used for testing. A standard Back-Propagation algorithm for the engine was used in this model. A multi layer perception network (MLP) was used for nonlinear mapping between the input and the output parameters. It was observed that the ANN model can predict engine performance and exhaust emissions with correlation coefficient (R) in the range of 0.97-1. Mean relative errors (MRE) values were in the range of 0.46-5.57%, while root mean square errors (RMSE) were found to be very low. This study demonstrates that ANN approach can be used to accurately predict the SI engine performance and emissions. (author)

An Ethnographic Case Study on the Phenomena of Blended Learning Teachers

Science.gov (United States)

Tiell, Lauren Renae

2017-01-01

This study determined the teacher-perceived experiences within the blended learning environment to fill a void in previous data. The three research questions defined blended learning, explained strengths and challenges, and provided feedback on teaching programs. This qualitative case study used an ethnographic framework through interviews,…

Blending technology in teaching advanced health assessment in a family nurse practitioner program: using personal digital assistants in a simulation laboratory.

Science.gov (United States)

Elliott, Lydia; DeCristofaro, Claire; Carpenter, Alesia

2012-09-01

This article describes the development and implementation of integrated use of personal handheld devices (personal digital assistants, PDAs) and high-fidelity simulation in an advanced health assessment course in a graduate family nurse practitioner (NP) program. A teaching tool was developed that can be utilized as a template for clinical case scenarios blending these separate technologies. Review of the evidence-based literature, including peer-reviewed articles and reviews. Blending the technologies of high-fidelity simulation and handheld devices (PDAs) provided a positive learning experience for graduate NP students in a teaching laboratory setting. Combining both technologies in clinical case scenarios offered a more real-world learning experience, with a focus on point-of-care service and integration of interview and physical assessment skills with existing standards of care and external clinical resources. Faculty modeling and advance training with PDA technology was crucial to success. Faculty developed a general template tool and systems-based clinical scenarios integrating PDA and high-fidelity simulation. Faculty observations, the general template tool, and one scenario example are included in this article. ©2012 The Author(s) Journal compilation ©2012 American Academy of Nurse Practitioners.

Blended-mode pedagogical model fosters nuclear engineering education in Southern Africa

International Nuclear Information System (INIS)

Kruger, J.H.; Fick, J.I.J.

2010-01-01

Social upliftment requires access to energy. Especially in the Southern Africa region, affordable energy gives communities access to improved living conditions, potable water and life-changing educational opportunities. Distributed nuclear power generation can make a significant difference in a continent where communities are geographically widely dispersed and where technology centres are few and far between. Unfortunately, for a country to obtain a nuclear capability and be part of the renaissance, it needs a skilled and educated workforce - a workforce that must be trained through an educational system facing the same challenges of dispersed human resources and lack of infrastructure as the community it serves. The blended-mode pedagogical model developed by the Postgraduate School for Nuclear Science and Engineering at the North-West University (NWU) in South Africa represents one manner in which the problem of dispersed resources can be addressed. As a matter of national policy, South Africa has embarked on a drive to not only innovate in terms of reactor technology, but to also develop and sustain a skilled workforce in the nuclear engineering field. Due to a severe shortage of personnel in the local nuclear community, the NWU devised a blended-mode teaching system to link overseas lecturers with local students to expand the local workforce through training and human capital development. The blended-mode delivery takes place through the online Sakai system that uses powerful learning management tools to achieve the learning outcomes. Students are guided in distance self-study for the larger part of the course and a contact session is then used to contextualize and integrate the knowledge. In this manner, a virtual collaborative environment between geographically dispersed faculty members and students is created which provides essential flexibility in terms of time and human resource management. The blended-mode teaching model has already achieved great

Teaching as Jazz

Science.gov (United States)

Tomlinson, Carol Ann; Germundson, Amy

2007-01-01

Tomlinson and Germundson compare teaching well to playing jazz well. Excellent teaching involves a blend of techniques and theory; expressiveness; syncopation; call and response, and, frequently, improvisation. Weaving in analogies to jazz, the authors delineate four elements of such teaching: curriculum that helps students connect to big ideas,…

Optimising the Blended Learning Environment: The Arab Open University Experience

Science.gov (United States)

Hamdi, Tahrir; Abu Qudais, Mohammed

2018-01-01

This paper will offer some insights into possible ways to optimise the blended learning environment based on experience with this modality of teaching at Arab Open University/Jordan branch and also by reflecting upon the results of several meta-analytical studies, which have shown blended learning environments to be more effective than their face…

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…

A randomised controlled trial of a blended learning education intervention for teaching evidence-based medicine.

Science.gov (United States)

Ilic, Dragan; Nordin, Rusli Bin; Glasziou, Paul; Tilson, Julie K; Villanueva, Elmer

2015-03-10

Few studies have been performed to inform how best to teach evidence-based medicine (EBM) to medical trainees. Current evidence can only conclude that any form of teaching increases EBM competency, but cannot distinguish which form of teaching is most effective at increasing student competency in EBM. This study compared the effectiveness of a blended learning (BL) versus didactic learning (DL) approach of teaching EBM to medical students with respect to competency, self-efficacy, attitudes and behaviour toward EBM. A mixed methods study consisting of a randomised controlled trial (RCT) and qualitative case study was performed with medical students undertaking their first clinical year of training in EBM. Students were randomly assigned to receive EBM teaching via either a BL approach or the incumbent DL approach. Competency in EBM was assessed using the Berlin questionnaire and the 'Assessing Competency in EBM' (ACE) tool. Students' self-efficacy, attitudes and behaviour was also assessed. A series of focus groups was also performed to contextualise the quantitative results. A total of 147 students completed the RCT, and a further 29 students participated in six focus group discussions. Students who received the BL approach to teaching EBM had significantly higher scores in 5 out of 6 behaviour domains, 3 out of 4 attitude domains and 10 out of 14 self-efficacy domains. Competency in EBM did not differ significantly between students receiving the BL approach versus those receiving the DL approach [Mean Difference (MD)=-0.68, (95% CI-1.71, 0.34), p=0.19]. No significant difference was observed between sites (p=0.89) or by student type (p=0.58). Focus group discussions suggested a strong student preference for teaching using a BL approach, which integrates lectures, online learning and small group activities. BL is no more effective than DL at increasing medical students' knowledge and skills in EBM, but was significantly more effective at increasing student

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…

Training Phoneme Blending Skills in Children with Down Syndrome

Science.gov (United States)

Burgoyne, Kelly; Duff, Fiona; Snowling, Maggie; Buckley, Sue; Hulme, Charles

2013-01-01

This article reports the evaluation of a 6-week programme of teaching designed to support the development of phoneme blending skills in children with Down syndrome (DS). Teaching assistants (TAs) were trained to deliver the intervention to individual children in daily 10-15-minute sessions, within a broader context of reading and language…

BLENDED LEARNING (BL AS PEDAGOGICAL ALTERNATIVE TO TEACH BUSINESS COMMUNICATION COURSE: Case Study of UUM Executive Diploma Program

Directory of Open Access Journals (Sweden)

Hisham DZAKIRIA

2012-07-01

Full Text Available 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 place is evident. The advancement of technology is an onset to many new avenues and tool for learning and teaching, and it is the coalescing of these various technologies with particular pedagogy or andragogy has helped to popularize BL. However, when an institution makes the critical choice of delivery methods, it is pertinent that the university needs to consider various success factors. One in particular is student-centered approach that entails the need to understand the students as the beneficiary of learning, and the support system they need to help them learn. This qualitative study reports in detail the experience of a small group of students undertaking Executive Diplomas at Executive Development Centre (EDC, Universiti Utara Malaysia as they progress through their Executive program. This paper looks at learning experiences as described by the learners- it is their story, their experience, and their perspective. This study suggests that BL offered a comfortable middle ground, and has lots of potential in higher education in Malaysia. It is a pedagogical alternative that could play a significant role not only for teaching Business Communication, but has the potential to promote lifelong learning initiatives in Malaysia in a much meaningful and inviting way. Although this study shows that BL contributed a significant and meaningful learning particularly for adult learners, it needs more definitive studies. Such information can be used to guide policy makers

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…

Who Profits Most from Blended Learning?

Science.gov (United States)

Tempelaar, Dirk T.; Rienties, Bart; Giesbers, Bas

2009-01-01

The authors investigate the relationship between student learning choices and learning styles in the use of an innovative learning environment for statistics. For teaching introductory statistics to first-year students in economics and business, Maastricht University uses a blended learning environment. It allows students to individualize learning…

A Reactive Blended Learning Proposal for an Introductory Control Engineering Course

Science.gov (United States)

Mendez, Juan A.; Gonzalez, Evelio J.

2010-01-01

As it happens in other fields of engineering, blended learning is widely used to teach process control topics. In this paper, the inclusion of a reactive element--a Fuzzy Logic based controller--is proposed for a blended learning approach in an introductory control engineering course. This controller has been designed in order to regulate the…

Network of educational investigation: Teaching innovatio

Directory of Open Access Journals (Sweden)

Rosana de Pablo Redondo

2011-04-01

Full Text Available The new educational reality, with the introduction of the European Higher Education Area (EHEA; and new requirements for education require a rethinking of the teaching process, which will use new technologies as key instruments. However, the concept of educational innovation goes beyond the widespread use of Information Technologies (IT. Structural changes are needed in educational institutions, which must be reorganized according to a new paradigm.This paper presents the strategic transformation developed by the National University of Distance Education (UNED; which involves the introduction of new instruments, new methodologies for current and prospective students and a new network organizational structure that facilitates global access to content and new methodologies. We emphasize Teaching Innovation Network, with special attention to the Educational Innovation in Finance. It shows a real example of combination of institutional change and educational initiatives. It combines efforts towards a better service and attention to students and the rest of the university community. And last, but not least, this new paradigm it is not only feasible but efficient because improvements outweigh organizational implications and economic costs

The Level of Utilizing Blended Learning in Teaching Science from the Point of View of Science Teachers in Private Schools of Ajman Educational Zone

Science.gov (United States)

Al-Derbashi, Khaled Y.; Abed, Osama H.

2017-01-01

This study aims to define the level of utilizing blended learning in teaching science from the point of view of science teachers (85 male and female teachers) who are working in private schools of Ajman Educational Zone. The study also aims to find if there are significant differences according to gender, years of experience, or the fact that…

Teaching Advanced Concepts in Computer Networks: VNUML-UM Virtualization Tool

Science.gov (United States)

Ruiz-Martinez, A.; Pereniguez-Garcia, F.; Marin-Lopez, R.; Ruiz-Martinez, P. M.; Skarmeta-Gomez, A. F.

2013-01-01

In the teaching of computer networks the main problem that arises is the high price and limited number of network devices the students can work with in the laboratories. Nowadays, with virtualization we can overcome this limitation. In this paper, we present a methodology that allows students to learn advanced computer network concepts through…

The Effectiveness of Blackboard-Based Blended Teaching in the Development of Academic Achievement, Study Skills and Self-Confidence among Students of Princess Nourah bint Abdulrahman University

Science.gov (United States)

Al-Otaibi, Wadha H.

2017-01-01

The present study aimed to investigate the effectiveness of blended teaching, based on the e-learning management system "Blackboard," in the development of academic achievement, study skills and self-confidence among the students of Princess Nourah bint Abdulrahman University (PNU). The study sample consisted of (38) female students who…

How 'blended' is blended learning?: students' perceptions of issues around the integration of online and face-to-face learning in a Continuing Professional Development (CPD) health care context.

Science.gov (United States)

Glogowska, Margaret; Young, Pat; Lockyer, Lesley; Moule, Pam

2011-11-01

This paper explores students' perceptions of blended learning modules delivered in a Continuing Professional Development (CPD) health care context in the UK. 'Blended learning' is the term used to describe a hybrid model of learning where traditional face-to-face teaching approaches and newer electronic learning activities and resources are utilised together. A new model of CPD for health care practitioners based on a blended learning approach was developed at a university in the south west of England. As part of the evaluation of the new modules, a qualitative study was conducted, in which 17 students who had experienced the modules were interviewed by telephone. Three main themes emerged from the interviews relating to the 'blended' nature of the blended learning modules. These were i) issues around the opportunities for discussion of online materials face-to-face; ii) issues of what material should be online versus face-to-face and iii) balancing online and face-to-face components. Teaching staff engaged in the development of blended learning courses need to pay particular attention to the ways in which they develop and integrate online and face-to-face materials. More attention needs to be paid to allowing opportunity for students to come together to create a 'community of inquiry'. Copyright © 2011 Elsevier Ltd. All rights reserved.

Social networking in nursing education: integrative literature review.

Science.gov (United States)

Kakushi, Luciana Emi; Évora, Yolanda Dora Martinez

2016-01-01

to identify the use of social networking in nursing education. integrative literature review in the databases: LILACS, IBECS, Cochrane, BDENF, SciELO, CINAHL, Scopus, PubMed, CAPES Periodicals Portal and Web of Science, using the descriptors: social networking and nursing education and the keywords: social networking sites and nursing education, carried out in April 2015. of the 489 articles found, only 14 met the inclusion and exclusion criteria. Most studies were published after 2013 (57%), originating from the United States and United Kingdom (77.8%). It was observed the use of social networking among nursing students, postgraduate students, mentors and nurses, in undergraduate programmes, hybrid education (blended-learning) and in interprofessional education. The social networking sites used in the teaching and learning process were Facebook (42.8%), Ning (28.5%), Twitter (21.4%) and MySpace (7.1%), by means of audios, videos, quizzes, animations, forums, guidance, support, discussions and research group. few experiences of the use of social networking in nursing education were found and their contributions show the numerous benefits and difficulties faced, providing resourses for the improvement and revaluation of their use in the teaching and learning process.

Social networking in nursing education: integrative literature review

Directory of Open Access Journals (Sweden)

Luciana Emi Kakushi

Full Text Available Abstract Objective: to identify the use of social networking in nursing education. Method: integrative literature review in the databases: LILACS, IBECS, Cochrane, BDENF, SciELO, CINAHL, Scopus, PubMed, CAPES Periodicals Portal and Web of Science, using the descriptors: social networking and nursing education and the keywords: social networking sites and nursing education, carried out in April 2015. Results: of the 489 articles found, only 14 met the inclusion and exclusion criteria. Most studies were published after 2013 (57%, originating from the United States and United Kingdom (77.8%. It was observed the use of social networking among nursing students, postgraduate students, mentors and nurses, in undergraduate programmes, hybrid education (blended-learning and in interprofessional education. The social networking sites used in the teaching and learning process were Facebook (42.8%, Ning (28.5%, Twitter (21.4% and MySpace (7.1%, by means of audios, videos, quizzes, animations, forums, guidance, support, discussions and research group. Conclusion: few experiences of the use of social networking in nursing education were found and their contributions show the numerous benefits and difficulties faced, providing resourses for the improvement and revaluation of their use in the teaching and learning process.

Blended Learning: A Mixed-Methods Study on Successful Schools and Effective Practices

Science.gov (United States)

Mathews, Anne

2017-01-01

Blended learning is a teaching technique that utilizes face-to-face teaching and online or technology-based practice in which the learner has the ability to exert some level of control over the pace, place, path, or time of learning. Schools that employ this method of teaching often demonstrate larger gains than traditional face-to-face programs…

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…

Preparation of photovoltaic cells from sexithiophene-C-60 blends

NARCIS (Netherlands)

Veenstra, SC; Malliaras, GG; Brouwer, HJ; Esselink, FJ; Krasnikov, VV; vanHutten, PF; Wildeman, J; Jonkman, HT; Sawatzky, GA; Hadziioannou, G; Mohlmann, GR

1996-01-01

Large photovoltaic responses have been recently observed in devices based on conjugated polymer-C-60 blends. Their enhanced performance, which relies on the formation of a bicontinuous network of donor-acceptor heterojunctions, is very sensitive to the morphology of the blend. In this paper, we

Blended learning as a solution to practice-related problems in vocational schools

DEFF Research Database (Denmark)

Kjærgaard, Hanne Wacher; Duch, Henriette Skjærbæk; Mark, Lene

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...

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.

The Webinar Integration Tool: A Framework for Promoting Active Learning in Blended Environments

Science.gov (United States)

Lieser, Ping; Taf, Steven D.; Murphy-Hagan, Anne

2018-01-01

This paper describes a three-stage process of developing a webinar integration tool to enhance the interaction of teaching and learning in blended environments. In the context of medical education, we emphasize three factors of effective webinar integration in blended learning: fostering better solutions for faculty and students to interact…

[Implementation of the eLearning project NESTOR. A network for students in traumatology and orthopedics].

Science.gov (United States)

Back, D A; Haberstroh, N; Hoff, E; Plener, J; Haas, N P; Perka, C; Schmidmaier, G

2012-01-01

Modern internet-based information technologies offer great possibilities to create and improve teaching methods for students. The eLearning tool NESTOR (Network for Students in Traumatology and Orthopedics) presented here was designed to complement the existing clinical teaching in orthopedics and traumatology at the Charité, University Medicine Berlin. Using a learning management system, videos, podcasts, X-ray diagnosis, virtual patients, tests and further tools for learning and study information were combined. After implementation the eLearning project was evaluated by students. The NESTOR project offers various possibilities for knowledge acquisition. Students using the program voluntarily showed a high acceptance whereby 82.4% were very satisfied with the contents offered and 95.3% supported the idea of a future use of NESTOR in teaching. The blended learning approach was positively evaluated by 93.5% of the students. The project received the eLearning seal of quality of the Charité University Medicine Berlin. Using complex eLearning tools, such as the NESTOR project represents a contemporary teaching approach in the teaching of traumatology and orthopedics and should be offered in a blended learning context as they are well accepted by students.

Self-teaching neural network learns difficult reactor control problem

International Nuclear Information System (INIS)

Jouse, W.C.

1989-01-01

A self-teaching neural network used as an adaptive controller quickly learns to control an unstable reactor configuration. The network models the behavior of a human operator. It is trained by allowing it to operate the reactivity control impulsively. It is punished whenever either the power or fuel temperature stray outside technical limits. Using a simple paradigm, the network constructs an internal representation of the punishment and of the reactor system. The reactor is constrained to small power orbits

A cyberciege traffic analysis extension for teaching network security

OpenAIRE

Chang, Xuquan Stanley.; Chua, Kim Yong.

2011-01-01

CyberCIEGE is an interactive game simulating realistic scenarios that teaches the players Information Assurance (IA) concepts. The existing game scenarios only provide a high-level abstraction of the networked environment, e.g., nodes do not have Internet protocol (IP) addresses or belong to proper subnets, and there is no packet-level network simulation. This research explored endowing the game with network level traffic analysis, and implementing a game scenario to take advantage of this ne...

Blended E-Learning Acceptance as Smart Pedagogical Tools: An Initial Study in Malaysia

Science.gov (United States)

Wong, Kung-Teck; Hamzah, Mohd Sahandri Gani; Goh, Pauline Swee Choo; Yeop, Mohd Azli B.

2016-01-01

The use of technology in classrooms has been considered as the solution to social, economic and educational problems since its introduction to education in mid-1970. There have been many studies conducted on the different aspects of the use of technology in teaching and learning. However, study on teaching with Blended Learning in teaching and…

Blended synchronous learning environment: Student perspectives

Directory of Open Access Journals (Sweden)

Conklina Sheri

2017-06-01

Full Text Available Distance education environments can take many forms, from asynchronous to blended synchronous environments. Blended synchronous learning environment (BSLE can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection. Many educators are unfamiliar teaching in BSLE because of lack of experience or exposure to this delivery method. Thus, it is important to understand the optimal organisational structures and the effective management of BSLE courses to facilitate student learning and interaction. Seeking to understand this teaching method, an exploratory mixed-method study was conducted to examine graduate students’ perceptions of the BSLE. Quantitative and qualitative data was collected from a questionnaire and analysed. The findings revealed that students were satisfied with the BSLE, interactions, and the instructor. However, findings showed that the instructor divided attention between face-to-face and online synchronous students, which can cause cognitive overload and compromise the quality of instruction. Additionally, this study suggests that technical difficulties can affect students’ satisfaction with BSLE courses. Implications for further research and limitations are discussed.

Networks as integrated in research methodologies in PER

DEFF Research Database (Denmark)

Bruun, Jesper

2016-01-01

of using networks to create insightful maps of learning discussions. To conclude, I argue that conceptual blending is a powerful framework for constructing "mixed methods" methodologies that may integrate diverse theories and other methodologies with network methodologies.......In recent years a number of researchers within the PER community have started using network analysis as a new methodology to extend our understanding of teaching and learning physics by viewing these as complex systems. In this paper, I give examples of social, cognitive, and action mapping...... networks and how they can be analyzed. In so doing I show how a network can be methodologically described as a set of relations between a set of entities, and how a network can be characterized and analyzed as a mathematical object. Then, as an illustrative example, I discuss a relatively new example...

Social Networking Media: An Approach for the Teaching of International Business

Science.gov (United States)

Barczyk, Casimir C.; Duncan, Doris G.

2012-01-01

Internet technology and Web 2.0 applications have enabled social networking media to expand in ways that link people globally. By fostering communication, social networks hold immense potential for the enhancement of teaching, especially in the business arena. This article defines social networking and provides a framework for understanding the…

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.

Idm@ti Network: An Innovative Proposal for Improving Teaching and Learning in Spanish Universities

Science.gov (United States)

Salan, Nuria; Cabedo, Luis; Segarra, Mercedes; Guraya, Teresa; Lopez, Pascal; Sales, David; Gamez, Jose

2017-01-01

IdM@ti network members concurred in the diagnosis of the difficulties and opportunities arising from Bologna process implementation and teaching methodologies improvement in Materials Science and Engineering (MSE) teaching. This network has been created with the aim of improving efficiency of underway and future collaborations.The main objectives…

Crosslinking of epoxy-polysiloxane system by reactive blending

Czech Academy of Sciences Publication Activity Database

Gonzales, M.; Kadlec, Petr; Štěpánek, Petr; Strachota, Adam; Matějka, Libor

2004-01-01

Roč. 45, č. 16 (2004), s. 5533-5541 ISSN 0032-3861 R&D Projects: GA AV ČR IAA4050008 Keywords : reactive blending * siloxane network * epoxy network Subject RIV: CD - Macromolecular Chemistry Impact factor: 2.433, year: 2004

Effectiveness of a blended learning course and flipped classroom in first year anaesthesia training.

Science.gov (United States)

Marchalot, Antoine; Dureuil, Bertrand; Veber, Benoit; Fellahi, Jean-Luc; Hanouz, Jean-Luc; Dupont, Hervé; Lorne, Emmanuel; Gerard, Jean-Louis; Compère, Vincent

2017-11-22

Blended learning, which combines internet-based platform and lecturing, is used in anaesthesiology and critical care teaching. However, the benefits of this method remain unclear. We conducted a prospective, multicentre, non-randomised work between 2007 and 2014 to study the effect of blended learning on the results of first year anaesthesia and critical care residents in comparison with traditional teaching. Blended learning was implemented in Rouen University Hospital in 2011 and residents affiliated to this university corresponded as the blended learning group. The primary outcome was the resident's results as measured with multiple-choice questions between blended learning and control groups after beginning blended learning (post-interventional stage). The secondary outcomes included residents' results between pre and post-interventional stages and homework's time. Moreover, comparison between control and blended learning group before beginning blended learning (pre-interventional stage) was performed. From 2007 to 2014, 308 residents were included. For the pre-interventional period, the mean score in the blended learning group (n=53) was 176 (CI 95% 163 to 188) whereas the mean score in the control group (n=106) was 167 (CI 95% 160 to 174) (no difference). For the post-interventional period, the mean score in blended learning group (n=54) was 232 on 300 (CI95% 227-237) whereas the mean score in the control group (n=95) is 215 (CI95% 209-220) (Pblended learning group (32% and 28% in blended learning and control group, Pblended learning group was 27h (CI 95% 18.2-35.8) and 10h in the control group (CI 95% 2-18) (Pblended learning (associating internet-based learning and flipped classroom) on the anaesthesia and critical care residents' knowledge by increasing their homework's time. Copyright © 2017. Published by Elsevier Masson SAS.

Disseminating Innovations in Teaching Value-Based Care Through an Online Learning Network.

Science.gov (United States)

Gupta, Reshma; Shah, Neel T; Moriates, Christopher; Wallingford, September; Arora, Vineet M

2017-08-01

A national imperative to provide value-based care requires new strategies to teach clinicians about high-value care. We developed a virtual online learning network aimed at disseminating emerging strategies in teaching value-based care. The online Teaching Value in Health Care Learning Network includes monthly webinars that feature selected innovators, online discussion forums, and a repository for sharing tools. The learning network comprises clinician-educators and health system leaders across North America. We conducted a cross-sectional online survey of all webinar presenters and the active members of the network, and we assessed program feasibility. Six months after the program launched, there were 277 learning community members in 22 US states. Of the 74 active members, 50 (68%) completed the evaluation. Active members represented independently practicing physicians and trainees in 7 specialties, nurses, educators, and health system leaders. Nearly all speakers reported that the learning network provided them with a unique opportunity to connect with a different audience and achieve greater recognition for their work. Of the members who were active in the learning network, most reported that strategies gleaned from the network were helpful, and some adopted or adapted these innovations at their home institutions. One year after the program launched, the learning network had grown to 364 total members. The learning network helped participants share and implement innovations to promote high-value care. The model can help disseminate innovations in emerging areas of health care transformation, and is sustainable without ongoing support after a period of start-up funding.

Research of performance on a spark ignition engine fueled by alcohol–gasoline blends using artificial neural networks

International Nuclear Information System (INIS)

Kapusuz, Murat; Ozcan, Hakan; Yamin, Jehad Ahmad

2015-01-01

In this paper, we investigate various alcohol–unleaded gasoline mixtures that can be used with no modifications in a spark-ignition engine. The mixtures consisted of 5%, 10% and 15% ethanol, methanol together and separately. Based on the recommendations of the Jordanian Petroleum Company (JoPetrol), total alcohol content should not exceed 15–20% owing to safety and ignition hazards. Optimizations for the use of alcohol were made for the maximum torque, maximum power and minimum specific fuel consumption values. For torque 0.9906, for brake power 0.997, and for brake specific fuel consumption 0.9312 regression values for tests have been obtained from models generated by the neural network. According to the modeling and optimizations, use of fuel mixture containing 11% methanol–1% ethanol for performance, and fuel mixture containing 2% methanol for BSFC were found to have better results. Moreover, the paper demonstrates that ANN (Artificial Neural Network) can be used successfully as an alternative type of modeling technique for internal combustion engines. - Highlights: • ANN model was developed and verified. • Effects of alcohol–gasoline blends on performance of a SI engine are fairly simulated. • Effects of alcohol–gasoline blends on performance of a SI engine are optimized.

A randomised controlled trial of blended learning to improve the newborn examination skills of medical students.

Science.gov (United States)

Stewart, Alice; Inglis, Garry; Jardine, Luke; Koorts, Pieter; Davies, Mark William

2013-03-01

To evaluate the hypotheses that a blended learning approach would improve the newborn examination skills of medical students and yield a higher level of satisfaction with learning newborn examination. Undergraduate medical students at a tertiary teaching hospital were individually randomised to receive either a standard neonatology teaching programme (control group), or additional online access to the PENSKE Baby Check Learning Module (blended learning group). The primary outcome was performance of newborn examination on standardised assessment by blinded investigators. The secondary outcomes were performance of all 'essential' items of the examination, and participant satisfaction. The recruitment rate was 88% (71/81). The blended learning group achieved a significantly higher mean score than the control group (p=0.02) for newborn examination. There was no difference for performance of essential items, or satisfaction with learning newborn examination. The blended learning group rated the module highly for effective use of learning time and ability to meet specific learning needs. A blended learning approach resulted in a higher level of performance of newborn examination on standardised assessment. This is consistent with published literature on blended learning and has implications for all neonatal clinicians including junior doctors, midwifes and nurse practitioners.

KAJIAN KONSEPTUAL MODEL PEMBELAJARAN BLENDED LEARNING BERBASIS WEB UNTUK MENINGKATKAN HASIL BELAJAR DAN MOTIVASI BELAJAR

Directory of Open Access Journals (Sweden)

Ahmad Kholiqul Amin

2017-07-01

Full Text Available Abstract: Conceptual Analysis of  Web basis Blended learning teaching model to improve the student’s achievement and motivation.. In this article, describe the content of some research result journals which is focuses on the blended learning teaching model. The research result which is analyzed based on searching result of online journal database such as database Education Resources Information Center (ERIC, The turkish Online Journal of Education Tecnology (TOJET dan Academics’ research center (ARC. In this article, for about twenty international journals focused on blended learning teaching model. This article discuss based on blended learning limitation. i.e.  the concept of blended learning, research method, technique of collecting data, research  instrument, data analysis. The discussion of this article partly as a reference to conduct further research. The result of this conceptual study from some journals show that blended learning is a mix method among conventional learning and online learning. The students expected to be actively to find out the learning technique  which is comfortable for the students. Teacher has a function as mediator, facilitator, and also as a friend who always build conducive situation for the students. Blended learning will also strength conventional model through the development of technology for education. Beside, the result of the journals can be concluded that the average of the research result in blended learning also contribute to the student’s achievement . Keywords:  Abstrak: Kjian Konseptual Model Pemebelajaran Blended Learning berbasis web untuk meningkatkan hasil belajar dan motivasi belajar. Pada artikel ini memaparkan kajian isi jurnal dari beberapa hasil penelitian yang difokuskan pada model pembelajaran blended learning. Hasil jurnal penelitian yang dianalisis berdasarkan dari hasil penelusuran database jurnal online seperti database Education Resources Information Center (ERIC, The

Exploring the tutor-student interaction in a blended university course

OpenAIRE

Krasnova, Tatiana Ivanovna; Popova, Anna

2016-01-01

A meaningful tutor-student interaction requires a new insight into pedagogical principles and proper implementation of modern teaching strategies. This paper aims to contribute to the understanding of online tutoring in blended learning settings and the impact of the tutor-student interaction on the learning process. The article reports on the results of the study on students’ evaluation of the tutor’s role and the tutor-student interaction in a blended university course. The findings show th...

Status of Utilizing Social Media Networks in the Teaching-Learning Process at Public Jordanian Universities

Directory of Open Access Journals (Sweden)

Muneera Abdalkareem Alshdefait

2018-03-01

Full Text Available This study aimed at finding out the status of utilizing social media networks in the teaching-learning process at public Jordanian Universities. To achieve the goal of the study, the descriptive developmental method was used and a questionnaire was developed, consisting of (35 statements. The questionnaire was checked for its validity and reliability. Then it was distributed to a sample of (382 male and female students from the undergraduate and graduate levels. The study results showed that the participants gave a low score to the status of utilizing social media networks in the teaching-learning process at public Jordanian universities. The results also showed that there were statistically significant differences between the participants of the study according to the academic rank attributed to the graduate students, and according to gender attributed to male students at the instrument macro level and on all dimensions of the two variables. In light of these results, the study recommended that public universities should utilize modern technology in the educational process, urge and encourage the teaching staff members to use the social media networks in the teaching-learning process and raise the students' awareness about the benefits of using social media networks. Keywords: Social media networks, Teaching-learning process, Public Jordanian Universities

Social Media and Social Networking Applications for Teaching and Learning

Science.gov (United States)

Yeo, Michelle Mei Ling

2014-01-01

This paper aims to better understand the experiences of the youth and the educators with the tapping of social media like YouTube videos and the social networking application of Facebook for teaching and learning. This paper is interested in appropriating the benefits of leveraging of social media and networking applications like YouTube and…

The Role of Informal Support Networks in Teaching the Nature of Science

Science.gov (United States)

Herman, Benjamin C.; Olson, Joanne K.; Clough, Michael P.

2017-06-01

This study reports the participation of 13 secondary science teachers in informal support networks and how that participation was associated with their nature of science (NOS) teaching practices 2 to 5 years after having graduated from the same science teacher education program. The nine teachers who participated in informal support networks taught the NOS at high/medium levels, while the four non-participating teachers taught the NOS at low levels. The nine high/medium NOS implementation teachers credited the informal support networks for maintaining/heightening their sense of responsibility for teaching NOS and for helping them navigate institutional constraints that impede effective NOS instruction. Several high/medium NOS instruction implementers initially struggled to autonomously frame and resolve the complexities experienced in schools and thus drew from the support networks to engage in more sophisticated forms of teacher decision-making. In contrast, the NOS pedagogical decisions of the four teachers not participating in support networks were governed primarily by the expectations and constraints experienced in their schools. Implications of this study include the need for reconsidering the structure of teacher mentorship programs to ensure they do not promote archaic science teaching practices that are at odds with reform efforts in science education.

Silk fibroin membranes from solvent-crystallized silk fibroin/gelatin blends: Effects of blend and solvent composition

Energy Technology Data Exchange (ETDEWEB)

Gil, Eun S. [Fiber and Polymer Science Program, North Carolina State University, Raleigh, NC 27695 (United States); Frankowski, David J. [Department of Chemical and Biomolecular Engineering, North Carolina State University, Raleigh, NC 27695 (United States); Hudson, Samuel M. [Fiber and Polymer Science Program, North Carolina State University, Raleigh, NC 27695 (United States); Spontak, Richard J. [Department of Chemical and Biomolecular Engineering, North Carolina State University, Raleigh, NC 27695 (United States) and Department of Materials Science and Engineering, North Carolina State University, Raleigh, NC 27695 (United States)]. E-mail: Rich_Spontak@ncsu.edu

2007-04-15

Protein membranes have been prepared by mixing gelatin (G) with Bombyx mori silk fibroin (SF) and using aqueous methanol (MeOH) to induce SF crystallization. Amorphous blends of these polymers appear quasi-homogeneous, as discerned from visual observation, electron microscopy and Fourier-transform infrared (FTIR) spectroscopy. Upon subsequent exposure to aqueous MeOH, SF undergoes a conformational change from random-coil to {beta}-sheet. This transformation occurs in pure SF, as well as in each of the G/SF blends, as discerned from FTIR spectroscopy and thermal calorimetry. The influence of MeOH-induced SF crystallization on structure and property development has been measured as functions of blend and solvent composition. By preserving a support scaffold above the G helix-to-coil transition temperature, the formation of crystalline SF networks in G/SF blends can be used to stabilize G-based hydrogels or generate SF membranes for biomaterial, pharmaceutical and gas-separation purposes. The present study not only examines the properties of G/SF blends before and after SF crystallization, but also establishes the foundation for future research into thermally-responsive G/SF bioconjugates.

General informatics teaching with B-Learning teaching model

Directory of Open Access Journals (Sweden)

Nguyen The Dung

2018-03-01

Full Text Available Blended learning (B-learning, a combination of face-to-face teaching and E-learning-supported-teaching in an online course, and Information and Communication Technology (ICT tools have been studied in recent years. In addition, the use of this teaching model is effective in teaching and learning conditions in which some certain subjects are appropriate for the specific teaching context. As it has been a matter of concern of the universities in Vietnam today, deep studies related to this topic is crucial to be conducted. In this article, the process of developing online courses and organizing teaching for the General Informatics subject for first-year students at the Hue University of Education with B-learning teaching model will be presented. The combination of 60% face-to-face and 40% online learning.

Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course

Science.gov (United States)

George-Palilonis, Jennifer; Filak, Vincent

2009-01-01

Advances in digital technology and a rapidly evolving media landscape continue to dramatically change teaching and learning. Among these changes is the emergence of multimedia teaching and learning tools, online degree programs, and hybrid classes that blend traditional and digital content delivery. At the same time, visual communication programs…

The Effect of Teachers' Social Networks on Teaching Practices and Class Composition

Science.gov (United States)

Kim, Chong Min

2011-01-01

Central to this dissertation was an examination of the role teachers' social networks play in schools as living organizations through three studies. The first study investigated the impact of teachers' social networks on teaching practices. Recent evidence suggests that teachers' social networks have a significant effect on teachers' norms,…

What Drives Nurses' Blended e-Learning Continuance Intention?

