A blended learning Approach to teaching foreign policy: Student experiences of learning through face-to-face and online discussion and their relationship to academic performance

2011 ◽  
Vol 56 (3) ◽  
pp. 856-864 ◽  
Author(s):  
Ana-Maria Bliuc ◽  
Robert A. Ellis ◽  
Peter Goodyear ◽  
Leanne Piggott
Keyword(s):  
Foreign Policy ◽  
Academic Performance ◽  
Blended Learning ◽  
Online Discussion ◽  
Student Experiences ◽  
Learning Approach ◽  
Face To Face ◽  
Approach To Teaching

An Exploratory Study of Blended Learning Activities in Two Classes

2011 ◽  
Vol 6 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Eugenia M.W. Ng
Keyword(s):  
Focus Group ◽  
Blended Learning ◽  
Online Discussion ◽  
Learning Activities ◽  
Learning Approach ◽  
Face To Face ◽  
Learning Platform ◽  
Group Meetings ◽  
Online Debate ◽  
Different Levels

Though there are a number of research studies on the adoption of a blended learning approach to enhance learning, few comparative studies have examined the use of this approach for inter-class activities. Two undergraduate classes at different levels of study participated in an online discussion, an online debate, and two face-to-face debates. Data were gathered for triangulated analysis from a questionnaire that solicited participants’ opinions, from focus group meetings, and from tracked statistics provided by the learning platform. The tracked statistics showed that the participants often read online postings but not many of them expressed their opinions online. Both the responses to the questionnaire and the opinions expressed in the focus group meetings showed that they preferred a face-to-face approach to an online learning approach. Furthermore, the students embraced the opportunity to interact with another class when preparing and having face-to-face debate.

An Exploratory Study of Blended Learning Activities in Two Classes

2012 ◽  
pp. 92-102
Author(s):  
Eugenia M.W. Ng
Keyword(s):  
Focus Group ◽  
Blended Learning ◽  
Exploratory Study ◽  
Online Discussion ◽  
Learning Approach ◽  
Face To Face ◽  
Learning Platform ◽  
Group Meetings ◽  
Online Debate ◽  
Different Levels

Though there are a number of research studies on the adoption of a blended learning approach to enhance learning, few comparative studies have examined the use of this approach for inter-class activities. Two undergraduate classes at different levels of study participated in an online discussion, an online debate, and two face-to-face debates. Data were gathered for triangulated analysis from a questionnaire that solicited participants’ opinions, from focus group meetings, and from tracked statistics provided by the learning platform. The tracked statistics showed that the participants often read online postings but not many of them expressed their opinions online. Both the responses to the questionnaire and the opinions expressed in the focus group meetings showed that they preferred a face-to-face approach to an online learning approach. Furthermore, the students embraced the opportunity to interact with another class when preparing and having face-to-face debate.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

scholarly journals Applying Blended Learning Approach to Teaching English to Master's Students

2019 ◽  
Vol 69 ◽  
pp. 00061
Author(s):  
Anna Kirillova ◽  
Evgeniya Koss ◽  
Inna Usatova
Keyword(s):  
Blended Learning ◽  
Oral Communication ◽  
Learning Model ◽  
Educational Process ◽  
Learning Approach ◽  
State University ◽  
Teaching English ◽  
Master's Students ◽  
Face To Face ◽  
Face To Face Learning

The article focuses on the teaching English to Master's students using blended learning approach. To meet the demand of professional standards teachers at Togliatti State University are to form foreign language communicative competence having just a few academic hours for oral communication. The suggested Project-Based Blended Learning Model is considered to be a solution to this problem. This Model consists of four basic elements: face-to-face learning, a Web 2.0 application LearningApps, MOOC Coursera and Reading Science. The way to implement the Model into educational process is shown. The paper is based on the own unique survey that yields some interesting results which prove the effectiveness of this Blended Learning Model. It gives the opportunity to create the environment for providing a learning pathway and the learning process control.

scholarly journals Academic writing MOOCs – a blended learning approach

2020 ◽  
Vol 88 ◽  
pp. 02010
Author(s):  
Maria Rudneva ◽  
Nailya Valeeva ◽  
Rdouan Faizi
Keyword(s):  
Blended Learning ◽  
Academic Writing ◽  
Mixed Model ◽  
Learning Trajectory ◽  
Learning Approach ◽  
Model Learning ◽  
Language Classes ◽  
Approach To Teaching ◽  
Blended Course

The paper discusses a blended learning approach to teaching academic writing using an externally created MOOC fully incorporated into the existing pedagogic design. The authors intend to demonstrate potentials and limitations of mixed model learning in the ESP classroom. To this day there has been little research of repurposing MOOCs for language classes, as they are usually more practical and interactive. However, the authors believe that the online component of the blended course creates an additional dimension for language acquisition and allows to address numerous general issues on academic writing which are not traditionally discussed in ESP/EAP classes. Based on the results of the case study conducted at RUDN university, the study outlines numerous benefits of blended learning trajectory. However, the investigation revealed a few challenges, some of which can be easily remedied, whereas others are of more problematic nature.

scholarly journals Learning Effectivenss of Blended Learning in Higher Education Context

2019 ◽  
Vol 4 (2) ◽  
pp. 89-96
Author(s):  
Christiana Sidupa
Keyword(s):  
Blended Learning ◽  
Test Scores ◽  
Test Score ◽  
Learning Approach ◽  
Final Test ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
Face To Face Learning ◽  
Data Collection Technique

The notion of applying ICT to support traditional learning approach (face-to-face learning) is obviously not new todays. This study aimed to seek the significant difference between the mid test and final test scores of students’ English listening and reading skills. Mid test score represents face-to-face learning approach applied from first meeting whereas final test score represents blended learning approach employed after the mid test. The method used in this study was quantitative.  A random selection of samples was carried out involving 133 first year undergraduates in Jakarta pursuing English as a compulsory course.  Data collection technique used mid and final tests of two English skills: listening and reading. This study revealed that there was a significant difference between the mid test and the post test scores.  

scholarly journals Teaching, social, and cognitive presences and their relations to students’ characteristics and academic performance in blended learning courses in a Tanzanian University

Afrika Focus ◽  
2018 ◽  
Vol 31 (1) ◽  
Author(s):  
Mustapha Almasi ◽  
Chang Zhu ◽  
Haruni Machumu
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Social Presence ◽  
Age Groups ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Ict Skills ◽  
Face To Face ◽  
Gender And Age ◽  
Online Feedback

This study examines teaching, social, and cognitive presences in relation to students’ academic performance in blended learning courses in a Tanzanian university. The study involved 353 stu- dents and examined several aspects of blended learning including face-to-face lectures, online and offline group assignments, online feedback, discussions, and online messaging via Moodle. A community of inquiry survey was used to measure students’ perceptions of teaching, social, and cognitive presences. Performance scores consisted of students’ coursework and final exami- nation grades. The results showed no statistically significant differences in the reported scores of teaching, cognitive, and social presences based on gender and age groups. Students with more advanced ICT skills reported higher teaching, social, and cognitive presences. Reported teaching presence was significantly different among the blended learning courses. Teaching, social, and cognitive presences showed a positive correlation with each other. The conclusion shows that although positively correlated, social and cognitive presences were not predictors of students’ performance; however, ICT skills were important in the studied courses. Key words: teaching presence, social presence, cognitive presence, academic performance, blended learning

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