Blended Learning Technologies in Lifelong Education: Lessons Learned from a Case Study

2006 ◽  
pp. 634-639 ◽  
Author(s):  
Konstantinos Liotsios ◽  
Stavros Demetriadis ◽  
Andreas Pombortsis
Keyword(s):  
Blended Learning ◽  
Learning Technologies ◽  
Lessons Learned ◽  
Lifelong Education

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

scholarly journals A CASE STUDY ON BLENDED LEARNING IN ENGINEERING EDUCATION

2017 ◽  
Author(s):  
Jeffrey Harris ◽  
Charles Park
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Learning Problem ◽  
Thermal Energy Conversion ◽  
Classroom Space ◽  
Online Lectures ◽  
Hands On ◽  
Hands On Learning

This paper explores a case study of implementing blended learning in a third-year engineering course. In “Mechanical and Thermal Energy Conversion Processes”, blended learning was implemented by flipping the classroom (i.e. reversing the roles of lectures and homework) for selected units of the course. While flipping an entire course can be a significant undertaking, it can be much easier to take a blended approach and only flip lectures on selected topics. Many studies on flipped classroom learning have focused on the production of online lectures and active learning methods; often these case studies have overlooked the mechanisms to bring homework into the classroom. In this case study, homework was adapted into a variety of in-class activities, composed of hands-on learning, problem solving, and classroom discussions. In addition, a variety of classroom space types were used to conduct these activities. In this paper, the successes, challenges, and lessons learned for each type of activity and classroom space are discussed. Strategies for student engagement and acceptance of blended learning are also discussed.

scholarly journals Blended learning: making an impact on assessment and self-reflection in accounting education

2014 ◽  
Vol 56 (2/3) ◽  
pp. 190-207 ◽  
Author(s):  
Jennifer Dickfos ◽  
Craig Cameron ◽  
Catherine Hodgson
Keyword(s):  
Blended Learning ◽  
Online Survey ◽  
Oral Communication ◽  
Learning Technologies ◽  
Company Law ◽  
Content Type ◽  
Self Reflection ◽  
Assessment Item ◽  
Student Interviews

Purpose – The purpose of this paper is to describe the evolution of a blended learning strategy in a company law course for accounting students and to evaluate its impact on assessment and student self-reflection. Design/methodology/approach – A case study approach is used to describe the development of blended learning technologies within an elevator pitch assessment item in four cohorts over a two-year period. This is complemented by teacher observations, an online survey and student interviews to evaluate the assessment item, the technology used and its impact as a self-reflection and assessment tool. Findings – The case study reveals the benefits of blended learning technologies but also a series of logistical, assessment-related, behavioural and technological issues and how these issues were addressed. The preliminary evidence from the online survey and student interviews suggests that the blended learning technologies have facilitated flexibility in assessment (both from a student and teacher perspective), student self-reflection and fairness in assessment practices. Originality/value – The study identifies the benefits of and likely issues facing educators when considering the deployment of blended learning technologies to teach and assess oral communication skills. The paper contributes to pedagogy by describing the innovative use of video cameras in assessing elevator pitches and extends the literature on video presentations in higher education, in particular, its positive influence on student self-reflection.

scholarly journals Effective instructional strategies and technology use in blended learning: A case study

2021 ◽  
Author(s):  
Meina Zhu ◽  
Sarah Berri ◽  
Ke Zhang
Keyword(s):  
Blended Learning ◽  
Instructional Strategies ◽  
Technology Use ◽  
Critical Role ◽  
Learning Technologies ◽  
Structured Interviews ◽  
Immediate Feedback ◽  
Graduate Course ◽  
The Usa

Abstract This case study explored effective instructional strategies and technology use in blended learning (BL) in a graduate course in the USA. Varied forms of data were collected, including (1) semi-structured interviews with students, (2) mid-term and final course evaluations, (3) two rounds of online debates, (4) four weeks of online reflection journals, and (5) the instructor’s reflections. Thematical analysis and descriptive statistics were conducted to analyze qualitative and quantitative data respectively. Multiple methods were employed to establish trustworthiness of the study. Effective and ineffective instructional strategies and technology uses were identified in BL. The findings indicated that students valued real-time interactions with peers and the instructor. However, inappropriate asynchronous discussions were considered less effective in BL. In addition, immediate feedback from peers and the instructor motivated learners and improved the quality of their work. Learning technologies played a critical role in BL, but the use of learning technologies should be simplified and streamlined. Technical support was essential to reduce learners’ cognitive load.