Science.gov (United States)

Cheng, Yung-Ming

2014-01-01

This study's purpose was to synthesize the user network (including subjective norm and network externality), task-technology fit (TTF), and expectation-confirmation model (ECM) to explain nurses' intention to continue using the blended electronic learning (e-learning) system within medical institutions. A total of 450 questionnaires were…

A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement

Science.gov (United States)

Nortvig, Anne-Mette; Petersen, Anne Kristine; Balle, Søren Hattesen

2018-01-01

In higher education, e-learning is gaining more and more impact, especially in the format of blended learning, and this new kind of traditional teaching and learning can be practiced in many ways. Several studies have compared face-to-face teaching to online learning and/or blended learning in order to try to define which of the formats provides,…

Contemporary social network sites: Relevance in anesthesiology teaching, training, and research

OpenAIRE

Rudrashish Haldar; Ashutosh Kaushal; Sukhen Samanta; Paurush Ambesh; Shashi Srivastava; Prabhat K Singh

2016-01-01

Objective: The phenomenal popularity of social networking sites has been used globally by medical professionals to boost professional associations and scientific developments. They have tremendous potential to forge professional liaisons, generate employment,upgrading skills and publicizing scientific achievements. We highlight the role of social networking mediums in influencing teaching, training and research in anaesthesiology. Background: The growth of social networking sites have been pr...

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…

Blended Learning of Programming in the Internet Age

Science.gov (United States)

Djenic, S.; Krneta, R.; Mitic, J.

2011-01-01

This paper presents an advanced variant of learning programming by the use of the Internet and multimedia. It describes the development of a blended learning environment, which, in addition to classroom (face-to-face) lessons, introduces lessons delivered over the Internet: the use of multimedia teaching material with completely dynamic…

Contributions of blended learning training to teacher professional development

Directory of Open Access Journals (Sweden)

Ana Duarte Hueros

2018-01-01

Full Text Available The central theme of this study is the analysis of a balanced integrated teaching methodology (face-to-face and virtual, as blended learning and the extent of its implementation in teacher training, as well as the importance of leadership in planning, supervising and coordinating this process. We began with a systematic review of the literature of the last 15 years (2002-2017 on the Web of Science (WOS, the most highly rated database in the scientific community. We identified 190 studies related to blended learning, professional teaching development and leadership in education. We then selected 163 documents that fell specifically into the educational research category, of which 75 were articles. We further fine-tuned the search by excluding those articles related to research fields other than teachers’ professional development, and arrived at 35 articles that fulfilled our preliminary criteria. We reduced the sample to the 24 articles that contained all the features required by our investigation. The results show that blended learning is a valuable training tool that enables teachers to acquire competences and which can aid their professional development; it can also foment collaborative work, augment teachers’ technical and didactic skills around technology, promote interdisciplinary experiences and help teachers to share innovations, etc., among other potential outcomes.

Blended learning in CME: the perception of GP trainers

NARCIS (Netherlands)

te Pas, E.; Meinema, J. G.; Visser, M. R. M.; van Dijk, N.

2016-01-01

Blended learning (the combination of electronic methods with traditional teaching methods) has the potential to combine the best of traditional education with the best of computer-mediated training. We chose to develop such an intervention for GP trainers who were undertaking a Continuing Medical

Trabajo colaborativo entre líderes facilitadores en entornos de aprendizaje mixto (Blended Learning

Directory of Open Access Journals (Sweden)

Cristina Trujillo

2016-11-01

Full Text Available En este trabajo presentamos el concepto de aprendizaje mixto que hemos desarrollado en nuestro centro de trabajo en el que las clases presenciales se combinan con el trabajo asíncrono en la plataforma Moodle y con sesiones síncronas en webconferencias. Nos detenemos brevemente en los papeles que según el constructivismo pedagógico – teoría que subyace a nuestro concepto – desempeñan los tres actores principales del proceso de aprendizaje: alumno, metodología y docente. A manera de ejemplo presentamos una unidad didáctica explotada de acuerdo con este concepto para poner de manifiesto de forma práctica la actuación del alumno, el trabajo colaborativo como base de la metodología constructivista de aprendizaje y la necesaria colaboración entre docentes facilitadores cuando se trata de trabajar en el marco de un mismo curso pero en diferentes escenarios: virtuales y presenciales.   Palabras clave: aprendizaje mixto, constructivismo, líder facilitador, trabajo colaborativo.   Collaborative work between leading facilitators in blended learning environments Abstract: In the present work we introduce our self-designed concept of blended learning for our faculty, following the premises of the constructivist theory. We introduce briefly the roles of the three principal agents in the learning-teaching process understood as the student, the methology and the teaching person. Moreover we report about a practical experience in a blended learning language course which is based on the cooperative approach for both students and facilitator team. Finally, we discuss the importance of co-teaching in blended learning environments.   Keywords: blended learning, constructivism, facilitating leadership, collaborative learning approach.

Barriers in adopting blended learning in a private university of Pakistan and East Africa: faculty members' perspective.

Science.gov (United States)

Rizvi, Nusrat Fatima; Gulzar, Saleema; Nicholas, Wachira; Nkoroi, Beatrice

2017-01-01

Education methods have undergone transformation over the centuries. Use of technology is the cornerstone for innovation in teaching methods. Hence, blended learning which includes face to face and online modalities is being increasingly explored as effective method for learning. This pilot study determines the perceptions of faculty members in a private international university on barriers influencing adoption of technology for teaching and learning. A cross-sectional survey was conducted through a self-reported questionnaire using 'survey monkey'. The data was entered and analyzed using Statistical Package for the Social Sciences (SPSS version 20). Frequencies and proportions are reported. Findings indicated that 51.6% faculty members perceived the importance of integration of technology in their teaching. Around 54% of the participants recognized that they do possess the ability and accessibility to integrate information communication technology (ICT) in teaching and learning, but there is a need to hone the basic information technology (IT) skills to initiate technology driven teaching. Findings revealed that 55% faculty members acknowledged the constraint of not getting protective time to develop and deliver technology driven courses. Further, results showed that 45% faculty members perceived that their innovation efforts in terms of teaching as blended learning do not count towards their professional promotion or recognition, as usually priority is given to research over teaching innovation. The findings also indicated that 54.5% participants asserted that university lack mentorship in the field of blended learning. Therefore, study suggests that universities should provide adequate mentorship programmes for the faculty members in enhancing their skills of integrating technology in their teaching.

Application of Network Planning to Teaching Wind-Surfing

Science.gov (United States)

Zybko, Przemyslaw; Jaczynowski, Lech

2008-01-01

Study aim: To determine the effects of network planning on teaching untrained subjects windsurfing. Material and methods: Untrained physical education students (n = 390), aged 19-23 years, took part in the study while staying on a summer camp. They were randomly assigned into two groups: experimental (n = 216) and control (n = 174). Two methods of…

Phase equilibria and phase structures of polymer blends

International Nuclear Information System (INIS)

Chalykh, Anatolii E; Gerasimov, Vladimir K

2004-01-01

Experimental, methodical and theoretical studies dealing with phase equilibria and phase structures of polymer blends are generalised. The general and specific features of the change in solubility of polymers with changes in the molecular mass and copolymer composition and upon the formation of three-dimensional cross-linked networks are described. The results of the effect of the prehistory on the phase structure and the non-equilibrium state of polymer blends are considered in detail.

Framework for online teaching

DEFF Research Database (Denmark)

Strobel, Bjarne W.

2014-01-01

The following framework for online teaching is a guidance to inspire you on how to to use e-learning in your teaching. Maybe you want to make a whole online course (distance learning) or maybe you want to use e-learning as a part of a course (blended learning). If you want to go further or have...

Development and analysis of educational technologies for a blended organic chemistry course

Science.gov (United States)

Evans, Michael James

Blended courses incorporate elements of both face-to-face and online instruction. The extent to which blended courses are conducted online, and the proper role of the online components of blended courses, have been debated and may vary. What can be said in general, however, is that online tools for blended courses are typically culled together from a variety of sources, are often very large scale, and may present distractions for students that decrease their utility as teaching tools. Furthermore, large-scale educational technologies may not be amenable to rigorous, detailed study, limiting evaluation of their effectiveness. Small-scale educational technologies run from the instructor's own server have the potential to mitigate many of these issues. Such tools give the instructor or researcher direct access to all available data, facilitating detailed analysis of student use. Code modification is simple and rapid if errors arise, since code is stored where the instructor can easily access it. Finally, the design of a small-scale tool can target a very specific application. With these ideas in mind, this work describes several projects aimed at exploring the use of small-scale, web-based software in a blended organic chemistry course. A number of activities were developed and evaluated using the Student Assessment of Learning Gains survey, and data from the activities were analyzed using quantitative methods of statistics and social network analysis methods. Findings from this work suggest that small-scale educational technologies provide significant learning benefits for students of organic chemistry---with the important caveat that instructors must offer appropriate levels of technical and pedagogical support for students. Most notably, students reported significant learning gains from activities that included collaborative learning supported by novel online tools. For the particular context of organic chemistry, which has a unique semantic language (Lewis

Effect of polyfunctional monomers on properties of radiation crosslinked EPDM/waste tire dust blend

International Nuclear Information System (INIS)

Yasin, Tariq; Khan, Sajid; Nho, Young-Chang; Ahmad, Rashid

2012-01-01

In this study, waste tire dust is recycled as filler and blended with ethylene-propylene diene monomer (EPDM) rubber. Three different polyfuntional monomers (PFMs) are incorporated into the standard formulation and irradiated under electron beam at different doses up to maximum of 100 kGy. The combined effects of PFMs and absorbed dose on the physical properties of EPDM/WTD blend are measured and compared with sulfur crosslinked formulation. Thermogravimetric analysis showed that radiation developed better crosslinked network with higher thermal stability than sulfur crosslinked structure. The physical properties of radiation crosslinked blend are similar to the sulfur crosslinked blend. The absence of toxic chemicals/additives in radiation crosslinked blends made them an ideal candidate for many applications such as roof sealing sheets, water retention pond, playground mat, sealing profile for windows etc. - Highlights: ► We have recycled waste tire dust and blended it with EPDM. ► EB crosslinking is carried in the presence of polyfuntional monomers. ► Radiation gave better network with higher thermal stability than sulfur. ► The absence of toxic chemicals in EB blends will increase its acceptability.

Efficacy of Online Social Networks on Language Teaching: A Bangladeshi Perspective

Directory of Open Access Journals (Sweden)

Shaila Shams

2014-08-01

Full Text Available It is now an established fact that the use of technology facilitates teaching and learning in language classrooms. With the advancement of technology, social networking websites have emerged too. Social networking sites have been quite popular among various age group users particularly the young users since their invention. Also, they are conceived to be able to motivate (Greenhow, Robelia, & Hughes, 2009 and expose learners to the authentic use of the target language (Baralt, 2011. However, very little research has been done, especially in Bangladesh, on how much these websites can contribute to language learning and teaching though they seem to offer ample opportunities. Therefore, this study aims at investigating the effect of using ‘The Facebook’, a social networking website, in language classrooms at tertiary level in Bangladesh. Participants of this study were first year first semester university students doing a foundation course in English focusing to improve their listening, speaking and writing skills. The participants were divided into two groups. Group 1 was the control group who was taught traditionally and non-digitally without using Facebook. Group 2, along with classroom teaching, received help from the instructor through Facebook and did tasks assigned on Facebook. At the end of the three months semester a test was taken and the result of both groups was compared. Thus, this study shall try to provide an answer regarding to what extent online social networks can facilitate second language acquisition.

Co-combustion of peanut hull and coal blends: Artificial neural networks modeling, particle swarm optimization and Monte Carlo simulation.

Science.gov (United States)

Buyukada, Musa

2016-09-01

Co-combustion of coal and peanut hull (PH) were investigated using artificial neural networks (ANN), particle swarm optimization, and Monte Carlo simulation as a function of blend ratio, heating rate, and temperature. The best prediction was reached by ANN61 multi-layer perception model with a R(2) of 0.99994. Blend ratio of 90 to 10 (PH to coal, wt%), temperature of 305°C, and heating rate of 49°Cmin(-1) were determined as the optimum input values and yield of 87.4% was obtained under PSO optimized conditions. The validation experiments resulted in yields of 87.5%±0.2 after three replications. Monte Carlo simulations were used for the probabilistic assessments of stochastic variability and uncertainty associated with explanatory variables of co-combustion process. Copyright © 2016 Elsevier Ltd. All rights reserved.

Undergraduate teaching in geriatric medicine using computer-aided learning improves student performance in examinations.

Science.gov (United States)

Daunt, Laura A; Umeonusulu, Patience I; Gladman, John R F; Blundell, Adrian G; Conroy, Simon P; Gordon, Adam L

2013-07-01

computer-aided learning (CAL) is increasingly used to deliver teaching, but few studies have evaluated its impact on learning within geriatric medicine. We developed and implemented CAL packages on falls and continence, and evaluated their effect on student performance in two medical schools. traditional ward based and didactic teaching was replaced by blended learning (CAL package combined with traditional teaching methods). Examination scores were compared for cohorts of medical students receiving traditional learning and those receiving blended learning. Control questions were included to provide data on cohort differences. in both medical schools, there was a trend towards improved scores following blended learning, with a smaller number of students achieving low scores (P learning was associated with improvement in student examination performance, regardless of the setting or the methods adopted, and without increasing teaching time. Our findings support the use of CAL in teaching geriatric medicine, and this method has been adopted for teaching other topics in the undergraduate curriculum.

Barriers in adopting blended learning in a private university of Pakistan and East Africa: faculty members’ perspective

Science.gov (United States)

Gulzar, Saleema; Nicholas, Wachira; Nkoroi, Beatrice

2017-01-01

Background Education methods have undergone transformation over the centuries. Use of technology is the cornerstone for innovation in teaching methods. Hence, blended learning which includes face to face and online modalities is being increasingly explored as effective method for learning. This pilot study determines the perceptions of faculty members in a private international university on barriers influencing adoption of technology for teaching and learning. Methods A cross-sectional survey was conducted through a self-reported questionnaire using ‘survey monkey’. The data was entered and analyzed using Statistical Package for the Social Sciences (SPSS version 20). Frequencies and proportions are reported. Results Findings indicated that 51.6% faculty members perceived the importance of integration of technology in their teaching. Around 54% of the participants recognized that they do possess the ability and accessibility to integrate information communication technology (ICT) in teaching and learning, but there is a need to hone the basic information technology (IT) skills to initiate technology driven teaching. Findings revealed that 55% faculty members acknowledged the constraint of not getting protective time to develop and deliver technology driven courses. Further, results showed that 45% faculty members perceived that their innovation efforts in terms of teaching as blended learning do not count towards their professional promotion or recognition, as usually priority is given to research over teaching innovation. The findings also indicated that 54.5% participants asserted that university lack mentorship in the field of blended learning. Conclusions Therefore, study suggests that universities should provide adequate mentorship programmes for the faculty members in enhancing their skills of integrating technology in their teaching. PMID:28567414

Can Facebook pages be a mode of blended learning to supplement in-class teaching in Saudi Arabia?

Science.gov (United States)

Anwar, Khurshid; Sajid, Muhammad Raihan; Cahusac, Peter; Shaikh, Abdul Ahad; Elgammal, Ahmad; Alshedoukhy, Ahlam; Kashir, Junaid

2017-09-01

The aim of this study was to examine the potential of a self-designed Facebook page on Neuroscience, to supplement in-class teaching as a mode of blended learning. Posts were split into multiple choice questions (MCQs), general interest articles, neuroscience-related external links and resources, and lecture notes and PowerPoint presentations. The study was divided into three distinct phases: before, during, and after the Neuroscience block. Student responses were evaluated via a self-developed questionnaire. Grades achieved by students undertaking the block in 2015 and 2014 were recorded, as were the grades achieved by the same cohort in concurrent blocks in the same year of study. Results showed that ~80% of students reported that use of the page enhanced their overall subject knowledge and exam preparation. Highest page activity occurred during the Neuroscience block. Peak activity occurred directly before summative assessments, with MCQ posts having the highest impact. The cohort of students with access to the Facebook page achieved better grades in the block compared with the previous cohort, despite similar average performance in other subjects. We demonstrate the utility of Facebook as a powerful tool for undergraduate education, supplementing in-class teaching, and assisting in exam preparation, potentially increasing average student performance. Copyright © 2017 the American Physiological Society.

Game innovation through conceptual blending

DEFF Research Database (Denmark)

Möring, Sebastian Martin

In  this  paper  I  wish  to  apply implications of  the  Conceptual  Blending  Theory  to  computer  games.  I  will  analyze  chosen  examples  and  discuss  them  as  a  result  of  video  game  innovation  made  possible  through  "conceptual  blending."  Conceptual  blending  links  at  least.......,  Hell.  The  purpose  of  my  approach  is  not  so  much  to  validate  the  ideas  of  conceptual  blending  theory  through  another  field  of  examples  (computer  games)  but  to  name  and analyze characteristics of the mentioned games with the  help of a given method.......  integration  network  consisting  of  at  least  two  input  spaces,  a  generic  space  and  a  blended  space  as  well  as  its  governing  principles  consisting  of  composition,  completion,  and  elaboration.  With  the  help  of  these  instruments  I  analyze computer  games like  Tuper  Tario  Tros...

The development and validation of the Blended Socratic Method of Teaching (BSMT: An instructional model to enhance critical thinking skills of undergraduate business students

Directory of Open Access Journals (Sweden)

Eugenia Arazo Boa

2018-01-01

Full Text Available Enhancing critical thinking skills is one of the paramount goals of many educational institutions. This study presents the development and validation of the Blended Socratic Method of Teaching (BSMT, a teaching model intended to foster critical thinking skills of business students in the undergraduate level. The main objectives of the study were to 1 to survey the critical thinking skills of undergraduate business students, and 2 to develop and validate the BSMT model designed to enhance critical thinking skills. The research procedure comprised of two phases related to the two research objectives: 1 surveying the critical thinking skills of 371 undergraduate business students at Naresuan University International College focusing on the three critical thinking competencies of the RED model—recognize assumptions, evaluate arguments, and draw conclusion, and the determination of the level of their critical thinking; and 2 developing the instructional model followed by validation of the model by five experts. The results of the study were: 1 the undergraduate business students have deficient critical thinking based on the RED Model competencies as they scored “below average” on the critical thinking appraisal, and 2 the developed model comprised six elements: focus, syntax, principles of reaction, the social system, the support system, and application. The experts were in complete agreement that the model is “highly appropriate” in improving the critical thinking skills of the business students. The main essence of the model is the syntax comprising of five steps: group assignment, analysis and writing of case studies; group presentation of the business case analysis in class; Socratic discussion/questioning in class; posting of the case study on the class Facebook account; and online Socratic discussion/questioning. The BSMT model is an authentic and comprehensive model combining the Socratic method of teaching, information and

A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education.

Science.gov (United States)

McCutcheon, Karen; Lohan, Maria; Traynor, Marian; Martin, Daphne

2015-02-01

To determine whether the use of an online or blended learning paradigm has the potential to enhance the teaching of clinical skills in undergraduate nursing. The need to adequately support and develop students in clinical skills is now arguably more important than previously considered due to reductions in practice opportunities. Online and blended teaching methods are being developed to try and meet this requirement, but knowledge about their effectiveness in teaching clinical skills is limited. Mixed methods systematic review, which follows the Joanna Briggs Institute User guide version 5. Computerized searches of five databases were undertaken for the period 1995-August 2013. Critical appraisal and data extraction were undertaken using Joanna Briggs Institute tools for experimental/observational studies and interpretative and critical research. A narrative synthesis was used to report results. Nineteen published papers were identified. Seventeen papers reported on online approaches and only two papers reported on a blended approach. The synthesis of findings focused on the following four areas: performance/clinical skill, knowledge, self-efficacy/clinical confidence and user experience/satisfaction. The e-learning interventions used varied throughout all the studies. The available evidence suggests that online learning for teaching clinical skills is no less effective than traditional means. Highlighted by this review is the lack of available evidence on the implementation of a blended learning approach to teaching clinical skills in undergraduate nurse education. Further research is required to assess the effectiveness of this teaching methodology. © 2014 John Wiley & Sons Ltd.

Enhancing Teaching and Learning Wi-Fi Networking Using Limited Resources to Undergraduates

Science.gov (United States)

Sarkar, Nurul I.

2013-01-01

Motivating students to learn Wi-Fi (wireless fidelity) wireless networking to undergraduate students is often difficult because many students find the subject rather technical and abstract when presented in traditional lecture format. This paper focuses on the teaching and learning aspects of Wi-Fi networking using limited hardware resources. It…

How to Mix the Ingredients for a Blended Course Recipe

Directory of Open Access Journals (Sweden)

Antoanela Naaji

2015-12-01

Full Text Available Over the last years, the growing ubiquity of Social Media, the emerging mobile technologies and the augmented reality become more deeply integrated into the teaching-learning process and also create new opportunities for reinventing the way in which educational actors both perceive and access learning. The major challenges in education that involve tremendous development and innovation are blended courses/ flipped classrooms integrating Social Media (SM, Open Educational Resources (OER and Massive Open Online Courses (MOOC (Johnson et al., 2014. This paper focuses on evaluating the e-learning experiences of various actors in the Romanian educational system. There is a tendency to use virtual learning environments with increasing frequency in higher education, many participants experiencing both online and blended courses. Another issue approached in this paper concerns the relevance of the components of online/ blended courses. In this context, the paper analyzes the importance of these elements with respect to various fields, such as: exact sciences, social sciences, humanistic studies, medical sciences, etc. In conclusion, we identify the most relevant elements in the development of online/ blended courses for various domains. The results will emphasize the standards required for evaluating the quality of online and blended courses.

Moodle: A Way for Blending VLE and Face-to-Face Instruction in the ELT Context?

Science.gov (United States)

Ilin, Gulden

2013-01-01

This classroom research explores the probable consequences of a blended Teaching English to Young Learners (TEYLs) course comprised of Moodle applications and face to face instruction in the English Language Teaching (ELT) context. Contrary to previous face to face only procedure, the course was divided into two segments: traditional classroom…

BLENDED LEARNING: STUDENT PERCEPTION OF FACE-TO-FACE AND ONLINE EFL LESSONS

Directory of Open Access Journals (Sweden)

Brenda M. Wright

2017-05-01

Full Text Available With the ever-increasing development of technology, online teaching is more readily accepted as a viable component in teaching and learning, and blended learning, the combining of online and face-to-face learning, is becoming commonplace in many higher education institutions. Blended learning is, particularly in developing countries, in its early stages and not without its challenges. Asynchronous online lessons are currently still more prevalent in many areas of South-East Asia, perhaps due to potential difficulty in obtaining strong Internet connections, which may deter educators from synchronous options. Technological media have the potential to broaden the scope of resources available in teaching and to enhance the language learning experience. Although research to date shows some focus on blended learning, literature on distance online teaching seems more prevalent. This study exposed 112 Malaysian undergraduate EFL students' responses to an online lesson as part of an English grammar course, and investigates common student perceptions of the online lesson as compared with face-to-face lessons. Questionnaires using qualitative (Likert scale questions and quantitative (open-ended questions approaches provided data for content analysis to determine common student perceptions, with particular reference to motivation and interest. In general, more students associated in-class lessons with higher motivation and more interest, due to better understanding, valued classroom interaction with the lecturer and peers, and input from the lecturer. Students preferring the online lesson cited speed and convenience of study and flexibility of time and place of study as reasons for their choice. Skilful implementation of online lessons can enhance a language course but should not undermine the value of face-to-face instruction with EFL teachers.

Modalidad de curso semipresencial. Aplicación en la asignatura Procesos Tecnológicos. // Blended e-learning courses. Teaching experiences in Technology Process courses.

Directory of Open Access Journals (Sweden)

M. E. García Domínguez

2008-09-01

Full Text Available Los cursos en estudios semipresenciales son propios de estudiantes que no disponen de tiempo suficiente para los estudiospor razones laborales o similares. Por sus características, permiten enfrentar mayores niveles de acceso y demandas depoblaciones estudiantiles geográficamente distantes de las sedes universitarias centrales, llevando los estudiosuniversitarios allí donde ellos residen o laboran, con lo cual se abren nuevas posibilidades para todos los que aspiran acursar estudios universitarios. En el presente artículo se expone el concepto de Semipresencialidad, así como la experienciaacumulada en la impartición de la asignatura de Procesos Tecnológicos utilizando ese modo de enseñanza.Palabras claves: Curso semipresencial, docencia, procesos tecnológicos, guía de estudio, guía del profesor._______________________________________________________________________________Abstract:Studies based in blended e-learning courses are distinctive for students with have not enough time for regular studiesdue to working or similar reasons. For their characteristics, blended e-learning courses allow to face access greaterlevels and demand of student in populations geographically far-away of the central headquarters. This modality ofstudies give new possibilities for all those that aspire to carry out university studies, bringing near the university topeople in their residence places or work. The concept of studies based in blended e-learning and some teachingexperiences in the Technology Process courses by this learning mode is exposed in the present article.Key words: Blended e-learning courses, teaching, technology process, professor’s manual, student’s manual.

Studies of PVC/ENR blends: blend compositions

International Nuclear Information System (INIS)

Chantara Thevy Ratnam; Khairul Zaman Mohd Dahlan; Nasir, M.; Baharin, A.

2002-01-01

Blends of poly(vinyl chloride/epoxidized natural rubber (PVC/ENR) were prepared by using Bra bender Plasticorder at compositions ranging from 0-100% PVC. They were blended at 150 degree C mixing temperature, 50 rpm rotor speed and 10 minutes mixing time. The blends were characterized for tensile strength , elongation at break, glass transition temperatures and Fourier transform infra red spectroscopy (FTIR). Results revealed that as the PVC content increases the blend behaviour changes from elastomeric to glassy. However the blends found to be compatible at all compositions. (Author)

Piloting a Blended Approach to Teaching Statistics in a College of Education: Lessons Learned

Directory of Open Access Journals (Sweden)

Yonghong Jade Xu, Ph.D.

2008-07-01

Full Text Available This study investigated the performance of graduate students enrolled in introductory statistics courses. The course in Fall 2005 was delivered in a traditional face-to-face manner and the same course in Fall 2006 was blended by using an online commercial tutoring system (ALEKS and making attendance of several face-to-face classes optional. There was no significant difference in the t-test comparing performance in the courses, which used the students’ combined score on two mid-terms and the final exam to indicate performance. The ANCOVA analyzing influences on performance in the blended class yielded no significant influence for gender, ethnicity, age, or class type (traditional vs. blended, but a significant influence from students’ incoming GRE-Quantitative score. Seven Likert questions on students’ perception of blended learning were not correlated with student performance. Three focus groups – comprised of low-, medium-, and high-performing students – revealed three themes and several subthemes and differences based on students’ performance level.

Blended learning is an effective strategy for acquiring competence in public health biostatistics.

Science.gov (United States)

Milic, Natasa; Masic, Srdjan; Bjegovic-Mikanovic, Vesna; Trajkovic, Goran; Marinkovic, Jelena; Milin-Lazovic, Jelena; Bukumiric, Zoran; Savic, Marko; Cirkovic, Andja; Gajic, Milan; Stanisavljevic, Dejana

2018-04-01

We sought to determine whether blended learning is an effective strategy for acquiring competence in public health biostatistics. The trial was conducted with 69 Masters' students of public health attending the School of Public Health at University of Belgrade. Students were exposed to the traditional and blended learning styles. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course. Curriculum development was guided by competencies as suggested by the Association of Schools of Public Health in the European Region (ASPHER). Teaching methods were compared according to the final competence score. Forty-four students were enrolled in the traditional method of education delivery, and 25 to the blended learning format. Mean exam scores for the blended learning group were higher than for the on-site group for both the final statistics score (89.65 ± 6.93 vs. 78.21 ± 13.26; p  0.8). A blended learning approach is an attractive and effective way of acquiring biostatistics competence for Masters of Public Health (MPH) graduate students.

Identifying Key Stakeholders in Blended Tertiary Environments: Experts' Perspectives

Science.gov (United States)

Tuapawa, Kimberley

2017-01-01

Although key stakeholders in blended tertiary environments (BTEs) fulfil an extraordinary role in higher education, significant gaps in knowledge about their identities may be impeding the provision of stakeholder support, limiting their ability to promote effective learning and teaching. As online growth intensifies, it is critical that tertiary…

Comparing Learning Outcomes of Blended Learning and Traditional Face-to-Face Learning of University Students in ESL Courses

Science.gov (United States)

Zhang, Wei; Zhu, Chang

2018-01-01

Combining elements of online and face-to-face education, blended learning is emerging as an important teaching and learning model in higher education. In order to examine the effectiveness of blended learning, as compared to the traditional face-to-face learning mode, this research investigated the learning outcomes of students following English…

Polypropylene-polyethylene blends modified by gamma radiation

International Nuclear Information System (INIS)

Terence, Mauro C.; Ruiz, Francisco C.

2009-01-01

One way to obtain a better mechanical property of polypropylene and polyethylene is to increasing the number of polymer chains cross-linked by gamma radiation. After irradiation a network is formed as a result of various chemical reactions and the radicals formed are concentrated in the amorphous phase. With the objective to improve the mechanical properties of PP, blends with PE were prepared and irradiated in doses up to 500 kGy, in atmospheric ambient. The molecular characterization of the blends was made by infrared spectroscopy and the data showed an increase in rigidity and a unique behaviour in Izod impact resistance. (author)

The role of blended learning in the clinical education of healthcare students: a systematic review.

Science.gov (United States)

Rowe, Michael; Frantz, Jose; Bozalek, Vivienne

2012-01-01

Developing practice knowledge in healthcare is a complex process that is difficult to teach. Clinical education exposes students to authentic learning situations, but students also need epistemological access to tacit knowledge and clinical reasoning skills in order to interpret clinical problems. Blended learning offers opportunities for the complexity of learning by integrating face-to-face and online interaction. However, little is known about its use in clinical education. To determine the impact of blended learning in the clinical education of healthcare students. Articles published between 2000 and 2010 were retrieved from online and print sources, and included multiple search methodologies. Search terms were derived following a preliminary review of relevant literature. A total of 71 articles were retrieved and 57 were removed after two rounds of analysis. Further methodological appraisals excluded another seven, leaving seven for the review. All studies reviewed evaluated the use of a blended learning intervention in a clinical context, although each intervention was different. Three studies included a control group, and two were qualitative in nature. Blended learning was shown to help bridge the gap between theory and practice and to improve a range of selected clinical competencies among students. Few high-quality studies were found to evaluate the role of blended learning in clinical education, and those that were found provide only rudimentary evidence that integrating technology-enhanced teaching with traditional approaches have potential to improve clinical competencies among health students. Further well-designed research into the use of blended learning in clinical education is therefore needed before we rush to adopt it.

From Government to Governance: Teach for India and New Networks of Reform in School Education

Science.gov (United States)

Subramanian, Vidya K.

2018-01-01

The Teach for India (TFI) programme, an important offshoot of the Teach for All/Teach for America global education network, began as a public-private partnership in 2009 in poorly functioning municipal schools in Pune and Mumbai. Like its American counterpart, the programme in India has similar ideas of reform and recruits college graduates and…

An Exploration of Blended Learning in Fifth Grade Literacy Classrooms

Science.gov (United States)

Ramadan, Kimberly Heintschel

2017-01-01

The development of the Internet allows for hybrid models of instruction that marry face-to-face and online learning (Osguthorpe & Graham, 2003). The purpose of this study was to explore blended learning and traditional instruction in three fifth grade literacy classrooms, examining the teaching and learning students engaged in during the…

Comparing student clinical self-efficacy and team process outcomes for a DEU, blended, and traditional clinical setting: A quasi-experimental research study.

Science.gov (United States)

Plemmons, Christina; Clark, Michele; Feng, Du

2018-03-01

Clinical education is vital to both the development of clinical self-efficacy and the integration of future nurses into health care teams. The dedicated education unit clinical teaching model is an innovative clinical partnership, which promotes skill development, professional growth, clinical self-efficacy, and integration as a team member. Blended clinical teaching models are combining features of the dedicated education unit and traditional clinical model. The aims of this study are to explore how each of three clinical teaching models (dedicated education unit, blended, traditional) affects clinical self-efficacy and attitude toward team process, and to compare the dedicated education unit model and blended model to traditional clinical. A nonequivalent control-group quasi-experimental design was utilized. The convenience sample of 272 entry-level baccalaureate nursing students included 84 students participating in a dedicated education unit model treatment group, 66 students participating in a blended model treatment group, and 122 students participating in a traditional model control group. Perceived clinical self-efficacy was evaluated by the pretest/posttest scores obtained on the General Self-Efficacy scale. Attitude toward team process was evaluated by the pretest/posttest scores obtained on the TeamSTEPPS® Teamwork Attitude Questionnaire. All three clinical teaching models resulted in significant increases in both clinical self-efficacy (p=0.04) and attitude toward team process (p=0.003). Students participating in the dedicated education unit model (p=0.016) and students participating in the blended model (pteam process among entry-level baccalaureate nursing students. Copyright © 2017 Elsevier Ltd. All rights reserved.

Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects.

Science.gov (United States)

Page, Janelle; Meehan-Andrews, Terri; Weerakkody, Nivan; Hughes, Diane L; Rathner, Joseph A

2017-03-01

Evidence shows that factors contributing to success in physiology education for allied health students at universities include not only their high school achievement and background but also factors such as confidence with their teachers and quality of their learning experience, justifying intensive and continued survey of students' perceptions of their learning experience. Here we report data covering a 3-yr period in a physiology subject that has been redesigned for blended and online presentation. Consistent with previous reports, we show that when we undertook a blended mode of delivery, students demonstrated better grades than traditional modes of teaching; however the absence of didactic teaching in this subject resulted in lower grades overall. Students have very strong positive attitudes to weekly quizzes (80% positive approval) but report ambivalent attitudes to online self-directed learning (61% negative perception), even though they had 2-h weekly facilitated workshops. Overwhelmingly, students who undertook the subject in a self-directed online learning mode requested more face-to-face-teaching (70% of comments). From these data, we suggest that there is a quantifiable benefit to didactic teaching in the blended teaching mode that is not reproduced in online self-directed learning, even when face-to-face guided inquiry-based learning is embedded in the subject. Copyright © 2017 the American Physiological Society.

Small Private Online Research: A Proposal for A Numerical Methods Course Based on Technology Use and Blended Learning

Science.gov (United States)

Cepeda, Francisco Javier Delgado

2017-01-01

This work presents a proposed model in blended learning for a numerical methods course evolved from traditional teaching into a research lab in scientific visualization. The blended learning approach sets a differentiated and flexible scheme based on a mobile setup and face to face sessions centered on a net of research challenges. Model is…

Are we ready for blended learning in medical education?

Directory of Open Access Journals (Sweden)

Aneesh Basheer

2016-10-01

Full Text Available Blended learning has other indirect positive effects as well. One innovative byproduct of blended learning is the flipped classroom; the sequence of events customary to the traditional classroom teaching are reversed.2 Traditional learning starts with the teacher providing a predominant cognitive (knowledge component and requires the students to follow it up with self-study and expansion of knowledge leading to higher levels of learning. The teacher plays the role of subject expert in general. In contrast, the learning material or at least a major part of it is provided to students before the scheduled class. The teacher uses the face to face session to engage students in interactive discussions, group tasks and other activities. This also has the advantage of making the learning process active, learner-centered and more retentive, reducing distraction and promoting higher levels of learning.3,4 Moreover, there is enough data to indicate that students are highly satisfied with the blended learning experience, particularly flipped classrooms.

Design and Assessment of a General Science STEM Course with a Blended Learning Approach

Science.gov (United States)

Courtier, A. M.; Liu, J. C.; St John, K. K.

