Feelings of Challenge and Threat among Pre-Service Teachers Studying in Different Learning Environments - Virtual Vs. Blended Courses

2016 ◽  
Vol 13 (1) ◽  
pp. 7 ◽  
Author(s):  
ZEICHNER ORIT ◽  
ZILKA GILA ◽  
◽  
Keyword(s):  
Learning Environments ◽  
Blended Courses ◽  
Challenge And Threat

scholarly journals Teacher Presence and Social Presence in Virtual and Blended Courses

10.28945/3965 ◽  
2018 ◽  
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Social Presence ◽  
Learning Process ◽  
Self Efficacy ◽  
The Other ◽  
Future Research ◽  
Blended Courses ◽  
Challenge And Threat ◽  
Teacher Presence

[This Proceedings paper was revised and published in the 2018 issue of Journal of Information Technology Education: Research, Volume 17] Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Physical separation between teacher and learners may lead to transactional distance, which should be reduced through teacher presence (TP) and social presence (SP). Methodology: This is a mixed-method study. Participants completed a threat/challenge questionnaire, a motivation questionnaire, a self-efficacy questionnaire, and answered open-ended questions. The sample included 484 students from two academic institutions in the Israel. Contribution: The study highlights the connection between critical factors involved in learning and teaching in VCs and BCs (teacher presence, social presence, feelings of challenge and threat, self-efficacy, and motivation) from the point of view of students studying in VCs and BCs. Findings: We found a link between teacher presence and social presence on one hand and feelings of challenge and threat, self-efficacy, and motivation of students in VCs and BCs on the other. At the same time, we found that the perceptions of motivation, challenge, and threat associated with VCs and BCs are interrelated, that is, students have similar perceptions in relation to both types of courses. Recommendations for Practitioners : It is preferable to create a learning environment that supports the learners and is attentive to their needs and to the creation of an active learning community. It has been found that these factors greatly influence the process and the quality of learning in the course. Recommendation for Researchers: The study examined the subjective feelings of the students about the learning process in virtual and blended environments. We recommend continuing to explore the characteristics of the virtual environment and of teaching methods in these environments. Impact on Society: The combination of virtual and blended learning environments in the learning process may lead to the realization of the educational vision of creating a learning environment that supports students and responds to their needs, enabling autonomous and collaborative learning while creating a learning community. Future Research: It is advisable to examine the issue from the perspective of the teachers in VCs and BCs to elucidate the topic from other angles.

Blended Learning Environments

2011 ◽  
pp. 172-179 ◽  
Author(s):  
Charles R. Graham ◽  
Stephanie Allen
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Research Literature ◽  
State University ◽  
Blended Courses ◽  
Academic Publications ◽  
Education Today ◽  
Trade Magazines ◽  
American Society

The term “blended learning” is being used with increased frequency in academic publications and conferences as well as in industry trade magazines around the world. In 2003, the American Society for Training and Development identified blended learning as one of the top ten emergent trends in the knowledge delivery industry (Rooney, 2003). In higher education, some predict a dramatic increase in the number of hybrid (i.e., blended) courses that will include as many as 80-90% of the range of higher education courses (Young, 2002). Additionally, in a recent Chronicle of Higher Education article, the president of Pennsylvania State University, Graham Spanier, was quoted as saying that the convergence between online and residential instruction was “the single-greatest unrecognized trend in higher education today” (Young, 2002). This article provides an overview of blended learning environments (BLEs) with examples from both corporate training and higher education contexts. It also identifies the most common benefits and challenges related to the use of blended learning environments from the research literature.

Designing Blended Learning Environments

2011 ◽  
pp. 562-570 ◽  
Author(s):  
Charles G. Graham ◽  
Stephanie Allen
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Research Literature ◽  
State University ◽  
Blended Courses ◽  
Academic Publications ◽  
Education Today ◽  
Trade Magazines ◽  
American Society

The term “blended learning” is being used with increased frequency in academic publications and conferences, as well as in industry trade magazines around the world. In 2003 the American Society for Training and Development identified blended learning as one of the top 10 emergent trends in the knowledge-delivery industry (Rooney, 2003). In higher education, some predict a dramatic increase in the number of hybrid (i.e., blended) courses will include as many as 80%- 90% of the range of higher-education courses (Young, 2002). Additionally, in a recent Chronicle of Higher Education article, the president of Pennsylvania State University, Graham Spanier, was quoted as saying that the convergence between online and residential instruction was “the single-greatest unrecognized trend in higher education today” (Young, 2002). This article provides an overview of blended learning environments (BLEs) with examples from both corporate training and higher-education contexts. It also identifies the most common benefits and challenges related to the use of blended learning environments from the research literature.

scholarly journals Lineamientos pedagógicos para el diseño de ambientes de aprendizaje blended / Pedagogical Guidelines for the Design of Blended Learning Environments

