Blended Learning: Educational Innovation for Personalized Learning

2019 ◽  
Keyword(s):  
Blended Learning ◽  
Educational Innovation ◽  
Personalized Learning

The Appropriation of Wiki in a Higher Blended Learning Course

2010 ◽  
pp. 208-230
Author(s):  
Beatriz Fainholc
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Educational Innovation ◽  
Student Comprehension ◽  
The Subject ◽  
University Course ◽  
The University ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

This chapter introduces the description of wiki appropriation. It considers the tool inclusion in an online educational innovation, supported in student and group-centered learning approach, to improve the quality of the blended learning offered. It states that the university course of educational technology, through wiki application as an appropriated methodology, beyond its consideration as a Web 2.0 tool, gives the opportunity to enhance the student protagonism into the deepening of the conceptual field of the subject by a collaborative knowledge construction. The evidence shows that the application worth to develop the learning strategies towards the student comprehension and its social skills in universities contexts. The results shows that the transformation of reactive attitudes into creative ones is a long process of change mediated by emotions and metacognitive work. Both facilitate a change of the students’ focus, perspectives, and mentalities, understandable by the help of collective learning, among diverse variables.

scholarly journals Educational Innovation in the Evaluation Processes within the Flipped and Blended Learning Models

2021 ◽  
Vol 11 (9) ◽  
pp. 487
Author(s):  
Monserrath Yangari ◽  
Esteban Inga
Keyword(s):  
Blended Learning ◽  
Technological Innovation ◽  
Web Of Science ◽  
Educational Innovation ◽  
Educational Context ◽  
Learning Models ◽  
Global Impact ◽  
Interactive Education ◽  
Analysis Of Results ◽  
The Web

Nowadays, several institutions and universities have employed Flipped and Blended Learning models in the educational context. Consequently, these models advance correctly in the classrooms; students become more able to build their knowledge and develop their skills with technological innovation that could be compared with studies based on technological achievements and accessible data Tics. Therefore, this article proposes educational innovation in the evaluation processes within the FL and BL learning models to ensure active and interactive education. In this work, a bibliometric analysis of 2000 scientific articles from the Web of Science and Scopus databases has been carried out, thus making it possible to identify countries and universities with constant and relevant use of these learning models, as well as a comparison with these databases of articles, citations and their global impact. On the other hand, a survey was conducted with 41 teachers of different subjects and 385 students from elementary school to high school using the Likert scale. The questions were represented in perception values with their respective analysis of results and evaluations about these learning models, technological resources, flexible curriculum, learning before class, autonomous learning, and future professional competencies, which will help us know the existing motivation between them.

scholarly journals DEVELOPMENT OF INNOVATION EDUCATION THROUGH BLENDED LEARNING

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Teguh Prasetyo ◽  
Widyasari Widyasari ◽  
Rudi Hartono
Keyword(s):  
Blended Learning ◽  
Outdoor Education ◽  
Educational Innovation ◽  
Development Stage ◽  
Design Stage ◽  
Small Scale ◽  
First Semester ◽  
Course Materials ◽  
Stage Of Development ◽  
Education Innovation

Development courses Educational Innovation is based on the analysis of the needs that exist in FKIP Djuanda Bogor University for a study to be carried out face-to-face and through/within network (Online). This can affect the mindset lecturers to continue to maximize learning to be more effective and efficient so that students can absorb the knowledge, skills, and attitudes. The purpose of this research is to design and develop an open course materials Innovation blended learning based education that is appropriate to the achievement of graduation Prodi PGSD on the first semester 2016/2017. This study refers to the development of which was developed by the Directorate of Education and Student Affairs consisting of (1) the analysis phase, (2) the design stage, and (3) the development stage. This research was developed and implemented for four months from June to September 2016 in Prodi PGSD FKIP University Djuanda Bogor. The results of the study material Outdoor Education Innovation begins with analyzing the needs of the development phase, design phase material content of Educational Innovation, and the stage of development which include team development process pengampu courses and a small scale trial with five PGSD semester students. The conclusion of the development of open innovation educational materials as follows; (1) Development of courses open Educational Innovation has been developed according to the concept of achievement of graduation courses, (2) Subject of Educational Innovation developed blended learning easier for students PGSD Semester 5 FKIP University DJuanda Bogor to obtain course materials offline, (3 ) students of the fifth semester PGSD give a positive response will be the development of an open matter Education Innovation.