2015-12-01

Blended learning, a combination of classroom- and computer-mediated teaching and learning, is becoming prominent in higher education, and structured assessment is necessary to determine pedagogical costs and benefits. Assessment of a blended general education science class at James Madison University used a mixed-method causal-comparative design: in Spring 2014, two classes with identical content and similar groups of non-science majors were taught by the same instructor in either blended or full face-to-face formats. The learning experience of 160 students in the two classes was compared based on course and exam grades, classroom observation, and student survey results. Student acquisition of content in both classes was measured with pre-post tests using published concept inventories, and surveys, quizzes, and grade reports in the Blackboard learning management system were additionally used for data collection. Exams were identical between the two sections, and exam questions were validated in advance by a faculty member who teaches other sections of the same course. A course experience questionnaire was administered to measure students' personal experiences in both classes, addressing dimensions of good teaching, clear goals and standards, generic skills, appropriate assessment and workload, and emphasis on independence. Using a STEM classroom observation checklist, two researchers conducted in-class observations for four 75-minute face-to-face meetings with similar content focus in both classes, which allowed assessment of student engagement and participation. We will present details of the course design and research plan, as well as assessment results from both quantitative and qualitative analysis. The preliminary findings include slightly higher average grade distribution and more ready responses to in-class activities in the blended class.

Exploring the tutor-student interaction in a blended university course

Directory of Open Access Journals (Sweden)

Krasnova Tatiana

2016-01-01

Full Text Available A meaningful tutor-student interaction requires a new insight into pedagogical principles and proper implementation of modern teaching strategies. This paper aims to contribute to the understanding of online tutoring in blended learning settings and the impact of the tutor-student interaction on the learning process. The article reports on the results of the study on students’ evaluation of the tutor’s role and the tutor-student interaction in a blended university course. The findings show that professional tutoring and the effective tutor-student interaction help students to improve their learning efficacy and to have a greater personal responsibility for their outcomes.

Case Study IV: Carnegie Foundation for the Advancement of Teaching's Networked Improvement Communities (NICs)

Science.gov (United States)

Coburn, Cynthia E.; Penuel, William R.; Geil, Kimberly E.

2015-01-01

The Carnegie Foundation for the Advancement of Teaching is a nonprofit, operating foundation with a long tradition of developing and studying ways to improve teaching practice. For the past three years, the Carnegie Foundation has initiated three different Networked Improvement Communities (NICs). The first, Quantway, is addressing the high…

Exploring the Impact of Engaged Teachers on Implementation Fidelity and Reading Skill Gains in a Blended Learning Reading Program

Science.gov (United States)

Schechter, Rachel L.; Kazakoff, Elizabeth R.; Bundschuh, Kristine; Prescott, Jen Elise; Macaruso, Paul

2017-01-01

The number of K-12 classrooms adopting blended learning models is rapidly increasing and represents a cultural shift in teaching and learning; however, fidelity of implementation of these new blended learning programs varies widely. This study aimed to examine the role of teacher engagement in student motivation and achievement in a blended…

A Blended Learning Module in Statistics for Computer Science and Engineering Students Revisited

Directory of Open Access Journals (Sweden)

Christina Andersson

2017-11-01

Full Text Available Teaching a statistics course for undergraduate computer science students can be very challenging: As statistics teachers we are usually faced with problems ranging from a complete disinterest in the subject to lack of basic knowledge in mathematics and anxiety for failing the exam, since statistics has the reputation of having high failure rates. In our case, we additionally struggle with difficulties in the timing of the lectures as well as often occurring absence of the students due to spare-time jobs or a long traveling time to the university. This paper reveals how these issues can be addressed by the introduction of a blended learning module in statistics. In the following, we describe an e-learning development process used to implement time- and location-independent learning in statistics. The study focuses on a six-step-approach for developing the blended learning module. In addition, the teaching framework for the blended module is presented, including suggestions for increasing the interest in learning the course. Furthermore, the first experimental in-class usage, including evaluation of the students’ expectations, has been completed and the outcome is discussed.

Best Practices for Use of Blended Learning.

Science.gov (United States)

Margolis, Amanda R; Porter, Andrea L; Pitterle, Michael E

2017-04-01

Objective. To determine instructional best practice recommendations for use of blended learning from the students' perspective. Methods. Three focus groups were created, one for each of the first three years at a school of pharmacy. The focus group discussions were audio recorded and transcribed for content analysis. Results. Ten instructional best practices were identified from the focus groups: setting the stage, consistency when team teaching, timeliness in posting materials, time on task, accountability for online activities, use of structured active learning, instructor use of feedback on student preparation, incorporation of student feedback into the course, short reviews of online material during class, and ensuring technologies are user friendly. Conclusion. Instructors using blended learning should consider incorporating these best practices into their course design and management. More evaluation is needed to see if implementation of these practices affects student performance.

Designing and Developing Supplemental Technology of PACI Model Materials through Blended Learning Methods

Directory of Open Access Journals (Sweden)

Effendi Limbong

2017-06-01

Full Text Available The 21st century English teachers and lecturers are required to have competencies in translating Content Knowledge (CK, integrating various Pedagogical Knolwedge (PK and implementing Technological Knowledge (TK in order to produce effective and efficient teaching. This research reveals and describes researchers efforts and pre-service EFL teachers (PSEFLTs roles in designing and developing the supplemental teaching and learning materials with PowerPoint, Audacity, Camtasia and Internet. To transform researcher roles and model to introduce and implement Technological, Pedagogical, and Content Knowledge (TPACK framework, this research implemented blended learning: traditional face to face (F2F and Facebook closed-group discussion (FBcgD based on Project-Based Learning (PBL. This research employed the qualitative autobiography narrative of self-study from the researchers experiences to implement blended learning. Semi-structure interviews were conducted with four PSEFLTs of group A and five PSEFLTs of group B to seek the PSEFLTs experiences in designing and developing PACI model. The results suggested that blended learning is can effectively and efficiently integrate and implement the design and development of a PACI model. Most importantly both of researcher and two groups realized that in integration of TPACK during a Computer Literacy course, the subject matter may be shaped by the application of technology; teaching as well as learning might be changed by the use of technology and the way to represent and communicate specific lessons to students.

Digital games and Blended Learning in language learning: a case study with high school students

Directory of Open Access Journals (Sweden)

Elaine Teixeira da Silva

2017-07-01

Full Text Available Contemporary language teaching can turn to a tool provided by the development of digital technologies - digital games. This resource is used by the vast majority of students, and its attractive features allow for meaningful learning. This method can be classified as Blended Learning since students use games to learn without the physical presence of the teacher, but still favor face-to-face learning. To verify digital games as a tool for teaching languages and for Blended Learning, a questionnaire created in Google Forms was shared with 67 interviewees with four questions related to the theme. It is a quantitative research supported by the contributions of Kenski (2007, Mattar (2011, Mendes (2011, Prensky (2012, and Tori (2010. among others.

Push or Pull Students into Blended Education A Case Study at Delft University of Technology

OpenAIRE

Cervone, A.; Melkert, J.A.; Mebus, L.F.M.; Saunders, G.N.

2016-01-01

Blended education, or “flipping the classroom” is rapidly becoming a mainstream form of teaching within universities. Within Engineering Education, it is popular as it allows more time in-class to focus on hands on activities such as demonstrations and solving complex problems. This paper discusses the effort conducted to restructure, according to the blended learning principles, the “Propulsion and Power” course of the Aerospace Engineering Bachelor degree programme at Delft University of Te...

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.

A model for the use of blended learning in large group teaching sessions.

Science.gov (United States)

Herbert, Cristan; Velan, Gary M; Pryor, Wendy M; Kumar, Rakesh K

2017-11-09

appreciated for their flexibility, which enabled students to work at their own pace. In transforming this introductory Pathology course, we have demonstrated a model for the use of blended learning in large group teaching sessions, which achieved high levels of completion, satisfaction and value for learning.

A model for the use of blended learning in large group teaching sessions

Directory of Open Access Journals (Sweden)

Cristan Herbert

2017-11-01

modules were described as enjoyable, motivating and were appreciated for their flexibility, which enabled students to work at their own pace. Conclusions In transforming this introductory Pathology course, we have demonstrated a model for the use of blended learning in large group teaching sessions, which achieved high levels of completion, satisfaction and value for learning.

Teaching Students How to Integrate and Assess Social Networking Tools in Marketing Communications

Science.gov (United States)

Schlee, Regina Pefanis; Harich, Katrin R.

2013-01-01

This research is based on two studies that focus on teaching students how to integrate and assess social networking tools in marketing communications. Study 1 examines how students in marketing classes utilize social networking tools and explores their attitudes regarding the use of such tools for marketing communications. Study 2 focuses on an…

Teaching biopsychosocial competence and the principles of primary ...

African Journals Online (AJOL)

The importance of behavioural and social determinants in health was recognised long ago, yet we still grapple with the challenges of developing appropriate teaching pedagogies to bring these principles into routine clinical practice. A teaching pedagogy blending the biopsychosocial approach and the principles of primary ...

Experiences of nursing undergraduates on a redesigned blended communication module: A descriptive qualitative study.

Science.gov (United States)

Shorey, Shefaly; Siew, An Ling; Ang, Emily

2018-02-01

Education is going through accelerated changes to accommodate the needs of contemporary students. However, there are ongoing concerns regarding the quality of education in communication skills for nurses and other healthcare professionals. Many studies have been conducted to evaluate the effectiveness of a blended learning pedagogical tool in enhancing the learning of nursing undergraduates. However, little is known about students' experiences of a blended learning model for teaching communication skills. To explore first year nursing students' experiences of the blended learning design adopted in a communication module. A descriptive qualitative design was adopted. Data were collected in the form of written reflections from 74 first year nursing undergraduates who were enrolled in a university-affiliated nursing school. Students were asked to complete an online reflective exercise regarding an undergraduate communication module on their last day of class, and the submitted reflections were analyzed. A thematic analysis was conducted and ethics approval was obtained for this study. Six overarching themes and fifteen subthemes were generated. The six overarching themes were: 1) Helpful and engaging classroom experience, 2) valuable online activities, 3) meaningful assessment, 4) appreciation for interprofessional education, 5) personal enrichment, and 6) overall feedback and recommendations. The students in this study felt that the blended pedagogy communication module enhanced their learning and boosted their confidence in facing similar situations. Interprofessional education was well-accepted among students as they attained a deeper understanding on the importance of interprofessional learning and an appreciation towards other professionals. Blended pedagogy can be used in teaching communication skills to nursing students to provide a holistic and up-to-date learning experience. Future studies should consider engaging students in face-to-face interviews to obtain

What Might Online Delivery Teach Us about Blended Management Education? Prior Perspectives and Future Directions

Science.gov (United States)

Arbaugh, J. B.

2014-01-01

Although the term has roots in the training and development literature, "blended learning" has only recently begun to be studied in management education. This article examines the literatures of blended and fully online management education to determine whether there are factors that may influence instructional effectiveness that are…

Applying Conceptual Blending to Model Coordinated Use of Multiple Ontological Metaphors

Science.gov (United States)

Dreyfus, Benjamin W.; Gupta, Ayush; Redish, Edward F.

2015-04-01

Energy is an abstract science concept, so the ways that we think and talk about energy rely heavily on ontological metaphors: metaphors for what kind of thing energy is. Two commonly used ontological metaphors for energy are energy as a substance and energy as a vertical location. Our previous work has demonstrated that students and experts can productively use both the substance and location ontologies for energy. In this paper, we use Fauconnier and Turner's conceptual blending framework to demonstrate that experts and novices can successfully blend the substance and location ontologies into a coherent mental model in order to reason about energy. Our data come from classroom recordings of a physics professor teaching a physics course for the life sciences, and from an interview with an undergraduate student in that course. We analyze these data using predicate analysis and gesture analysis, looking at verbal utterances, gestures, and the interaction between them. This analysis yields evidence that the speakers are blending the substance and location ontologies into a single blended mental space.

Current Trends in Higher Education Learning and Teaching

Science.gov (United States)

Singh, R. J.

2012-01-01

Current trends in higher education learning and teaching focuses on the use of technology, integrated learning through "blended learning" and writing for academic purposes. This introductory article initiates the debate around the context of South African higher education teaching and learning. It does so by contextualizing the South…

E-learning and blended learning in orthodontic education

Directory of Open Access Journals (Sweden)

Avinash Kumar

2017-01-01

Full Text Available The purpose of this article is to evaluate how effective and efficient e-learning and blended learning is when compared with traditional face-to-face learning in orthodontic education. This article also provides a comparison between face-to-face learning, e-learning, and blended learning. An open PubMed literature search was done from 1980 to 2015, and a total of 23 relevant key articles were reviewed. Information emerging from studies in orthodontic education has indicated that e-learning classes are at least as good as and/or better than face-to-face classroom learning. Till date, only one study stated that the face-to-face conventional learning is better than e-learning. Two studies stated that blended approach using both traditional face-to-face learning and e-learning is the best method. In one study, the advantages of e-learning observed in the theoretical fields of orthodontics were not achieved in learning practical procedures for manual skills. Few studies found improvements in the efficiency of learning with e-learning program. Studies performed through questionnaires showed that student's attitude and acceptance toward the use of e-learning was positive and favorable; however, blended learning was always rated high. Future research should be based on experiences of both faculty and student on a large scale for implementation of e-learning and blended learning in academic institutions. There is also need to provide professional development for faculty who will be teaching both in the physical and virtual environments.

Students' perceptions of a blended learning experience in dental education.

Science.gov (United States)

Varthis, S; Anderson, O R

2018-02-01

"Flipped" instructional sequencing is a new instructional method where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking during the in-person class session; a novel approach studied in this research. The purpose of this study was to document dental students' perceptions of flipped-based blended learning and to apply a new method of displaying their perceptions based on Likert-scale data analysis using a network diagramming method known as an item correlation network diagram (ICND). In addition, this article aimed to encourage institutions or course directors to consider self-regulated learning and social constructivism as a theoretical framework when blended learning is incorporated in dental curricula. Twenty (second year) dental students at a Northeastern Regional Dental School in the United States participated in this study. A Likert scale was administered before and after the learning experience to obtain evidence of their perceptions of its quality and educational merits. Item correlation network diagrams, based on the intercorrelations amongst the responses to the Likert-scale items, were constructed to display students' changes in perceptions before and after the learning experience. Students reported positive perceptions of the blended learning, and the ICND analysis of their responses before and after the learning experience provided insights into their social (group-based) cognition about the learning experience. The ICNDs are considered evidence of social or group-based cognition, because they are constructed from evidence obtained using intercorrelations of the total group responses to the Likert-scale items. The students positively received blended learning in dental education, and the ICND analyses demonstrated marked changes in their social cognition of the learning experience based on the pre- and post-Likert survey data. Self-regulated learning and social constructivism

Neural networks applied to characterize blends containing refined and extra virgin olive oils.

Science.gov (United States)

Aroca-Santos, Regina; Cancilla, John C; Pariente, Enrique S; Torrecilla, José S

2016-12-01

The identification and quantification of binary blends of refined olive oil with four different extra virgin olive oil (EVOO) varietals (Picual, Cornicabra, Hojiblanca and Arbequina) was carried out with a simple method based on combining visible spectroscopy and non-linear artificial neural networks (ANNs). The data obtained from the spectroscopic analysis was treated and prepared to be used as independent variables for a multilayer perceptron (MLP) model. The model was able to perfectly classify the EVOO varietal (100% identification rate), whereas the error for the quantification of EVOO in the mixtures containing between 0% and 20% of refined olive oil, in terms of the mean prediction error (MPE), was 2.14%. These results turn visible spectroscopy and MLP models into a trustworthy, user-friendly, low-cost technique which can be implemented on-line to characterize olive oil mixtures containing refined olive oil and EVOOs. Copyright © 2016 Elsevier B.V. All rights reserved.

Teaching Sisters and Transnational Networks: Recruitment and Education Expansion in the Long Nineteenth Century

Science.gov (United States)

Raftery, Deirdre

2015-01-01

This article examines the management of the education enterprise of teaching Sisters, with reference to their transnational networking. The article suggests that orders of women religious were the first all-female transnational networks, engaged constantly in work that was characterised by "movement, ebb and circulation". The mobility of…

Carnegie Mellon's STUDIO for Creative Inquiry [and] The Interdisciplinary Teaching Network (ITeN) [and] Interactive Fiction [and] The Networked Virtual Art Museum.

Science.gov (United States)

Holden, Lynn; And Others

1992-01-01

Explains the STUDIO for Creative Inquiry, an interdisciplinary center at Carnegie Mellon University that supports experimental activities in the arts, and its Interdisciplinary Teaching Network. Three STUDIO projects are described: the Ancient Egypt Prototype application of the network; an interactive fiction system based on artificial…

Mendeley: Teaching Scholarly Communication and Collaboration through Social Networking

OpenAIRE

MacMillan, Don

2012-01-01

Teaching Mendeley achieves the impossible – it gets users excited to learn about organizing and citing their research articles. However, introducing Mendeley to students and faculty goes well beyond assisting them with organizing their references. Students are particularly apt to see the benefits that its social networking features offer, including promoting collaboration, identifying key resources, and facilitating group work. There are benefits for librarians too - the information it provid...

Exploring Collaborative Learning Effect in Blended Learning Environments

Science.gov (United States)

Sun, Z.; Liu, R.; Luo, L.; Wu, M.; Shi, C.

2017-01-01

The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher…

Thermoset Blends of an Epoxy Resin and Polydicyclopentadiene

Energy Technology Data Exchange (ETDEWEB)

Rohde, Brian J.; Le, Kim Mai; Krishnamoorti, Ramanan; Robertson, Megan L.

2016-12-13

The mechanical properties of two chemically distinct and complementary thermoset polymers were manipulated through development of thermoset blends. The thermoset blend system was composed of an anhydride-cured diglycidyl ether of bisphenol A (DGEBA)-based epoxy resin, contributing high tensile strength and modulus, and polydicyclopentadiene (PDCPD), which has a higher toughness and impact strength as compared to other thermoset polymers. Ultra-small-angle and small-angle X-ray scattering analysis explored the morphology of concurrently cured thermoset blends, revealing a macroscopically phase separated system with a surface fractal structure across blended systems of varying composition. The epoxy resin rich and PDCPD rich phases exhibited distinct glass transitions (Tg’s): the Tg observed at higher temperature was associated with the epoxy resin rich phase and was largely unaffected by the presence of PDCPD, whereas the PDCPD rich phase Tg systematically decreased with increasing epoxy resin content due to inhibition of dicyclopentadiene ring-opening metathesis polymerization. The mechanical properties of these phase-separated blends were in reasonable agreement with predictions by the rule of mixtures for the blend tensile strength, modulus, and fracture toughness. Scanning electron microscopy analysis of the tensile and fracture specimen fracture surfaces showed an increase in energy dissipation mechanisms, such as crazing, shear banding, and surface roughness, as the fraction of the more ductile component, PDPCD, increased. These results present a facile method to tune the mechanical properties of a toughened thermoset network, in which the high modulus and tensile strength of the epoxy resin can be largely retained at high epoxy resin content in the blend, while increasing the fracture toughness.

Physicochemical characterization of chitosan/nylon6/polyurethane foam chemically cross-linked ternary blends.

Science.gov (United States)

Jayakumar, S; Sudha, P N

2013-03-15

Chitosan/nylon6/polyurethane foam (CS/Ny6/PUF) ternary blend was prepared and chemically cross-linked with glutaraldehyde. Structural, thermal and morphological studies were performed for the prepared ternary blends. Characterizations of the ternary blends were investigated by Fourier transform infrared spectroscopy (FTIR), thermo gravimetric analysis (TGA), differential scanning calorimetry (DSC), X-ray diffraction (XRD) and scanning electron microscope (SEM). The FTIR results showed that the strong intermolecular hydrogen bonds took place between CS, Ny6 and PUF. TGA and DSC studies reveal that the thermal stability of the blend is enhanced by glutaraldehyde as crosslinking agent. Results of XRD indicated that the relative crystalline of pure CS film was reduced when the polymeric network was reticulated by glutaraldehyde. Finally, the results of scanning electron microscopy (SEM) indicated that the morphology of the blend is rough and heterogeneous, further it confirms the interaction between the functional groups of the blend components. Copyright © 2012 Elsevier B.V. All rights reserved.

Interactive Tutoring in Blended Studies: Hindrances and Solutions

Directory of Open Access Journals (Sweden)

Asim Ismail Ilyas (Al-Titinchy

2016-01-01

Full Text Available This paper distinguishes between traditional teaching known as lecturing (the teacher centered approach; and tutoring (the contemporary technology-oriented interactive teaching/learning approach. It is based on the implementation of tutoring strategies of ‘blended studies’  at the Arab Open University. It investigates the application of modern interactive teaching/learning strategies, specifying some hindering factors in the AOU-Jordan Branch context. The factors include four variables: tutors, students, course material and assessment. The paper is based on qualitative research in terms of a real teaching/leaning context, using both observation and conversation with learners, besides the use of some quantitative data retrieved from a questionnaire in which learners’ views are sought regarding a number of relevant matters. A number of suggested solutions related to each of the hindering factors are presented, which if applied, may secure shifting the balance of the teaching/learning process to a more interactive technology-based tutoring level, which in turn will enhance learners’ opportunities for the attainment of better academic standards, and secure a higher degree of achievement of the shared educational goals of learners and the educational institution they study in.

Teaching experience in university students using social networks

Directory of Open Access Journals (Sweden)

María del Rocío Carranza Alcántar

2016-11-01

Full Text Available Social networks, specifically Facebook and Twitter, are currently one of the mainstream media in the world, yet its educational use for the dissemination of knowledge is not significantly evident, under this premise this report is presented, considering an experience in which teachers and university-level students used these networks as mediators of educational practices; such mediation was implemented in order to promote mobile learning as an option to facilitate the process of construction and socialization of knowledge; In this sense, the research presented aimed to identify the experience and opinion of students regarding the influence of this strategy in achieving their learning. The quantitative methodology was applied through the application type of a survey of students who participated and realized the importance of socialization of knowledge. The results showed favorable opinions regarding the use of these networks, highlighting the benefits of mobile learning as a way to streamline the training process. The proposal is to continue this type of strategies to promote flexible teaching-learning options.

Blended Learning and Student Satisfaction: An Investigation into an EAP Writing Course

Directory of Open Access Journals (Sweden)

Zainab Ibrahim Abbas

2018-02-01

Full Text Available This paper investigates students satisfaction in a blended English writing course for Academic Purposes in Iraq. Blended learning is a novel mode of approaching education and learning in Iraq so it is very relevant to attempt to determine what factors can help it its success. Its novelty comes not from its use of online platforms such as Moodle but blending the traditional face-to face approach and distance teaching in a way that foster critical thinking and ongoing participation of the students. Different factors were emphasized and investigated regarding satisfaction, among them, the instructor-student and student-student interaction, in addition to the pedagogical aspect of the course. Student’s background such as their job and age and family status were not considered in this study. A modified questionnaire of student’s satisfaction in an online course was used to determine the approximate of satisfaction. The result of the research helped the administration office to apply some improvements to the newly-founded Blended courses in Iraq.

A blended learning approach to teaching basic pharmacokinetics and the significance of face-to-face interaction.

Science.gov (United States)

Edginton, Andrea; Holbrook, Jane

2010-06-15

To assess pharmacy students' attitudes towards a blended-learning pharmacokinetics course. Narrated visual presentations and animations that illustrated kinetic processes and guided students through the use of software programs used for calculations were created. Other learning techniques used included online self-assessment quizzes, practice problem sets, and weekly face-to-face problem-solving tutorials. A precourse questionnaire to assess students' level of enthusiasm towards the blended-learning course and to solicit any concerns they had was administered at the beginning of the course. A postcourse questionnaire that included the same 4 Likert-scale items from the precourse questionnaire and follow-up open-ended questions was administered. Individual changes in level of enthusiasm were compared for individuals who completed both the precourse and postcourse questionnaire. Students' concerns about the blended method of learning had decreased postcourse while their enthusiasm for the benefits of blended learning had increased. Students' initial concerns about the blended learning experience were focused on their ability to communicate with the instructor about the online components, but shifted to their own time management skills at the end of the course. Face-to-face interactions with each other and with the instructor were more highly rated than online interactions in this course.

Integrating Blended Teaching and Learning to Enhance Graduate Attributes

Science.gov (United States)

Hermens, Antoine; Clarke, Elizabeth

2009-01-01

Purpose: The purpose of this paper is to explore the role of computer based business simulations in higher education as innovative tools of teaching and learning to enhance students' practical understanding of real business problems. Whether the integration of business simulation technologies will enable significant innovation in teaching and…

E-Learning as an Important Component in “Blended Learning” in School Development Projects in Norway

OpenAIRE

Aasen, Ann Margareth

2013-01-01

E-learning is an important component in ཿblended learning࿝ in all of SePU`s projects and is used for additional education and development of competences. Blended learning is defined as learning facilitated by the effective combination of different modes of delivery, models of teaching, styles of learning, and based on transparent communication among all parties involved in development competences. In general, one of the challenges with improving the workplace is linked to employee training an...

Embedding an institution-wide capacity building opportunity around transition pedagogy: First Year Teaching and Learning Network Coordinators

Directory of Open Access Journals (Sweden)

Jennifer Clark

2015-03-01

Full Text Available A First Year Teaching and Learning Network was established in a regional university with a strong focus on distance education for a very diverse student cohort.  The purpose of the Network, which consisted of a Coordinator in each of nine schools, was to support staff teaching students transitioning into tertiary education. The paper explores the theoretical bases of the structure, its current method of operation, its impact so far, and future plans. The development of the Network illustrates how a university can consciously embed opportunities for staff to take ownership of transition pedagogy and thus encourage widespread capacity building amongst their peers. The experiences of the Network in its first two years provide a case study of how institutional support for the Scholarship of Teaching and Learning, in particular scholarship around capacity building, can be used as a mechanism to promote both staff and student engagement with transition pedagogy resulting in a shift from a second generation approach towards a third generation approach to transition.

An integrated video- and weight-monitoring system for the surveillance of highly enriched uranium blend down operations

International Nuclear Information System (INIS)

Lenarduzzi, R.; Castleberry, K.; Whitaker, M.; Martinez, R.

1998-01-01

An integrated video-surveillance and weight-monitoring system has been designed and constructed for tracking the blending down of weapons-grade uranium by the US Department of Energy. The instrumentation is being used by the International Atomic Energy Agency in its task of tracking and verifying the blended material at the Portsmouth Gaseous Diffusion Plant, Portsmouth, Ohio. The weight instrumentation developed at the Oak Ridge National Laboratory monitors and records the weight of cylinders of the highly enriched uranium as their contents are fed into the blending facility while the video equipment provided by Sandia National Laboratory records periodic and event triggered images of the blending area. A secure data network between the scales, cameras, and computers insures data integrity and eliminates the possibility of tampering. The details of the weight monitoring instrumentation, video- and weight-system interaction, and the secure data network is discussed

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...

Blended learning for reinforcing dental pharmacology in the clinical years: A qualitative analysis.

Science.gov (United States)

Eachempati, Prashanti; Kiran Kumar, K S; Sumanth, K N

2016-10-01

Blended learning has become the method of choice in educational institutions because of its systematic integration of traditional classroom teaching and online components. This study aims to analyze student's reflection regarding blended learning in dental pharmacology. A cross-sectional study was conducted in Faculty of Dentistry, Melaka-Manipal Medical College among 3 rd and 4 th year BDS students. A total of 145 dental students, who consented, participate in the study. Students were divided into 14 groups. Nine online sessions followed by nine face-to-face discussions were held. Each session addressed topics related to oral lesions and orofacial pain with pharmacological applications. After each week, students were asked to reflect on blended learning. On completion of 9 weeks, reflections were collected and analyzed. Qualitative analysis was done using thematic analysis model suggested by Braun and Clarke. The four main themes were identified, namely, merits of blended learning, skill in writing prescription for oral diseases, dosages of drugs, and identification of strengths and weakness. In general, the participants had a positive feedback regarding blended learning. Students felt more confident in drug selection and prescription writing. They could recollect the doses better after the online and face-to-face sessions. Most interestingly, the students reflected that they are able to identify their strength and weakness after the blended learning sessions. Blended learning module was successfully implemented for reinforcing dental pharmacology. The results obtained in this study enable us to plan future comparative studies to know the effectiveness of blended learning in dental pharmacology.

The design and use of open online modules for blended learning in STEM education

NARCIS (Netherlands)

Theo van den Bogaart; Paul Drijvers; Jos Tolboom

2017-01-01

Blended learning, a teaching format in which face-to-face and online learning is integrated, nowadays is an important development in education. Little is known, however, about its affordances for teacher education, and for domain specific didactical courses in particular. To investigate this topic,

COMPARISON OF STUDENT SATISFACTION BETWEEN TRADITIONAL AND BLENDED TECHNOLOGY COURSE OFFERINGS IN PHYSICAL EDUCATION

Directory of Open Access Journals (Sweden)

Nikolaos VERNADAKIS

2012-01-01

Full Text Available Blended learning With the concerns and dissatisfaction with e-learning, educators are searching for alternative instructional delivery solutions to relieve the above problems. The blended e-learning system has been presented as a promising alternative learning approach. While blended learning has been recognized as having a number of advantages, insufficient learning satisfaction is still an obstacle to its successful adoption. Therefore, the purpose of this study was to evaluate students’ satisfaction with blended learning course delivery compared to a traditional face-to-face class format in a general multimedia course in physical education. Forty six (n=46 undergraduate students, between the ages of 20-22 years old, were randomly assigned into two teaching method groups: Classroom Lecture Instruction (CLI and Blended Lecture Instruction (BLI. For the data collection at the end of this study, students completed an online satisfaction questionnaire.Independent sample t-test analysis was conducted to measure students’ satisfaction towards the CLI and BLI methods. Results indicated that a blended course delivery is preferred over the traditional lecture format. These finding suggest that students' satisfaction could increase when the instructor provides learning environments not only in a traditional classroom, but in an asynchronous online system as well.

Posters That Teach – Blended Learning and Total Engagement

Directory of Open Access Journals (Sweden)

Adina Stan

2017-08-01

Full Text Available Electronically mediated technologies are prohibited from use in a major assessment component of a blended learning subject. This subject employs a multidisciplinary problem-based approach to explore international issues and perspectives using a rich blend of face-to-face, electronically mediated, individual and team-based activities. The assessment is a role-play which occurs during the second half of a year-long pathway to university program. Belief in the importance of helping students integrate knowledge with an understanding of learning strategies informs the design of this particular assessment task. To complete the task, small teams develop and display a hand-drawn poster summarising their understanding of a real life 'wicked problem' explored in depth during the semester. Composing and preparing their poster ensures that students create visual evidence of their learning about the context of a complex contemporary international issue, which varies from year to year. It also introduces students to higher order thinking and develops critical and creative thinking skills. This paper aims to introduce and describe the learning principles informing the design of the assessment strategy. The task compels students to question information, seeking deeper engagement with data and generating first-hand engagement with the issue. The learning design also facilitates students’ crucial skills of knowledge generation and learning management, and helps them apply this knowledge to other aspects of their future learning. This task bridges the gap between the technical and non-technical skills essential for success in the 21st century.

Contemporary social network sites: Relevance in anesthesiology teaching, training, and research.

Science.gov (United States)

Haldar, Rudrashish; Kaushal, Ashutosh; Samanta, Sukhen; Ambesh, Paurush; Srivastava, Shashi; Singh, Prabhat K

2016-01-01

The phenomenal popularity of social networking sites has been used globally by medical professionals to boost professional associations and scientific developments. They have tremendous potential to forge professional liaisons, generate employment,upgrading skills and publicizing scientific achievements. We highlight the role of social networking mediums in influencing teaching, training and research in anaesthesiology. The growth of social networking sites have been prompted by the limitations of previous facilities in terms of ease of data and interface sharing and the amalgamation of audio visual aids on common platforms in the newer facilities. Contemporary social networking sites like Facebook, Twitter, Tumblr,Linkedn etc and their respective features based on anaesthesiology training or practice have been discussed. A host of advantages which these sites confer are also discussed. Likewise the potential pitfalls and drawbacks of these facilities have also been addressed. Social networking sites have immense potential for development of training and research in Anaesthesiology. However responsible and cautious utilization is advocated.

Supporting School Leaders in Blended Learning with Blended Learning

Science.gov (United States)

Acree, Lauren; Gibson, Theresa; Mangum, Nancy; Wolf, Mary Ann; Kellogg, Shaun; Branon, Suzanne

2017-01-01

This study provides a mixed-methods case-study design evaluation of the Leadership in Blended Learning (LBL) program. The LBL program uses blended approaches, including face-to-face and online, to prepare school leaders to implement blended learning initiatives in their schools. This evaluation found that the program designers effectively…

Blended versus Traditional Course Delivery: Comparing Students' Motivation, Learning Outcomes, and Preferences

Science.gov (United States)

Tseng, Hungwei; Walsh, Eamonn Joseph, Jr.

2016-01-01

This study sought to compare and assess students' experiences and perceptions in a blended and a traditional course, as well as their level of learning motivation, level of learning outcomes and skills, and learning achievement. Two instructors who were teaching 1 section of an undergraduate English literacy course using the face-to-face format…

Use of blended learning in workplace learning

DEFF Research Database (Denmark)

Georgsen, Marianne; Løvstad, Charlotte Vange

2014-01-01

-based teaching materials. This paper presents the experiences of this particular project, and goes on to discuss the following points: • The blended learning design – use of IT for teaching, learning and communication • Digital learning materials – principals of design and use • Work place learning and learning......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...... from work – the interplay between experiences of the learner and the curriculum of the program •The approach taken to customising the e-learning design to the needs and demands of a particular case....

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.

New Teaching Strategies for Engineering Students

DEFF Research Database (Denmark)

Reng, Lars; Kofoed, Lise

2016-01-01

This paper presents the challenges for university teachers when new teaching strategies are implemented. Blended learning, flipped classroom, gamification as well as a combination of traditional and new pedagogical approaches are on the agenda in engineering educations. One of the challenges...

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

Communication in mental health nursing - Bachelor Students' appraisal of a blended learning training programme - an exploratory study.

Science.gov (United States)

Furnes, Merete; Kvaal, Kari Sofie; Høye, Sevald

2018-01-01

It is important that mental health nursing students at Bachelor level obtain effective communication skills. Many students dread the fact that in the mental health field they will encounter patients and relatives with various backgrounds and personalities. Large classes and limited teaching resources in nursing education are challenging. To prepare students for mental health nursing practice, a communication skills course based on the blended learning method was developed and carried out at two different campuses.The aim of the study is to explore Bachelor nursing students' appraisal of blended learning methods for enhancing communication skills in mental health nursing. This study employed an exploratory design. Teaching and information materials were available on the learning management system (LMS). Videotaped role play training was carried out in the Simulation Department. Data were collected after the course by means of a questionnaire with closed and open-ended questions. The response rate was 59.2%. Quantitative data were analysed using the Statistical package for the Social Sciences (SPSS) and the Kruskal Wallis test, while qualitative data were analysed by content analysis based on Graneheim and Lundman's approach. No impact of background variables was observed. Students appreciated teachers' participation in role play and immediate feedback was considered especially important for learning outcomes. The students perceived that their communication skills and knowledge had improved after completing the blended learning programme. According to the nursing students, blended learning is an appropriate method for improving communication skills in preparation for mental health nursing. Blended learning makes it possible to build flexible courses with limited resources.

Blended learning promoting new developments for Nordic master programs in visual studies and art education

DEFF Research Database (Denmark)

Buhl, Mie; Ejsing-Duun, Stine

2015-01-01

(Ejsing-Duun & Buhl forthcoming). The blended learning course VCAD involved a combination of face-to-face teaching with usage of location-based and mobile activities involving i-nigma, Instagram, and Pinterest, which comprised their learning materials and platforms. Furthermore, the course included online...