2019 ◽  
Vol 6 (1) ◽  
pp. 23-37
Author(s):  
María Fernanda Aldana Vargas ◽  
Luz Adriana Osorio
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Pedagogical Knowledge ◽  
Educacion Superior ◽  
Blended Courses ◽  
Academic Units ◽  
Education Courses

ABSTRACTThe present work is based on the systematization of the experience of the Conecta-TE Center of the Universidad de los Andes for 10 years in the counseling of professors and academic units. This document describes the pedagogical guidelines for the design of blended courses for the transformation of teaching and learning processes. Once the methodology was systematized, it was applied in 15 higher education courses. The results obtained indicate that the guidelines create possibilities for the development of the pedagogical knowledge of the teacher by impacting their beliefs and pedagogical practices.RESUMENEl presente trabajo se basa en la sistematización de la experiencia del Centro Conecta-TE de la Universidad de los Andes a lo largo 10 años en la asesoría a profesores y unidades académicas. En el presente documento se describen los lineamientos pedagógicos para el diseño de cursos en modalidad blended para la transformación de procesos de enseñanza y aprendizaje. Una vez sistematizada la metodología, fue aplicada en 15 cursos de educación superior. Los resultados obtenidos indican que los lineamientos crean posibilidades para el desarrollo del conocimiento pedagógico del profesor al impactar sus creencias y prácticas pedagógicas.

Students’ Perceptions, Interaction and Satisfaction in the Interactive Blended Courses

2011 ◽  
pp. 375-391 ◽  
Author(s):  
Bünyamin Atici ◽  
Yalin Kiliç Türel
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Content Management ◽  
Virtual Classroom ◽  
Delivery Methods ◽  
Blended Courses ◽  
New Learning Environments ◽  
New Learning ◽  
Content Management Systems

Blended courses that offer several possibilities to students and teachers such as becoming more interactive and more active have become increasingly widespread for both K12 and higher education settings. With the rising of the cutting edge technologies, institutions and instructors have embarked on creating new learning environments with a variety of new delivery methods. At the same time, designing visually impressive and attractive blended settings for students has been easier with extensive learning and content management systems (LMS, CMS, LCMS) such as Blackboard, WebCT, Moodle and virtual classroom environments (VLE) such as Adobe Connect, Dimdim, and WiZiQ. In this study, the authors aimed to investigate students’ perspectives and satisfactions towards designed interactive blended learning settings and to find out the students’ views on both synchronous and asynchronous interactive blended learning environment (IBLE).

scholarly journals Teacher Presence and Social Presence in Virtual and Blended Courses

10.28945/4061 ◽  
2018 ◽  
Vol 17 ◽  
pp. 103-126 ◽  
Author(s):  
Gila Cohen Zilka ◽  
Revital Cohen ◽  
Ilan Rahimi
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Social Presence ◽  
Learning Process ◽  
Self Efficacy ◽  
The Other ◽  
Future Research ◽  
Blended Courses ◽  
Challenge And Threat ◽  
Teacher Presence

Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: Physical separation between teacher and learners may lead to transactional distance, which should be reduced through teacher presence (TP) and social presence (SP). In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Methodology: This is a mixed-method study. Participants completed a threat/challenge questionnaire, a motivation questionnaire, a self-efficacy questionnaire, and answered open-ended questions. The sample included 484 students from two academic institutions in the Israel. Contribution: The study highlights the connection between critical factors involved in learning and teaching in VCs and BCs (teacher presence, social presence, feelings of challenge and threat, self-efficacy, and motivation) from the point of view of students studying in VCs and BCs. Is there a correlation between teacher presence and social presence on one hand, and the perception of threat and challenge, motivation, and self-efficacy on the other in students studying in VCs and BCs? Findings: A link was found between teacher presence and social presence on one hand and feelings of challenge and threat, self-efficacy, and motivation of students in VCs and BCs on the other. At the same time, it was found that the perceptions of motivation, challenge, and threat associated with VCs and BCs are interrelated, that is, students have similar perceptions in relation to both types of courses. Recommendations for Practitioners : It is preferable to create a learning environment that supports the learners and is attentive to their needs and to the creation of an active learning community. It has been found that these factors greatly influence the process and the quality of learning in the course. Recommendations for Researchers: The study examined the subjective feelings of the students about the learning process in virtual and blended environments. We recommend continuing to explore the characteristics of the virtual environment and of teaching methods in these environments. Impact on Society: The combination of virtual and blended learning environments in the learning process may lead to the realization of the educational vision of creating a learning environment that supports students and responds to their needs, enabling autonomous and collaborative learning while creating a learning community. Future Research: It is advisable to examine the issue from the perspective of the teachers in VCs and BCs to elucidate the topic from other angles.

scholarly journals Self-efficacy, Challenge, Threat and Motivation in Virtual and Blended Courses on Multicultural Campuses