Reflexive development of flexible skills of undergraduates at the transition to personalized education

2021 ◽  
pp. 101-115
Author(s):  
Nadezhda Evgenievna Rubtsova ◽  
Elena Evgenievna Mikhailova
Keyword(s):  
Blended Learning ◽  
Academic Motivation ◽  
Graduate Programs ◽  
Academic Culture ◽  
Personalized Learning ◽  
Cognitive Achievement ◽  
Master's Program ◽  
Internal Motivation ◽  
Personalized Education ◽  
Program Research

For the implementation of personalized learning is the most promising model of blended learning, where the development of graduate programs coexists along with the scientifc mentoring, complementing each other, and aims to create a fexible skills necessary for the development of educational and personal potential of a student. Mastering the master’s program, research achievements and the formation of fexible skills are important indicators of the level of academic culture of undergraduates. The article presents the results of the study of the infuence of refexivity on the development of fexible skills of undergraduates on the example of their academic motivation and tolerance to uncertainty. According to the theory of selfdetermination, internal motivation (cognitive, achievement, selfdevelopment motivation), external motivation (selfesteem, introjected, external) and amotivation are determined for the diagnosis of academic motivation of undergraduates educa tional activities. The subscales of the methodology «Lack of tolerance to uncertainty» («Novelty», «Complexity» and «Unsolvability») refect the sources of reduced tolerance to uncertainty. The results confrm the importance of developing fexible skills and specify the causal relationships between refexivity and indicators of academic motivation and tolerance to uncertainty. It seems appropriate to organize special additional trainings for undergraduates on coping with uncertainty.

The reality of self-study, developing self-study capacity and applying Blended Learning model in teaching chemistry at high school

2020 ◽  
Vol 65 (9) ◽  
pp. 203-217
Author(s):  
Dai Nguyen Van ◽  
Anh Dao Thi Viet ◽  
Trung Vu Quoc
Keyword(s):  
High School ◽  
Blended Learning ◽  
Learning Process ◽  
Educational Innovation ◽  
Digital Age ◽  
Learning Model ◽  
The Internet ◽  
Teaching Chemistry ◽  
Self Study

Self-study, especially self-study via the Internet, has an increasingly important role in the learning process in this digital age. Therefore, developing self-study capacity for students is always an urgent and long-term task at high school. This paper analyzes two issues: (1) Reality of self-study problem and developing self-study capacity for students in teaching chemistry and (2) Reality of applying blended learning model in teaching Chemistry to find some measures for applying blended learning model to develop self-study capacity for students to meet the current requirements of educational innovation.

scholarly journals Blended learning design for teaching innovation: university teachers’ perceptions

2021 ◽  
Vol 13 (2) ◽  
pp. 36-45
Author(s):  
Katia Sannicandro ◽  
Annamaria De Santis ◽  
Claudia Bellini ◽  
Tommaso Minerva
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Educational Innovation ◽  
Innovation Process ◽  
Digital Learning ◽  
Teaching Innovation ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Adoption And Implementation ◽  
Digital Environments

Abstract In the Italian university context, almost all universities offer blended degree courses, digital environments and e-learning systems. In many cases, dedicated centres also provide technical support and, less frequently, teaching and methodological support. The development of digital learning environments often does not correspond to the spread of an effective culture of educational innovation in university courses. The research examined the experiences of instructional design among 44 university teachers of blended degree courses at the University of Modena and Reggio Emilia. The analysis focused on teachers’ level of satisfaction and the processes of teaching innovation linked to the blended methodology, investigating also the possible criticalities and strengths related to the process of (re)design and innovation. The activities of training and design for teachers contributed to the dissemination of good teaching practices and professional development. In line with what emerged from the research on blended learning, it seems necessary to build a framework for the adoption and implementation of ‘blended learning’ strategies at the institutional level, starting from the construction of a concrete agenda setting shared between the actors of the innovation process.

