Blended Learning. Exploring Contradictory Demands Between Emerging Design Principles and New Learning Practices

2021 ◽  
pp. 109-121
Author(s):  
Astrid Camilla Wiig
Keyword(s):  
Blended Learning ◽  
Design Principles ◽  
Learning Practices ◽  
New Learning

Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

2014 ◽  
pp. 341-368
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

Design Principles for High-Performance Blended Learning Services Delivery

2015 ◽  
Vol 58 (2) ◽  
pp. 135-149 ◽  
Author(s):  
Philipp Bitzer ◽  
Matthias Söllner ◽  
Jan Marco Leimeister
Keyword(s):  
Blended Learning ◽  
High Performance ◽  
Design Principles ◽  
Services Delivery

scholarly journals B-learning under examination: Advantages, disadvantages, and opinions

2011 ◽  
Vol 1 (1) ◽  
pp. 43 ◽  
Author(s):  
Sergio Bemposta Rosende ◽  
María José García García ◽  
Juan José Escribano Otero
Keyword(s):  
Blended Learning ◽  
Learning Strategy ◽  
Point Of View ◽  
Management Systems ◽  
Font Size ◽  
School Students ◽  
Teaching Activities ◽  
Normal Text ◽  
New Learning ◽  
Almost All

<p class="MsoNormal" style="text-justify: inter-ideograph; margin: 0in 26.05pt 10pt 0in; line-height: normal; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri;"><span style="font-size: small;">In recent years, learning management systems (LMS) have become very popular in almost all traditional universities, generating a new learning strategy approach, mixing elements from both traditional and online learning: the blended learning or b-learning. How these new environments influence teaching activities and learning processes are the main topic of this paper.<span style="mso-spacerun: yes;">  </span>References about this subject are also analyzed, enriching them with the expertise and opinion of authors and other teachers. Finally, the students’ point of view is presented, through the results of a survey of Polytechnic School students at Universidad Europea de Madrid.</span></span></p><p>------</p><p class="MsoNormal" style="margin: 0in 26.05pt 10pt 0in; line-height: normal; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: ES-PR;" lang="ES-PR"><span style="font-size: small;"><strong><strong>El b-learning a examen: Ventajas, desventajas y opiniones</strong></strong></span></span></p><p class="MsoNormal" style="margin: 0in 26.05pt 10pt 0in; line-height: normal; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: ES-PR;" lang="ES-PR"><span style="font-size: small;"><strong>Resumen</strong></span></span></p><p class="MsoNormal" style="margin: 0in 26.05pt 10pt 0in; line-height: normal; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: ES-PR;" lang="ES-PR"><span style="font-size: small;">Desde hace ya varios años, han proliferado los espacios virtuales de enseñanza en la práctica totalidad de centros universitarios de enseñanza presencial, dando origen a una nueva modalidad de enseñanza que recoge elementos de la enseñanza presencial y de la enseñanza en línea: el blended learning o b-learning. La posible influencia de estos espacios en la actividad docente y en el proceso de aprendizaje es el objeto de este artículo. Se analizan referencias sobre el tema, enriqueciéndolas con la opinión y experiencia de los autores y su entorno laboral concreto. Finalmente, se presenta la opinión de los alumnos a través de los resultados de una encuesta realizada a un grupo de estudiantes de la Escuela Politécnica de la Universidad Europea de Madrid.</span></span></p>

scholarly journals VALUE ORIENTATIONS, EMOTIONAL INTELLIGENCE AND INTERNATIONAL PEDAGOGICAL INNOVATIONS

2020 ◽  
Vol 2 ◽  
pp. 256
Author(s):  
Michael Alexander Radin ◽  
Natalia Shlat
Keyword(s):  
Emotional Intelligence ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Current Knowledge ◽  
Value Orientations ◽  
Learning Practices ◽  
New Learning ◽  
Teachers And Students ◽  
New Ideas ◽  
Pedagogical Innovations

The primary goal of this paper is to portray how the value orientations and priorities can direct us to new pedagogical cores and innovations and leadership. First of all, we will examine how the students’ value orientations and priorities become a pertinent factor in conceiving new teaching practices that enhance the amiable learning atmosphere and guides us to new ideas and leadership. Second of all, we will focus on how value orientations and priorities expand our current knowledge and comprehension of the students’ learning styles and demands and gravitate teachers and students to the concept of emotional intelligence; this then leads students and teachers to new international and interdisciplinary environment(s) and to new teaching and learning practices. In addition, our aim is to address the students’ value orientations and priorities and apply them to steer us to design new learning environment(s) and to the transformational and primal leaderships. Furthermore, our intent is to render how value orientations guide to the emotional intelligence, which then directs to new practices, ideas and innovations. Moreover, we will share specific examples of successful pedagogical innovations that lead to the emotional intelligence and were guided by the students’ value orientations and priorities. Throughout this paper we will remit the following vital question: how do we link the value orientations together with the emotional intelligence and the transformational and primal leaderships?

Technology 4.0 for Education 4.0

2021 ◽  
Vol 30 (64) ◽  
pp. 198-209
Author(s):  
Ramesh Chander Sharma ◽  
Suresh Garg
Keyword(s):  
Knowledge Management ◽  
Technology Adoption ◽  
Teaching And Learning ◽  
Knowledge Generation ◽  
Faculty Recruitment ◽  
Learning Practices ◽  
New Learning ◽  
Challenges And Opportunities ◽  
Student Enrolment ◽  
Assessment Strategies

There is no denying the fact that education is the greatest tool to solve our problems. Education has been transformed from centuries in its form, levels, and format. Depending upon our needs and times, be it peace or exigencies (natural or human induced), educational pedagogies, assessment strategies, infrastructural provisions, student enrolment, faculty recruitment, finances, knowledge management and technology adoption, all have changed over a period of time. Such change in teaching and learning practices is constant. Flexibility of operations, rapidity of knowledge generation and transfer, creative practices and spatial arrangements have given rise to innovations in education. New pedagogies and technologies have opened up new possibilities. Students are offered new learning paths. This article discusses the innovations, challenges and opportunities as presented to us by the technology 4.0 for education 4.0.

Transcending Barriers Towards Effective Blended Learning Horizons

2020 ◽  
pp. 268-281
Author(s):  
Liliana Cuesta Medina
Keyword(s):  
Decision Making ◽  
Blended Learning ◽  
Research Literature ◽  
Effective Practices ◽  
Assessment Practices ◽  
Design Development ◽  
Learning Practices ◽  
Challenges And Opportunities

The chapter highlights the changing nature of blended learning (BL). In addition to this, the chapter provides various pedagogical considerations drawn both from the research literature and the analysis of effective practices. Thus, by examining specific challenges and opportunities concerning the design, development, and assessment practices in BL scenarios, the chapter unveils a proposal for effective instructional, organizational, and learning decision making. It also makes a call for opportune dissemination of blended learning practices and projects both nationally and transnationally, with the intention of offering an ample and steady scope to scaffold and support educators, learners, and other agents to ensure quality and sustainability of the blended endeavors across time.

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