The effect of blended learning on course persistence and performance of adult learners: A difference-in-differences analysis

2015 ◽  
Vol 87 ◽  
pp. 83-89 ◽  
Author(s):  
Nick Deschacht ◽  
Katie Goeman
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Difference In Differences ◽  
Course Persistence ◽  
And Performance

scholarly journals When Bilingualism is the Common Factor: Switch Reference at the Junction of Competence and Performance in Both Second Language and Heritage Language Performance

2018 ◽  
Vol 11 (3) ◽  
pp. 590-616 ◽  
Author(s):  
Tiffany Judy ◽  
Michael T. Putnam ◽  
Jason Rothman
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Heritage Language ◽  
Common Factor ◽  
Language Performance ◽  
Subject Pronouns ◽  
Different Populations ◽  
The Common ◽  
And Performance ◽  
Heritage Language Speakers

In this paper we take a closer look at the oft-touted divide between heritage language speakers and adult second language (L2) learners. Here, we explore whether some properties of language may display general effects across different populations of bilinguals, explaining, at least partially, why these two groups show some common differences when compared with monolinguals. To test this hypothesis, we adduce data from two unique populations of bilinguals: a moribund variety of heritage German spoken in southwestern Kansas (Moundridge Schweitzer German) and L2 adult learners of Spanish. Empirically, we investigate whether the confound of switch reference adds an additional cognitive burden to these bilinguals in licensing object control predicates in the former and referential subject pronouns in the latter. Our preliminary findings support the view that overarching concepts such as incomplete acquisition cannot capture the variability observed in these populations, thus further supporting approaches that interpret findings such as these to be the result of specific variables.

scholarly journals Predictor of purnawidya performance post training of wound care blended learning method in DKI Jakarta

2021 ◽  
Vol 3 (2) ◽  
pp. 352-361
Author(s):  
Haerani Idah
Keyword(s):  
Blended Learning ◽  
Significant Relationship ◽  
Wound Care ◽  
Dominant Factor ◽  
P Value ◽  
Learning Method ◽  
Diabetic Wound ◽  
Performance Score ◽  
Care Training ◽  
And Performance

The COVID-19 pandemic situation has hampered wound care services. Apart from contact restrictions, patient and family anxiety to visit hospitals and health workers having diabetic wound care skills are still inadequate. Only 1 unit of First Level Health Facility (FKTP) has succeeded in developing a diabetic wound care polyclinic; thus, the percentage of diabetic wound sufferers who receive standard services is only 1 percent. This study aims to determine predictors of graduate performance after wound care training with blended learning methods in Jakarta Province in 2021. Descriptive quantitative method using a cross-sectional approach and primary data were collected using structured questionnaire survey technique. The study was carried out from August to September 2021. The population was all 44 graduates of wound care training with the blended learning method. The result shows that the correlation value (r) between age and performance score was 0.43 with a P-value of 0.007. It means that there is a statistically significant relationship between age and the graduate performance score. There is also a significant relationship between motivation and performance scores, with the correlation value (r) between motivation scores and performance scores of 0.37, P-value of 0.020. The dominant factor that affects graduate performance is motivation, with a P-value of 0.02. The magnitude of the variation that affects the dependent variable is 0.129, meaning that the motivation variable can explain 12-13 percent of the variation in the graduate performance score.  

scholarly journals Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Environments

2012 ◽  
pp. 50-74
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Architectural Design ◽  
Learning Spaces ◽  
Educational Facilities ◽  
Design Elements ◽  
Virtual Spaces ◽  
E Learning

3D Virtual Learning Environments (3D VLEs) are increasingly becoming prominent supporters of blended learning for all kinds of students including adult learners with or without disabilities. Due to the evidenced effect of architectural design of physical learning spaces on students’ learning and current lack of design codes for creating 3D virtual buildings, this case study aims at evaluating the suitability of the architectural design elements of existing educational facilities and learning spaces within 3D VLEs specifically for delivering blended e-learning for adult students with disabilities. This comprises capturing student contentment and satisfaction levels from different design elements of the 3D virtual spaces in an attempt to issue recommendations for the development of 3D educational facilities and hence initiate a framework for architectural design of 3D virtual spaces to augment accessibility, appeal and engagement for enhancing the e-learning experience of under-graduate, post-graduate and independent-study adult learners with disabilities within these virtual worlds.

It’s a Party in the MLB: An Analysis of Shirking Between Games in Major League Baseball

2021 ◽  
pp. 1-11
Author(s):  
Richard J. Paulsen
Keyword(s):  
Moral Hazard ◽  
Inverse Relationship ◽  
Major League Baseball ◽  
Job Security ◽  
Baseball Player ◽  
Difference In Differences ◽  
Estimation Strategy ◽  
Major League ◽  
Triple Difference ◽  
And Performance

This paper uses game-level Major League Baseball data to identify whether players with greater job security shirk in their preparation between games. Past work has identified evidence of moral hazard arising in multiyear Major League Baseball player contracts, but little work has been done in identifying when shirking takes place. Using a difference-in-differences estimation strategy, this study finds evidence of an inverse relationship between the number of years remaining on player contracts and performance when the player is playing on short rest, when opportunity to rest is scarce, but not on long rest. Using a triple-difference specification, evidence is found that this inverse relationship between years remaining on a player’s contract when playing on short rest occurs for games played in “party cities.” This evidence would suggest that between game preparation is one avenue through which players on multiyear contracts shirk.