THE USE OF BLENDED LEARNING MODELS IN THE PROCESS OF FOREIGN LANGUAGE LEARNING

Directory of Open Access Journals (Sweden)

Oleksandra Bezverkha

2017-09-01

Full Text Available In the article, the acute problem of implementation of pedagogical innovations and online technologies into the educational process is analyzed. The article explores the advantages of blended learning as a latter-day educational program in comparison with traditional campus learning. Blended learning is regarded worldwide as the combination of classroom face-to-face sessions with interactive learning opportunities created online. The purpose of the article is to identify blended learning transformational potential impacting students and teachers by ensuring a more personalized learning experience. The concept of blended learning, as a means to enhance foreign language teaching and learning in the classroom during the traditional face-to-face interaction between a teacher and a student, combined with computer-mediated activities, is examined. In the article, the main classification of blended learning models is established. There are four main blended learning models which include both face-to-face instruction time and online learning: Rotation Model, Flex Model, A La Carte Model, and Enriched Virtual Model. Once implemented successfully, a blended model can take advantage of both brick-and-mortar and digital worlds, providing significant benefits for the educational establishments and learners. To integrate any of the blended learning models, a teacher can create online activities that enable learners to explore the topic online at home, and then develop face-to-face interactions to dig deeper into the subject matter at the lesson. The use of blended learning models in order to expand educational opportunities for students while the foreign language acquisition, by increasing the availability and flexibility of education, taking into account student individual learning needs, with some element of student control over time, place and pace, is explored. The realization of blended learning models in regards to age and physiological peculiarities of

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

Science.gov (United States)

Sajid, Muhammad R; Laheji, Abrar F; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

2016-09-04

To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. 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. 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. 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.

Sufism Scholars Network in the Middle East, India, and Indonesia

Directory of Open Access Journals (Sweden)

Dwi Afrianti

2016-03-01

Full Text Available The history of Islam in Indonesia cannot be separated from the affected of local culture, religion, belief earlier, and culture of the spreader of Islam which are also influenced by religion and beliefs held previously, as well as the entry period into certain areas of different life times, willingness to form the teachings of the scholars/king. All of this shows the complexity of the uniqueness of Islam in Indonesian as the majority religion among diverse religions in Indonesia. Sufism are directly involved in the spread of Islam in Indonesia with a unique teaching that facilitate the engaging of non-Muslim communities into Islam, compromise or blends Islam with religious and beliefs practices rather than local beliefs change from an international network to the local level. The terms and the elements of the pre-Islamic culture are used to explain Islam itself. Islamic history of Sundanese, there is a link in teachings of Wihdat al-Wujud of Ibn al-‘Arabi who Sufism Scholar that connected between the international Islamic networks scholars and Sundanese in Indonesia. It is more popular, especially in the congregation of Thariqat Syattariyah originated from India, and it is widespread in Indonesia such as Aceh, Minangkabau and also Pamijahan-Tasikmalaya that brought by Abdul Muhyi since 17th century ago.

Virtual Learning Environments as Sociomaterial Agents in the Network of Teaching Practice

Science.gov (United States)

Johannesen, Monica; Erstad, Ola; Habib, Laurence

2012-01-01

This article presents findings related to the sociomaterial agency of educators and their practice in Norwegian education. Using actor-network theory, we ask how Virtual Learning Environments (VLEs) negotiate the agency of educators and how they shape their teaching practice. Since the same kinds of VLE tools have been widely implemented…

Understanding and Influencing Teaching and Learning Cultures at University: A Network Approach

Science.gov (United States)

Roxa, Torgny; Martensson, Katarina; Alveteg, Mattias

2011-01-01

Academic cultures might be perceived as conservative, at least in terms of development of teaching and learning. Through a lens of network theory this conceptual article analyses the pattern of pathways in which culture is constructed through negotiation of meaning. The perspective contributes to an understanding of culture construction and…

A blended learning concept for an engineering course in the field of color representation and display technologies

Science.gov (United States)

Vauderwange, Oliver; Wozniak, Peter; Javahiraly, Nicolas; Curticapean, Dan

2016-09-01

The Paper presents the design and development of a blended learning concept for an engineering course in the field of color representation and display technologies. A suitable learning environment is crucial for the success of the teaching scenario. A mixture of theoretical lectures and hands-on activities with practical applications and experiments, combined with the advantages of modern digital media is the main topic of the paper. Blended learning describes the didactical change of attendance periods and online periods. The e-learning environment for the online period is designed toward an easy access and interaction. Present digital media extends the established teaching scenarios and enables the presentation of videos, animations and augmented reality (AR). Visualizations are effective tools to impart learning contents with lasting effect. The preparation and evaluation of the theoretical lectures and the hands-on activities are stimulated and affects positively the attendance periods. The tasks and experiments require the students to work independently and to develop individual solution strategies. This engages and motivates the students, deepens the knowledge. The authors will present their experience with the implemented blended learning scenario in this field of optics and photonics. All aspects of the learning environment will be introduced.

An open repositories network development for medical teaching resources.

Science.gov (United States)

Soula, Gérard; Darmoni, Stefan; Le Beux, Pierre; Renard, Jean-Marie; Dahamna, Badisse; Fieschi, Marius

2010-01-01

The lack of interoperability between repositories of heterogeneous and geographically widespread data is an obstacle to the diffusion, sharing and reutilization of those data. We present the development of an open repositories network taking into account both the syntactic and semantic interoperability of the different repositories and based on international standards in this field. The network is used by the medical community in France for the diffusion and sharing of digital teaching resources. The syntactic interoperability of the repositories is managed using the OAI-PMH protocol for the exchange of metadata describing the resources. Semantic interoperability is based, on one hand, on the LOM standard for the description of resources and on MESH for the indexing of the latter and, on the other hand, on semantic interoperability management designed to optimize compliance with standards and the quality of the metadata.

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.

Push or Pull Students into Blended Education A Case Study at Delft University of Technology

NARCIS (Netherlands)

Cervone, A.; Melkert, J.A.; Mebus, L.F.M.; Saunders, G.N.

2016-01-01

Blended education, or “flipping the classroom” is rapidly becoming a mainstream form of teaching within universities. Within Engineering Education, it is popular as it allows more time in-class to focus on hands on activities such as demonstrations and solving complex problems. This paper discusses

Evaluation of a blended learning model in geriatric medicine: a successful learning experience for medical students.

Science.gov (United States)

Duque, Gustavo; Demontiero, Oddom; Whereat, Sarah; Gunawardene, Piumali; Leung, Oliver; Webster, Peter; Sardinha, Luis; Boersma, Derek; Sharma, Anita

2013-06-01

Despite the increasingly ageing population, teaching geriatric medicine at medical schools is a challenge due to the particularities of this subspecialty and the lack of student interest in this subject. We assessed a blended system that combines e-learning and person-to-person interaction. Our program offered the students a hands-on learning experience based on self-reflection, access to technology, interactive learning, frequent interaction with the multidisciplinary team, more exposure to patients, and regular feedback. Our results indicate that the students appreciate this system as a rich and effective learning experience demonstrated by their positive feedback and by their significant improvement in knowledge assessed at the end of their rotation. Implementing an interactive blended system is a beneficial approach to teaching geriatric medicine in medical schools and to motivating medical students' interest in this important medical subspecialty. © 2012 The Authors. Australasian Journal on Ageing © 2012 ACOTA.

Fabrication and Intermolecular Interactions of Silk Fibroin/Hydroxybutyl Chitosan Blended Nanofibers

Directory of Open Access Journals (Sweden)

Xiu-Mei Mo

2011-03-01

Full Text Available The native extracellular matrix (ECM is composed of a cross-linked porous network of multifibril collagens and glycosaminoglycans. Nanofibrous scaffolds of silk fibroin (SF and hydroxybutyl chitosan (HBC blends were fabricated using 1,1,1,3,3,3-hexafluoro-2-propanol (HFIP and trifluoroacetic acid (TFA as solvents to biomimic the native ECM via electrospinning. Scanning electronic microscope (SEM showed that relatively uniform nanofibers could be obtained when 12% SF was blended with 6% HBC at the weight ratio of 50:50. Meanwhile, the average nanofibrous diameter increased when the content of HBC in SF/HBC blends was raised from 20% to 100%. Fourier transform infrared spectra (FTIR and 13C nuclear magnetic resonance (NMR showed SF and HBC molecules existed in hydrogen bonding interactions but HBC did not induce conformation of SF transforming from random coil form to β-sheet structure. X-ray diffraction (XRD confirmed the different structure of SF/HBC blended nanofibers from both SF and HBC. Thermogravimetry-Differential thermogravimetry (TG-DTG results demonstrated that the thermal stability of SF/HBC blend nanofibrous scaffolds was improved. The results indicated that the rearrangement of HBC and SF molecular chain formed a new structure due to stronger hydrogen bonding between SF and HBC. These electrospun SF/HBC blended nanofibers may provide an ideal tissue engineering scaffold and wound dressing.

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).

Poly(hydroxybutyrate)/cellulose acetate blend nanofiber scaffolds: Preparation, characterization and cytocompatibility

Energy Technology Data Exchange (ETDEWEB)

Zhijiang, Cai, E-mail: caizhijiang@hotmail.com [School of Textiles, Tianjin Polytechnic University, Tianjin 300387 (China); State Key Laboratory of Hollow Fiber Membrane Material and Processes, No 399 BingShuiXi Street, XiQing District, Tianjin, China, 300387 (China); Yi, Xu; Haizheng, Yang; Jia, Jianru; Liu, Yuanpei [School of Textiles, Tianjin Polytechnic University, Tianjin 300387 (China)

2016-01-01

Poly(hydroxybutyrate) (PHB)/cellulose acetate (CA) blend nanofiber scaffolds were fabricated by electrospinning using the blends of chloroform and DMF as solvent. The blend nanofiber scaffolds were characterized by SEM, FTIR, XRD, DSC, contact angle and tensile test. The blend nanofibers exhibited cylindrical, uniform, bead-free and random orientation with the diameter ranged from 80–680 nm. The scaffolds had very well interconnected porous fibrous network structure and large aspect surface areas. It was found that the presence of CA affected the crystallization of PHB due to formation of intermolecular hydrogen bonds, which restricted the preferential orientation of PHB molecules. The DSC result showed that the PHB and CA were miscible in the blend nanofiber. An increase in the glass transition temperature was observed with increasing CA content. Additionally, the mechanical properties of blend nanofiber scaffolds were largely influenced by the weight ratio of PHB/CA. The tensile strength, yield strength and elongation at break of the blend nanofiber scaffolds increased from 3.3 ± 0.35 MPa, 2.8 ± 0.26 MPa, and 8 ± 0.77% to 5.05 ± 0.52 MPa, 4.6 ± 0.82 MPa, and 17.6 ± 1.24% by increasing PHB content from 60% to 90%, respectively. The water contact angle of blend nanofiber scaffolds decreased about 50% from 112 ± 2.1° to 60 ± 0.75°. The biodegradability was evaluated by in vitro degradation test and the results revealed that the blend nanofiber scaffolds showed much higher degradation rates than the neat PHB. The cytocompatibility of the blend nanofiber scaffolds was preliminarily evaluated by cell adhesion studies. The cells incubated with PHB/CA blend nanofiber scaffold for 48 h were capable of forming cell adhesion and proliferation. It showed much better biocompatibility than pure PHB film. Thus, the prepared PHB/CA blend nanofiber scaffolds are bioactive and may be more suitable for cell proliferation suggesting that these scaffolds can be used for

Students' Involvement in Social Networking and Attitudes towards Its Integration into Teaching

Science.gov (United States)

Umoh, Ukeme Ekpedeme; Etuk, Etuk Nssien

2016-01-01

The study examined Students' Involvement in Social Networking and attitudes towards its Integration into Teaching. The study was carried out in the University of Uyo, Akwa Ibom State, Nigeria. The population of the study consisted of 17,618 undergraduate students enrolled into full time degree programmes in the University of Uyo for 2014/2015…

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 (plearning 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 classroom training in medical statistics. PMID:26859832

Influence of electrostatic interactions on the morphology and properties of blends containing perfluorinated ionomers

Science.gov (United States)

Taylor, Eric Paul

2002-01-01

The first goal of this research project was to investigate the influence of the electrostatic interactions within the ion-containing domains of Nafion RTM perfluorosulfonate ionomer (PFSI) on the morphology and resultant properties of blend systems with poly(propylene imine) dendrimers of a variety of generational sizes and poly(vinylidene fluoride) (PVDF). Perfluorosulfonate ionomers (PFSIs) are a commercially successful class of semi-crystalline, ion-containing polymers whose most extensive application is in use as a polymer electrolytic membrane in fuel cell applications. NafionRTM was blended and high temperature solution processed with poly(propylene imine) dendrimer as the minor component in order to increase the efficiency of direct methanol fuel cells by decreasing methanol crossover without significant loss of protonic conductivity. The preferential insertion of the dendrimer into the ionic cluster due to proton transfer reactions and the creation of ammonium-sulfonate ion pairs served to alter the transport properties through the ionic network of the membrane. In the second major system investigated, blends of poly(vinylidene fluoride) (PVDF) with NafionRTM, a perfluorosulfonate ionomer, have been prepared and examined in terms of the crystallization kinetics and crystal morphology of the PVDF component in the blend. DSC analysis showed faster rates of bulk crystallization when PVDF was crystallized in the presence of Na+-form NafionRTM suggesting a high degree of phaseseparation in this blend system and an increase in the nucleation density. NafionRTM neutralized with alkylammonium-form counterions display an increase in blend compatibility with PVDF with an increase in the alkylammonium counterion size. As the alkylammonium counterion size increases, the strength of the electrostatic network within the ionic domains of Nafion RTM decrease resulting in a reduction in the driving force for ionic aggregation. Thus, a decrease is observed in the crystal

Usefulness of an Internet-based thematic learning network: comparison of effectiveness with traditional teaching.

Science.gov (United States)

Coma Del Corral, María Jesús; Guevara, José Cordero; Luquin, Pedro Abáigar; Peña, Horacio J; Mateos Otero, Juan José

2006-03-01

UniNet is an Internet-based thematic network for a virtual community of users (VCU). It supports one multidisciplinary community of doctoral students, who receive most of the courses on the network. The evident advantages of distance learning by Internet, in terms of costs, comfort, etc., require a previous evaluation of the system, focusing on the learning outcomes of the student. The aim was to evaluate the real learning of the students of doctorate courses, by comparing the effectiveness of distance learning in UniNet with traditional classroom-based teaching. Five doctorate courses were taught simultaneously to two independent groups of students in two ways: one, through the UniNet Network, and the other in a traditional classroom. The academic knowledge of students was evaluated at the beginning and end of each course. The difference in score was considered as a knowledge increase. The comparison was made using Student's t-test for independent groups. There were no significant statistical differences in the outcomes of the two groups of students. This suggests that both teaching systems were equivalent in increasing the knowledge of the students. Both educational methods, the traditional system and the online system in a thematic network, are effective and similar for increasing knowledge.

A partial economic evaluation of blended learning in teaching health research methods: a three-university collaboration in South Africa, Sweden, and Uganda

Directory of Open Access Journals (Sweden)

Minna Kumpu

2016-10-01

Full Text Available Background: Novel research training approaches are needed in global health, particularly in sub-Saharan African universities, to support strengthening of health systems and services. Blended learning (BL, combining face-to-face teaching with computer-based technologies, is also an accessible and flexible education method for teaching global health and related topics. When organised as inter-institutional collaboration, BL also has potential for sharing teaching resources. However, there is insufficient data on the costs of BL in higher education. Objective: Our goal was to evaluate the total provider costs of BL in teaching health research methods in a three-university collaboration. Design: A retrospective evaluation was performed on a BL course on randomised controlled trials, which was led by Stellenbosch University (SU in South Africa and joined by Swedish and Ugandan universities. For all three universities, the costs of the BL course were evaluated using activity-based costing with an ingredients approach. For SU, the costs of the same course delivered with a classroom learning (CL approach were also estimated. The learning outcomes of both approaches were explored using course grades as an intermediate outcome measure. Results: In this contextually bound pilot evaluation, BL had substantially higher costs than the traditional CL approach in South Africa, even when average per-site or per-student costs were considered. Staff costs were the major cost driver in both approaches, but total staff costs were three times higher for the BL course at SU. This implies that inter-institutional BL can be more time consuming, for example, due to use of new technologies. Explorative findings indicated that there was little difference in students’ learning outcomes. Conclusions: The total provider costs of the inter-institutional BL course were higher than the CL course at SU. Long-term economic evaluations of BL with societal perspective are

A partial economic evaluation of blended learning in teaching health research methods: a three-university collaboration in South Africa, Sweden, and Uganda.

Science.gov (United States)

Kumpu, Minna; Atkins, Salla; Zwarenstein, Merrick; Nkonki, Lungiswa

2016-01-01

Novel research training approaches are needed in global health, particularly in sub-Saharan African universities, to support strengthening of health systems and services. Blended learning (BL), combining face-to-face teaching with computer-based technologies, is also an accessible and flexible education method for teaching global health and related topics. When organised as inter-institutional collaboration, BL also has potential for sharing teaching resources. However, there is insufficient data on the costs of BL in higher education. Our goal was to evaluate the total provider costs of BL in teaching health research methods in a three-university collaboration. A retrospective evaluation was performed on a BL course on randomised controlled trials, which was led by Stellenbosch University (SU) in South Africa and joined by Swedish and Ugandan universities. For all three universities, the costs of the BL course were evaluated using activity-based costing with an ingredients approach. For SU, the costs of the same course delivered with a classroom learning (CL) approach were also estimated. The learning outcomes of both approaches were explored using course grades as an intermediate outcome measure. In this contextually bound pilot evaluation, BL had substantially higher costs than the traditional CL approach in South Africa, even when average per-site or per-student costs were considered. Staff costs were the major cost driver in both approaches, but total staff costs were three times higher for the BL course at SU. This implies that inter-institutional BL can be more time consuming, for example, due to use of new technologies. Explorative findings indicated that there was little difference in students' learning outcomes. The total provider costs of the inter-institutional BL course were higher than the CL course at SU. Long-term economic evaluations of BL with societal perspective are warranted before conclusions on full costs and consequences of BL in teaching

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

Polymer blends

Energy Technology Data Exchange (ETDEWEB)

Allen, Scott D.; Naik, Sanjeev

2017-08-22

The present invention provides, among other things, extruded blends of aliphatic polycarbonates and polyolefins. In one aspect, provided blends comprise aliphatic polycarbonates such as poly(propylene carbonate) and a lesser amount of a crystalline or semicrystalline polymer. In certain embodiments, provided blends are characterized in that they exhibit unexpected improvements in their elongation properties. In another aspect, the invention provides methods of making such materials and applications of the materials in applications such as the manufacture of consumer packaging materials.

The Role of Teaching Presence and Student Participation in Spanish Blended Courses

Science.gov (United States)

Rubio, Fernando; Thomas, Jonathan M.; Li, Qin

2018-01-01

This chapter describes a study of a blended language course that combines face-to-face (F2F) instructional time with an online component. The purpose of the study is to understand how teachers and students exploit the complementarity of the two delivery formats to improve the learning experience. The study first examines how the presence of an…

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....

Individualisieren lernen – LehrerInnenbildung mit und über Online-Tools - Evaluation eines österreichischen Blended-Learning-Kurses

Directory of Open Access Journals (Sweden)

Sonja Gabriel

2014-06-01

Full Text Available Dieser Artikel befasst sich mit den Gelingensbedingungen eines Blended-Learning-Kursen in der österreichischen LehrerInnenfortbildung und zeigt anhand der Evaluierung des Kurses "Individualisieren lernen" auf, welche Bedeutung TrainerInnen, Teilnehmervoraussetzungen, Kommunikation und Zeitmanagement für das erfolgreiche Absolvieren dieses Kurses haben. This paper discusses the conditions that need to be fulfilled for succesful blended learning courses in teacher training. By evaluating the course "learning how to teach individually" the relevance of trainers, experiences of participants, communication and time management is shown.

A Preliminary Investigation of Self-Directed Learning Activities in a Non-Formal Blended Learning Environment

Science.gov (United States)

Schwier, Richard A.; Morrison, Dirk; Daniel, Ben K.

2009-01-01

This research considers how professional participants in a non-formal self-directed learning environment (NFSDL) made use of self-directed learning activities in a blended face-to-face and on line learning professional development course. The learning environment for the study was a professional development seminar on teaching in higher education…

Blended Learning Using Video-Based Blogs: Public Speaking for English as a Second Language Students

Science.gov (United States)

Shih, Ru-Chu

2010-01-01

With globalisation and the advent of information technology, the English language has become more important for second language (L2) learners. This study aimed to establish a blended teaching and learning model combining online and face to face instructional blogging for an English for specific purposes (ESP) course named "English Public…

Compatibilization efficiency of carboxylated nitrile rubber and epoxy pre-polymer in nitrile/acrylic rubber blends

Directory of Open Access Journals (Sweden)

Micheli L. Celestin

2013-01-01

Full Text Available An investigation has been made of the effects from a compatibilizer, viz. carboxylated nitrile rubber (XNBR, on several properties of nitrile rubber (NBR and acrylic rubber (ACM blends, including curing characteristics, mechanical, dynamic mechanical and dielectric properties. The presence of XNBR until 10 phr resulted in an improvement of the ultimate tensile properties, especially elongation at break. The mechanical properties associated to the volume fraction of rubber in the network (Vr and torque values suggest the co-vulcanization phenomenon imparted by the compatibilization. The oil resistance of NBR/ACM (50:50 wt. (% blends (compatibilized and non compatibilized was similar to that observed for pure ACM and significantly higher than NBR. The addition of small amounts of epoxy pre-polymer in combination with XNBR resulted in an additional improvement of the tensile properties. The dynamic mechanical and dielectric properties of the blends were also investigated. The loss modulus values of the compatibilized blends were significantly lower indicating an increase of the elastic characteristics. All blends presented two dielectric relaxation peaks confirming the heterogeneity of the compatibilized blends

The potential use of mobile technology: enhancing accessibility and communication in a blended learning course

Directory of Open Access Journals (Sweden)

Tabisa Mayisela

2013-01-01

Full Text Available Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware in a blended learning course. The purpose of the study was to establish how the use of mobile technology could enhance accessibility and communication in a blended learning course. Data were solicitedfrom a purposive convenience sample of 36 students engaged in the blended learning course. The case study utilized a mixed-methods approach. An unstructured interview was conducted with the course lecturer and these data informed the design of the students' semi-structured questionnaire. It was found that students with access to mobile technology had an increased opportunity to access the courseware of the blended learning course. Mobile technology further enhanced student-to-student and student-to-lecturer communication by means of social networks. The study concludes that mobile technology has the potential to increase accessibility and communication in a blended learning course. Recommendations, limitations of the present study, and suggestionsforfuture research were made.

Effect of UV irradiation on optical, mechanical and microstructural properties of PVA/NaAlg blends

Science.gov (United States)

Sheela, T.; Bhajantri, R. F.; Ravindrachary, V.; Rathod, Sunil G.; Pujari, P. K.; Poojary, Boja; Somashekar, R.

2014-10-01

Poly(vinyl alcohol) (PVA)/Sodium alginate (NaAlg) blend films with 60:40 wt% were prepared by solution casting method and subjected to UV irradiation for different intervals of time. The optical, mechanical and morphological properties of the blend films were modified after UV irradiation. The FTIR and FT-Raman results show the chemical interaction between PVA and NaAlg. The UV-vis absorption peak at 278 nm shifts slightly towards longer wavelength and the absorption increases with irradiation time, indicate the increase in crosslinking network. The XRD results show an increase in amorphous nature with increase in UV irradiation time. The DSC/TGA results show a single glass transition temperature (Tg), which confirm that the blends are completely miscible and thermally stable up to 250 °C. The Young's modulus, tensile strength and stiffness of the blend films increase with increase in UV irradiation time. The SEM images confirm that the surface of 48 h UV irradiated PVA:NaAlg blend is more photo-resistant than unirradiated blend.

Teaching the Geoweb: Interdisciplinary Undergraduate Research in Wireless Sensor Networks, Web Mapping, and Geospatial Data Management

Science.gov (United States)

Abernathy, David

2011-01-01

This article addresses an effort to incorporate wireless sensor networks and the emerging tools of the Geoweb into undergraduate teaching and research at a small liberal arts college. The primary goal of the research was to identify the hardware, software, and skill sets needed to deploy a local sensor network, collect data, and transmit that data…

A network analysis of blended learning: Perceived causal relations between use of learning resources, regulation strategies and course performance

NARCIS (Netherlands)

Bos, Nynke; Meijer, Bren; Brand-Gruwel, Saskia

2018-01-01

Blended learning is often associated with student-oriented learning in which students have more control over the learning path, which will stimulate self-regulated and deeper learning. Although the perceived value of blended learning is clear, less is known if and how blended learning contributes to

Determination of Component Contents of Blend Oil Based on Characteristics Peak Value Integration.

Science.gov (United States)

Xu, Jing; Hou, Pei-guo; Wang, Yu-tian; Pan, Zhao

2016-01-01

Edible blend oil market is confused at present. It has some problems such as confusing concepts, randomly named, shoddy and especially the fuzzy standard of compositions and ratios in blend oil. The national standard fails to come on time after eight years. The basic reason is the lack of qualitative and quantitative detection of vegetable oils in blend oil. Edible blend oil is mixed by different vegetable oils according to a certain proportion. Its nutrition is rich. Blend oil is eaten frequently in daily life. Different vegetable oil contains a certain components. The mixed vegetable oil can make full use of their nutrients and make the nutrients more balanced in blend oil. It is conducive to people's health. It is an effectively way to monitor blend oil market by the accurate determination of single vegetable oil content in blend oil. The types of blend oil are known, so we only need for accurate determination of its content. Three dimensional fluorescence spectra are used for the contents in blend oil. A new method of data processing is proposed with calculation of characteristics peak value integration in chosen characteristic area based on Quasi-Monte Carlo method, combined with Neural network method to solve nonlinear equations to obtain single vegetable oil content in blend oil. Peanut oil, soybean oil and sunflower oil are used as research object to reconcile into edible blend oil, with single oil regarded whole, not considered each oil's components. Recovery rates of 10 configurations of edible harmonic oil is measured to verify the validity of the method of characteristics peak value integration. An effective method is provided to detect components content of complex mixture in high sensitivity. Accuracy of recovery rats is increased, compared the common method of solution of linear equations used to detect components content of mixture. It can be used in the testing of kinds and content of edible vegetable oil in blend oil for the food quality detection

Polystyrene/Hyperbranched Polyester Blends and Reactive Polystyrene/Hyperbranched Polyester Blends

National Research Council Canada - National Science Library

Mulkern, Thomas

1999-01-01

.... In this work, the incorporation of HBPs in thermoplastic blends was investigated. Several volume fractions of hydroxyl functionalized hyperbranched polyesters were melt blended with nonreactive polystyrene (PS...

Development of an Institutional Framework to Guide Transitions into Enhanced Blended Learning in Higher Education

Science.gov (United States)

Adekola, Josephine; Dale, Vicki H. M.; Gardiner, Kerr

2017-01-01

The rapidly changing digital landscape is having a significant influence on learning and teaching. Our study assesses the response of one higher education institution (HEI) to the changing digital landscape and its transition into enhanced blended learning, which seeks to go beyond the early implementation stage to make the most effective use of…

A Delphi Study: Exploring Faculty Perceptions of the Best Practices Influencing Student Persistence in Blended Courses

Science.gov (United States)

Manning, Kim Elise

2010-01-01

This Delphi study explored the instructional practices of community college faculty who were teaching blended or Web-assisted courses and how these practices influenced student persistence. The Delphi method provided qualitative data in the form of expert advice through consensus building on the instructional practices most likely to influence…

Teaching Communication Skills to Medical and Pharmacy Students Through a Blended Learning Course.

Science.gov (United States)

Hess, Rick; Hagemeier, Nicholas E; Blackwelder, Reid; Rose, Daniel; Ansari, Nasar; Branham, Tandy

2016-05-25

Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students' patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts. Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions. Results. Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines. Conclusion. Students' patient-centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.

Using Social Networks to Enhance Teaching and Learning Experiences in Higher Learning Institutions

Science.gov (United States)

Balakrishnan, Vimala

2014-01-01

The paper first explores the factors that affect the use of social networks to enhance teaching and learning experiences among students and lecturers, using structured questionnaires prepared based on the Push-Pull-Mooring framework. A total of 455 students and lecturers from higher learning institutions in Malaysia participated in this study.…

An Open Source Approach for Modern Teaching Methods: The Interactive TGUI System

Directory of Open Access Journals (Sweden)

Gerlinde Dinges

2011-03-01

Full Text Available In order to facilitate teaching complex topics in an interactive way, the authors developed a computer-assisted teaching system, a graphical user interface named TGUI (Teaching Graphical User Interface. TGUI was introduced at the beginning of 2009 in the Austrian Journal of Statistics (Dinges and Templ 2009 as being an effective instrument to train and teach staff on mathematical and statistical topics. While the fundamental principles were retained, the current TGUI system has been undergone a complete redesign. The ultimate goal behind the reimplementation was to share the advantages of TGUI and provide teachers and people who need to hold training courses with a strong tool that can enrich their lectures with interactive features. The idea was to go a step beyond the current modular blended-learning systems (see, e.g., Da Rin 2003 or the related teaching techniques of classroom-voting (see, e.g., Cline 2006. In this paper the authors have attempted to exemplify basic idea and concept of TGUI by means of statistics seminars held at Statistics Austria. The powerful open source software R (R Development Core Team 2010a is the backend for TGUI, which can therefore be used to process even complex statistical contents. However, with specifically created contents the interactive TGUI system can be used to support a wide range of courses and topics. The open source R packages TGUICore and TGUITeaching are freely available from the Comprehensive R Archive Network at http://CRAN.R-project.org/.

Relationships between teaching faculty and teaching librarians

CERN Document Server

Katz, Linda S

2014-01-01

Every librarian who teaches in an academic library setting understands the complexities involved in partnering with teaching faculty. Relationships Between Teaching Faculty and Teaching Librarians recounts the efforts of librarians and faculty working together in disciplines across the board to create and sustain connections crucial to the success of library instruction. This unique collection of essays examines various types of partnerships between librarians and faculty (networking, coordination, and collaboration) and addresses the big issues involved, including teaching within an academic

A Blended Approach to Learning in an Obstetrics and Gynecology Residency Program: Proof of Concept

Directory of Open Access Journals (Sweden)

Funminiyi A. Taylor

2015-01-01

Full Text Available Problem Graduate medical education programs are expected to educate residents to be able to manage critically ill patients. Most obstetrics and gynecology (OB/GYN graduate medical education programs provide education primarily in a didactic format in a traditional face-to-face setting. Busy clinical responsibilities tend to limit resident engagement during these educational sessions. The revision of the training paradigm to a more learner-centered approach is suggested. Intervention A blended learning education program was designed and implemented to facilitate the teaching and learning of obstetric emergencies, specifically diabetic ketoacidosis and acute-onset severe hypertension in pregnancy. The program incorporated tools to foster a community of inquiry. Multimedia presentations were also utilized as the main modality to provide instruction. The blended learning course was designed in accordance with the cognitive theory of multimedia learning. Context This intervention was carried out in the Department of Obstetrics and Gynecology, Southern Illinois University. All 15 OB/GYN residents were enrolled in this course as part of their educational curriculum. First, face-to-face instructions were given in detail about the blended learning process, course content, and online website. The residents were then assigned tasks related to completing the online component of the course, including watching multimedia presentations, reading the resources placed online, and participating in online asynchronous discussions. The course culminated with a face-to-face session to clarify misconceptions. Pre- and postcourse quizzes were administered to the residents to assess their retention and understanding. Outcome Objective analysis demonstrated significant improvements in retention and understanding after participating in the course. The blended learning format was well received by the residents. Resident perception of social presence in the asynchronous

Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment

Directory of Open Access Journals (Sweden)

Sanja Bauk

2014-01-01

Full Text Available Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at “Mediterranean” University in Montenegro. The (dysfunctional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis.

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

Science.gov (United States)

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…

Blended Learning Citation Patterns and Publication Networks across Seven Worldwide Regions

Science.gov (United States)

Spring, Kristian J.; Graham, Charles R.

2017-01-01

The field of international blended learning (BL) is primed to benefit from stronger communication and collaboration. Collaboration is currently limited, and regions vary greatly in terms of citations. However, BL is growing worldwide and each region is an important part of the community. The goal of this research is to explore where the most…

THE HANDBOOK OF BLENDED LEARNING:Global Perspectives, Local Designs

Directory of Open Access Journals (Sweden)

Reviewed by Alev ATES

2009-10-01

Full Text Available 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 term at first since it is relatively a new term fortoday‘s instructors. However, Moore reports that it can betraced as far back as the 1920s which was called ―supervisedcorrespondence study‖. For clarification of the term ―blendedlearning‖ and informing the instructors about its commonpractices worldwide, the book provides readers a comprehensive resource about blended learning. It aims to raise awareness of adopting BL from institutional perspectives of many chapter authors from Australia, Korea, Malaysia, the UK, Canada and South Africa who are distinguished people mostly in instructional technology era. With this book, I guess the editors aim at both showing the big picture at macro level and present micro level examples which provide details of blended learning applications among their strengths and weaknesses. As introduced in the book, one ofthe editors Curtis J. Bonk, a former corporate controller and CPA, is now professor of educational psychology as well as instructional systems technology at Indiana University; the other editor Charles R. Graham is an assistant professor of instructionalpsychology and technology at Brigham Young University with a focus on technologymediated teaching and learning.The book is of eight parts including 39 chapters besides two forewords. Therefore, theorganization of this review is considered to take a holistic view for each parts while emphasizing the original and/or impressive aspects that chapter authors provided

Final Comparison Study of Teaching Blended In-Class Courses vs. Teaching Distance Education Courses

Directory of Open Access Journals (Sweden)

Susan J. Martin

2012-12-01

Full Text Available This paper will share with the members of the conference the findings from the final study. This study contains five semesters of analyzed data which compares the retention of students, final grades for students, grades for five specific tasks that were given in blended in-class courses and in the totally online courses, and a comparison of data by GPA, gender, and by class level. All courses were American Politics PLSC 111. Each semester one or two American Politics courses were conducted in the classroom and one American Politics distance education course was conducted totally online. Each time the courses were given, it was during the same semester and by the same professor who is the researcher.

Introduction and Assessment of a Blended-Learning Model to Teach Patient Assessment in a Doctor of Pharmacy Program.

Science.gov (United States)

Prescott, William Allan; Woodruff, Ashley; Prescott, Gina M; Albanese, Nicole; Bernhardi, Christian; Doloresco, Fred

2016-12-25

Objective. To integrate a blended-learning model into a two-course patient assessment sequence in a doctor of pharmacy (PharmD) program and to assess the academic performance and perceptions of enrolled students. Design. A blended-learning model consisting of a flipped classroom format was integrated into a patient assessment (PA) course sequence. Course grades of students in the blended-learning (intervention) and traditional-classroom (control) groups were compared. A survey was administered to assess student perceptions. Assessment. The mean numeric grades of students in the intervention group were higher than those of students in the traditional group (PA1 course: 92.2±3.1 vs 90.0±4.3; and PA2 course: 90.3±4.9 vs 85.8±4.2). Eighty-six percent of the students in the intervention group agreed that the instructional methodologies used in this course facilitated understanding of the material. Conclusion. The blended-learning model was associated with improved academic performance and was well-received by students.

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...

Why Hong Kong students favour more face-to-face classroom time in blended learning

Directory of Open Access Journals (Sweden)

James Henri

Full Text Available A three year study in student characteristics, needs and learning styles guided instructors at the University of Hong Kong Faculty of Education to improve teaching and learning in a core module: Information Literacy. A mixed-method approach analyzed data collected from undergraduate, in-service teachers in a BEd program, and helped instructors in the program to gain insight into the Hong Kong teacher working, post-service towards a BEd in Library and Information Science. Part-time students indicated a preference for a combination of online and face-to-face teaching, with more face-to-face class time in that mix. These findings would also be informative for other part-time programs using blended teaching and learning models.

