Effectiveness of Blended Learning in a Distance Education Setting

2008 ◽  
pp. 61-75
Author(s):  
Patricia Castelijn ◽  
Boudewijn Janssen
Keyword(s):  
Distance Education ◽  
Blended Learning

Constructivist Internet-Blended Learning and Resiliency in Higher Education

2018 ◽  
pp. 1087-1101
Author(s):  
Jennifer L. Penland
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Graduate Students ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Meaningful Learning ◽  
Flexible Schedules ◽  
The Impact ◽  
Education Courses

This chapter focuses on the changes that have occurred recently in the distance education arena and the impact on higher education institutions focusing on undergraduate and graduate students taking these courses. Data were gathered from 164 individual participants enrolled in education courses at Shepherd University during the spring 2013, fall 2013 and spring 2014 semesters from end of course surveys with ten questions focusing on the following areas: when students learn, why students learn and how students learn. Findings suggested; (1) increased enrollment in distance education courses, (2) courses allow for flexible schedules (3) better communication with instructor and (4) more meaningful learning overall for students.

Perspectives on Blended Open Distance Education Learning and Teaching in a South African Context

2010 ◽  
pp. 20-49
Author(s):  
Shawren Singh ◽  
Hsuan Lorraine Liang
Keyword(s):  
South Africa ◽  
Distance Education ◽  
Blended Learning ◽  
South African ◽  
Tertiary Education ◽  
Learning Approaches ◽  
Learning And Teaching ◽  
Advantages And Disadvantages ◽  
African Context ◽  
The University

In this chapter, we will discuss the blended learning approach that has been adopted by the University of South Africa (an open and distance learning tertiary education institute). We will discuss our perspectives on using these blended learning approaches and tools in order to facilitate our teaching. We will then provide a comparison on the advantages and disadvantages of some of the blended approaches we have used. We will also discuss the future trends of the use of blended approaches in the context of open distance education and learning. Lastly, we will conclude this chapter by providing our perspectives on the blended learning and teaching approaches adopted by the University of South Africa.

Pedagogy Reconsidered in a Multimodal Blended Environment

2010 ◽  
pp. 299-316
Author(s):  
Barbara O'Byrne
Keyword(s):  
United States ◽  
Distance Education ◽  
Blended Learning ◽  
Longitudinal Analysis ◽  
The United States ◽  
Course Delivery ◽  
Learner Centered ◽  
The Impact ◽  
Blended Course ◽  
Depth Interviews

Blended course delivery has wide applications across diverse educational settings. By definition, it is multimodal and involves multiple delivery formats. However, scant research has examined the impact of multimodal, blended delivery on university pedagogy. This chapter makes the case for close examination of the theoretical and pedagogical foundation of blended learning and proposes that research is needed to establish and validate the constructivist principles associated with blended learning. A longitudinal analysis of surveys and in-depth interviews with instructors from a distance education graduate school in the United States identified and contextualized features of learner-centered pedagogy linked to blended learning.

scholarly journals Ensino Superior à Distância a Partir da Constituição Federal de 1988: Base Normativa do Ensino Híbrido

2020 ◽  
Vol 21 (1) ◽  
pp. 34-39
Author(s):  
Bernadete Lema Mazzafera ◽  
Danilo Del Arco
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Hybrid Education ◽  
National Education ◽  
Legal Norms ◽  
Brazilian Legislation ◽  
Federal Constitution ◽  
Rules Set