10.28945/4189 ◽  
2019 ◽  
Keyword(s):  
Self Efficacy ◽  
Equal Opportunity ◽  
The Other ◽  
Orthodox Jewish ◽  
Future Research ◽  
Blended Courses ◽  
Arab Students ◽  
Challenge And Threat ◽  
Negative Feelings ◽  
Blended Course

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim of this study was to examine the sense of challenge and threat, negative feelings, self-efficacy, and motivation among students in a virtual and a blended course on multicultural campuses and to see how to afford every student an equal opportunity to succeed in academic studies. Background: Most academic campuses in Israel are multicultural, with a diverse student body. The campuses strive to provide students from all sectors, regardless of nationality, religion, etc., the possibility of enjoying academic studies and completing them successfully. Methodology: This is a mixed-method study with a sample of 484 students belonging to three sectors: general Jewish, ultra-orthodox Jewish, and Arab. Contribution: This study’s findings might help faculty on multicultural campuses to advance all students and enable them equal opportunity to succeed in academic studies. Findings: Significant sectorial differences were found for the sense of challenge and threat, negative feelings, and motivation. We found that the sense of challenge and level of motivation among Arab students was higher than among the ultra-orthodox Jewish students, which, in turn, was higher than among the general Jewish student population. On the other hand, we found that the perception of threat and negative feelings among Arab students were higher than for the other two sectors for both the virtual and the blended course. Recommendations for Practitioners: Significant feedback might lessen the sense of threat and the negative feelings and be a meaningful factor for the students to persevere in the course. Intellectual, emotional, and differential feedback is recommended. Not relating to students’ difficulties might lead to a sense of alienation, a lack of belonging, or inability to cope with the tasks at hand and dropout from the course, or even from studies altogether. A good interaction between lecturer and student can change any sense of incompetence or helplessness to one of self-efficacy and the ability to interact with one’s surroundings. Recommendations for Researchers: Lecturers can reduce the sense of threat and negative feelings and increase a student’s motivation by making their presence felt on the course website, using the forums to manage discussions with students, and enabling and encouraging discussion among the students. Impact on Society: The integration of virtual learning environments into the learning process might lead to the fulfilment of an educational vision in which autonomous learners realize their personal potential. Hence they must be given tasks requiring the application of high learning skills without compromise, but rather with differential treatment of students in order to reduce negative feelings and the sense of threat, and to reduce the transactional distance. Future Research: Further studies should examine the causes of negative feelings among students participating in virtual and blended courses on multicultural campuses and how these feelings can be handled.

Intercultural Issues in Graduate Blended Learning Environments

2012 ◽  
pp. 338-346
Author(s):  
L. Hyatt ◽  
Laurie Schroeder ◽  
Adonay A. Montes
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Course Delivery ◽  
Graduate Courses ◽  
Blended Courses ◽  
Diverse Student Populations ◽  
Work Family ◽  
Faculty And Administrators ◽  
Blended Course

This chapter reports on an exploratory case study of intercultural issues in graduate blended learning environments. As U.S. Universities strive to increase the diversity among student, faculty, and staff populations, culture is beginning to emerge in the literature as a potential variable in the efficacy of virtual and blended course delivery (Al-Harthi, 2005; Ku & Lohr, 2003; Zhao & McDougall, 2008). Still in its nascent stages, there is scant research on the topic of technology mediated graduate courses and even less on culture as a pivotal element of blended learning environments in graduate education. Findings from this study indicated that participants agreed blended courses offered opportunities to balance work, family, and school obligations; however, a majority of participants also noted that intercultural issues were prevalent and played a role in how blended courses were viewed. The results of this study have implications for university faculty and administrators who serve diverse student populations.

Factors Necessary for Engaging Preservice Teachers Studying in Virtual and Blended Courses

2019 ◽  
Vol 11 (1) ◽  
pp. 42-57 ◽  
Author(s):  
Gila Cohen Zilka ◽  
Orit Zeichner
Keyword(s):  
Preservice Teachers ◽  
Blended Learning ◽  
Interpersonal Communication ◽  
Mixed Method ◽  
Transactional Distance ◽  
Mixed Method Study ◽  
Physical Separation ◽  
Emotional Interaction ◽  
Blended Courses ◽  
Challenge And Threat

In their encounter with a virtual or blended learning environment, students are liable to perceive the situation as a challenge or as a threat. The physical separation between teacher and students may lead to “transactional distance,” which in turn can cause a sense of threat and create anger, gaps in understanding, or misconceptions among the learners about themselves and about the learning process. Students may grasp the situation as a “challenge” or a “threat.” The aim of the article is to determine the factors necessary for engaging preservice teachers studying in virtual and blended courses, which are critical to feelings of challenge and threat among these students. The sample included 578 participants in a mixed-method study. The present study found that differential interpersonal communication, feedback, and forums may lead to a decrease in feelings of threat and an increase in the sense of challenge. Some learners need only intellectual interaction; others need both intellectual and emotional interaction.

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