FEATURES OF ORGANIZATION OF BLENDED LEARNING IN PREPARATION OF FUTURE TEACHERS OF INFORMATICS

Directory of Open Access Journals (Sweden)

Inna Stoliarenko

2015-10-01

Full Text Available The term "blended learning" described by domestic and foreign scientists is considered in the article. A number of advantages of blended learning have been marked out in comparison with traditional one: flexibility, learning personification, increase of motivation of students to training, variety of forms of arrangement of educational process and forms of presentation of teaching material and increase of efficiency of activity of the teacher. A set of key competencies a teacher should possess to support effective activity in the mixed educational environment has been analyzed. The scientists of the Learning Accelerator organization engaged in support of introduction of blended learning in American schools presented it. It is determined that its main difference from a teacher who uses traditional methods and training forms – desire to experiment, introducing various innovative pedagogical technologies in educational process to achieve maximum result. There is also a desire to create favorable conditions for successful learning of each student considering strong and weak sides. The scientists of Clayton Christensen Institute designed the models of organization of blended learning. These models were analyzed. Two expedient models for implementation in higher school, in particular, in preparation of future teachers of informatics have been defined: station rotation and "flipped classroom".

PENGARUH BLENDED LEARNING TERHADAP PENGUASAAN KONSEP DAN PENALARAN FISIKA PESERTA DIDIK KELAS X

Directory of Open Access Journals (Sweden)

Hermawanto -

2013-01-01

difference between the concept physics achievement who studied with and without blended learning, while further test the Tuckey test showed QResult= 7.55> Q Table = 2.85 indicating that the students’ mastery of concepts using blended learning was higher than the conventional one. In terms of physics reasoning, test results showed tResult t = 2.65> tTable = 1.66, showing that there was no difference in physics reasoning between students who learn with blended and without blended. Additionally, for the further Tuckey test showed QResult = 3.19> QTabel = 2.85, indicating that the reasoning of learners who used blended learning was higher than conventional. It was concluded that 1 there is the influence of Blended Learning study toward physics concept achievement and 2 there is influence of blended learning study toward physics reasoning.In addition, blended learning study can increase physics concept achievement and reasoning. Blended learning trains the students to be independent and active, and the procces of teaching and learning can be effective and efficient.

Blended learning in a first-year language class: Evaluating the acceptance of an interactive learning environment

Directory of Open Access Journals (Sweden)

Jako Olivier

2016-10-01

Full Text Available Increasingly blended learning, as a combination of face-to-face and online instruction is applied in university classrooms. In this study the use of an interactive learning environment (ILE, within a Sakai-based learning management system, as well as face-to-face teaching and learning in a first-year Afrikaans language class is explored. The Technology Acceptance Model (TAM was employed by means of a survey and the Structure Equation Model was used to explore factors relevant to this first-year class. In addition, qualitative research was conducted through an open questionnaire in order to determine the perceptions regarding the blended learning context and the ILE. It was found that students are generally able to function within the ILE and they are quite positive towards the use of the learning environment for learning and teaching. However, it is clear that some students still prefer printed study material. Despite the fact that students indicated that they use the ILE daily, actual usage statistics did not always correspond. Finally, this paper makes suggestions with regard to adapting teaching in terms of students’ behaviour based on their computer anxiety and Internet self-efficacy as well as the perceived usefulness and ease of use of the ILE.

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

Effect of blending temperature on the mechanical properties of PVC/ENR blend upon irradiation

International Nuclear Information System (INIS)

Chantara Thevy Ratnam; Khairul Zaman Mohd Dahlan; Nasir, M.; Baharin, A.

2000-01-01

Poly (vinyl chloride) / epoxidized natural rubber blends were prepared with a Brabender plasticorder at 140, 150, 160, 170 and 180 degree C mixing temperatures. They were mixed at 50 rpm rotor speed for 10 min. The blends were irradiated with doses ranging from 0-200 kGy. Changes in tensile strength, modulus at 100% elongation, gel fraction and damping properties (tan δ) of the blends with increasing mixing temperatures and irradiation doses were investigated. In general, it was observed that the mixing temperature is important in maximizing the positive effect of irradiation. Results revealed that a readily miscible blend enjoy maximum benefit from irradiation meanwhile irradiation impart miscibility to a partially miscible PVC/ENR blend. The enhancement in blend properties is believed to be attributed by the irradiation-induced crosslinking along with irradiation-induced interaction between the polymers. The radiation-induced degradation found to be prominent at higher doses for blend that has undergone excessive thermal degradation. However evidence did not reveal the specific nature of radiation-induced reaction responsible for the improved interactions of the blends. (author)

Teaching and Learning in the Digital Era: A Case Study of Video-Conference Lectures from Japan to Australia

Science.gov (United States)

Yasumoto, Seiko

2014-01-01

"Blended learning" has been attracting academic interest catalysed by the advance of mixed-media technology and has significance for the global educational community and evolutionary development of pedagogical approaches to optimise student learning. This paper examines one aspect of blended teaching of Japanese language and culture in…

Blending Words Found In Social Media

Directory of Open Access Journals (Sweden)

Giyatmi Giyatmi

2017-12-01

Full Text Available There are many new words from the social media such as Netizen, Trentop, and Delcon. Those words include in blending. Blending is one of word formations combining two clipped words to form a brand new word. The researchers are interested in analyzing blend words used in the social media such as Instagram, Twitter, Facebook, and Blackberry Messenger. This research aims at (1 finding blend words used in the social media (2 describing kinds of blend words used in social media (3 describing the process of blend word formation used in the social media. This research uses some theories dealing with definition of blending and kinds of blending. This research belongs to descriptive qualitative research. Data of the research are English blend words used in social media. Data sources of this research are websites consisting of some English words used in social media and some social media users as the informant. Techniques of data collecting in this research are observation and simak catat. Observation is by observing some websites consisting of some English words used in social media. Simak catat is done by taking some notes on the data and encoding in symbols such as No/Blend words/Kinds of Blending. The researchers use source triangulation to check the data from the researchers with the informant and theory triangulation to determine kinds of blending and blend word formation in social media. There are115 data of blend words. Those data consists of 65 data of Instagram, 47 data of Twitter, 1 datum of Facebook, and 2 data of Blackberry Messenger. There are 2 types of blending used in social media;108 data of blending with clipping and 7 data of blending with overlapping. There are 10 ways of blend word formation found in this research.

Design Principles for the Blend in Blended Learning: A Collective Case Study

Science.gov (United States)

Lai, Ming; Lam, Kwok Man; Lim, Cher Ping

2016-01-01

This paper reports on a collective case study of three blended courses taught by different instructors in a higher education institution, with the purpose of identifying the different types of blend and how the blend supports student learning. Based on the instructors' and students' interviews, and document analysis of course outlines, two major…

Being the Bridge: The Lived Experience of Educating with Online Courseware in the High School Blended Learning Setting

Science.gov (United States)

Rambo, Anna Lynn

2011-01-01

This dissertation explores the lived experiences of educators who teach in flex model blended learning settings using online, vendor-provided courseware. The tradition of hermeneutic phenomenology grounds this inquiry (Heidegger, 1927/2008). Phenomenological research activities designed by van Manen (1990, 2002) provide the methodological…

Creative teaching an evidence-based approach

CERN Document Server

Sale, Dennis

2015-01-01

This book contains an evidence-based pedagogic guide to enable any motivated teaching/training professional to be able to teach effectively and creatively. It firstly summarises the extensive research field on human psychological functioning relating to learning and how this can be fully utilised in the design and facilitation of quality learning experiences. It then demonstrates what creativity actually 'looks like' in terms of teaching practices, modelling the underpinning processes of creative learning design and how to apply these in lesson planning. The book, having established an evidence-based and pedagogically driven approach to creative learning design, extensively focuses on key challenges facing teaching professionals today. These include utilising information technologies in blended learning formats, differentiating instruction, and developing self-directed learners who can think well. The main purpose of the book is to demystify what it means to teach creatively, explicitly demonstrating the pr...

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.

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.

Adopting a Blended Learning Approach: Challenges Encountered and Lessons Learned in an Action Research Study

Science.gov (United States)

Kenney, Jane; Newcombe, Ellen

2011-01-01

Adopting a new teaching approach is often a daunting task especially if one is an early adopter in a limited-resource environment. This article describes the challenges encountered and the strategies used in pilot testing a blended instructional method in a large size class within the college of education at a medium-sized university. The main…

Blended learning in anesthesia education: current state and future model.

Science.gov (United States)

Kannan, Jaya; Kurup, Viji

2012-12-01

Educators in anesthesia residency programs across the country are facing a number of challenges as they attempt to integrate blended learning techniques in their curriculum. Compared with the rest of higher education, which has made advances to varying degrees in the adoption of online learning anesthesiology education has been sporadic in the active integration of blended learning. The purpose of this review is to discuss the challenges in anesthesiology education and relevance of the Universal Design for Learning framework in addressing them. There is a wide chasm between student demand for online education and the availability of trained faculty to teach. The design of the learning interface is important and will significantly affect the learning experience for the student. This review examines recent literature pertaining to this field, both in the realm of higher education in general and medical education in particular, and proposes the application of a comprehensive learning model that is new to anesthesiology education and relevant to its goals of promoting self-directed learning.

Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study.

Science.gov (United States)

Shorey, Shefaly; Kowitlawakul, Yanika; Devi, M Kamala; Chen, Hui-Chen; Soong, Swee Kit Alan; Ang, Emily

2018-02-01

Effective communication is important for nurse and patient outcomes. Nursing students often feel unprepared to communicate effectively with patients and other healthcare workers within the clinical environment. Blended learning pedagogy-based communication skills training can provide an alternative to traditional methods of teaching to enhance students' satisfaction and self-efficacy levels in communicating with others. To examine the effectiveness of blended learning pedagogy in a redesigned communication module among nursing undergraduates in enhancing their satisfaction levels and attitudes towards learning communication module as well as self-efficacy in communication. A single group pre-test and post-test quasi-experimental design was adopted. Data were collected from August 2016 to November 2016 from 124 nursing undergraduates from a leading nursing school. Blended learning pedagogy was adopted to redesign a communication module that offered a wide array of learning opportunities via face-to-face classroom and online sessions. Validated and reliable instruments were used to measure satisfaction levels with blended learning pedagogy, attitudes towards learning communication, and communication self-efficacy. Descriptive and inferential statistics were used to analyze the data. Participants had enhanced satisfaction levels with blended learning pedagogy, better attitudes in learning communication skills, and improved communication self-efficacies at posttest (week 13 of the semester) when compared with their pre-test scores (week one of the semester). Participants scored higher in the Blended Learning Satisfaction Scale, the Communication Skills Attitude Scale, and the communication skills subscale of the Nursing Students Self-Efficacy Scale. Blended learning pedagogy can be effectively used in facilitating communication modules and enhancing student outcomes among nursing undergraduates. The long-term effectiveness of using blended learning pedagogy in

Perceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study.

Science.gov (United States)

Keogh, Justin W L; Gowthorp, Lisa; McLean, Michelle

2017-09-01

This study sought to gain insight into blended learning-naive sports science students' understanding and perceptions of the potential benefits and limitations of blended (hybrid) learning, which has been defined as the thoughtful integration of face-to-face and online instructional approaches. Five focus groups, each comprising 3-4 students from either the undergraduate or postgraduate sports science programmes were conducted. The focus groups were facilitated by a researcher who was not involved in sports science. Audio recordings of the focus groups were transcribed verbatim. NVivo software was used to code the transcripts to identify the themes and subthemes. Students generally had little initial understanding of blended learning. When provided with a definition, they believed that blended learning could improve educational outcomes and assist those who were legitimately unable to attend a session. Their reservations about blended learning mainly related to some students not being sufficiently autonomous to undertake independent study, timetabling considerations and access to reliable Internet services. For blended learning to be effective, students felt the online material had to be interactive, engaging and complement the face-to-face sessions. Better understanding the perceptions of the students in the current study may assist educators who are considering implementing blended learning in their teaching.

Neural node network and model, and method of teaching same

Science.gov (United States)

Parlos, Alexander G. (Inventor); Atiya, Amir F. (Inventor); Fernandez, Benito (Inventor); Tsai, Wei K. (Inventor); Chong, Kil T. (Inventor)

1995-01-01

The present invention is a fully connected feed forward network that includes at least one hidden layer 16. The hidden layer 16 includes nodes 20 in which the output of the node is fed back to that node as an input with a unit delay produced by a delay device 24 occurring in the feedback path 22 (local feedback). Each node within each layer also receives a delayed output (crosstalk) produced by a delay unit 36 from all the other nodes within the same layer 16. The node performs a transfer function operation based on the inputs from the previous layer and the delayed outputs. The network can be implemented as analog or digital or within a general purpose processor. Two teaching methods can be used: (1) back propagation of weight calculation that includes the local feedback and the crosstalk or (2) more preferably a feed forward gradient decent which immediately follows the output computations and which also includes the local feedback and the crosstalk. Subsequent to the gradient propagation, the weights can be normalized, thereby preventing convergence to a local optimum. Education of the network can be incremental both on and off-line. An educated network is suitable for modeling and controlling dynamic nonlinear systems and time series systems and predicting the outputs as well as hidden states and parameters. The educated network can also be further educated during on-line processing.

Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial.

Science.gov (United States)

McCutcheon, Karen; O'Halloran, Peter; Lohan, Maria

2018-06-01

The World Health Organisation amongst others recognises the need for the introduction of clinical supervision education in health professional education as a central strategy for improving patient safety and patient care. Online and blended learning methods are growing exponentially in use in higher education and the systematic evaluation of these methods will aid understanding of how best to teach clinical supervision. The purpose of this study was to test whether undergraduate nursing students who received clinical supervisee skills training via a blended learning approach would score higher in terms of motivation and attitudes towards clinical supervision, knowledge of clinical supervision and satisfaction of learning method, when compared to those students who received an online only teaching approach. A post-test-only randomised controlled trial. Participants were a total of 122 pre-registration nurses enrolled at one United Kingdom university, randomly assigned to the online learning control group (n = 60) or the blended learning intervention group (n = 62). The blended learning intervention group participated in a face-to-face tutorial and the online clinical supervisee skills training app. The online learning control group participated in an online discussion forum and the same online clinical supervisee skills training app. The outcome measures were motivation and attitudes using the modified Manchester Clinical Supervision Scale, knowledge using a 10 point Multiple Choice Questionnaire and satisfaction using a university training evaluation tool. Statistical analysis was performed using independent t-tests to compare the differences between the means of the control group and the intervention group. Thematic analysis was used to analyse responses to open-ended questions. All three of our study hypotheses were confirmed. Participants who received clinical supervisee skills training via a blended learning approach scored higher in terms of motivation

Blended acquisition with dispersed source arrays

NARCIS (Netherlands)

Berkhout, A.J.

2012-01-01

Blended source arrays are historically configured with equal source units, such as broadband vibrators (land) and broadband air-gun arrays (marine). I refer to this concept as homogeneous blending. I have proposed to extend the blending concept to inhomogeneous blending, meaning that a blended

Teaching French Conversation: A Lesson from the Fourteenth Century

Science.gov (United States)

Bonin, Therese; Wilburn, Josette

1977-01-01

A description of "La Maniere de langage," a fourteenth century manual which skillfully blended the teaching of functional language usage with an introduction to French culture and social customs. The treatise incorporated many insights we have from psychology, sociolinguistics and cultural anthropology. (AMH)

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…

Apparatus for blending small particles

International Nuclear Information System (INIS)

Bradley, R.A.; Reese, C.R.; Sease, J.D.

1975-01-01

An apparatus is described for blending small particles and uniformly loading the blended particles in a receptacle. Measured volumes of various particles are simultaneously fed into a funnel to accomplish radial blending and then directed onto the apex of a conical splitter which collects the blended particles in a multiplicity of equal subvolumes. Thereafter the apparatus sequentially discharges the subvolumes for loading in a receptacle. A system for blending nuclear fuel particles and loading them into fuel rod molds is described in a preferred embodiment

Can New Digital Technologies Support Parasitology Teaching and Learning?

Science.gov (United States)

Jabbar, Abdul; Gasser, Robin B; Lodge, Jason

2016-07-01

Traditionally, parasitology courses have mostly been taught face-to-face on campus, but now digital technologies offer opportunities for teaching and learning. Here, we give a perspective on how new technologies might be used through student-centred teaching approaches. First, a snapshot of recent trends in the higher education is provided; then, a brief account is given of how digital technologies [e.g., massive open online courses (MOOCs), flipped classroom (FC), games, quizzes, dedicated Facebook, and digital badges] might promote parasitology teaching and learning in digital learning environments. In our opinion, some of these digital technologies might be useful for competency-based, self-regulated, learner-centred teaching and learning in an online or blended teaching environment. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Laureate English Program: Taking a research informed approach to blended learning

Directory of Open Access Journals (Sweden)

Debra Marsh

2013-02-01

Full Text Available The aim of this case study is to describe the implementation of the Laureate English Program (LEP, the consequent decision to roll out blended learning across the network, and the Laureate-Cambridge University Press research partnership. Phase 1 of the research was completed in September 2012. The goal of this first phase was to gain a general understanding of student profile, computer literacy and competence, student levels of achievement, and student feedback on their blended learning experience. Six hundred and forty-eight students and 35 teachers responded to a questionnaire, which included multiple choice questions and open ended questions requiring extended comment. The questionnaires revealed that less than 25% of the Laureate student group had ever learned a language online before, which impacted significantly on student perception and use of online learning content. Furthermore, the first phase of research has revealed the impact that a complex interplay of different factors has on the relative effectiveness of these blended programs, and it has acknowledged that research is central to informed decision making in order to provide for effective blended learning. DOI: 10.18870/hlrc.v3i1.103

How Science Works: Bringing the World of Science into the Classroom through Innovative Blended Media Approaches

Science.gov (United States)

Windale, Mark

2010-01-01

During the past three years, a team from the Centre for Science Education at Sheffield Hallam University, the University of Salford, the University of York, Glasshead and Teachers TV, has been working in collaboration to develop a series of blended media resources to support the teaching and learning of How Science Works (HSW) at Key Stages 3 and…

Investigation of diesel-ethanol blended fuel properties with palm methyl ester as co-solvent and blends enhancer

Directory of Open Access Journals (Sweden)

Mat Taib Norhidayah

2017-01-01

Full Text Available Diesel engine is known as the most efficient engine with high efficiency and power but always reported as high fuel emission. Malaysia National Automotive Policy (NAP was targeting to improve competitive regional focusing on green technology development in reducing the emission of the engine. Therefore, ethanol was introduced to reduce the emission of the engine and while increasing its performance, Palm methyl ester was introduced as blend enhancer to improve engine performance and improve diesel-ethanol blends stability. This paper aimed to study the characteristics of the blends and to prove the ability of palm-methyl-ester as co-solvent in ethanol-diesel blends. Stability and thermophysical test were carried out for different fuel compositions. The stability of diesel-ethanol blended was proved to be improved with the addition of PME at the longer period and the stability of the blends changed depending on temperature and ethanol content. Density and viscosity of diesel-ethanol-PME blends also give higher result than diesel-ethanol blends and it's proved that PME is able to increase density and viscosity of blends. Besides, heating value of the blends also increases with the increasing PME in diesel-ethanol blends.

Blending MOOCs in Face-to-Face Teaching and Studies

DEFF Research Database (Denmark)

Nortvig, Anne-Mette; Gynther, Karsten; Gundersen, Peter Bukovica

of hours allotted for lecturers to meet existing demands. In order to design solutions to this challenge, this study collaborated with three educators and their 73 students in a teacher training faculty in Denmark, where Massive Open Online Courses (MOOCs) are already produced and available for teaching......The impetus for this study stems from two opposing tendencies in the current Danish educational system. On one hand, there is a growing demand for improvements in both student satisfaction rates and dropout rates. On the other hand, there have been steady cuts in resources, particularly in terms...... integration. The study experiments with different ways of letting MOOCs play supplementary roles in students’ study work. The main research question we seek to answer is, thus, how MOOCs can contribute to improvements in teaching quality without increasing the number of lectures, while simultaneously...

Integration of social networks in the teaching and learning process

Directory of Open Access Journals (Sweden)

Cynthia Dedós Reyes

2015-09-01

Full Text Available In this research we explored the integration of social media in the process of learning and teaching, in a private higher education institution, in Puerto Rico. Attention was given to the perspectives of teachers and students. The participants —9 part-time teachers and 118 students— were selected based on availability. The results showed that teachers and students alike use social the network You Tube for academic purposes; and use Facebook, Twitter, and blogs for social purposes and entertainment. Results also revealed that there is no significant contrast between the perspectives of teachers and students digital immigrants.

Smart Social Networking: 21st Century Teaching and Learning Skills

Directory of Open Access Journals (Sweden)

Helen B. Boholano

2017-06-01

Full Text Available Education in the 21st century highlights globalization and internationalization. Preservice teachers in the 21st century are technology savvy. To effectively engage and teach generation Z students, preservice teachers will help the educational system meet this requirement. The educational systems must be outfitted with a prerequisite of ICT resources both hardware and software, and curricula must be designed to promote a collaborative learner-centered environment to which students will relate and respond. This study determines the 21st century skills possessed by the pre-service teachers in terms of social networking. Pre-service teachers use computers in very advanced ways, but educators must remember that they still need guidance to use technology safely and effectively. Through social media the pre-service teachers can use a multitude of applications, including Web 2.0, for their projects. Smart social networking requires critical-thinking skills and the ability to integrate and evaluate real-world scenarios and authentic learning skills for validation.

Barriers in local practice-oriented teaching networks to organize climate and science teaching

DEFF Research Database (Denmark)

Grunwald, Annette

The poster takes its point of departure from a need to meet primary and lower secondary pupils interest in climate, science and technology by giving them possibilities to learn “in the real world” in a more problem based way. This possibility is given through out-of-school learning organized in co......-operation between educational actors, here primary/lower secondary schools, Aalborg University, and other actors, here Aalborg municipality and companies. The poster will present the first results of an ongoing developing and research project “Learning in reality: Practice-oriented teaching networks strengthen...... primary and lower secondary school pupils’ interest in climate and science”, funded by the Danish Energy Foundation (August 2014 – December 2016). The aim of the project is e.g. to: - Develop, establish and explore new forms of local cooperation between schools, companies, Aalborg University...

Making the Most of "External" Group Members in Blended and Online Environments

Science.gov (United States)

Hernández-Nanclares, Núria; García-Muñiz, Ana S.; Rienties, Bart

2017-01-01

Although the importance of boundary spanning in blended and online learning is widely acknowledged, most educational research has ignored whether and how students learn from others outside their assigned group. One potential approach for understanding cross-boundary knowledge sharing is Social Network Analysis (SNA). In this article, we apply four…

Blended Teaching and Learning in the School of Science and Technology of UniSIM

Science.gov (United States)

Toon, Andrew John; Samir, Attallah; Kheng, Jennifer Huang Mui; Chew, Lim Kin; Vythilingam, Moorthy; Kiat, Stephen Low Wee

2009-01-01

Purpose: The purpose of this paper is to investigate the blended learning preferences under which adult students study mathematics, electronics and industry certificate examinations like project management and e-SAP (systems, applications and products). Design/methodology/approach: The study is based on four case studies in mathematics,…

An Evaluation of Applying Blended Practices to Employ Studio-Based Learning in a Large-Enrollment Design Thinking Course

Science.gov (United States)

Brown, Sydney E.; Karle, Sarah Thomas; Kelly, Brian

2015-01-01

DSGN110 was a multidisciplinary course teaching first year students enrolled in in a variety of majors about design thinking. The course is offered for the majors of architecture, landscape architecture, interior design, community and regional planning, along with computer science and business students. By blending face-to-face and online…

Radiation effect on PVC/ENR blends

International Nuclear Information System (INIS)

Chantara Thevy Ratnam; Khairul Zaman Mohd Dahlan

1997-01-01

The effect of irradiation on the physical properties of Polyvinyl Chloride / Epoxidised Natural Rubber Blends (PVC/ENR blends) were investigated. The enhancement in tensile strength, elongation at break, hardness and aging properties of the blends have confirmed the positive effect of irradiation on the blends. It is evident from gel fraction and infra red spectroscopic studies that the blends of PVC and ENR cross-linked upon irradiation. The results also revealed that at any blend composition, the enhancement in properties depend on irradiation dose which controls the degree of radiation induced cross-linking. In an attempt to maximize the constructive effect of irradiation, the influence of various additives such as stabilizers, radiation sensitizers, fillers and processing aids on the blend properties were studied. The changes in blend properties upon irradiation with the presents of above additives were also presented in this paper

Heat Release Property and Fire Performance of the Nomex/Cotton Blend Fabric Treated with a Nonformaldehyde Organophosphorus System

Directory of Open Access Journals (Sweden)

Charles Q. Yang

2016-09-01

Full Text Available Blending Nomex® with cotton improves its affordability and serviceability. Because cotton is a highly flammable fiber, Nomex®/cotton blend fabrics containing more than 20% cotton require flame-retardant treatment. In this research, combination of a hydroxyl functional organophosphorus oligmer (HFPO and 1,2,3,4-butanetetracarboxylic acid (BTCA was used for flame retardant finishing of the 65/35 Nomex®/cotton blend woven fabric. The system contains HFPO as a flame retardant, BTCA as a bonding agent, and triethenolamine (TEA as a reactive additive used to enhance the performance of HFPO/BTCA. Addition of TEA improves the hydrolysis resistance of the HFPO/BTCA crosslinked polymeric network on the blend fabric. Additionally, TEA enhances HFPO’s flame retardant performance by reducing formation of calcium salts and also by providing synergistic nitrogen to the treated blend fabric. The Nomex®/cotton blend fabric treated with the HFPO/BTCA/TEA system shows high flame resistance and high laundering durability at a relatively low HFPO concentration of 8% (w/w. The heat release properties of the treated Nomex®/cotton blend fabric were measured using microscale combustion calorimetry. The functions of BTCA; HFPO and TEA on the Nomex®/cotton blend fabric were elucidated based on the heat release properties, char formation, and fire performance of the treated blend fabric.

Using an academic-community partnership model and blended learning to advance community health nursing pedagogy.

Science.gov (United States)

Ezeonwu, Mabel; Berkowitz, Bobbie; Vlasses, Frances R

2014-01-01

This article describes a model of teaching community health nursing that evolved from a long-term partnership with a community with limited existing health programs. The partnership supported RN-BSN students' integration in the community and resulted in reciprocal gains for faculty, students and community members. Community clients accessed public health services as a result of the partnership. A blended learning approach that combines face-to-face interactions, service learning and online activities was utilized to enhance students' learning. Following classroom sessions, students actively participated in community-based educational process through comprehensive health needs assessments, planning and implementation of disease prevention and health promotion activities for community clients. Such active involvement in an underserved community deepened students' awareness of the fundamentals of community health practice. Students were challenged to view public health from a broader perspective while analyzing the impacts of social determinants of health on underserved populations. Through asynchronous online interactions, students synthesized classroom and community activities through critical thinking. This paper describes a model for teaching community health nursing that informs students' learning through blended learning, and meets the demands for community health nursing services delivery. © 2013 Wiley Periodicals, Inc.

Blending into the mix

Energy Technology Data Exchange (ETDEWEB)

Adams, R.G.; Gibb, W.H.; Majid, K.A. [Power Technology (United Kingdom)

1999-07-01

Successful coal blending requires finding a careful balance between fuel costs and plant performance. A recent study of a Malaysian power plant shows how the utility (Tenaga Nasional Berhad (TNB)) could reduce fuel costs while avoiding boiler operating problems normally associated with firing low-grade coals. TNB`s Kaper 2220 MW power station in Selangor needed an improved method of coal blending for two new 500 MW units and for two existing 300 MW units. UK`s Power Technology was commissioned to identify what coal blends the boiler could tolerate. A Coal Quality Impact Model (CQIM) analysis of the effect of different coals and coal blends on combustion performance and economics, and a performance analysis of coal yard handling facility was made to determine whether the accuracy of the required blend could be achieved (using a Coal Handling Simulation, CHAS, software package). The CQIM study showed that the proportion of cheaper coals could be increased from 20% to 50% provided each shipment was adequately sampled. The CHAS study showed that use of a flat back reclaimer or modifications to the dry coal stove would allow accurate blending. 5 figs., 1 tab.

Mapping Cultural Frame Shifting in Interaction Design with Blending Theory

DEFF Research Database (Denmark)

Markussen, Thomas; Krogh, Peter Gall

2008-01-01

In this paper, we introduce Gilles Fauconnier & Mark Turner's blending theory as a new conceptual framework for explaining ‘cultural frame shifting' in interaction design. Cultural frame shifting is when people, through their explorative use of technology, are required imaginatively to reorganize...... their cultural background knowledge and expectations. In current HCI research it has occasionally been pointed out that a proper understanding of this phenomenon hinges on addressing the relationship between embodied interaction and cultural meaning construction as part of a larger interactive system. However...... the network model of mental spaces from Fauconnier & Turner's blending theory onto video material and interviews from initial qualitative use studies of a design case. In so doing we explore and argue for how meaning formation and embodied cognition coalesce in cultural frame shifting and provide a tool...

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.

Using Innovative Tools to Teach Computer Application to Business Students--A Hawthorne Effect or Successful Implementation Here to Stay

Science.gov (United States)

Khan, Zeenath Reza

2014-01-01

A year after the primary study that tested the impact of introducing blended learning and guided discovery to help teach computer application to business students, this paper looks into the continued success of using guided discovery and blended learning with learning management system in and out of classrooms to enhance student learning.…

Blended Learning: enabling Higher Education Reform

Directory of Open Access Journals (Sweden)

Kathleen Matheos

2018-01-01

Full Text Available Blended learning research and practice have been areas of growth for two decades in Canada, with over 95% of Canadian higher education institutions involved in some form of blended learning. Despite strong evidence based research and practice blended learning, for the most part, has remained at sidelined in Canadian universities. The article argues the need for blended learning to situate itself within the timely and crucial Higher Education Reform (HER agenda. By aligning the affordances of blended learning with the components of HER, blended learning can clearly serve as an enabler for HER.

Pengembangan Pembelajaran Blended Learning Pada Generasi Z

Directory of Open Access Journals (Sweden)

Agus Purnomo

2017-10-01

Full Text Available Every generation has beliefs, values, cultures, perspectives, interests, and different skills for life and work. The generation born in the early 2000s when the rapid development of such technology referred to as generation-z or net generation. Characters of this generation is very sensitive to technology and communication, meaning they have an advantage in the field of information and knowledge development. While the educators who were born in an earlier era are still not familiar with it so that educators often claimed to be "clueless" (stuttering technology. To address this need no new innovations in the learning process so that it complies with these characters. Combines conventional learning with communication media such as whatsapp and google drive is one easy solution social studies lesson on the generation-z. Learners who are accustomed to communicate using social networks can access the material and lesson plans that have been prepared with structured each meeting. So that they can read or prepare questions before the learning begins. The proportion of the use of e-learning in this study reached 35% so that it can be summed up as learning blended learning. This learning to stand on its information technology infrastructure and can be done anytime and anywhere. So learning blended learning has characteristics that are open, flexible, and can occur anywhere. Keywords: Generation Z and blended learning   http://dx.doi.org/10.17977/um022v1i12016p070

Reflections on Building and Teaching an Undergraduate Strategic Management Course in a Blended Format

Science.gov (United States)

Ross, Douglas N.; Rosenbloom, Al

2011-01-01

This article is a personal reflection on the challenges, frustrations, and rewards of transforming a traditional face-to-face strategic management course into a blended format. The article describes both the discovery process that leads to a significantly redesigned course and the distillation of that experience into six core questions that can…

Education Innovation: Case Studies in e-Learning and Face-to-Face Teaching in Higher Education: What is the Best?

Science.gov (United States)

Boon, J. A.

Education innovation is here to stay. This chapter gives the results of a study of the application of information and communication technology to advanced teaching and learning activities. It is strategically important that the technology opens up new ways of teaching and learning. The purpose of this chapter is firstly to identify the typical advanced teaching and learning activities/functions that can be applied in e-Learning and face-to-face teaching and learning. Case studies were selected from a group of teachers who have already been involved in both teaching modes for some years and thus have experience in blended teaching and learning. A number of teaching activities/functions were seen as positive in their application in the e-Learning situation. Those that stand out are peer review and collaboration, promotion of reflection and stimulation of critical and creative thinking, team teaching, promotion of discovery/extension of knowledge, and problematization of the curriculum. In face-to-face teaching and learning, inviting engagement, how to come to know, involving metaphors and analogies, teaching that connects to learning, inspire change, promote understanding, and others stand out. As seen by the teachers in the case studies, both e-Learning and face-to-face teaching and learning are seen as complementary to each other. We define this view as blended teaching and learning.

SMS blended teaching: Invite wireless technology to class | Nemati ...

African Journals Online (AJOL)

To determine the effectiveness of mobile phone for teaching, 94 students were in the study. They were randomly divided into control and experimental groups. The control group learned the new vocabulary items in the traditional way while, the experimental group received the learning content through short text messages/ ...

Polytellurophenes provide imaging contrast towards unravelling the structure–property–function relationships in semiconductor:insulator polymer blends

KAUST Repository

Jahnke, Ashlee A.

2015-02-27

Polymer blends are broadly important in chemical science and chemical engineering and have led to a wide range of commercial products, however their precise structure and phase morphology is often not well understood. Here we show for the first time that π-conjugated polytellurophenes and high-density polyethylene form blends that can serve as active layers in field-effect transistor devices and can be characterized by a variety of element-specific imaging techniques such as STEM and EDX. Changing the hydrocarbon content and degree of branching on the polytellurophene side-chain leads to a variety of blend structures, and these variations can be readily visualized. Characterization by electron microscopy is complemented by topographic and X-ray methods to establish a nano- to micro-scale picture of these systems. We find that blends that possess microscale networks function best as electronic devices; however, contrary to previous notions a strong correlation between nanofiber formation and electrical performance is not observed. Our work demonstrates that use of organometallic polymers assists in clarifying relevant structure–property–function relationships in multicomponent systems such as semiconductor:insulator blends and sheds light on the structure development in polymer:polymer blends including crystallization, phase separation, and formation of supramolecular arrangements.

Polytellurophenes provide imaging contrast towards unravelling the structure–property–function relationships in semiconductor:insulator polymer blends

KAUST Repository

Jahnke, Ashlee A.; Yu, Liyang; Coombs, Neil; Scaccabarozzi, Alberto D.; Tilley, Andrew J.; DiCarmine, Paul M.; Amassian, Aram; Stingelin, Natalie; Seferos, Dwight S.

2015-01-01

Polymer blends are broadly important in chemical science and chemical engineering and have led to a wide range of commercial products, however their precise structure and phase morphology is often not well understood. Here we show for the first time that π-conjugated polytellurophenes and high-density polyethylene form blends that can serve as active layers in field-effect transistor devices and can be characterized by a variety of element-specific imaging techniques such as STEM and EDX. Changing the hydrocarbon content and degree of branching on the polytellurophene side-chain leads to a variety of blend structures, and these variations can be readily visualized. Characterization by electron microscopy is complemented by topographic and X-ray methods to establish a nano- to micro-scale picture of these systems. We find that blends that possess microscale networks function best as electronic devices; however, contrary to previous notions a strong correlation between nanofiber formation and electrical performance is not observed. Our work demonstrates that use of organometallic polymers assists in clarifying relevant structure–property–function relationships in multicomponent systems such as semiconductor:insulator blends and sheds light on the structure development in polymer:polymer blends including crystallization, phase separation, and formation of supramolecular arrangements.