scholarly journals Blended Learning Voice: Students’ Perceptions Of Mid Transitioning Into Digital Needs Of Academic Reading

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Lilies Youlia Friatin ◽  
Etika Rachmawati ◽  
Ratnawati Ratnawati
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Educational Innovation ◽  
Digital Learning ◽  
Academic Reading ◽  
Quality Of Higher Education ◽  
Digital Era ◽  
Voice Students

Blended learning is one of the e- learnings to be concerned its improvement and it can not be apart from the digital learning practices. Moreover, the application of blended learning itself is such of educational innovation in the 21st century era not only in Indonesian setting but also in the worldwide spread. In fact, the deployement of blended learning which is covered by e-learning in Indonesia is not good enough in higher education setting. The present study investigated students’ perception of applying it in an academic reading class as  part of demand in digital era. The descriptive study was employed to analyze the students’ questionnaire toward the application of blended learning during classroom practices with the 30 participants took part in the research. The students’ positive responses and interpretation from students revealed of implementation of it though some troubles occured during teaching and learning process. From the result of the data, it indicates that blended learning can be one of the educators’ choices of classroom practices in order to improve the quality of higher education and it provides  innovation of education in digital era. The study  provides the limitations and pedagogical suggetions.

scholarly journals What Kind of Blending Makes Blended Learning?

2018 ◽  
Vol 23 (3) ◽  
pp. 5-19 ◽  
Author(s):  
A.A. Margolis
Keyword(s):  
Blended Learning ◽  
Basic Education ◽  
Current Model ◽  
Educational Innovation ◽  
Face To Face ◽  
The Past ◽  
E Learning ◽  
Face To Face Instruction ◽  
K 12

The paper focuses on blended learning which is now quite common both in basic and in higher education and which is usually defined as a combination of e-learning and face-to-face instruction. The author explores the main models of blended learning in basic education (K-12), evaluates their benefits and limitations, and reflects on the changes in the current model of teaching activity and standards for teachers. The paper also presents a review of modern studies on the effectiveness of blended learning as compared to distance learning and traditional in-class education. As it is revealed, the role of blended learning is that of a ‘hybrid’ educational innovation which interlocks the past and the future in education.

scholarly journals Blended Learning is an Educational Innovation and Solution During the COVID-19 Pandemic

2021 ◽  
Vol 7 (1) ◽  
pp. 1-9
Author(s):  
I Gede Made Karma ◽  
I Ketut Darma ◽  
I Made Anom Santiana
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Process ◽  
Educational Innovation ◽  
Video Conference ◽  
Interactive Communication ◽  
Face To Face ◽  
Self Evaluation ◽  
Learning Evaluation ◽  
Face To Face Learning

The COVID-19 pandemic has indeed forced people to do more activities from home, including the learning process. The learning from home policy is not accompanied by rules and regulations such as what this learning process should be carried out. As a result, various learning processes emerged, from what they are to complex things. This study aims to find innovations and learning solutions during a pandemic, to support learning from home. Online learning is the only option. It's just that, based on the problems and constraints revealed, this online learning must be packaged like traditional face-to-face learning. The choice then turned to blended learning, with various adjustments. Face-to-face learning is carried out via video conference if needed only. The shortcomings are then overcome by compiling learning materials in the form of problem-based, text-based, video, or multimedia practical guides. The learning process is complemented by the opening of active interactive communication channels. Learning evaluation is carried out not only on results but also considering the process and self-evaluation. All of this learning process should be as optimal as possible using a mobile device or smartphone.

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