Adopting a blended approach to learning: Experiences from Radiography at Queen Margaret University, Edinburgh

<p class="JLDAbstract">After explaining our experience with a flipped classroom model of learning, we argue that the approach brings to light the dramaturgical and mediatized aspects of learning experiences that favour a closer connection between recorded content and “live” presentation by the lecturer. We adopted the flipped classroom approach to learning and teaching in a class of over 100 postgraduate level university students, some learning at a distance, and run over two successive years. This article describes the format of the lecture recordings, class activities and assessment method. We also describe the outcome of course evaluation, and present what we learned from the process. </p>

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Young Children using Computers: Planning Appropriate Learning Experiences

Australasian Journal of Early Childhood ◽

10.1177/183693919502000202 ◽

1995 ◽

Vol 20 (2) ◽

pp. 1-6 ◽

Cited By ~ 2

Author(s):

Cherryl Fatouros

Keyword(s):

Young Children ◽

Learning Experiences ◽

Approach To Learning ◽

Computer Based Learning ◽

Developmental Appropriateness ◽

Research Findings ◽

Computer Based ◽

Early Childhood Settings ◽

Interaction Problem ◽

Selection Of

An analysis of the literature produced over the last decade regarding the use of computers by young children reveals some concern for the developmental appropriateness of this technology. In order to plan appropriate experiences for young children, both the selection of the software and the implementation of computer-based learning experiences should reflect a child-centred approach to learning and create an environment which promotes social interaction, problem solving and the use of language for a variety of purposes. This review identifies the concerns and criticisms as well as the research findings about young children's use of computers. From this discussion, implications are drawn for the use of computers in early childhood settings.

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WeScratch: an inclusive, playful and collaborative approach to creative learning online

Information and Learning Sciences ◽

10.1108/ils-04-2020-0123 ◽

2020 ◽

Vol 121 (7/8) ◽

pp. 695-704 ◽

Cited By ~ 1

Author(s):

Carmelo Presicce ◽

Rupal Jain ◽

Carolina Rodeghiero ◽

Lily E. Gabaree ◽

Natalie Rusk

Keyword(s):

Online Learning ◽

Learning Environments ◽

Design Methodology ◽

Learning Experiences ◽

Online Learning Environments ◽

Content Type ◽

Approach To Learning ◽

Alternative Approach ◽

Hands On ◽

Creative Learning

Purpose Many educators currently face challenges when trying to engage students in creative learning experiences online, where it can be particularly difficult to move beyond the transmissive approach typical of video lessons and webinars. The purpose of this paper is to present WeScratch, online workshops designed as welcoming, playful and peer-supported spaces where educators can experience first-hand an alternative approach to learning online, as they actively learn to create projects using the Scratch programming language. Design/methodology/approach The WeScratch experience is designed as a hands-on, creative online workshop where participants spend most of their time making projects while they share ideas with peers. The authors describe the structure, platform, facilitation and activities of WeScratch workshops, highlighting the main design choices and their underlying motivations. Findings This study discusses how this environment has engaged educators from around the world to experiment with Scratch in a playful way. The authors give examples of how educators have described the value of the experience, both as learners developing their skills and as designers developing similar learning experiences for their students. Originality/value WeScratch provides a model for how to design online learning environments to be more inclusive, playful and collaborative. Although WeScratch workshops are designed to support learning to create with code, the authors see the wider potential for applying this approach to other online learning environments to broaden participation, build connection and expand creative expression.

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Learners’ Work in a SALC: A Longitudinal Study

Studies in Self-Access Learning Journal ◽

10.37237/080302 ◽

2017 ◽

pp. 203-222

Author(s):

Victoria Madrid Durazo ◽

Desirée Castillo Zaragoza

Keyword(s):

Longitudinal Study ◽

Language Learning ◽

Learning Experiences ◽

Approach To Learning ◽

The University

Self-access centers (SACs) became popular in Mexico in the 1990s with the purpose of allowing learners to make decisions about how to learn languages. The following study is qualitative and longitudinal and was carried out in the SAC at the University of Sonora in Mexico. It was designed with the purpose of understanding learners’ performance as they direct their own learning in a SAC. By focusing on learning experiences, activities, and materials, the results show that learners understand the idea of language learning in SACs in a limited way. However, the participants view learning in a SAC to be an effective approach to learning languages due to the progress and growth they noticed.

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SISTEMPEMBELAJARAN TERPADU DI SEKOLAH

Marwah Jurnal Perempuan Agama dan Jender ◽

10.24014/marwah.v12i1.510 ◽

2013 ◽

Vol 12 (1) ◽

pp. 1 ◽

Cited By ~ 1

Author(s):

Hasnawati Hasnawati

Keyword(s):

Learning Experiences ◽

Meaningful Learning ◽

Learning Approach ◽

Integrated Learning ◽

Direct Experience ◽

Approach To Learning ◽

Knowledge And Skills

Integrated learning is an approach to learning that links several aspects of both the intra-subject and between subjects. With the approach of the students will acquire knowledge and skills in their entirety so that learning becomes meaningful to students. Provide meaningful learning in integrated learning means that studentswill be able to understand the concepts they learned through direct experience and concrete links between the concept of intra-subject and between subjects. Integrated learning as a concept is an approach to learning that involves some subjects to providemeaningful learning experiences for children. Integrated learning approach that is believed to be as practice-oriented learning in accordance with the needs of today’s children. With integrated learning students are expected to have the ability to identify, collect, assess and use information around them significantly.

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Student Anticipations and Reactions to Hybrid Format Education

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.76 ◽

2008 ◽

Vol 11 (2) ◽

pp. 76-82 ◽

Cited By ~ 4

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.

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