Virtual classroom design for Blended Learning: Human Development and Quality of Life

Directory of Open Access Journals (Sweden)

Juan Carlos Morales Intriago

2017-03-01

Full Text Available The explosive development in all areas of knowledge has evolved the scenarios of generation and transfer of knowledge, in terms of media, channels and supports, parallel to this appear new resources that optimize the processes of vocational training, whether formal, non-formal and informal. The EVA or Virtual Learning Environments evolve the traditional way of teaching a Blended environment, which is, combining classroom education with online training processes. The present work designs a training process set in Blended Learning for the subject Human Development and Quality of Life, summarizing in 8 steps the construction of the virtual and face-to-face environment, where starting from the common to the specific, the system is described systemically. The methodology applied in the present work was of Bibliographic and documentary type. To achieve the proposed objective, a systemic design was designed that divided the research into two stages: the exploration stage and the design stage. In the exploration stage, a large bibliographical collection was revised and in the design stage the virtual classroom model of the subject was constructed. Product of the investigation is a guide that guides step by step in the construction of virtual environments set in the Blended Learning.

To Teach Is to Learn Twice: The Power of a Blended Peer Mentoring Approach

Science.gov (United States)

Vaughan, Norman; Clampitt, Kayla; Park, Naomi

2016-01-01

Two students at a Canadian university perceived there was a lack of opportunities for peer mentoring support in their teacher education program. They approached a faculty member to co-create and research a blended peer mentoring support program embedded in a first-year education course. This study documents the journey of these two students as…

Teaching & Learning Across Collaborative Digital contexts

DEFF Research Database (Denmark)

Sorensen, Elsebeth Korsgaard

This paper addresses the challenge of teaching and learning in a blended, collaborative Digital Context. It reports on a case study in which the promotion of learners empowerment and meta-learning are key objectives. The findings of the case study suggest the presence of a promising potential...... in a marriage between theory-led designs, digital technology, and dialogic collaborative knowledge building for cultivating and enhancing student empowerment....

7 CFR 989.16 - Blend.

Science.gov (United States)

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Blend. 989.16 Section 989.16 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements and... CALIFORNIA Order Regulating Handling Definitions § 989.16 Blend. Blend means to mix or commingle raisins. ...

Effect of Blending on the Composition and Acceptability of Blends of ...

African Journals Online (AJOL)

However the blend was found deficient in lysine, leucine, iso-leucine and phenylalanine when compared with the FAO recommendations for infants. Increased levels of pigeon pea in the blend also resulted in significant increases in potassium, phosphorus, sodium, magnesium and calcium. Similarly, increased levels of ...

A Moodle-based blended learning solution for physiology education in Montenegro: a case study.

Science.gov (United States)

Popovic, Natasa; Popovic, Tomo; Rovcanin Dragovic, Isidora; Cmiljanic, Oleg

2018-03-01

This study evaluates the impact of web-based blended learning in the physiology course at the Faculty of Medicine, University of Montenegro. The two main goals of the study were: to determine the impact of e-learning on student success in mastering the course, and to assess user satisfaction after the introduction of e-learning. The study compared a group of students who attended the physiology course before, with a group of students who attended the physiology course after the Moodle platform was fully implemented as an educational tool. Formative and summative assessment scores were compared between these two groups. The impact of high vs. low Moodle use on the assessment scores was analyzed. The satisfaction among Moodle users was assessed by the survey. The study found that attendance of face-to-face lectures had a positive impact on academic performance. The introduction of Moodle in the presented model of teaching increased interest of students, attendance of face-to-face lectures, as well as formative and summative scores. High frequency of Moodle use was not always associated with better academic performance, suggesting that the introduction of a new method of teaching was most likely equally accepted by low- and high-achieving students. Most of the students agreed that Moodle was easy to use and it complemented traditional teaching very well, but it could not completely replace traditional face-to-face lectures. The study supports continuing the use of web-based learning in a form of blended learning for physiology, as well as for other courses in medical education.

Colleagues as Change Agents: How Department Networks and Opinion Leaders Influence Teaching at a Single Research University

Science.gov (United States)

Andrews, T. C.; Conaway, E. P.; Zhao, J.; Dolan, E. L.

2016-01-01

Relationships with colleagues have the potential to be a source of support for faculty to make meaningful change in how they teach, but the impact of these relationships is poorly understood. We used a mixed-methods approach to investigate the characteristics of faculty who provide colleagues with teaching resources and facilitate change in teaching, how faculty influence one another. Our exploratory investigation was informed by social network theory and research on the impact of opinion leaders within organizations. We used surveys and interviews to examine collegial interactions about undergraduate teaching in life sciences departments at one research university. Each department included discipline-based education researchers (DBERs). Quantitative and qualitative analyses indicate that DBERs promote changes in teaching to a greater degree than other departmental colleagues. The influence of DBERs derives, at least partly, from a perception that they have unique professional expertise in education. DBERs facilitated change through coteaching, offering ready and approachable access to education research, and providing teaching training and mentoring. Faculty who had participated in a team based–teaching professional development program were also credited with providing more support for teaching than nonparticipants. Further research will be necessary to determine whether these results generalize beyond the studied institution. PMID:27174582

Morphology stabilization of heterogeneous blends

International Nuclear Information System (INIS)

1980-01-01

A heterogeneous elastomer blend is described, consisting of at least two elastomer components which are cross-linkable by irradiation and having a stabilized morphology formed by subjecting the blend to high energy radiation to a point from below to slightly above the gel dose of the blend. (author)

Locally restricted blending of Blobtrees

NARCIS (Netherlands)

Groot, de Erwin; Wyvill, B.; Wetering, van de H.M.M.

2009-01-01

Blobtrees are volume representations particularly useful for models which require smooth blending. When blending is applied to two or more Blobtree models, extra volume will be created in between the two surfaces to form a smooth connection. Although it is easy to apply blending, it is hard to

Exploration and Practice of Blended Teaching Model Based Flipped Classroom and SPOC in Higher University

Science.gov (United States)

Wang, Xin-Hong; Wang, Jing-Ping; Wen, Fu-Ji; Wang, Jun; Tao, Jian-Qing

2016-01-01

SPOC is characterized by improving teaching effectiveness. Currently open teaching mode is the popular trend, which is mainly related to several aspects: how to carry out teaching practice by using MOOC proprietary, high-quality online teaching resources in open education, that is, deep integration of curriculum resources and teaching design. On…

A Blended Approach to Learning: Added Value and Lessons Learnt from Students' Use of Computer-Based Materials for Neurological Analysis

Science.gov (United States)

Davies, Alison; Ramsay, Jill; Lindfield, Helen; Couperthwaite, John

2005-01-01

This paper examines BSc Physiotherapy students' experiences of developing their neurological observational and analytical skills using a blend of traditional classroom activities and computer-based materials at the University of Birmingham. New teaching and learning resources were developed and supported in the School of Health Sciences using Web…

Technological Pedagogical Knowledge of Content: building of concepts and teaching skills

Directory of Open Access Journals (Sweden)

Sidinei Oliveira Sousa

2017-12-01

Full Text Available This article aims to investigate how the Information and communications technology (ICT are integrated into teaching practices according to the theory of Technological Pedagogical Content Knowledge(TPACK. Participated in the research 44 students enrolled in one subject of Introduction to Computing offered in the Licensure Course of Chemistry from a State University. To the data collection, it were considered the interactions among students, which occurred in the Virtual Learning Environment and in the Facebook social network, besides the reports and materials produced by the students and the questionnaires self- assessment of performance. The data collected showed that the TPACK used as a theoretical framework to address content, combined with an active methodological approach (Blended Online POPBL, allowed the students, future teachers, improve their understanding of how are developed the teachers’ pedagogical practices with knowledge in the technology use articulated with their curricular domain.

Teaching and learning innovations for postgraduate education in nursing.

Science.gov (United States)

Phillips, Diane; Forbes, Helen; Duke, Maxine

2013-01-01

This paper begins with a literature review of blended learning approaches, including the creation of learning spaces in the online environment and the model of community of inquiry and collaborative learning promoted by Garrison and others. This model, comprising of three elements including 'social presence', 'cognitive presence' and 'teaching presence', guides academics in the development and delivery of quality programs designed to enhance each student's experience of their course. The second part of this paper is the application of blended learning for the Deakin University Master of Nursing Practice (Nurse Practitioner), including a range of online independent learning activities, Elluminate Live use (a real time online program) and on-campus contact with students. The application of these flexible and innovative online modalities offered in this course, have been designed to promote quality learning experiences for students around their employment commitments and lifestyle factors. As an off-campus course, the Master of Nursing Practice (Nurse Practitioner) presents as a more flexible option for nurses residing in various parts of Australia. The three core elements of the model of community of inquiry and collaborative learning by Garrison and others have been integrated through online teaching and learning access and face-to-face contact for one day in two trimesters of the academic year. The success of blended learning approaches are underpinned by effective communication and interactions between both academics and students.

Blended learning in CME: the perception of GP trainers.

Science.gov (United States)

Te Pas, E; Meinema, J G; Visser, M R M; van Dijk, N

2016-05-01

Blended learning (the combination of electronic methods with traditional teaching methods) has the potential to combine the best of traditional education with the best of computer-mediated training. We chose to develop such an intervention for GP trainers who were undertaking a Continuing Medical Education (CME) course in evidence-based medicine (EBM). This study reports on our experience and investigated the factors influencing the perception on usefulness and logistics of blended learning for learners in CME. In total, 170 GP trainers participated in the intervention. We used questionnaires, observations during the four face-to-face meetings and evaluations in the e-course over one year. Additionally we organised focus groups to gain insight in some of the outcomes of the questionnaires and interpretations of the observations. The GP trainers found the design and the educational method (e-course in combination with meetings) attractive, instructive and complementary. Factors influencing their learning were (1) educational design, (2) educational method, (3) topic of the intervention, (4) time (planning), (5) time (intervention), (6) learning style, (7) technical issues, (8) preconditions and (9) level of difficulty. A close link between daily practice and the educational intervention was considered an important precondition for the success of the intervention in this group of learners. GP trainers were positive about blended learning: they found e-learning a useful way to gain knowledge and the meetings a pleasant way of transferring the knowledge into practice. Although some preconditions should be taken into consideration during its development and implementation, they would participate in similarly designed learning in the future.

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.

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…

Blended Learning over Two Decades

Science.gov (United States)

Zhonggen, Yu; Yuexiu, Zhejiang

2015-01-01

The 21st century has witnessed vast amounts of research into blended learning since the conception of online learning formed the possibility of blended learning in the early 1990s. The theme of this paper is blended learning in mainstream disciplinary communities. In particular, the paper reports on findings from the last two decades which looked…

Evaporation characteristics of ETBE-blended gasoline.

Science.gov (United States)

Okamoto, Katsuhiro; Hiramatsu, Muneyuki; Hino, Tomonori; Otake, Takuma; Okamoto, Takashi; Miyamoto, Hiroki; Honma, Masakatsu; Watanabe, Norimichi

2015-04-28

To reduce greenhouse gas emissions, which contribute to global warming, production of gasoline blended with ethyl tert-buthyl ether (ETBE) is increasing annually. The flash point of ETBE is higher than that of gasoline, and blending ETBE into gasoline will change the flash point and the vapor pressure. Therefore, it is expected that the fire hazard caused by ETBE-blended gasoline would differ from that caused by normal gasoline. The aim of this study was to acquire the knowledge required for estimating the fire hazard of ETBE-blended gasoline. Supposing that ETBE-blended gasoline was a two-component mixture of gasoline and ETBE, we developed a prediction model that describes the vapor pressure and flash point of ETBE-blended gasoline in an arbitrary ETBE blending ratio. We chose 8-component hydrocarbon mixture as a model gasoline, and defined the relation between molar mass of gasoline and mass loss fraction. We measured the changes in the vapor pressure and flash point of gasoline by blending ETBE and evaporation, and compared the predicted values with the measured values in order to verify the prediction model. The calculated values of vapor pressures and flash points corresponded well to the measured values. Thus, we confirmed that the change in the evaporation characteristics of ETBE-blended gasoline by evaporation could be predicted by the proposed model. Furthermore, the vapor pressure constants of ETBE-blended gasoline were obtained by the model, and then the distillation curves were developed. Copyright © 2015 Elsevier B.V. All rights reserved.

Evaporation characteristics of ETBE-blended gasoline

International Nuclear Information System (INIS)

Okamoto, Katsuhiro; Hiramatsu, Muneyuki; Hino, Tomonori; Otake, Takuma; Okamoto, Takashi; Miyamoto, Hiroki; Honma, Masakatsu; Watanabe, Norimichi

2015-01-01

Highlights: • We chose 8-component hydrocarbon mixture as a model gasoline, and defined the molar mass of gasoline. • We proposed an evaporation model assuming a 2-component mixture of gasoline and ETBE. • We predicted the change in the vapor pressure of ETBE-blended gasoline by evaporation. • The vapor pressures were measured and compared as a means of verifying the model. • We presented the method for predicting flash points of the ETBE-blended gasoline. - Abstract: To reduce greenhouse gas emissions, which contribute to global warming, production of gasoline blended with ethyl tert-buthyl ether (ETBE) is increasing annually. The flash point of ETBE is higher than that of gasoline, and blending ETBE into gasoline will change the flash point and the vapor pressure. Therefore, it is expected that the fire hazard caused by ETBE-blended gasoline would differ from that caused by normal gasoline. The aim of this study was to acquire the knowledge required for estimating the fire hazard of ETBE-blended gasoline. Supposing that ETBE-blended gasoline was a two-component mixture of gasoline and ETBE, we developed a prediction model that describes the vapor pressure and flash point of ETBE-blended gasoline in an arbitrary ETBE blending ratio. We chose 8-component hydrocarbon mixture as a model gasoline, and defined the relation between molar mass of gasoline and mass loss fraction. We measured the changes in the vapor pressure and flash point of gasoline by blending ETBE and evaporation, and compared the predicted values with the measured values in order to verify the prediction model. The calculated values of vapor pressures and flash points corresponded well to the measured values. Thus, we confirmed that the change in the evaporation characteristics of ETBE-blended gasoline by evaporation could be predicted by the proposed model. Furthermore, the vapor pressure constants of ETBE-blended gasoline were obtained by the model, and then the distillation curves were

Evaporation characteristics of ETBE-blended gasoline

Energy Technology Data Exchange (ETDEWEB)

Okamoto, Katsuhiro, E-mail: okamoto@nrips.go.jp [National Research Institute of Police Science, 6-3-1 Kashiwanoha, Kashiwa, Chiba 277-0882 (Japan); Hiramatsu, Muneyuki [Yamanashi Prefectural Police H.Q., 312-4 Kubonakajima, Isawa-cho, Usui, Yamanashi 406-0036 (Japan); Hino, Tomonori; Otake, Takuma [Metropolitan Police Department, 2-1-1 Kasumigaseki, Chiyoda-ku, Tokyo 100-8929 (Japan); Okamoto, Takashi; Miyamoto, Hiroki; Honma, Masakatsu; Watanabe, Norimichi [National Research Institute of Police Science, 6-3-1 Kashiwanoha, Kashiwa, Chiba 277-0882 (Japan)

2015-04-28

Highlights: • We chose 8-component hydrocarbon mixture as a model gasoline, and defined the molar mass of gasoline. • We proposed an evaporation model assuming a 2-component mixture of gasoline and ETBE. • We predicted the change in the vapor pressure of ETBE-blended gasoline by evaporation. • The vapor pressures were measured and compared as a means of verifying the model. • We presented the method for predicting flash points of the ETBE-blended gasoline. - Abstract: To reduce greenhouse gas emissions, which contribute to global warming, production of gasoline blended with ethyl tert-buthyl ether (ETBE) is increasing annually. The flash point of ETBE is higher than that of gasoline, and blending ETBE into gasoline will change the flash point and the vapor pressure. Therefore, it is expected that the fire hazard caused by ETBE-blended gasoline would differ from that caused by normal gasoline. The aim of this study was to acquire the knowledge required for estimating the fire hazard of ETBE-blended gasoline. Supposing that ETBE-blended gasoline was a two-component mixture of gasoline and ETBE, we developed a prediction model that describes the vapor pressure and flash point of ETBE-blended gasoline in an arbitrary ETBE blending ratio. We chose 8-component hydrocarbon mixture as a model gasoline, and defined the relation between molar mass of gasoline and mass loss fraction. We measured the changes in the vapor pressure and flash point of gasoline by blending ETBE and evaporation, and compared the predicted values with the measured values in order to verify the prediction model. The calculated values of vapor pressures and flash points corresponded well to the measured values. Thus, we confirmed that the change in the evaporation characteristics of ETBE-blended gasoline by evaporation could be predicted by the proposed model. Furthermore, the vapor pressure constants of ETBE-blended gasoline were obtained by the model, and then the distillation curves were

AKRO/SF: Blend System

Data.gov (United States)

National Oceanic and Atmospheric Administration, Department of Commerce — The Blend was the system used by the NMFS Alaska Regional Office to monitor groundfish catch from 1991 until 2002. The Blend system combined data from industry...

Entreprenurial Modes of Teaching in Health Promoting Interventions

DEFF Research Database (Denmark)

Christensen, Marie Ernst; Thorø, Karsten

The Department of Physiotherapy, and the Professional Bachelor Program in Nutrition and Health at VIA University College, Aarhus, Denmark merged on a new campus in an area which soon will host approx. 25.000 worker and students. The geographical location provided a unique opportunity to create...... a pratice-related teaching program focused on health promotion. The project creates a framework for the interaction of theory and practice. Moreover, this blend generates new modes of teaching due to the fact that the teaching is transferred from the usu-al environment to sites where the students experience...... the potential of engaging with real-time media, instead of just practising their professional skills amongst their fellow students. The emerging didactical graphics in the teaching of entrepreneurship are conceptualized as elements where the students take action and thereby develop an active approach...

[Which learning methods are expected for ultrasound training? Blended learning on trial].

Science.gov (United States)

Röhrig, S; Hempel, D; Stenger, T; Armbruster, W; Seibel, A; Walcher, F; Breitkreutz, R

2014-10-01

Current teaching methods in graduate and postgraduate training often include frontal presentations. Especially in ultrasound education not only knowledge but also sensomotory and visual skills need to be taught. This requires new learning methods. This study examined which types of teaching methods are preferred by participants in ultrasound training courses before, during and after the course by analyzing a blended learning concept. It also investigated how much time trainees are willing to spend on such activities. A survey was conducted at the end of a certified ultrasound training course. Participants were asked to complete a questionnaire based on a visual analogue scale (VAS) in which three categories were defined: category (1) vote for acceptance with a two thirds majority (VAS 67-100%), category (2) simple acceptance (50-67%) and category (3) rejection (learning program with interactive elements, short presentations (less than 20 min), incorporating interaction with the audience, hands-on sessions in small groups, an alternation between presentations and hands-on-sessions, live demonstrations and quizzes. For post-course learning, interactive and media-assisted approaches were preferred, such as e-learning, films of the presentations and the possibility to stay in contact with instructors in order to discuss the results. Participants also voted for maintaining a logbook for documentation of results. The results of this study indicate the need for interactive learning concepts and blended learning activities. Directors of ultrasound courses may consider these aspects and are encouraged to develop sustainable learning pathways.

The Effectiveness of Social Media Network Telegram in Teaching English Language Pronunciation to Iranian EFL Learners

Science.gov (United States)

Xodabande, Ismail

2017-01-01

In recent years, the expansion of digital technologies, multimedia, and social networks, dramatically transformed our lives. Education in general and the area of foreign language teaching and learning have also benefited hugely from those developments and advances. As a result, the face of language learning is changing and new technologies provide…

Contingency diagrams as teaching tools

OpenAIRE

Mattaini, Mark A.

1995-01-01

Contingency diagrams are particularly effective teaching tools, because they provide a means for students to view the complexities of contingency networks present in natural and laboratory settings while displaying the elementary processes that constitute those networks. This paper sketches recent developments in this visualization technology and illustrates approaches for using contingency diagrams in teaching.

Biogenic nanosilica blended by nanofibrillated cellulose as support for slow-release of tebuconazole

Energy Technology Data Exchange (ETDEWEB)

Mattos, Bruno D., E-mail: brunodufaumattos@gmail.com [Federal University of Paraná, Integrated Graduate Program in Engineering and Materials Science, Polytechnic Center (Brazil); Magalhães, Washington L. E. [Embrapa Florestas (Brazil)

2016-09-15

Despite the potential application of nanotechnology in the agricultural sector, it is not as competitive as other industrial sectors because these approaches do not demonstrate a sufficient economic return to counterbalance the high production costs. For biocidal purposes, the reduction of the initial costs can be addressed if biogenic nanosilica and nanofibrillated cellulose were used to prepare nanocomposite for further utilization as support for slow-release of tebuconazole. Infrared spectroscopy and thermogravimetric analysis revealed that biocide was entrapped in the cellulose/silica nanocomposites network. The scanning electron microscopy and X-ray microtomography evaluation showed the nanocomposite’s microstructure based on irregular shape nanosilica blended by nanofibrillated cellulose in a randomly organized network. Elemental mapping images showed the tebuconazole better dispersed in the composite blended with lower content of cellulose. The nanofibrillated cellulose played an important role in the release rate of the biocide mainly at short-term periods. At 15 days of immersion, the pure biocide had 95 % release compared with 30–45 % release of the tebuconazole loaded in the nanocomposites.Graphical abstract.

High Level of Emotional Intelligence Is Related to High Level of Online Teaching Self-Efficacy among Academic Nurse Educators

Science.gov (United States)

Ali, Nagia; Ali, Omar; Jones, James

2017-01-01

This study examined the relationship between emotional intelligence (EI) and online teaching self-efficacy among 115 academic nurse educators who teach online (totally, blended, or both). The sample was randomly drawn from the list of nursing schools accredited by Commission on Collegiate Nursing Education (CCNE) with baccalaureate, master's…

Entanglement in miscible blends

Science.gov (United States)

Watanabe, Hiroshi

2010-03-01

The entanglement length Le of polymer chains (corresponding to the entanglement molecular weight Me) is not an intrinsic material parameter but changes with the interaction with surrounding chains. For miscible blends of cis-polyisoprene (PI) and poly(tert-butyl styrene) (PtBS), changes of Le on blending was examined. It turned out that the Le averaged over the number fractions of the Kuhn segments of the components (PI and PtBS) satisfactorily describes the viscoelastic behavior of pseudo-monodisperse blends in which the terminal relaxation time is the same for PI and PtBS.

Miscibility evolution of polycarbonate/polystyrene blends during compounding

DEFF Research Database (Denmark)

Chuai, Chengzhi; Almdal, Kristoffer; Johannsen, Ib

2002-01-01

The miscibility evolution of polycarbonate/polystyrene (PC/PS) blends during the compounding process in three blending methods of industrial relevance, namely melt blending, remelt blending in a twin-screw extruder and third melt blending in an injection molding machine, was investigated...... polymer in the other. The observed solubility strongly depends on blend composition and blending method. The T-g measurements showed maximum mutual solubility around 50/50 composition. The miscibility of PC/PS blended after the third stage (melt injection molding) was higher than that after the first...... by measuring their glass transition temperatures (T-g) and their specific heat increment (DeltaC(p)). Differential scanning calorimetry (DSC) was used to examine nine blend compositions. Shifts in glass transition temperature (T-g) of the two phases in melt-mixed PC/PS blends suggest partial miscibility of one...

The Consequences and Implications of Providing Management Learning in a Blended Format

DEFF Research Database (Denmark)

Kjærgaard, Annemette

that this is actually quite well perceived by students and has a positive learning outcome that equals or even increases the learning outcome of on-campus courses (Arbaugh, 2000; Redpath, 2012). Less has been written about blended formats (see Arbaugh, 2014 for a review of what has been written) and my question......Many universities are in the process of experimenting with online teaching and are moving knowledge transmission online in a format where short, concise videos are presented followed by different activities including quizzes, dialogue fora etc. Research into learning outcome shows...

Effects of Blended-Cement Paste Chemical Composition Changes on Some Strength Gains of Blended-Mortars

Science.gov (United States)

Kirgiz, Mehmet Serkan

2014-01-01

Effects of chemical compositions changes of blended-cement pastes (BCPCCC) on some strength gains of blended cement mortars (BCMSG) were monitored in order to gain a better understanding for developments of hydration and strength of blended cements. Blended cements (BC) were prepared by blending of 5% gypsum and 6%, 20%, 21%, and 35% marble powder (MP) or 6%, 20%, 21%, and 35% brick powder (BP) for CEMI42.5N cement clinker and grinding these portions in ball mill at 30 (min). Pastes and mortars, containing the MP-BC and the BP-BC and the reference cement (RC) and tap water and standard mortar sand, were also mixed and they were cured within water until testing. Experiments included chemical compositions of pastes and compressive strengths (CS) and flexural strengths (FS) of mortars were determined at 7th-day, 28th-day, and 90th-day according to TS EN 196-2 and TS EN 196-1 present standards. Experimental results indicated that ups and downs of silica oxide (SiO2), sodium oxide (Na2O), and alkali at MP-BCPCC and continuously rising movement of silica oxide (SiO2) at BP-BCPCC positively influenced CS and FS of blended cement mortars (BCM) in comparison with reference mortars (RM) at whole cure days as MP up to 6% or BP up to 35% was blended for cement. PMID:24587737

Effects of Blended-Cement Paste Chemical Composition Changes on Some Strength Gains of Blended-Mortars

Directory of Open Access Journals (Sweden)

Mehmet Serkan Kirgiz

2014-01-01

Full Text Available Effects of chemical compositions changes of blended-cement pastes (BCPCCC on some strength gains of blended cement mortars (BCMSG were monitored in order to gain a better understanding for developments of hydration and strength of blended cements. Blended cements (BC were prepared by blending of 5% gypsum and 6%, 20%, 21%, and 35% marble powder (MP or 6%, 20%, 21%, and 35% brick powder (BP for CEMI42.5N cement clinker and grinding these portions in ball mill at 30 (min. Pastes and mortars, containing the MP-BC and the BP-BC and the reference cement (RC and tap water and standard mortar sand, were also mixed and they were cured within water until testing. Experiments included chemical compositions of pastes and compressive strengths (CS and flexural strengths (FS of mortars were determined at 7th-day, 28th-day, and 90th-day according to TS EN 196-2 and TS EN 196-1 present standards. Experimental results indicated that ups and downs of silica oxide (SiO2, sodium oxide (Na2O, and alkali at MP-BCPCC and continuously rising movement of silica oxide (SiO2 at BP-BCPCC positively influenced CS and FS of blended cement mortars (BCM in comparison with reference mortars (RM at whole cure days as MP up to 6% or BP up to 35% was blended for cement.

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...... learning solutions do not often live up to the potential of the approach or fail to produce the intended results because the students are not always equipped to handle the technical, psychological and organisational challenges of blended learning approaches. This project surveyed seventy-five first year...... the students’ e-readiness for an implementation of a blend-ed course design....

Coalescence in PLA-PBAT blends under shear flow: Effects of blend preparation and PLA molecular weight

Energy Technology Data Exchange (ETDEWEB)

Nofar, M. [Center for High Performance Polymer and Composite Systems (CREPEC), Chemical Engineering Department, Polytechnique Montreal, Montreal, Quebec H3T 1J4, Canada and CREPEC, Department of Chemical Engineering, McGill University, Montreal, Quebec H3A 2B2 (Canada); Heuzey, M. C.; Carreau, P. J., E-mail: pierre.carreau@polymtl.ca [Center for High Performance Polymer and Composite Systems (CREPEC), Chemical Engineering Department, Polytechnique Montreal, Montreal, Quebec H3T 1J4 (Canada); Kamal, M. R. [CREPEC, Department of Chemical Engineering, McGill University, Montreal, Quebec H3A 2B2 (Canada); Randall, J. [NatureWorks LLC, 15305 Minnetonka Boulevard, Minnetonka, Minnesota 55345 (United States)

2016-07-15

Blends containing 75 wt. % of an amorphous polylactide (PLA) with two different molecular weights and 25 wt. % of a poly[(butylene adipate)-co-terephthalate] (PBAT) were prepared using either a Brabender batch mixer or a twin-screw extruder. These compounds were selected because blending PLA with PBAT can overcome various drawbacks of PLA such as its brittleness and processability limitations. In this study, we investigated the effects of varying the molecular weight of the PLA matrix and of two different mixing processes on the blend morphology and, further, on droplet coalescence during shearing. The rheological properties of these blends were investigated and the interfacial properties were analyzed using the Palierne emulsion model. Droplet coalescence was investigated by applying shear flows of 0.05 and 0.20 s{sup −1} at a fixed strain of 60. Subsequently, small amplitude oscillatory shear tests were conducted to investigate changes in the viscoelastic properties. The morphology of the blends was also examined using scanning electron microscope (SEM) micrographs. It was observed that the PBAT droplets were much smaller when twin-screw extrusion was used for the blend preparation. Shearing at 0.05 s{sup −1} induced significant droplet coalescence in all blends, but coalescence and changes in the viscoelastic properties were much more pronounced for the PLA-PBAT blend based on a lower molecular weight PLA. The viscoelastic responses were also somehow affected by the thermal degradation of the PLA matrix during the experiments.

Coalescence in PLA-PBAT blends under shear flow: Effects of blend preparation and PLA molecular weight

International Nuclear Information System (INIS)

Nofar, M.; Heuzey, M. C.; Carreau, P. J.; Kamal, M. R.; Randall, J.

2016-01-01

Blends containing 75 wt. % of an amorphous polylactide (PLA) with two different molecular weights and 25 wt. % of a poly[(butylene adipate)-co-terephthalate] (PBAT) were prepared using either a Brabender batch mixer or a twin-screw extruder. These compounds were selected because blending PLA with PBAT can overcome various drawbacks of PLA such as its brittleness and processability limitations. In this study, we investigated the effects of varying the molecular weight of the PLA matrix and of two different mixing processes on the blend morphology and, further, on droplet coalescence during shearing. The rheological properties of these blends were investigated and the interfacial properties were analyzed using the Palierne emulsion model. Droplet coalescence was investigated by applying shear flows of 0.05 and 0.20 s"−"1 at a fixed strain of 60. Subsequently, small amplitude oscillatory shear tests were conducted to investigate changes in the viscoelastic properties. The morphology of the blends was also examined using scanning electron microscope (SEM) micrographs. It was observed that the PBAT droplets were much smaller when twin-screw extrusion was used for the blend preparation. Shearing at 0.05 s"−"1 induced significant droplet coalescence in all blends, but coalescence and changes in the viscoelastic properties were much more pronounced for the PLA-PBAT blend based on a lower molecular weight PLA. The viscoelastic responses were also somehow affected by the thermal degradation of the PLA matrix during the experiments.

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

Science.gov (United States)

Rosenbaum, Paul-Erik Lillholm; Mikalsen, Øyvind; 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

Internationalising the nursing curriculum using a Community of Inquiry Framework and blended learning.

Science.gov (United States)

Stephens, Melanie; Hennefer, Dawn

2013-05-01

The study examined how computer mediated tools, blended with traditional forms of teaching activity supported undergraduate pre-registration nursing students on international placement and for those students unable to go out into the world, how could this world be brought to their home campus? The researchers sought to examine whether synchronous online face to face contact using Skype, improved support and communication for students nursing overseas and if cultural awareness was developed for those nursing students who stayed on native soil. Data was collected using focus groups and online questionnaires. Themes arising from the thematic analysis of the narratives included operational issues, pastoral care, academic and peer support and cultural awareness and development. The use of Blended Learning tools such as Skype and weblogs were found to be extremely beneficial as a form of online communication and support for students undertaking an international placement. In relation to cultural awareness further work is required. Copyright © 2012 Elsevier Ltd. All rights reserved.

Morphology Evolution of Polycarbonate-Polystyrene Blends During Compounding

DEFF Research Database (Denmark)

Chuai, Chengzhi; Almdal, Kristoffer; Johannsen, Ib

2001-01-01

The morphology evolution of polycarbonate-polystyrene (PC/PS) blends during the compounding process in three blending methods of industrial relevance, namely melt blending, re-melt blending in a twin-screw extruder and tri-melt blending in an injection-moulding machine, was investigated using......-empirical model. The results show that the formation of co-continuous morphology strongly depends on blend composition and melt blending method, whereas the model prediction for phase inversion deviates from the experimental values. Further, we found that the initial mechanism of morphology evolution involves...... scanning electron microscopy (SEM) Co examine nine blend compositions. Blends were prepared at compositions where phase inversion was expected to occur according to model predictions. The experimental results were compared to the values of the point of phase inversion calculated with the semi...

The use of blended learning to create a module about ill-health during childbirth for pre-registration midwifery students.

Science.gov (United States)

Young, Nicki; Randall, Jayne

2014-01-01

Reforms in the way higher education is delivered in order to address the needs of learners in the 21st century are increasingly being considered by university departments. This has led academics to combine e-learning with more traditional classroom based methods of teaching when designing new modules of study, a method commonly called blended learning. This paper will describe the different teaching and learning methods which were blended together to create a module for second year pre-registration midwifery students in England, which focused upon ill-health during pregnancy and childbearing. It is imperative that at the point of registration midwifery students possess the skills to identify deviations from normal, initiate immediate actions and make appropriate referrals. The health of women all over the world is of concern to health care professionals. Midwives are increasingly being upon to provide expert care. Midwives need a sound education to allow them to carry out their roles effectively. The International Confederation of Midwives global standards for midwifery education (2010) attempts to address the need for competent caring midwives to help women and families in every corner of the world. The paper will also cover the pedagogical issues considered when blending together the different elements of learning namely: traditional discursive lectures, small group work, e-learning, formative presentations and the use of simulation during a skills and drills day. Copyright © 2013 Elsevier Ltd. All rights reserved.

Enhancing the Dialogue in Simultaneous Class-Based and Live Video-Streamed Teaching

DEFF Research Database (Denmark)

Jelsbak, Vibe Alopaeus; Bendsen, Thomas; Thorsen, Jonas

Abstract: The bachelor programme in biomedical laboratory analysis at VIA University College in Aarhus has established a blended class concept which combines traditional and live broadcast teaching. 1-2 days a week students have the choice either to attend teaching sessions in the traditional way...... or to work from home via the Internet. In live video-streamed teaching classes teachers tend to choose one-way communication instead of dialogue. We know from our early findings that technology issues are one of the main reasons for this, since the same teachers use dialogue and discussions in traditional...

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.

Is LabTutor a helpful component of the blended learning approach to biosciences?

Science.gov (United States)

Swift, Amelia; Efstathiou, Nikolaos; Lameu, Paula

2016-09-01

To evaluate the use of LabTutor (a physiological data capture and e-learning package) in bioscience education for student nurses. Knowledge of biosciences is important for nurses the world over, who have to monitor and assess their patient's clinical condition, and interpret that information to determine the most appropriate course of action. Nursing students have long been known to find acquiring useable bioscience knowledge challenging. Blended learning strategies are common in bioscience teaching to address the difficulties students have. Student nurses have a preference for hands-on learning, small group sessions and are helped by close juxtaposition of theory and practice. An evaluation of a new teaching method using in-classroom voluntary questionnaire. A structured survey instrument including statements and visual analogue response format and open questions was given to students who participated in Labtutor sessions. The students provided feedback in about the equipment, the learning and the session itself. First year (n = 93) and third year (n = 36) students completed the evaluation forms. The majority of students were confident about the equipment and using it to learn although a few felt anxious about computer-based learning. They all found the equipment helpful as part of their bioscience education and they all enjoyed the sessions. This equipment provides a helpful way to encourage guided independent learning through practice and discovery and because each session is case study based and the relationship of the data to the patient is made clear. Our students helped to evaluate our initial use of LabTutor and found the sessions enjoyable and helpful. LabTutor provides an effective learning tool as part of a blended learning strategy for biosciences teaching. Improving bioscience knowledge will lead to a greater understanding of pathophysiology, treatments and interventions and monitoring. © 2016 John Wiley & Sons Ltd.