Towards Blended Learning Designs Fostering Adults' Social Capital

2019 ◽  
pp. 55-80
Author(s):  
Celine Cocquyt ◽  
Anh Nguyet Diep ◽  
Chang Zhu ◽  
Maurice De Greef ◽  
Tom Vanwing
Keyword(s):  
Social Capital ◽  
Instructional Design ◽  
Adult Education ◽  
Adult Learners ◽  
Blended Learning ◽  
Adult Educators ◽  
Learning Design ◽  
Information And Communication ◽  
Ubiquitous Presence ◽  
Practical Recommendations

In responding to the ubiquitous presence of information and communication technology (ICT) in the educational landscape, blended learning has been increasingly adopted in adult education. While adult educators and practitioners face challenges due to such pedagogical shifts in instructional design, they are also encouraged to underscore the emancipatory values of adult education to contribute to the global social exclusion combat. Thus, it is of particular significance to examine how different elements of the blended learning design can result in social outcomes for adult learners. By deconstructing the blended learning design into specific online and general supportive factors, the present chapter sheds more light on the question: How does learning in a blended environment contribute to adult learners' social capital? On top of that, practical recommendations for instructors are put forward.

Online Blended Learning Platform for Rural Adult Learners

2021 ◽  
pp. 215-232
Author(s):  
Somprakash Bandyopadhyay ◽  
Arina Bardhan ◽  
Priyadarshini Dey ◽  
Sneha Bhattacharyya
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Learning Platform

What Really Happens When Adults Play?

2021 ◽  
pp. 1330-1341
Author(s):  
Jo A. Tyler
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Real Time ◽  
Simple Experiment ◽  
Learning Intervention ◽  
And Performance ◽  
Learning And Performance

Play is an increasingly popular process for working with groups of adults in a range of contexts. We are increasingly sophisticated in our ability to integrate creative forms of play into our facilitated work with groups, often with excellent outcomes. Experience and research have deepened our understanding of how to design and implement powerful and effective playful scenarios in connection to objectives for adult learning and performance. We are convinced, intuitively and experientially, about the value of play. However, our confidence in the efficacy of play seems not to be matched by clear insights into why and how play actually achieves results. This conceptual article builds a case for the importance of understanding the nature of the influence play has on psychosocial spaces and group energy in the interest of better informing our application of play as a learning intervention. It advocates for designing ways of systematically and qualitatively researching the influence of play as it unfolds in real time. A brief case study of a simple experiment undertaken by the author at a session of the 2016 Playful Learning Conference is described here as a thought-starter for ways we might explore the psychosocial and energetic dynamics fostered when we introduce play as a way of purposefully engaging adult learners.

“We Had a Blast!”

2017 ◽  
Vol 9 (3) ◽  
pp. 37-53 ◽  
Author(s):  
Stephen Asunka
Keyword(s):  
Graduate Students ◽  
Adult Learners ◽  
Blended Learning ◽  
Private University ◽  
Descriptive Statistics ◽  
Learning Approach ◽  
Research And Practice ◽  
African Higher Education ◽  
African Context ◽  
Sub Saharan

As many important issues pertaining to blended learning within the Sub-Saharan African context remain unexplored, this study implemented a blended learning approach in a graduate level course at a private university in Ghana, with the objective of exploring adult learners' attitudes, experiences and behaviors towards this learning approach, as well as their perceptions towards blended learning in general. Forty-eight graduate students participated in the study as they engaged in a six-week long blended learning course. Qualitative research methods were used to gather data which were analysed using grounded theory coding techniques, descriptive statistics and content analysis. Findings reveal high levels of student engagement and satisfaction with the learning processes, and an overwhelming endorsement of blended learning as a preferred mode of learning. Implications of these findings for further research and practice are discussed within the context of technology adoption and use in the Ghanaian and Sub-Saharan African higher education contexts.

Blended Learning in Nigeria

2011 ◽  
pp. 190-207 ◽  
Author(s):  
Nwachukwu Prince Ololube
Keyword(s):  
Blended Learning ◽  
Quantitative Assessment ◽  
Positive Impact ◽  
University Education ◽  
Sub Saharan Africa ◽  
Chi Square ◽  
Assessment Design ◽  
Sub Saharan ◽  
And Performance ◽  
University Setting

Blended learning requirements are increasing, in part because of the population explosion and policies pertaining to the democratization of education. Yet, thousands of students and faculty remain deficient in the use of blended learning to advance technology in developing countries, especially sub-Saharan Africa. This research employed a quantitative assessment design aimed at improving best available practices, processes, and performance in terms of the blended learning offered in a university setting. A six-point Likert-type questionnaire was used to gather data. Multiple statistical procedures were employed in the subsequent analysis—percentage, mean point values, chi-square, and ANOVA. Majority of the respondents to the questionnaire agreed that the teaching of MIS to students is effective and has a positive impact on their academic achievements. This groundbreaking research presents a realistic resource for the practical application of blended learning in university education in Nigeria, as well as a comprehensive view of the benefits and problems of the applicability of blended learning.

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