scholarly journals A Case Study of Institutional Reform Based on Innovation Diffusion Theory Through Instructional Technology

2003 ◽  
Vol 29 (2) ◽  
Author(s):  
Michael Szabo ◽  
Sonia A Sobon
Keyword(s):  
Instructional Technology ◽  
Qualitative Methodology ◽  
Research University ◽  
Diffusion Theory ◽  
Learning Technologies ◽  
Lessons Learned ◽  
Innovation Diffusion Theory ◽  
Adoption Of Innovation ◽  
Alternative Delivery

A theory-based system of educational reform through instructional technology, the Training, Infrastructure and Empowerment System (TIES), was developed and piloted in a research university during the late 1990s. In 2001, a research study was conducted on this implementation using qualitative methodology. Interviews were conducted with 12 participants who represented 4 different stakeholder groups. Some of the themes to emerge were: (a) Vision for instructional technology, (b) learning technologies and alternative delivery systems, (c) adoption of innovation, (d) general challenges and (e) lessons learned. Discussion includes implications of these themes for reform of education as they relate to a theoretical reform framework. Suggestions for further research are also identified.

scholarly journals Exploring students’ uses of and dispositions towards learning technologies in an Australian enabling course

2018 ◽  
Vol 9 (1) ◽  
pp. 35-46 ◽  
Author(s):  
Rhian Morgan
Keyword(s):  
Open Access ◽  
Blended Learning ◽  
Learning Environments ◽  
Digital Literacy ◽  
Learning Technologies ◽  
Student Diversity ◽  
Widening Participation ◽  
Admission Requirements ◽  
Schooling Experience

University progression is increasingly dependent upon students developing a range of digital literacies in conjunction with the skills associated with their disciplines. University enabling and pathway programs, in particular, have a key part to play in supporting students to interact with technologies for learning. Widening participation and increased student diversity result in highly variable levels of digital literacy in the classroom. As such, universities need to develop strategies to effectively respond to the differing abilities of students entering the sector. This paper contributes to the development of such responses through a case study exploring students’ use of and dispositions towards technologies in an open access enabling course. In this context ‘open access’ refers to the course admission requirements and the fact that the course enrollments are open to anyone over the age of eighteen, regardless of their prior schooling experience. The paper identifies trends in students’ uses of technology, such as preferences for mobile content and blended learning environments, before concluding with a discussion of how these findings can be mobilised in curriculum development.

scholarly journals The Implementation of Blended Learning in English for Arts Education Program: A Case Study

2020 ◽  
Vol 6 (2) ◽  
pp. 173
Author(s):  
Nindya Primandita Kristianingrum ◽  
Agus Widyantoro
Keyword(s):  
Blended Learning ◽  
Education Program ◽  
Arts Education ◽  
Case Study Research ◽  
Sampling Technique ◽  
Structured Interview ◽  
Lessons Learned ◽  
Independent Learning ◽  
Study Program

This study aims at exploring the blended learning implementation in English for Arts Education Program and reporting lessons learned from the practice. Some theories regarding blended learning adoption and English for Specific Purposes (ESP) were utilized as the theoretical framework. As this case study was conducted in the ESP course in the Arts Education study program of a private university in Yogyakarta, Indonesia, a qualitative case study research design was employed, resulting in an in- depth description of the overall implementation. The data were collected through in-class and online observations, a semi-structured interview, and a focus group discussion (FGD) conducted in two classes employing blended learning, 20 representative students recruited by purposive sampling technique, and the lecturer of the course. The results were analyzed descriptively using content analysis. Based on the analysis, some stages undergone by the lecturer were drawn as they are in line with blended learning adoption stages and framework. Thus, some lessons learned reveal concerns on flexibility and accessibility to technologies and learning sources, a balanced portion of collaborative and independent learning, Information Technology (IT) knowledge, and material clarification and immediate feedback that play significant roles to students’ skill improvement and effectiveness of a blended learning course. This study offers new insights for lecturers, institutions, and students planning to adopt this approach for the findings present consideration of elements required in developing a blended learning course.

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