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.

Effects of electron beam irradiation on properties of corn starch undergone periodate oxidation mechanism blended with polyvinyl alcohol

Science.gov (United States)

Bee, Soo-Tueen; Sin, Lee Tin; Ratnam, C. T.; Yap, Bee-Fen; Rahmat, A. R.

2018-02-01

This work was performed to examine the properties of pristine PVOH and PVOH-starch blends under exposure of different irradiation dosages. The periodate oxidation method was used to produce dialdehyde starch. The application of low dosages of electron beam irradiation (≤10 kGy) has improved the tensile strength by forming crosslinking networks. However, the tensile strength drastically declined when radiated at 30 kGy due to the reduction of available hydroxyl groups inside polymer matrix for intermolecular interaction. Also, the incorporation of corn starch and dialdehyde starch has significantly reduced the melting temperature and enthalpy of melting of PVOH blends due to cessation of the hydrogen bonding between PVOH and starch molecules. The crystallite size for deflection planes (1 0 1), (1 0 1) and (2 0 0) for all PVOH blends was significant reduced when irradiated. The electron beam irradiation has also weakened the hydrophilic characteristic of all PVOH blends as evidenced in infrared and microscopy analysis.

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

Science.gov (United States)

Van Doorn, Judy R.; Van Doorn, John D.

2014-01-01

The pedagogical paradigm shift in higher education to 24-h 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 2800 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 class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs) (e.g., online rubric assessments for scoring APA style critical thinking essays on selected New York Times books). Efficacious knowledge transfer to diverse, 21st century students should be the Academy's focus. PMID

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

Directory of Open Access Journals (Sweden)

Judy Rouse Van Doorn

2014-04-01

Full Text Available 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 class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs (e.g. online rubric assessments for scoring APA style critical thinking essays on selected New York Times books. Efficacious knowledge transfer to diverse, 21st century students should be the

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

Science.gov (United States)

Van Doorn, Judy R; Van Doorn, John D

2014-01-01

The pedagogical paradigm shift in higher education to 24-h 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 2800 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 class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs) (e.g., online rubric assessments for scoring APA style critical thinking essays on selected New York Times books). Efficacious knowledge transfer to diverse, 21st century students should be the Academy's focus.

New pathways to physics instruction: Blending a MOOC and in-person discussion to train physics graduate students and postdocs in evidence-based teaching

Science.gov (United States)

Goldberg, Bennett

A challenge facing physics education is how to encourage and support the adoption of evidence-based instructional practices that decades of physics education research has shown to be effective. Like many STEM departments, physics departments struggle to overcome the barriers of faculty knowledge, motivation and time; institutional cultures and reward systems; and disciplinary traditions. Research has demonstrated successful transformation of department-level approaches to instruction through local learning communities, in-house expertise, and department administrative support. In this talk, I will discuss how physics and other STEM departments can use a MOOC on evidence-based instruction together with in-person seminar discussions to create a learning community of graduate students and postdocs, and how such communities can affect departmental change in teaching and learning. Four university members of the 21-university network working to prepare future faculty to be both excellent researchers and excellent teachers collaborated on an NSF WIDER project to develop and deliver two massive open online courses (MOOCs) in evidence-based STEM instruction. A key innovation is a new blended mode of delivery where groups of participants engaged with the online content and then meet weekly in local learning communities to discuss content, communicate current experiences, and delve deeper into particular techniques of local interest. The MOOC team supported these so-called MOOC-Centered Learning Communities, or MCLCs, with detailed facilitator guides complete with synopses of online content, learning goals and suggested activities for in-person meetings, as well as virtual MCLC communities for sharing and feedback. In the initial run of the first MOOC, 40 MCLCs were created; in the second run this past fall, more than 80 MCLCs formed. Further, target audiences of STEM graduate students and postdocs completed at a 40-50% rate, indicating the value they place in building their

A blended-learning programme regarding professional ethics in physiotherapy students.

Science.gov (United States)

Aguilar-Rodríguez, Marta; Marques-Sule, Elena; Serra-Añó, Pilar; Espí-López, Gemma Victoria; Dueñas-Moscardó, Lirios; Pérez-Alenda, Sofía

2018-01-01

In the university context, assessing students' attitude, knowledge and opinions when applying an innovative methodological approach to teach professional ethics becomes fundamental to know if the used approach is enough motivating for students. To assess the effect of a blended-learning model, based on professional ethics and related to clinical practices, on physiotherapy students' attitude, knowledge and opinions towards learning professional ethics. Research design and participants: A simple-blind clinical trial was performed (NLM identifier NCT03241693) (control group, n = 64; experimental group, n = 65). Both groups followed clinical practices for 8 months. Control group performed a public exposition of a clinical case about professional ethics. By contrast, an 8-month blended-learning programme regarding professional ethics was worked out for experimental group. An online syllabus and online activities were elaborated, while face-to-face active participation techniques were performed to discuss ethical issues. Students' attitudes, knowledge and opinions towards learning professional ethics were assessed. Ethical considerations: The study was approved by the University Ethic Committee of Human Research and followed the ethical principles according to the Declaration of Helsinki. After the programme, attitudes and knowledge towards learning professional ethics of experimental group students significantly improved, while no differences were observed in control group. Moreover, opinions reported an adequate extension of themes and temporization, importance of clinical practices and interest of topics. Case study method and role playing were considered as the most helpful techniques. The blended-learning programme proposed, based on professional ethics and related to clinical practices, improves physiotherapy students' attitudes, knowledge and opinions towards learning professional ethics.

Academics and Learners’ Perceptions on Blended Learning as a Strategic Initiative to Improve Student Learning Experience

Directory of Open Access Journals (Sweden)

Ying Adeline Ng Ling

2017-01-01

Full Text Available The increasingly tighter shift of socio-economic constraints on higher education sectors in the recent years has called for greater flexibilities in student learning experience both locally and abroad. To this end, we have recently implemented a Blended Learning Initiative in an attempt to provide better learning support and greater flexibility to our students. This initiative is also in line with the University’s aim of having 50% of our learning and teaching delivered on-line by 2020. In this report, we present our findings on academics and learners’ perceptions on the approach which were obtained through surveys. Results showed that blended learning approach was new to the academics and the factors for successful blended learning implementation were identified. Results also showed that learners appreciated the approach as it made learning more accessible and flexible. Furthermore, they also enjoyed the interesting online activities incorporated into their units. In addition, learners were also able to review and pace their own learning. They also perceived that they have the access to the resources and technical ability to cope with online learning materials and activities. Nonetheless, the survey also revealed that learners still prefer to have academics delivering information to them directly rather than a flipped classroom model. In conclusion, findings from this study provide insights that blended learning could be effective to supplement courses offered by the faculty.

Thin films of polymer blends deposited by matrix-assisted pulsed laser evaporation: Effects of blending ratios

International Nuclear Information System (INIS)

Paun, Irina Alexandra; Ion, Valentin; Moldovan, Antoniu; Dinescu, Maria

2011-01-01

In this work, we show successful use of matrix-assisted pulsed laser evaporation (MAPLE) for obtaining thin films of PEG:PLGA blends, in the view of their use for controlled drug delivery. In particular, we investigate the influence of the blending ratios on the characteristics of the films. We show that the roughness of the polymeric films is affected by the ratio of each polymer within the blend. In addition, we perform Fourier transformed infrared spectroscopy (FTIR) measurements and we find that the intensities ratios of the infrared absorption bands of the two polymers are consistent with the blending ratios. Finally, we assess the optical constants of the polymeric films by spectroscopic ellipsometry (SE). We point out that the blending ratios exert an influence on the optical characteristics of the films and we validate the SE results by atomic force microscopy and UV-vis spectrophotometry. In all, we stress that the ratios in which the two polymers are blended have significant impact on the morphology, chemical structure and optical characteristics of the polymeric films deposited by MAPLE.

Emissions characteristics of higher alcohol/gasoline blends

International Nuclear Information System (INIS)

Gautam, M.; Martin, D.W.; Carder, D.

2000-01-01

An experimental investigation was conducted to determine the emissions characteristics of higher alcohols and gasoline (UTG96) blends. While lower alcohols (methanol and ethanol) have been used in blends with gasoline, very little work has been done or reported on higher alcohols (propanol, butanol and pentanol). Comparisons of emissions and fuel characteristics between higher alcohol/gasoline blends and neat gasoline were made to determine the advantages and disadvantages of blending higher alcohols with gasoline. All tests were conducted on a single-cylinder Waukesha Cooperative Fuel Research engine operating at steady state conditions and stoichiometric air-fuel (A/F) ratio. Emissions test were conducted at the optimum spark timing-knock limiting compression ratio combination for the particular blend being tested. The cycle emission [mass per unit time (g/h)] of CO, CO 2 and organic matter hydrocarbon equivalent (OMHCE) from the higher alcohol/gasoline blends were very similar to those from neat gasoline. Cycle emissions of NO x from the blends were higher than those from neat gasoline. However, for all the emissions species considered, the brake specific emissions (g/kW h) were significantly lower for the higher alcohol/gasoline blends than for neat gasoline. This was because the blends had greater resistance to knock and allowed higher compression ratios, which increased engine power output. The contribution of alcohols and aldehydes to the overall OMHCE emissions was found to be minimal. Cycle fuel consumption (g/h) of higher alcohol/gasoline blends was slightly higher than with neat gasoline due to the lower stoichiometric A/F ratios required by the blends. However, the brake specific fuel consumption (g/kW h) for the blends was significantly lower than that for neat gasoline. (Author)

40 CFR 80.82 - Butane blending.

Science.gov (United States)

2010-07-01

... FUELS AND FUEL ADDITIVES Reformulated Gasoline § 80.82 Butane blending. A refiner for any refinery that produces gasoline by blending butane with conventional gasoline or reformulated gasoline or RBOB may meet... paragraph (b)(1) of this section, the refiner may: (i) Blend the butane with conventional gasoline, or...

Development of high-performance blended cements

Science.gov (United States)

Wu, Zichao

2000-10-01

This thesis presents the development of high-performance blended cements from industrial by-products. To overcome the low-early strength of blended cements, several chemicals were studied as the activators for cement hydration. Sodium sulfate was discovered as the best activator. The blending proportions were optimized by Taguchi experimental design. The optimized blended cements containing up to 80% fly ash performed better than Type I cement in strength development and durability. Maintaining a constant cement content, concrete produced from the optimized blended cements had equal or higher strength and higher durability than that produced from Type I cement alone. The key for the activation mechanism was the reaction between added SO4 2- and Ca2+ dissolved from cement hydration products.

Optimisation of accelerators and vulcanising systems on thermal stability of natural rubber/recycled ethylene–propylene–diene-monomer blends

International Nuclear Information System (INIS)

Nabil, H.; Ismail, H.; Azura, A.R.

2014-01-01

Highlights: • Accelerator types and vulcanising systems were optimised in NR/R-EPDM blends. • Two methods of thermal analysis namely thermal ageing and TGA were employed. • EV and peroxide provided superior thermal stability due to stable –S–S and –C–C– linkages. • Crosslinking of the blends is a major concern on the retained properties of the blends. • A CBS-vulcanised using EV system is highly recommended for NR/R-EPDM blends. - Abstract: The present paper concerns the thermal stability of natural rubber/recycled ethylene–propylene–diene-monomer (NR/R-EPDM) blends. The blends were prepared using various accelerators and vulcanising systems. Four types of accelerators were selected, i.e., N-tert-butyl-2-benzothiazyl-sulphonamide (TBBS), N-cyclohexyl-benzothiazyl-sulphenamide (CBS), tetramethylthiuram disulphide (TMTD) and 2-mercaptobenzothiazol (MBT). Subsequently, semi-efficient vulcanisation (semi-EV), efficient vulcanisation (EV), peroxide and mixed sulphur/peroxide vulcanising systems (semi-EV/Peroxide and EV/Peroxide) were observed in the latter study. Two methods of thermal analysis namely, thermo-oxidative ageing and thermogravimetric analysis were conducted. The results indicated that TMTD and MBT-vulcanised blends showed slightly higher thermal stability than that of CBS and TBBS vulcanised blends however, CBS-vulcanised blends exhibited satisfactory overall mechanical and thermal stability in comparison to the other accelerators used. In the case of optimisation of vulcanising systems, semi-EV showed the highest un-aged tensile strength when compared against semi-EV/Peroxide, EV, EV/Peroxide and peroxide vulcanising systems, respectively. However, EV, EV/Peroxide and peroxide vulcanising systems provided slightly higher thermal stability, due to the blends consisted of more stable monosulphidic and carbon–carbon linkages in the vulcanised network. The activation energies of degradation of the blends were determined by applying

The Power of the Network: Teach for America's Impact on the Deregulation of Teacher Education

Science.gov (United States)

Kretchmar, Kerry; Sondel, Beth; Ferrare, Joseph J.

2018-01-01

In this article, we illustrate the relationships between Teach For America (TFA) and the deregulation of university-based teacher education programs. We use policy network analysis to create a visual representation of TFA's connections to individuals, organizations, and private corporations who are working to shift the way teachers are prepared.…

Networking systems design and development

CERN Document Server

Chao, Lee

2009-01-01

Effectively integrating theory and hands-on practice, Networking Systems Design and Development provides students and IT professionals with the knowledge and skills needed to design, implement, and manage fully functioning network systems using readily available Linux networking tools. Recognizing that most students are beginners in the field of networking, the text provides step-by-step instruction for setting up a virtual lab environment at home. Grounded in real-world applications, this book provides the ideal blend of conceptual instruction and lab work to give students and IT professional

THE COMBUSTION CHARACTERISTICS OF LIGNITE BLENDS

Institute of Scientific and Technical Information of China (English)

Cheng Jun; Zhou Junhu; Cao Xinyu; Cen Kefa

2000-01-01

The combustion characteristics of lignite blends were studied with a thermogravimetric analyzer (t.g.a.), at constant heating rate.The characteristic temperatures were determined from the burning profiles.It was found that the characteristic times of combustion reaction moved forward, the ignition temperature dropped and the burnout efficiency slightly changed when blending lignites.The characteristic parameters of blends could not be predicted as a linear function of the average values of the individual lignites.when blending with less reactive coal, the ignition and burnout characteristics of lignite turned worse.

English Writing Teaching Model Dependent on Computer Network Corpus Drive Model

Directory of Open Access Journals (Sweden)

Shi Lei

2018-03-01

Full Text Available At present, the mainstream lexicalized English writing methods take only the corpus dependence between words into consideration, without introducing the corpus collocation and other issues. “Drive” is a relatively essential feature of words. And once the drive structure of a word is determined, it will be relatively clear what kinds of words to collocate with, hence the structure of the sentence can be derived relatively directly. In this paper, the English writing model that relies on the computer network corpus drive model is put forward. In this model, rich English corpus is introduced in the decomposition of the rules and the calculation of the probability, which includes not only the corpus dependence information, but also the drive structure and other corpus collocation information. Improved computer network corpus drive model is used to carry out the English writing teaching experiment. The experimental results show that the precision and the recall rate are 88.76% and 87.43%, respectively. The F value of the comprehensive index is improved by 6.65% compared with the Collins headword driven English modes of writing.

Teaching Business Cases Online through Discussion Boards: Strategies and Best Practices

Science.gov (United States)

Rollag, Keith

2010-01-01

What are the most effective and efficient ways to teach business cases online, specifically in asynchronous electronic discussion boards? This article describes several design strategies and approaches used by instructors at Babson College to structure and facilitate online case discussions in our blended Fast Track MBA program. (Contains 3 notes,…

Structural characterization of HDPE/LLDPE blend-based nano composites obtained by different blending sequence

International Nuclear Information System (INIS)

Passador, Fabio R.; Ruvolo Filho, Adhemar; Pessan, Luiz A.

2011-01-01

The blending sequence affects the morphology formation of the nanocomposites. In this work, the blending sequences were explored to determine its influence in the rheological behavior of HDPE/LLDPE/OMMT nanocomposites. The nanocomposites were obtained by melt-intercalation using a mixture of LLDPE-g-MA and HDPE-g-MA as compatibilizer system in a torque rheometer at 180 deg C and five blending sequences were studied. The materials structures were characterized by wide angle X-ray diffraction (WAXD) and by rheological properties. The nanoclay's addition increased the shear viscosity at low shear rates, changing the behavior of HDPE/LLDPE matrix to a Bingham model behavior with an apparent yield stress. Intense interactions were obtained for the blending sequence where LLDPE and/or LLDPE-g-MA were first reinforced with organoclay since the intercalation process occurs preferentially in the amorphous phase. (author)

Influence of a vegetable fat blend on the texture, microstructure and sensory properties of kashar cheese

Energy Technology Data Exchange (ETDEWEB)

Dinkci, N.; Kesenkas, H.; Seckin, A. K.; Kinik, O.; Gonc, S.

2011-07-01

The possibility of using a commercial vegetable fat blend in Kashar cheese was investigated. Kashar cheeses were manufactured by replacing the milk fat (MF) with a vegetable fat (VF) blend. Kashar cheeses from whole milk were also manufactured to compare textural, microstructural, meltability, color and sensory characteristics during a ripening period of 90 days. The use of vegetable fat decreased the meltability, hardness, cohesiveness, gumminess and chewiness of the cheese; while increasing adhesiveness where springiness was not affected. Differences became less notable toward the end of ripening. Scanning electron micrographs displayed VF cheese with a compact network with small and uniform fat globules embedded in the protein matrix. The MF cheese exhibited an open protein matrix containing milk fat globules of various sizes and forms. The color analysis demonstrated significant differences between cheeses. Finally, all sensory characteristics of the cheese were affected by the vegetable fat blend. (Author) 36 refs.

Blended learning in paediatric emergency medicine: preliminary analysis of a virtual learning environment.

Science.gov (United States)

Spedding, Ruth; Jenner, Rachel; Potier, Katherine; Mackway-Jones, Kevin; Carley, Simon

2013-04-01

Paediatric emergency medicine (PEM) currently faces many competing educational challenges. Recent changes to the working patterns have made the delivery of effective teaching to trainees extremely difficult. We developed a virtual learning environment, on the basis of socioconstructivist principles, which allows learning to take place regardless of time or location. The aim was to evaluate the effectiveness of a blended e-learning approach for PEM training. We evaluated the experiences of ST3 trainees in PEM using a multimodal approach. We classified and analysed message board discussions over a 6-month period to look for evidence of practice change and learning. We conducted semistructured qualitative interviews with trainees approximately 5 months after they completed the course. Trainees embraced the virtual learning environment and had positive experiences of the blended approach to learning. Socioconstructivist learning did take place through the use of message boards on the virtual learning environment. Despite their initial unfamiliarity with the online learning system, the participants found it easy to access and use. The participants found the learning relevant and there was an overlap between shop floor learning and the online content. Clinical discussion was often led by trainees on the forums and these were described as enjoyable and informative. A blended approach to e-learning in basic PEM is effective and enjoyable to trainees.

The CIRTL Network: A Professional Development Network for Future STEM Faculty

Science.gov (United States)

Herbert, B. E.

2011-12-01

The Center for the Integration of Research, Teaching, and Learning (CIRTL) is an NSF Center for Learning and Teaching in higher education using the professional development of graduate students and post-doctoral scholars as the leverage point to develop a national STEM faculty committed to implementing and advancing effective teaching practices for diverse student audiences as part of successful professional careers. The goal of CIRTL is to improve the STEM learning of all students at every college and university, and thereby to increase the diversity in STEM fields and the STEM literacy of the nation. The CIRTL network seeks to support change at a number of levels to support its goals: individual, classroom, institutional, and national. To bring about change, which is never easy, the CIRTL network has developed a conceptual model or change model that is thought to support the program objectives. Three central concepts, Teaching-as-Research, Learning Communities, and Learning-through-Diversity, underlie the design of all CIRTL activities. STEM faculty use research methods to systematically and reflectively improve learning outcomes. This work is done within a community of shared learning and discovery, and explicitly recognizes that effective teaching capitalizes on the rich array of experiences, backgrounds, and skills among the students and instructors to enhance the learning of all. This model is being refined and tested through a networked-design experiment, where the model is tested in diverse settings. Established in fall 2006, the CIRTL Network comprises the University of Colorado at Boulder (CU), Howard University, Michigan State University, Texas A&M University, Vanderbilt University, and the University of Wisconsin-Madison. The diversity of these institutions is by design: private/public; large/moderate size; majority-/minority-serving; geographic location. This talk will describe the theoretical constructs and efficacy of Teaching-as Research as a

Small Core, Big Network: A Comprehensive Approach to GIS Teaching Practice Based on Digital Three-Dimensional Campus Reconstruction

Science.gov (United States)

Cheng, Liang; Zhang, Wen; Wang, Jiechen; Li, Manchun; Zhong, Lishan

2014-01-01

Geographic information science (GIS) features a wide range of disciplines and has broad applicability. Challenges associated with rapidly developing GIS technology and the currently limited teaching and practice materials hinder universities from cultivating highly skilled GIS graduates. Based on the idea of "small core, big network," a…

The role of gluten in a pound cake system: A model approach based on gluten-starch blends.

Science.gov (United States)

Wilderjans, Edith; Pareyt, Bram; Goesaert, Hans; Brijs, Kristof; Delcour, Jan A

2008-10-15

In order to evaluate the role of gluten in cake-making, gluten-starch (GS) blends with different ratios of gluten to starch were tested in a research pound cake formula. The viscosities of batters made from commercial GS blends in the otherwise standardised formula increased with their gluten content. High viscosities during heating provide the batters with the capacity to retain expanding air nuclei, and thereby led to desired product volumes. In line with the above, increasing gluten levels in the cake recipes led to a more extended oven spring period. Cakes with a starch content exceeding 92.5% in the GS blend suffered from substantial collapse during cooling. They had a coarse crumb with a solid gummy layer at the bottom. Image analysis showed statistical differences in numbers of cells per cm(2), cell to total area ratio and mean cell area (pcakes with the lowest density and highest gluten levels. Relative sodium dodecyl sulfate (SDS, 2.0%) buffer (pH 6.8) extractabilities of protein from cakes baked with the different GS blends decreased with gluten content and were strongly correlated with the intensity of collapse. Taken together, the results teach that protein gives the cakes resistance to collapse, resulting in desirable volumes and an optimal grain structure with uniform cell distribution. Copyright © 2008 Elsevier Ltd. All rights reserved.

Overcoming Barriers to Using Precision Teaching with a Web-Based Programme

Science.gov (United States)

Hayes, Ben; Heather, Andrew; Jones, Daniel; Clarke, Christopher

2018-01-01

Precision Teaching (PT) is an evidence-based intervention, which research indicates is frequently not implemented following training, with few teachers using it in schools after training events. The web-based programme in this research focuses on word-level reading skills and targets blending and segmenting skills rather than whole word reading.…

A hybrid multi-criteria decision modeling approach for the best biodiesel blend selection based on ANP-TOPSIS analysis

Directory of Open Access Journals (Sweden)

G. Sakthivel

2015-03-01

Full Text Available The ever increasing demand and depletion of fossil fuels had an adverse impact on environmental pollution. The selection of appropriate source of biodiesel and proper blending of biodiesel plays a major role in alternate energy production. This paper describes an application of hybrid Multi Criteria Decision Making (MCDM technique for the selection of optimum fuel blend in fish oil biodiesel for the IC engine. The proposed model, Analytical Network Process (ANP is integrated with Technique for Order Performance by Similarity to Ideal Solution (TOPSIS and VlseKriterijumska Optimizacija I Kompromisno Resenje (in Serbian (VIKOR to evaluate the optimum blend. Evaluation of suitable blend is based on the exploratory analysis of the performance, emission and combustion parameters of the single cylinder, constant speed direct injection diesel engine at different load conditions. Here the ANP is used to determine the relative weights of the criteria, whereas TOPSIS and VIKOR are used for obtaining the final ranking of alternative blends. An efficient pair-wise comparison process and ranking of alternatives can be achieved for optimum blend selection through the integration of ANP with TOPSIS and VIKOR. The obtained preference order of the blends for ANP-VIKOR and ANP-TOPSIS are B20 > Diesel > B40 > B60 > B80 > B100 and B20 > B40 > Diesel > B60 > B80 > B100 respectively. Hence by comparing both these methods, B20 is selected as the best blend to operate the internal combustion engines. This paper highlights a new insight into MCDM techniques to evaluate the best fuel blend for the decision makers such as engine manufactures and R& D engineers to meet the fuel economy and emission norms to empower the green revolution.

Blended learning: emerging best practices in allied health workforce development.

Science.gov (United States)

Brandt, Barbara F; Quake-Rapp, Cindee; Shanedling, Janet; Spannaus-Martin, Donna; Martin, Peggy

2010-01-01

To remain dynamic and viable, academic institutions preparing the future workforce need to convert to a more accessible and convenient pathway for students. The need for responsiveness is especially true when considering strategies to prepare an allied health workforce in areas of shortages and to meet the needs of the underserved. A blended or hybrid learning model that strategically uses web-based and face-to-face teaching/learning methods is an innovative and strategic way that promotes learner-centered higher education and facilitates a higher learning experience. A model and emerging best practices for implementation are presented from our experience at the Center for Allied Health Programs at the University of Minnesota.

Polyethylene/hydrophilic polymer blends for biomedical applications.

Science.gov (United States)

Brynda, E; Houska, M; Novikova, S P; Dobrova, N B

1987-01-01

Polyethylene blends with poly(2-hydroxyethyl methacrylate) [poly(HEMA)] or poly(2,3-dihydroxypropyl methacrylate) [poly(DHPMA)] were prepared by swelling polyethylene with HEMA or 2,3-epoxypropyl methacrylate (EPMA) and by polymerization of the respective monomers. Poly(EPMA) in blends was hydrolysed to poly(DHPMA) with acetic acid. The blends had similar surface and bulk compositions. Swelling with water and surface wettability were proportional to the content of the hydrophilic component; at the same content the polyethylene/poly(DHPMA) blends appeared more hydrophilic than those of polyethylene/poly(HEMA). Thrombus formation in contact with blood examined ex vivo and in vivo was considerably slower on the blends than on unmodified polyethylene. The tests indicated optima in composition; the best biological response was achieved with the blends containing about 14% poly(HEMA) or 16% poly(DHPMA).

HEU to LEU conversion and blending facility: Metal blending alternative to produce LEU oxide for disposal

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-09-01

US DOE is examining options for disposing of surplus weapons-usable fissile materials and storage of all weapons-usable fissile materials. The nuclear material is converted to a form more proliferation- resistant than the original form. Blending HEU (highly enriched uranium) with less-enriched uranium to form LEU has been proposed as a disposition option. Five technologies are being assessed for blending HEU. This document provides data to be used in environmental impact analysis for the HEU-LEU disposition option that uses metal blending with an oxide waste product. It is divided into: mission and assumptions, conversion and blending facility descriptions, process descriptions and requirements, resource needs, employment needs, waste and emissions from plant, hazards discussion, and intersite transportation.

HEU to LEU conversion and blending facility: Metal blending alternative to produce LEU oxide for disposal

International Nuclear Information System (INIS)

1995-09-01

US DOE is examining options for disposing of surplus weapons-usable fissile materials and storage of all weapons-usable fissile materials. The nuclear material is converted to a form more proliferation- resistant than the original form. Blending HEU (highly enriched uranium) with less-enriched uranium to form LEU has been proposed as a disposition option. Five technologies are being assessed for blending HEU. This document provides data to be used in environmental impact analysis for the HEU-LEU disposition option that uses metal blending with an oxide waste product. It is divided into: mission and assumptions, conversion and blending facility descriptions, process descriptions and requirements, resource needs, employment needs, waste and emissions from plant, hazards discussion, and intersite transportation

Photo-response of a P3HT:PCBM blend in metal-insulator-semiconductor capacitors

Energy Technology Data Exchange (ETDEWEB)

Devynck, M.; Rostirolla, B.; Watson, C. P.; Taylor, D. M., E-mail: d.m.taylor@bangor.ac.uk [School of Electronic Engineering, Bangor University, Dean Street, Bangor, Gwynedd LL57 1UT (United Kingdom)

2014-11-03

Metal-insulator-semiconductor capacitors are investigated, in which the insulator is cross-linked polyvinylphenol and the active layer a blend of poly(3-hexylthiophene), P3HT, and the electron acceptor [6,6]-phenyl-C{sub 61}-butyric acid methyl ester (PCBM). Admittance spectra and capacitance-voltage measurements obtained in the dark both display similar behaviour to those previously observed in P3HT-only devices. However, the photo-capacitance response is significantly enhanced in the P3HT:PCBM case, where exciton dissociation leads to electron transfer into the PCBM component. The results are consistent with a network of PCBM aggregates that is continuous through the film but with no lateral interconnection between the aggregates at or near the blend/insulator interface.

Conceptual Blending Monitoring Students' Use of Metaphorical Concepts to Further the Learning of Science

Science.gov (United States)

Fredriksson, Alexandra; Pelger, Susanne

2018-03-01

The aim of this study is to explore how tertiary science students' use of metaphors in their popular science article writing may influence their understanding of subject matter. For this purpose, six popular articles written by students in physics or geology were analysed by means of a close textual analysis and a metaphor analysis. In addition, semi-structured interviews were conducted with the students. The articles showed variation regarding the occurrence of active (non-conventional) metaphors, and metaphorical concepts, i.e. metaphors relating to a common theme. In addition, the interviews indicated that students using active metaphors and metaphorical concepts reflected more actively upon their use of metaphors. These students also discussed the possible relationship between subject understanding and creation of metaphors in terms of conceptual blending. The study suggests that students' process of creating metaphorical concepts could be described and visualised through integrated networks of conceptual blending. Altogether, the study argues for using conceptual blending as a tool for monitoring and encouraging the use of adequate metaphorical concepts, thereby facilitating students' opportunities of understanding and influencing the learning of science.

HEU to LEU conversion and blending facility: UNH blending alternative to produce LEU oxide for disposal

International Nuclear Information System (INIS)

1995-09-01

The United States Department of Energy (DOE) is examining options for the disposition of surplus weapons-usable fissile materials and storage of all weapons-usable fissile materials. Disposition is a process of use or disposal of material that results in the material being converted to a form that is substantially and inherently more proliferation-resistant than is the original form. Examining options for increasing the proliferation resistance of highly enriched uranium (HEU) is part of this effort. This report provides data to be used in the environmental impact analysis for the uranyl nitrate hexahydrate blending option to produce oxide for disposal. This the Conversion and Blending Facility (CBF) alternative will have two missions (1) convert HEU materials into HEU uranyl nitrate (UNH) and (2) blend the HEU uranyl nitrate with depleted and natural assay uranyl nitrate to produce an oxide that can be stored until an acceptable disposal approach is available. The primary emphasis of this blending operation will be to destroy the weapons capability of large, surplus stockpiles of HEU. The blended LEU product can only be made weapons capable again by the uranium enrichment process. The blended LEU will be produced as a waste suitable for storage or disposal

HEU to LEU conversion and blending facility: UNH blending alternative to produce LEU oxide for disposal

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-09-01

The United States Department of Energy (DOE) is examining options for the disposition of surplus weapons-usable fissile materials and storage of all weapons-usable fissile materials. Disposition is a process of use or disposal of material that results in the material being converted to a form that is substantially and inherently more proliferation-resistant than is the original form. Examining options for increasing the proliferation resistance of highly enriched uranium (HEU) is part of this effort. This report provides data to be used in the environmental impact analysis for the uranyl nitrate hexahydrate blending option to produce oxide for disposal. This the Conversion and Blending Facility (CBF) alternative will have two missions (1) convert HEU materials into HEU uranyl nitrate (UNH) and (2) blend the HEU uranyl nitrate with depleted and natural assay uranyl nitrate to produce an oxide that can be stored until an acceptable disposal approach is available. The primary emphasis of this blending operation will be to destroy the weapons capability of large, surplus stockpiles of HEU. The blended LEU product can only be made weapons capable again by the uranium enrichment process. The blended LEU will be produced as a waste suitable for storage or disposal.

Viscoelastic properties of PLA/PCL blends compatibilized with different methods

Science.gov (United States)

Shin, Boo Young; Han, Do Hung

2017-11-01

The aim of this study was to observe changes in the viscoelastic properties of PLA/PCL (80/20) blends produced using different compatibilization methods. Reactive extrusion and high-energy radiation methods were used for blend compatibilization. Storage and loss moduli, complex viscosity, transient stress relaxation modulus, and tan δ of blends were analyzed and blend morphologies were examined. All compatibilized PLA/PCL blends had smaller dispersed particle sizes than the non-compatibilized blend, and well compatibilized blends had finer morphologies than poorly compatibilized blends. Viscoelastic properties differentiated well compatibilized and poorly compatibilized blends. Well compatibilized blends had higher storage and loss moduli and complex viscosities than those calculated by the log-additive mixing rule due to strong interfacial adhesion, whereas poorly compatibilized blends showed negative deviations due to weak interfacial adhesion. Moreover, well compatibilized blends had much slower stress relaxation than poorly compatibilized blends and didn't show tan δ plateau region caused by slippage at the interface between continuous and dispersed phases.

Simultaneous Class-based and Live Video Streamed Teaching

DEFF Research Database (Denmark)

Ørngreen, Rikke; Levinsen, Karin Ellen Tweddell; Jelsbak, Vibe Alopaeus

2015-01-01

. From here a number of general principles and perspective were derived for the specific program which can be useful to contemplate in general for similar educations. It is concluded that the blended class model using live video stream represents a viable pedagogical solution for the Bachelor Programme......The Bachelor Programme in Biomedical Laboratory Analysis at VIA's healthcare university college in Aarhus has established a blended class which combines traditional and live broadcast teaching (via an innovative choice of video conferencing system). On the so-called net-days, students have...... sheds light on the pedagogical challenges, the educational designs possible, the opportunities and constrains associated with video conferencing as a pedagogical practice, as well as the technological, structural and organisational conditions involved. In this paper a participatory action research...

New Perspectives on Teaching and Working with Languages in the Digital Era

Science.gov (United States)

Pareja-Lora, Antonio, Ed.; Calle-Martínez, Cristina, Ed.; Rodríguez-Arancón, Pilar, Ed.

2016-01-01

This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language…

Mechanical properties of irradiated rubber-blends

International Nuclear Information System (INIS)

Nasr, G.M.; Madani, M.

2005-01-01

A study has been made on blend ratios of natural rubber (NR) and acrylonitrile butadiene rubber (NBR) that are loaded with general purpose furnace (GPE) carbon black and irradiated at different gamma radiation doses. It was fount that the mechanical properties of such blend are highly affected by γ- irradiation dose and the composition ratios of its constituents. The elongation at break for blends was found to increase slightly with increasing NBR loafing which is mainly due to the stiffness of blending matrix formation between NR and GPF carbon black particles. The hysteresis loss, extension ratio and shape factor have been calculated for the different un-irradiated and irradiated samples

Binary blend Nanoparticles with defined morphology

International Nuclear Information System (INIS)

Ghazy, O.A.H.

