Hybrid Learning Experiences with a Collaborative Open Source Environment

2009 ◽  
pp. 45-54 ◽  
Author(s):  
Francesco Di Cerbo ◽  
Gabriella Dodero ◽  
Paola Forcheri ◽  
Vittoria Gianuzzi ◽  
Maria Grazia Ierardi
Keyword(s):  
Open Source ◽  
Learning Experiences ◽  
Hybrid Learning

Tools for Supporting Hybrid Learning Strategies in Open Source Software Environments

2008 ◽  
pp. 328-337 ◽  
Author(s):  
Francesco Di Cerbo ◽  
Paola Forcheri ◽  
Gabriella Dodero ◽  
Giancarlo Succi
Keyword(s):  
Open Source ◽  
Learning Strategies ◽  
Open Source Software ◽  
Hybrid Learning

Traditional to Hybrid

2014 ◽  
pp. 387-411
Author(s):  
Rowena Li
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Hybrid Learning ◽  
Psychological Needs ◽  
Face To Face ◽  
Social Media Tools ◽  
Hybrid Learning Environment

Drawn from first-hand teaching and learning experiences, this chapter seeks to explore social media tools and their unique features in adapting traditional face-to-face courses to the hybrid learning environment. It examines the transformed roles of instructors and students, as well as their changing pedagogical, social, and psychological needs. It also demonstrates how social media can be used to meet the challenges of both hybrid and online instruction in higher education. This chapter provides faculty, administrators, and practitioners a better understanding of the roles of the instructors and students in a hybrid setting and also offers guidance to instructors on how to involve social media tools in a hybrid learning environment to enhance students' learning experiences.

AN OPEN SOURCE HYBRID LEARNING OBJECT RECOMMENDER SYSTEM BASED ON EUROPEANA

2018 ◽  
Author(s):  
Aldo Gordillo ◽  
Sven Charleer ◽  
Katrien Verbert
Keyword(s):  
Open Source ◽  
Recommender System ◽  
Hybrid Learning ◽  
Learning Object

Content Considerations for Blended Learning Experiences

2018 ◽  
pp. 102-121 ◽  
Author(s):  
Susan Prion ◽  
Mathew Mitchell
Keyword(s):  
Instructional Strategies ◽  
Mixed Mode ◽  
Best Practice ◽  
Course Design ◽  
Learning Experiences ◽  
Hybrid Learning ◽  
Worked Examples ◽  
Pedagogical Approach ◽  
Statistics Course ◽  
Undergraduate Science

There are many resources available to higher education faculty to support selection and production of multimedia for use in blended (also known as mixed-mode or hybrid) learning experiences. Unfortunately, there is limited advice, best practice, or research available to assist a faculty member in determining which content would be best delivered to students in person, online, or in a mixture of the two approaches. This chapter describes a course design model used to determine the types of content that are best delivered in a completely classroom, only online, or mostly mixed pedagogical approach. The characteristics and criteria for content most suited to each of these instructional strategies are listed, and two worked examples from an undergraduate science and a doctoral statistics course are included.

Traditional to Hybrid

2013 ◽  
pp. 65-90
Author(s):  
Rowena Li
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Hybrid Learning ◽  
Psychological Needs ◽  
Face To Face ◽  
Social Media Tools ◽  
Hybrid Learning Environment

Drawn from first-hand teaching and learning experiences, this chapter seeks to explore social media tools and their unique features in adapting traditional face-to-face courses to the hybrid learning environment. It examines the transformed roles of instructors and students, as well as their changing pedagogical, social, and psychological needs. It also demonstrates how social media can be used to meet the challenges of both hybrid and online instruction in higher education. This chapter provides faculty, administrators, and practitioners a better understanding of the roles of the instructors and students in a hybrid setting and also offers guidance to instructors on how to involve social media tools in a hybrid learning environment to enhance students’ learning experiences.

scholarly journals Prior to and in the Course of Covid-19 Pandemic: Exploring Learners’ Experiences of Learning English through Narrative Lens

2021 ◽  
Vol 3 (3) ◽  
Author(s):  
Achmad Kholili
Keyword(s):  
Language Learning ◽  
English Education ◽  
Learning Experience ◽  
Learning Experiences ◽  
Hybrid Learning ◽  
Structured Interview ◽  
Asynchronous Learning ◽  
Efl Learners ◽  
Face To Face Learning ◽  
Learning English

The language learning largely took place in the classroom, especially prior to Covid-19 pandemic and that this occurrence resulted in simplicity for the learners to learn and interact with each other because they could directly make in contact with their classmates and their teachers. However, since the pandemic developed in March 2020, all the learning process was subsequently altered into online learning. To date, studies on language learning has been undertaken by the researchers both at intra and international level. Despite the existence of these former studies, little work reports the comprehensive picture of language learning experiences prior to and during Covid-19 pandemic. To fill this lacuna, the current article reports on a narrative inquiry of EFL learners’ experiences of learning English prior to and during Covid-19 pandemic. Drawing upon data from a semi-structured interview with two Indonesian EFL learners of the sixth semester majoring in English education program, the finding indicates that EFL learners have sustained multifaceted learning experiences prior to and during the pandemic. They have gone through face-to-face learning prior to the pandemic, asynchronous learning during the pandemic and hybrid learning experience during the Covid-19 pandemic. This article concludes with suggestions for promoting hybrid learning model in the EFL setting, particularly in a higher education during the Covid-19 pandemic.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Open Source

2007 ◽  
Author(s):  
Fadi P. Deek ◽  
James A. M. McHugh
Keyword(s):  
Open Source
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