As regras para a educação brasileira estão na Carta Magna e na Lei de diretrizes e base da Educação Nacional (nº 9.394/96). A base legislativa que trata da modalidade de ensino a distância são os artigos 80 e 81 da lei 9.394/96. Estes artigos são regulamentados por decretos e portarias. A partir do exposto questiona-se como a legislação brasileira regulamenta o ensino híbrido? Este estudo tem como objetivo abordar a evolução do ensino superior à distância e compreender a legislação que possibilita o ensino híbrido. Para responder ao objetivo proposto realizou-se uma revisão da legislação nacional após a Constituição Federal de 1988 (CF/88) tendo como base a hierarquia das normas disposta no artigo 59 da CF/88. Segundo o texto constitucional há uma hierarquia entre as normas jurídicas brasileiras, a Constituição Federal é a norma ápice, que deve ser respeitada pelas Leis Ordinárias criadas sob sua vigência e, consequentemente, os decretos que regulamentarem as Leis Ordinárias devem estar em consonância com estas, assim como as portarias que esclarecem os decretos devem estar em conformidade com estes, pois, nesta ordem, todas as normas, de forma hierárquica, estarão de acordo com a Constituição Federal.  O Decreto que está em vigor regulamenta o artigo 80 da Lei 9.394/96 é o de nº 9.057/2017 e as últimas portarias publicadas pelo MEC sobre ensino a distância são a de nº 2.117 de 2019 e acrescenta-se a portaria nº 343 de 2020 (específica para os tempos de pandemia).   Palavras-chave: Ensino Superior. Legislação Brasileira. Educação a Distância.   Abstract The rules for Brazilian education are in the Carta Magna and in the Law of guidelines and basis of National Education (nº 9.394 / 96). The legislative basis that deals with the distance learning modality are articles 80 and 81 of law 9.394 / 96. These articles are regulated by decrees and ordinances. Based on the above, it is questioned how Brazilian legislation regulates  blended learning? This study aims to address the evolution of higher education at a distance and understand the legislation that makes blended learning possible. In order to respond to the proposed objective, a review of national legislation was carried out after the Federal Constitution of 1988 (CF / 88) based on the hierarchy of rules set out in article 59 of CF / 88. According to the constitutional text, there is a hierarchy among the Brazilian legal norms, the Federal Constitution is the apex norm, which must be respected by the Ordinary Laws created under its validity and, consequently, the decrees that regulate the Ordinary Laws must be in line with these, as well as the ordinances that clarify the decrees must be in conformity with them, because, in this order, all rules, hierarchically, will be in accordance with the Federal Constitution. The Decree that is in force regulating article 80 of Law 9.394 / 96 is No. 9.057 / 2017 and the latest ordinance published by the MEC on hybrid education is No. 2,117 of 2019 and No. 343 of 2020 (specific for pandemic times).   Keywords: Higher Education. Brazilian legislation. Distance Education.

scholarly journals PROFILING READINESS OF DISTANCE EDUCATION USING TECHNOLOGY IN SENIOR HIGH SCHOOL DURING COVID-19 PANDEMIC

2020 ◽  
Vol 5 (2) ◽  
pp. 37-44
Author(s):  
Neni Nurkhamidah ◽  
Hormah Hidayatun Itsnaini
Keyword(s):  
High School ◽  
Distance Education ◽  
Blended Learning ◽  
Senior High School ◽  
E Learning

Sejak pandemi COVID-19 menyebar hampir ke seluruh wilayah Indonesia, proses belajar mengajar berubah dari tatap muka menjadi pembelajaran jarak jauh dengan teknologi dalam bentuk pembelajaran online dan E-learning. Karena sebagian besar sekolah di Indonesia berbasis tradisional, meski sebenarnya sudah banyak yang melaksanakan blended learning, namun mereka masih menghadapi banyak kendala dalam menerapkan pembelajaran jarak jauh menggunakan teknologi. Perbedaan jenis dan tingkat tantangan dalam pendidikan jarak jauh yang dialami sekolah dipengaruhi oleh perbedaan kesiapan yang dimiliki mereka . Tujuan penelitian ini untuk mengetahui kesiapan SMA N 1 Bawang dalam menyelenggarakan pendidikan jarak jauh dengan teknologi. Kesiapan diukur dengan menilai kesiapan siswa, guru dan institusi. Penelitian ini merupakan penelitian deskriptif yang melibatkan 220 (dua ratus dua puluh) siswa, 4 (empat) guru Bahasa Inggris, dan seorang Kepala Sekolah SMA N 1 Bandar. Kuesioner online digunakan untuk mengumpulkan data. Hasil keseluruhan menunjukkan skor kesiapan siswa 3,44 dan skor kesiapan guru 3,84. Keduanya menujukan bahwa mereka siap menerapkan pendidikan jarak jauh dengan teknologi. Skor kesiapan institusi adalah 3,21 yang menunjukkan bahwa institusi belum siap dan perlu perbaikan untuk penerapan pembelajaran jarak jauh dengan teknologi. Karena kesiapan adalah faktor krusial yang berperan penting dalam keberhasilan pembelajaran jarak jauh dengan teknologi, maka diperlukan penilaian kesiapan di setiap elemen di sekolah. Diharapkan sekolah dapat memanfaatkan hasil penelitian ini untuk meningkatkan kesiapan mereka dalam menempuh pendidikan jarak jauh selama pandemi COVID-19.  

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