2008-01-01

The word blend in linguistics means a word formed from two parts of two words. In polymer science polymer blends means polymer mixtures, a class of materials analogues to the metal alloys. Blending of polymers is a simple and economic way to create new materials meeting specific desired properties. The other alternative is to synthesize such materials eventually facing the organic chemistry design difficulties. The low entropy of mixing polymers makes the process thermodynamically unfavorable, unless there are some specific interactions between the mixed polymers. As a result, in thermal equilibrium typically a phase separation between the blend components takes place. The main challenge facing the blending of polymers is the control of the length scale of the phase separation. One of the most important applications, where the control of the phase separation is crucial for the performance is the organic solar cells. In organic solar cells a blend of an electron donating polymer and electron accepting one is formed. The dimensions of the phase separation between the two polymers should be in the range of the exciton diffusion length [1-3] (in semiconductors, exciton diffusion length is the average distance traveled by the electron-hole pair before recombination). Only under this condition the charge transfer at the interface between the two polymer layers can take place and the solar cell performs efficiently. The thin polymer blend layers for such applications are commonly deposited by spin coating from solution containing both polymers. The morphology of the thin layer prepared in this way is highly influenced by the preparation conditions such as the surface properties of the substrate, the solvent from which the blend was deposited, the temperature, and the annealing temperature [4-9]. Therefore controlling the length scale of phase separation in layers casted or spin coated from solutions is difficult and is a matter of trials and errors. Recently a novel

Radiation effects on the immiscible polymer blend of nylon1010 and high-impact polystyrene (HIPS) I: Gel/dose curves, mathematical expectation theorem and thermal behaviour

International Nuclear Information System (INIS)

Dong, W.; Zhang, W.; Chen, G.; Liu, J.

2000-01-01

This paper studies the radiation properties of the immiscible blend of nylon1010 and HIPS. The gel fraction increased with increasing radiation dose. The network was found mostly in nylon1010, the networks were also found in both nylon1010 and HIPS when the dose reaches 0.85 MGy or more. We used the equation and the modified Zhang-Sun-Qian equation to simulate the relationship with the dose and the sol fraction. The latter equation fits well with these polymer blends and the relationship used by it showed better linearity than the one by the equation. We also studied the conditions of formation of the network by the mathematical expectation theorem for the binary system. Thermal properties of polymer blend were observed by DSC curves. The crystallization temperature decreases with increasing dose because the cross-linking reaction inhibited the crystallization procession and destroyed the crystals. The melting temperature also reduced with increasing radiation dose. The dual melting peak gradually shifted to single peak and the high melting peak disappeared at high radiation dose. However, the radiation-induced crystallization was observed by the heat of fusion increasing at low radiation dose. On the other hand, the crystal will be damaged by radiation. A similar conclusion may be drawn by the DSC traces when the polymer blends were crystallized. When the radiation dose increases, the heat of fusion reduces dramatically and so does the heat of crystallization. (author)

A Usability Evaluation of a Blended MOOC Environment: An Experimental Case Study

Directory of Open Access Journals (Sweden)

Ahmed Mohamed Fahmy Yousef

2015-04-01

Full Text Available 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 components together have emerged as an alternative MOOC model of teaching and learning in a higher education context. In this paper, we present the design, implementation, and evaluation details of a bMOOC course on “Teaching Methodologies” at Fayoum University, Egypt in cooperation with RWTH Aachen University, Germany, provided using the bMOOC platform L2P-bMOOC. In order to gauge the usability and effectiveness of the course, we employed an evaluation approach based on Conole’s 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation, and a custom effectiveness questionnaire reflecting the different MOOC stakeholder perspectives.

27 CFR 24.213 - Heavy bodied blending wine.

Science.gov (United States)

2010-04-01

... 27 Alcohol, Tobacco Products and Firearms 1 2010-04-01 2010-04-01 false Heavy bodied blending wine..., DEPARTMENT OF THE TREASURY LIQUORS WINE Production of Other Than Standard Wine § 24.213 Heavy bodied blending wine. Heavy bodied blending wine is wine made for blending purposes from grapes or other fruit without...

[Blending powdered antineoplastic medicine in disposable ointment container].

Science.gov (United States)

Miyazaki, Yasunori; Uchino, Tomonobu; Kagawa, Yoshiyuki

2014-01-01

On dispensing powdered antineoplastic medicines, it is important to prevent cross-contamination and environmental exposure. Recently, we developed a method for blending powdered medicine in a disposable ointment container using a planetary centrifugal mixer. The disposable container prevents cross-contamination. In addition, environmental exposure associated with washing the apparatus does not arise because no blending blade is used. In this study, we aimed to confirm the uniformity of the mixture and weight loss of medicine in the blending procedure. We blended colored lactose powder with Leukerin(®) or Mablin(®) powders using the new method and the ordinary pestle and mortar method. Then, the blending state was monitored using image analysis. Blending variables, such as the blending ratio (1:9-9:1), container size (35-125 mL), and charging rate (20-50%) in the container were also investigated under the operational conditions of 500 rpm and 50 s. At a 20% charging rate in a 35 mL container, the blending precision of the mixtures was not influenced by the blending ratio, and was less than 6.08%, indicating homogeneity. With an increase in the charging rate, however, the blending precision decreased. The possible amount of both mixtures rose to about 17 g with a 20% charging rate in a 125 mL container. Furthermore, weight loss of medicines with this method was smaller than that with the pestle and mortar method, suggesting that this method is safer for pharmacists. In conclusion, we have established a precise and safe method for blending powdered medicines in pharmacies.

Active methodology and blended learning: An experience in pharmaceutical care.

Science.gov (United States)

Czepula, Alexandra Ingrid Dos Santos; Bottacin, Wallace Entringer; Júnior, Edson Hipólito; Pontarolo, Roberto; Correr, Cassyano Januário

The aim of this study was to analyze the implementation of an active methodology in a blended model of education in the teaching-learning processes of students enrolled in two disciplines: Pharmaceutical Care I and Pharmaceutical Care II, both part of the undergraduate Bachelor of Pharmacy program at the Federal University of Paraná. The study design was quasi-experimental, prospective, comparative, following a pre/posttest format, where Pharmaceutical Care classes were the intervention. Identical pre- and post-intervention tests were designed based on Anderson and Krathwohl's (2001) revision of Bloom's taxonomy, and according to the three levels of the cognitive domain: remember and understand; apply and analyze; evaluate and create. Participants were 133 students enrolled in the two Pharmaceutical Care classes. A significant difference between pre- and posttest results was observed, showing an increase in students' performance in the applied tests at all cognitive levels. This is the first study of its kind involving Pharmaceutical Care and Blended Learning. By comparing the results of the diagnostic and summative assessments based on Bloom's taxonomy at all levels of the cognitive domain, positive results were observed regarding the students' performance in the two disciplines (Pharmaceutical Care I and II). Copyright © 2017 Elsevier Inc. All rights reserved.

Community-centred Networks and Networking among Companies, Educational and Cultural Institutions and Research

DEFF Research Database (Denmark)

Konnerup, Ulla; Dirckinck-Holmfeld, Lone

2010-01-01

This article presents visions for community-centred networks and networking among companies, educational and cultural institutions and research based on blended on- and off-line collaboration and communication. Our point of departure is the general vision of networking between government, industry...... and research as formulated in the Triple Helix Model (Etzkowitz 2008). The article draws on a case study of NoEL, a network on e-learning among business, educational and cultural institutions and research, all in all 21 partners from all around Denmark. Focus is how networks and networking change character......’ in Networked Learning, Wenger et al. 2009; The analysis concerns the participation structure and how the network activities connect local work practices and research, and how technology and online communication contribute to a change from participation in offline and physical network activities into online...

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

Directory of Open Access Journals (Sweden)

Nuray Gedik

2012-03-01

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 reşection 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

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.

Wavelet and Blend maps for texture synthesis

OpenAIRE

Du Jin-Lian; Wang Song; Meng Xianhai

2011-01-01

blending is now a popular technology for large realtime texture synthesis .Nevertheless, creating blend map during rendering is time and computation consuming work. In this paper, we exploited a method to create a kind of blend tile which can be tile together seamlessly. Note that blend map is in fact a kind of image, which is Markov Random Field, contains multiresolution signals, while wavelet is a powerful way to process multiresolution signals, we use wavelet to process the traditional ble...

Prototype Applications Of Blended Learning On The Lessons Of Project Management Information System MPSI In College

Directory of Open Access Journals (Sweden)

Riswan

2015-08-01

Full Text Available This research is further than the initial research has been done on the lessons of project management information system MPSI. Included in the seminar of the International Conference on Technical and Vocation Education and Training High on a hill on the 16th-17th-October 2015 organized by the State University of Padang UNP. As well as on The 2016 Jambi International Seminars on Education JISE in Jambi Indonesia 3-4 April 2016. The results of initial research showed that the quality of the teaching model of face-to-face with MPSI konvensioanal are on enough categories so that needs to be developed a Blended Learning model that is merging model of face-to-face with e-learning model in order to improve the quality of teaching for the better. The results of a pretest data analysis on a class of experiments and classroom control showed results not much different 12.32 for classes experiments and 11.12 for the classroom control. Test of normality that is done for the second class also shows a normal distribution. Where r count for a class experiment 00060 01772 r tables and r count for class control 00572 01772 r tables. Now this research has already come to the stage of prototype application design blended learning will be in validation by an expert of computer design.

Silk fibroin/pullulan blend films: Preparation and characterization

Energy Technology Data Exchange (ETDEWEB)

Shivananda, C. S.; Rao, B. Lakshmeesha; Madhukumar, R.; Asha, S. [Department of Studies in Physics, Mangalore University, Mangalagangotri – 574 199 (India); Sarojini, B. K. [Department of Industrial Chemistry, Mangalore University, Mangalagangotri, Mangalore –574 199 (India); Somashekhar, R. [Department of Studies in Physics, University of Mysore, Manasagangotri, Mysore – 570 006 (India); Sangappa, Y., E-mail: syhalabhavi@yahoo.co.in [Department of Studies in Physics, Mangalore University, Mangalagangotri – 574 199 (India); School of Material Science and Engineering, Georgia Institute of Technology, Atlanta, GA 30332 (United States)

2016-05-23

In this work silk fibroin/pullulan blend films have been prepared by solution casting method. The blend films were examined for structural, and thermal properties using X-ray diffraction (XRD), thermogravimatric (TGA) and differential scanning calorimetry (DSC) analysis. The XRD results indicate that with the introduction of pullulan, the interaction between SF and pullulan in the blend films induced the conformation transition of SF films and amorphous phase increases with increasing pullulan ratio. The thermal properties of the blend films were improved significantly in the blend films.

Correspondence Theory and Phonological Blending in French

Directory of Open Access Journals (Sweden)

Lee Scott

2014-07-01

Full Text Available Though less productive than rival word-formation processes like compounding and affixation, blending is still a rich source of neologisms in French. Despite this productivity, however, blends are often seen by scholars as unpredictable, uninteresting, or both. This analysis picks up where recent studies of blending have left off, using Correspondence Theory and a bundle of segmental constraints to deal with this phenomenon as it pertains to French. More specifically, it shows that blending is the result of a single output standing in correspondence with two or more other outputs, and that we do not need to refer to prosodic information, which is crucial in accounts of blending in languages with lexical stress like English, to account for the process in French. The analysis also differs from previous studies in that it locates blending exclusively within the phonology, leaving its morphological and semantic characteristics to be handled by other processes in the grammar.

Blended working: for whom it may (not work.

Directory of Open Access Journals (Sweden)

Nico W Van Yperen

Full Text Available Similarly to related developments such as blended learning and blended care, blended working is a pervasive and booming trend in modern societies. Blended working combines on-site and off-site working in an optimal way to improve workers' and organizations' outcomes. In this paper, we examine the degree to which workers feel that the two defining features of blended working (i.e., time-independent working and location-independent working enhance their own functioning in their jobs. Blended working, enabled through the continuing advance and improvement of high-tech ICT software, devices, and infrastructure, may be considered beneficial for workers' perceived effectiveness because it increases their job autonomy. However, because blended working may have downsides as well, it is important to know for whom blended working may (not work. As hypothesized, in a sample of 348 workers (51.7% women, representing a wide range of occupations and organizations, we found that the perceived personal effectiveness of blended working was contingent upon workers' psychological need strength. Specifically, the perceived effectiveness of both time-independent working and location-independent working was positively related to individuals' need for autonomy at work, and negatively related to their need for relatedness and need for structure at work.

Moisture sorption and thermal characteristics of polyaramide blend fabrics

OpenAIRE

Genç, Gözde; Alp, Burcu; Balköse, Devrim; Ülkü, Semra; Cireli, Aysun

2006-01-01

Four types of fabrics woven from various polyaramid fibers of Nomex and Kevlar blends were characterized by morphology, XRD, elemental analysis, thermal analysis, and moisture adsorption isotherms. The blends consisted of Polybenzimidazole/ Kevlar blend (40% FBI and 60% Kevlar®), Nomex Delta A (blend of 60% Kevlar and 40% Nomex®), Nomex Delta T (blend of 75% Nomex, 23% Kevlar, and 2% P140 antistatic fiber), and Nomex III (fabric with a 95/5 blend of Nomex and Kevlar) containing 1% steel fiber...

Self-assembled interpenetrating networks by orthogonal self assembly of surfactants and hydrogelators

NARCIS (Netherlands)

Brizard, Aurelie M.; Stuart, Marc C. A.; van Esch, Jan H.

2009-01-01

Interpenetrating networks (IPN) consist of two or more networks of different components which are entangled on a molecular scale and cannot be separated without breaking at least one of the networks. They are of great technological interest because they allow the blending of two or more otherwise

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…

LENRA as compatibilizer in NR/HDPE blends

International Nuclear Information System (INIS)

Dahlan Mohd; Mahathir Mohamed

2006-01-01

Polymer blends of 60/40 NR/RDPE were prepared using Brabender PL2000 Plasticorder with 60 g capacity. The blends were added with radiation-sensitive natural rubber (NR)-based compatibilizer, known as LENRA. They were irradiated with electron-beam radiation at various doses. The efficacy of the compatibilizer was monitored by measuring various properties of the blends such as physical and dynamic mechanical properties including morphological studies by electron microscopic technique. Early results show that the addition of LENRA improves the properties of the TPNR blends. (Author)

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.

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 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 Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance. Copyright © 2016 The American Physiological Society.

A Phase Blending Study on Rubber Blends Based on the Solubility Preference of Curatives

NARCIS (Netherlands)

Guo, R.; Talma, Auke; Datta, Rabin; Dierkes, Wilma K.; Noordermeer, Jacobus W.M.

2009-01-01

Using previously obtained data on the solubilities of curatives in SBR, EPDM and in NBR, different mixing procedures were performed on 50/50 SBR/EPDM and NBR/EPDM blends. In contrast to a previous phase-mixing study, the curatives were added to separate phases before final blending, in an attempt to

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

Directory of Open Access Journals (Sweden)

Joseph A. Kim

2011-09-01

Full Text Available 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 address challenges faced by large classrooms with a diverse student body, and the ways blended learning models can help alleviate those concerns (i.e. technologically savvy students, the need for course scheduling flexibility. In addition, a case study of blended learning in higher education in the context of a unique first year Introductory Psychology program at McMaster University will be discussed. Lastly, the important learning benefits offered by blended learning systems, along with the potential barriers to their implementation will be addressed.Cet article présente un bref compte rendu de l’apprentissage hybride en tant que méthode didactique. Il traite des problèmes et des enjeux relatifs à l’utilisation des modèles d’apprentissage hybride dans le domaine de l’enseignement postsecondaire. L’apprentissage hybride renvoie aux modes d’enseignement mixtes qui combinent les méthodes d’enseignement traditionnel en présentiel et l’accès à des documents d’apprentissage en ligne. L’article traite des difficultés rencontrées dans les grands groupes comprenant une diversité d’étudiants et des façons dont les modèles d’apprentissage hybride peuvent contribuer à atténuer ces préoccupations (c.-à-d. les étudiants calés en technologie, la nécessité d’une offre de cours souple. De plus, l’article traite d’une étude de cas sur l’apprentissage hybride dans l’enseignement supérieur dans le cadre de la première année d’un programme d’introduction à la psychologie à l’Université McMaster. Enfin, l’article aborde les importants avantages offerts par

Is blended learning and problem-based learning course design suited to develop future public health leaders? An explorative European study.

Science.gov (United States)

Könings, Karen D; de Jong, Nynke; Lohrmann, Christa; Sumskas, Linas; Smith, Tony; O'Connor, Stephen J; Spanjers, Ingrid A E; Van Merriënboer, Jeroen J G; Czabanowska, Katarzyna

2018-01-01

Public health leaders are confronted with complex problems, and developing effective leadership competencies is essential. The teaching of leadership is still not common in public health training programs around the world. A reconceptualization of professional training is needed and can benefit from innovative educational approaches. Our aim was to explore learners' perceptions of the effectiveness and appeal of a public health leadership course using problem-based, blended learning methods that used virtual learning environment technologies. In this cross-sectional evaluative study, the Self-Assessment Instrument of Competencies for Public Health Leaders was administered before and after an online, blended-learning, problem-based (PBL) leadership course. An evaluation questionnaire was also used to measure perceptions of blended learning, problem-based learning, and tutor functioning among 19 public health professionals from The Netherlands ( n  = 8), Lithuania ( n  = 5), and Austria ( n  = 6).Participants showed overall satisfaction and knowledge gains related to public health leadership competencies in six of eight measured areas, especially Political Leadership and Systems Thinking. Some perceptions of blended learning and PBL varied between the institutions. This might have been caused by lack of experience of the educational approaches, differing professional backgrounds, inexperience of communicating in the online setting, and different expectations towards the course. Blended, problem-based learning might be an effective way to develop leadership competencies among public health professionals in international and interdisciplinary context.

Mentors, networks, and resources for early career female atmospheric scientists

Science.gov (United States)

Hallar, A. G.; Avallone, L. M.; Edwards, L. M.; Thiry, H.; Ascent

2011-12-01

Atmospheric Science Collaborations and Enriching NeTworks (ASCENT) is a workshop series designed to bring together early career female scientists in the field of atmospheric science and related disciplines. ASCENT is a multi-faceted approach to retaining these junior scientists through the challenges in their research and teaching career paths. During the workshop, senior women scientists discuss their career and life paths. They also lead seminars on tools, resources and methods that can help early career scientists to be successful. Networking is a significant aspect of ASCENT, and many opportunities for both formal and informal interactions among the participants (of both personal and professional nature) are blended in the schedule. The workshops are held in Steamboat Springs, Colorado, home of a high-altitude atmospheric science laboratory - Storm Peak Laboratory, which also allows for nearby casual outings and a pleasant environment for participants. Near the conclusion of each workshop, junior and senior scientists are matched in mentee-mentor ratios of two junior scientists per senior scientist. An external evaluation of the three workshop cohorts concludes that the workshops have been successful in establishing and expanding personal and research-related networks, and that seminars have been useful in creating confidence and sharing resources for such things as preparing promotion and tenure packages, interviewing and negotiating job offers, and writing successful grant proposals.

Rethinking Teacher Education: Synchronizing Eastern and Western Views of Teaching and Learning to Promote 21st Century Skills and Global Perspectives

Science.gov (United States)

Smith, Judith; Hu, Ran

2013-01-01

The purpose of the study was to share findings with educators across disciplines of how to incorporate an eastern and western blended philosophy of teaching and learning to promote 21st century skills and global perspectives. Drawing from a previous self-study of their views of teaching and learning between Chinese and American cultures, the two…

Status of Utilizing Social Media Networks in the Teaching-Learning Process at Public Jordanian Universities

OpenAIRE

Muneera Abdalkareem Alshdefait; Mohammad . S. Alzboon

2018-01-01

This study aimed at finding out the status of utilizing social media networks in the teaching-learning process at public Jordanian Universities. To achieve the goal of the study, the descriptive developmental method was used and a questionnaire was developed, consisting of (35) statements. The questionnaire was checked for its validity and reliability. Then it was distributed to a sample of (382) male and female students from the undergraduate and graduate levels. The study results showed tha...

LENRA as compatibilizer in NR/HDPE blends

International Nuclear Information System (INIS)

Mahathir Mohamed; Dahlan Mohd

2004-01-01

Polymer blends of 60/40 NR/HDPE were prepared using Brabender PL2000 plasticorder with 60g capacity. The blends were added with radiation sensitive natural rubber (NR)-based compatibilizer, known as LENRA. They were irradiated in air with electron beam radiation at various doses. The efficacy of the compatibilizer was monitored by measuring various properties of the blends such as physical and dynamic mechanical properties including morphological studies by electron microscopic technique. Early results show that the addition of LENRA improves the properties of the TPNR blends. (Author)

Performance evaluation of gamma irradiated SiR-EPDM blends

Energy Technology Data Exchange (ETDEWEB)

Deepalaxmi, R., E-mail: deepalaxmivaithi@gmail.com; Rajini, V.

2014-07-01

Highlights: • The effects of gamma irradiation on SiR-EPDM blend are examined. • Cross-linking reaction is dominant in blends C, D and E, due to higher EPDM content. • The tensile strength and hardness of blend E is improved by gamma irradiation. • The blend C and EPDM rich blends (D, E) are found to have superior performance. • Among C, D and E, suitable blend can be selected for a particular NPP application. - Abstract: Cable insulation materials (CIM) should perform their safety functions throughout their installed life in nuclear power plants (NPP). The CIM will be exposed to gamma irradiation at the installed locations. In order to forecast long-term performance of CIM, the short time accelerated testing was carried out. Due to its good mechanical strength, ethylene propylene diene monomer (EPDM) is widely used as CIM. Silicone rubber (SiR) is used in high temperature environments, due to its good di-electric properties/hydrophobicity. The blending of these two polymers may result in the improvement in their specific properties. This paper analyses the effects of gamma irradiation on the five different compositions (90-10; 70-30; 50-50; 30-70; 10-90) of SiR-EPDM blends. The blends were exposed to four different doses (25 Mrad, 100 Mrad, 200 Mrad and 250 Mrad) of gamma irradiation. The electrical and mechanical parameters like volume resistivity (VRY), surface resistivity (SRY), tensile strength (TS), elongation at break (EB), hardness (H) of the virgin and gamma irradiated blends were determined as per ASTM/IEC standards. The nature of degradation was investigated using Fourier transform infrared spectroscopy (FTIR). The simultaneous occurrence of cross-linking and chain scission is found to be the mechanism for ageing in SiR-EPDM blends. The electrical parameters such as volume resistivity and surface resistivity of all the blends are found to improve for all doses of gamma irradiation. To validate the influence of cross-linking reaction of the Si

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.

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…

Empowering Learners through Blended Learning

Science.gov (United States)

Owston, Ron

2018-01-01

Blended learning appears to facilitate learner empowerment more readily than either face-to-face or fully online courses. This contention is supported by a review of literature on the affordances of blended learning that support Thomas and Velthouse's (1990) four conditions of empowerment: choice, meaningfulness, competence, and impact. Blended…

The Basics of Blended Instruction

Science.gov (United States)

Tucker, Catlin R.

2013-01-01

Even though many of teachers do not have technology-rich classrooms, the rapidly evolving education landscape increasingly requires them to incorporate technology to customize student learning. Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning…

The relationship between student engagement with online content and achievement in a blended learning anatomy course.

Science.gov (United States)

Green, Rodney A; Whitburn, Laura Y; Zacharias, Anita; Byrne, Graeme; Hughes, Diane L

2017-12-13

Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Evaluation of quality of pedagogic model for blended learning on course “Life safety”

Directory of Open Access Journals (Sweden)

M. V. Legan

2016-01-01

Full Text Available The article is devoted to evaluating the quality of the pedagogical model for the students’ blended learning on the course «Health and Safety». A choice of the used technologies, forms, active and interactive methods in the learning process, learning tools is made; a new generation of multi-media resources is developed; the quality of teaching evaluation by blended learning model according to the process approach is carried out.The purpose of the study was to assess the quality blended learning model with different ratios of classroom and e-learning component of students on the course “Health and Safety”.Two groups of students were involved in the experiment:1st experimental group (152 persons were the students of all areas of training, learning on the course “Health and Safety”, using a blended approach. E-learning technologies were used to provide the access to information resources (electronic educational-methodical complex on discipline, placed in the electronic educational environment of the University, the organization of self-study, sending the lecturer coursework and examinations, passing the intermediate and final testing for the purpose of monitoring assessment of the knowledge quality. This kind of blended learning models («with a web-enabled learning» is characterized by the addition of electronic educational resources without reducing the hours of a traditional component.2nd experimental group: (164 persons – students enrolled in the course «Health and Safety» in the blended learning model. Students have been using the distance technology for self-study according to the curriculum – 80% of university hours. Personal communication («face to face» was with the lecturer during the session.We have tested two groups of students who participated in the experiment (final control via a module testing electronic environment. In order to assess the quality of blended learning model we used a process approach. An

Tank 21 and Tank 24 Blend and Feed Study: Blending Times, Settling Times, and Transfers

International Nuclear Information System (INIS)

Lee, S.; Leishear, R.; Poirier, M.

2012-01-01

The Salt Disposition Integration (SDI) portfolio of projects provides the infrastructure within existing Liquid Waste facilities to support the startup and long term operation of the Salt Waste Processing Facility (SWPF). Within SDI, the Blend and Feed Project will equip existing waste tanks in the Tank Farms to serve as Blend Tanks where salt solutions of up to 1.2 million gallons will be blended in 1.3 million gallon tanks and qualified for use as feedstock for SWPF. In particular, Tanks 21 and 24 are planned to be used for blending and transferring to the SDI feed tank. These tanks were evaluated here to determine blending times, to determine a range of settling times for disturbed sludge, and to determine that the SWPF Waste Acceptance Criteria that less than 1200 mg/liter of solids will be entrained in salt solutions during transfers from the Tank 21 and Tank 24 will be met. Overall conclusions for Tank 21 and Tank 24 operations include: (1) Experimental correction factors were applied to CFD (computational fluid dynamics) models to establish blending times between approximately two and five hours. As shown in Phase 2 research, blending times may be as much as ten times greater, or more, if lighter fluids are added to heavier fluids (i.e., water added to salt solution). As the densities of two salt solutions converge this effect may be minimized, but additional confirmatory research was not performed. (2) At the current sludge levels and the presently planned operating heights of the transfer pumps, solids entrainment will be less than 1200 mg/liter, assuming a conservative, slow settling sludge simulant. (3) Based on theoretical calculations, particles in the density range of 2.5 to 5.0 g/mL must be greater than 2-4 (micro)m in diameter to ensure they settle adequately in 30-60 days to meet the SWPF feed criterion ( 60 days) settling times in Tank 21.

Teaching with technology: free Web resources for teaching and learning.

Science.gov (United States)

Wink, Diane M; Smith-Stoner, Marilyn

2011-01-01

In this bimonthly series, the department editor examines how nurse educators can use Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking, and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. In this article, the department editor and her coauthor describe free Web-based resources that can be used to support teaching and learning.

NESDIS Blended Rain Rate (RR) Products

Data.gov (United States)

National Oceanic and Atmospheric Administration, Department of Commerce — The blended Rain Rate (RR) product is derived from multiple sensors/satellites. The blended products were merged from polar-orbiting and geostationary satellite...

A pedagogical design pattern framework for sharing experiences and enhancing communities of practice within online and blended learning

Directory of Open Access Journals (Sweden)

Chresteria Neutszky-Wulff

2016-12-01

Full Text Available ”Design patterns” were originally proposed in architecture and later in software engineering as a methodology to sketch and share solutions to recurring design problems. In recent years ”pedagogical design patterns” have been introduced as a way to sketch and share good practices in teaching and learning; specifically in the context of technology-enhanced learning (e-learning. Several attempts have been made to establish a framework for describing and sharing such e-learning patterns, but so far they have had limited success. At a series of workshops in a competence-development project for teachers at the University of Copenhagen a new and simpler pedagogical design pattern framework was developed for interfaculty sharing of experiences and enhancing communities of practice in relation to online and blended learning across the university. In this study, the new pedagogical design pattern framework is applied to describe the learning design in four online and blended learning courses within different academic disciplines: Classical Greek, Biostatistics, Environmental Management in Europe, and Climate Change Impacts, Adaptation and Mitigation. Future perspectives for using the framework for developing new E-learning patterns for online and blended learning courses are discussed.

Analysis of Blended Learning Implementation on Waste Treatment Subjects in Agricultural Vocational School

Science.gov (United States)

Sugiarti, Y.; Nurmayani, S.; Mujdalipah, S.

2018-02-01

Waste treatment is one of the productive subjects in vocational high school in programs of Agricultural Processing Technology which is one of the objectives learning has been assigned in graduate competency standards (SKL) of Vocational High School. Based on case studies that have been conducted in SMK Pertanian Pembangunan Negeri Lembang, waste treatment subjects had still use the lecture method or conventional method, and students are less enthusiastic in learning process. Therefore, the implementation of more interactive learning models such as blended learning with Edmodo is one of alternative models to resolve the issue. So, the purpose of this study is to formulate the appropriate learning syntax for the implementation of blended learning with Edmodo to agree the requirement characteristics of students and waste treatment subject and explain the learning outcome obtained by students in the cognitive aspects on the subjects of waste treatment. This research was conducted by the method of classroom action research (CAR) with a Mc. Tagart model. The result from this research is the implementation of blended learning with Edmodo on the subjects of waste treatment can improve student learning outcomes in the cognitive aspects with the maximum increase in the value of N-gain 0.82, as well as student learning completeness criteria reaching 100% on cycle 2. Based on the condition of subject research the formulation of appropriate learning syntax for implementation of blended learning model with Edmodo on waste treatment subject are 1) Self-paced learning, 2) Group networking, 3) Live Event- collaboration, 4) Association - communication, 5) Assessment - Performance material support. In summary, implementation of blended learning model with Edmodo on waste treatment subject can improve improve student learning outcomes in the cognitive aspects and conducted in five steps on syntax.

Preparation and characterization of silk sericin/PVA blend film with silver nanoparticles for potential antimicrobial application.

Science.gov (United States)

He, Huawei; Cai, Rui; Wang, Yejing; Tao, Gang; Guo, Pengchao; Zuo, Hua; Chen, Liqun; Liu, Xinyu; Zhao, Ping; Xia, Qingyou

2017-11-01

Sericin has great potentials in biomedical applications for its good reactive activity, biocompatibility and biodegradability. However, the undesirable mechanical performance limits its application. Here, we developed a green, facile and economic approach to prepare sericin/polyvinyl alcohol (PVA) blend film. Further, silver nanoparticles (AgNPs) were synthesized in situ on the surface of sericin/PVA film via UV-assisted green synthesis method. Mechanical performance, swelling, mass losing and water retention tests showed the blend film had good mechanical performance, hygroscopicity, water retention capacity and low mass losing ratio. Scanning electron microscopy, fourier transfer infrared spectroscopy, X-ray diffractometry diffraction and X-ray photoelectron spectroscopy indicated the blending of PVA and sericin promoted the formation of hydrogen bond network between sericin and PVA, thus enhanced the mechanical performance and the stability of sericin, as well as the hygroscopicity and water retention capacity. UV irradiation and AgNPs modification did not affect the inner crystalline structure of sericin/PVA blend film. The inhibition zone and bacteria growth curve assay suggested AgNPs-sericin/PVA film had good antibacterial activities against E. coli and S. aureus. This novel AgNPs-sericin/PVA film shows great potentials in biomedical materials such as wound dressing and skin tissue engineering. Copyright © 2017 Elsevier B.V. All rights reserved.

Novel bio-based and biodegradable polymer blends

Science.gov (United States)

Yang, Shengzhe

Most plastic materials, including high performance thermoplastics and thermosets are produced entirely from petroleum-based products. The volatility of the natural oil markets and the increasing cost of petroleum have led to a push to reduce the dependence on petroleum products. Together with an increase in environmental awareness, this has promoted the use of alternative, biorenewable, environmentally-friendly products, such as biomass. The growing interest in replacing petroleum-based products by inexpensive, renewable, natural materials is important for sustainable development into the future and will have a significant impact on the polymer industry and the environment. This thesis involved characterization and development of two series of novel bio-based polymer blends, namely polyhydroxyalkanoate (PHA)/polyamide (PA) and poly(lactic acid) (PLA)/soy protein. Blends with different concentrations and compatible microstructures were prepared using twin-screw extruder. For PHA/PA blends, the poor mechanical properties of PHA improved significantly with an excellent combination of strength, stiffness and toughness by adding PA. Furthermore, the effect of blending on the viscoelastic properties has been investigated using small-amplitude oscillatory shear flow experiments as a function of blend composition and angular frequency. The elastic shear modulus (G‧) and complex viscosity of the blends increased significantly with increasing the concentration of PHA. Blending PLA with soy protein aims at reducing production cost, as well as accelerating the biodegradation rate in soil medium. In this work, the mechanical, thermal and morphological properties of the blends were investigated using dynamic mechanical analysis (DMA), differential scanning calorimetry (DSC), thermogravimetric analysis (TGA), scanning electron microscopy (SEM), and tensile tests.

Mechanical, barrier and morphological properties of pea starch and peanut protein isolate blend films.

Science.gov (United States)

Sun, Qingjie; Sun, Cuixia; Xiong, Liu

2013-10-15

Mechanical, barrier and morphological properties of edible films based on blends of Pea starch (PS) and Peanut protein isolate (PPI) plasticized with glycerol (30%, w/w) were investigated. As PPI ratio in PS/PPI blends increased, the thickness of films decreased, the opacity slightly elevated and color intensified. The addition of PPI to the PS film significantly reduced tensile strength from 5.44 MPa to 3.06 MPa, but increased elongation from 28.56% to 98.12% with the incorporation of PPI into PS at 50% level. Film solubility value fell from 22.31% to 9.78% upon the incorporation of PPI ranged from 0 to 50% level. When PPI was added into PS film at 40% level, the WVP and WVTR of the films markedly dropped from 11.18% to 4.19% and 6.16 to 1.95%, respectively. Scanning electron microscopy (SEM) of the surface of films showed that many swollen starch granules were presented in the 100% PS film, while 100% PPI film was observed to have rougher surfaces with presence of pores or cavities. The PS/PPI blend films upon the incorporation of PPI at 20% and 50% level were not homogeneous. However, the smoother film surface was observed in PS/PPI blend films with the addition of PPI at 40% level. SEM image of the cross-sections of the films revealed that the 100% PS film showed a uniform and compact matrix without disruption, and pore formation and 100% PPI film displayed a smooth structure. Rougher and flexible network was shown in blend film with the addition of PPI reaching 40% level. Copyright © 2013. Published by Elsevier Ltd.

Student Outcomes Associated with Use of Asynchronous Online Discussion Forums in Gross Anatomy Teaching

Science.gov (United States)

Green, Rodney A.; Hughes, Diane L.

2013-01-01

Asynchronous online discussion forums are increasingly common in blended learning environments but the relationship to student learning outcomes has not been reported for anatomy teaching. Forums were monitored in two multicampus anatomy courses; an introductory first year course and a second year physiotherapy-specific course. The forums are…

Blended learning in the small animal clinic

DEFF Research Database (Denmark)

Langebæk, Rikke

2011-01-01

At the Department of Small Animal Clinical Sciences, Basic Surgical Skills are taught in groups of 30-35 students in the first year of the master program (4th year students). The eight day course is an example of ‘blended learning’ in which students use our e-learning-material (Step 1) to prepare...... 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...... the implementation of these new teaching methods (e-learning and Skills Lab), teachers have ascertained a more satisfactory level of preparation, students that seem more focused and live-animal surgery that is conducted at a more ‘professional’ level than before. Finally, our research in this field shows...

The processing of blend words in naming and sentence reading.

Science.gov (United States)

Johnson, Rebecca L; Slate, Sarah Rose; Teevan, Allison R; Juhasz, Barbara J

2018-04-01

Research exploring the processing of morphologically complex words, such as compound words, has found that they are decomposed into their constituent parts during processing. Although much is known about the processing of compound words, very little is known about the processing of lexicalised blend words, which are created from parts of two words, often with phoneme overlap (e.g., brunch). In the current study, blends were matched with non-blend words on a variety of lexical characteristics, and blend processing was examined using two tasks: a naming task and an eye-tracking task that recorded eye movements during reading. Results showed that blend words were processed more slowly than non-blend control words in both tasks. Blend words led to longer reaction times in naming and longer processing times on several eye movement measures compared to non-blend words. This was especially true for blends that were long, rated low in word familiarity, but were easily recognisable as blends.

Evaluation of non-linear blending in dual-energy computed tomography