Pedagogical Tools for Teaching in a Blended Learning System

2020 ◽  
pp. 211-229
Author(s):  
Antonio Víctor Martín-García
Keyword(s):  
Blended Learning ◽  
Learning System ◽  
Pedagogical Tools

EFFЕCIIVENESS OF USING NEW METHODS AND METHODS OF LEARNING THE UKRAINIAN LANGUAGE AS A FOREIGN IN MEDICAL UNIVERSITY

2019 ◽  
pp. 80-90
Author(s):  
S. V. Lychuk
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Foreign Students ◽  
Learning Model ◽  
Educational Process ◽  
Learning System ◽  
European Experience ◽  
Methods Of Learning ◽  
Medical University ◽  
Accessible Form

The article attempts to identify effective methods of teaching Ukrainian as a foreign language and to base them on the European experience. The most commonly used methods in the European practice of foreign language teaching are characterized: communicative, project, audio-lingual, distance, intensive and blended learning. The advantages of the blended learning system are examined. An interpretation of the term "blended learning" is proposed. The features of the organization of online learning and the structure of blended learning are described. The data of the conducted survey are presented: a) teachers conducting classes in Ukrainian as a foreign language; b) foreign students from different countries. Questionnaire was developed for the survey. The article proposes some tasks for teachers of Ukrainian as a foreign language, commenting on the specifics of different models of blended learning. Based on the results of the survey, the respondents outlined effective methods of teaching a foreign language, identified factors that influence the use of the blended learning model of future doctors when teaching Ukrainian as a foreign language. The advantages and prospects of using blended learning in the educational process of a higher medical institution are analyzed. The results of the study strongly suggest that the blended learning model opens up new possibilities for presenting educational material in a new and accessible form for students.

A Blended Course to Teach Graphical Programming Using LabVIEW

2014 ◽  
pp. 330-340
Author(s):  
Yücel Uğurlu
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Experimental Studies ◽  
Learning System ◽  
Self Assessment ◽  
Graphical Programming ◽  
Certification Test ◽  
E Learning ◽  
The Impact ◽  
Blended Course

In this chapter, the authors introduce a blended learning approach where LabVIEW, an e-learning environment, was integrated into a traditional graphical programming course for engineering students to teach advanced topics and to increase the programming skills of the students. In this course, the students were required to design projects using technology. The students designed small projects and frequently accessed the e-learning system to build real-world applications. The projects that students designed stimulated them to use the e-learning system. The impact of blended learning was evaluated on the basis of student surveys and certification test results. Experimental studies show that blended learning produced higher results in the students’ self-assessment and certification test.

A Blended Course to Teach Graphical Programming Using LabVIEW

2015 ◽  
pp. 299-310
Author(s):  
Yücel Uğurlu
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Experimental Studies ◽  
Learning System ◽  
Self Assessment ◽  
Graphical Programming ◽  
Certification Test ◽  
E Learning ◽  
The Impact ◽  
Blended Course

In this chapter, the authors introduce a blended learning approach where LabVIEW, an e-learning environment, was integrated into a traditional graphical programming course for engineering students to teach advanced topics and to increase the programming skills of the students. In this course, the students were required to design projects using technology. The students designed small projects and frequently accessed the e-learning system to build real-world applications. The projects that students designed stimulated them to use the e-learning system. The impact of blended learning was evaluated on the basis of student surveys and certification test results. Experimental studies show that blended learning produced higher results in the students' self-assessment and certification test.

Teaching Social Skills

2011 ◽  
pp. 1689-1713
Author(s):  
Graham Bodie ◽  
Margaret Fitch-Hauser ◽  
William Powers
Keyword(s):  
Online Learning ◽  
Social Skills ◽  
Blended Learning ◽  
Learning System ◽  
Future Research ◽  
Abstract Concepts ◽  
Traditional Lecture ◽  
Strict Adherence ◽  
Based Instruction ◽  
Practical Implications

The ubiquity of instructional technology necessitates a more critical look at the theories that drive adoption and the practical implications of its usage. Blended learning has been offered as one compromise to fully online learning or strict adherence to traditional lecture-based instruction that seems outdated. A particular approach to blended learning is examined in the present chapter through the use of an online learning system. Concept Keys was developed to assist instructors of social skills in breaking down these abstract concepts into manageable units of information appropriate for daily delivery via email. This program is shown to be easily integrated into existing curriculum through two studies. A concluding section attempts to tie these studies together and suggests potential limitations and avenues for future research.

Learning Outcomes of a Blended Learning System for Green Food and Beverage Education

2020 ◽  
Vol 12 (3) ◽  
pp. 66-78
Author(s):  
Yao-Fen Wang ◽  
Chu-Min Tu ◽  
Liwei Hsu
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Learning System ◽  
Control Group ◽  
Research Subjects ◽  
Food Literacy ◽  
Hospitality Students ◽  
Green Food ◽  
Food And Beverage ◽  
Quasi Experimental

This study examined the effectiveness of a Green Food and Beverage (GFB) blended learning approach. A quasi-experimental research design was employed to verify the learning outcomes of implementing the GFB blended learning. Junior hospitality students were the research subjects. The experimental group participated in an 18-week GFB blended learning course, while the control group experienced traditional teaching. A total of 99 valid subjects were recruited. Statistical analyses were used to examine whether the participants of two groups had different green food literacy, transformative abilities, unit learning achievements, and learning experiences. The results confirmed that the blended learning course was more suitable for capturing students' attention and satisfying them through the course learning and could promote students' green food knowledge, green food responsibility, commitment to green food, and civic green food behavior. It could also enhance the psychological empowerment of students related to green food practices and problem solving to ensure food sustainability.

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