The Case for Instruction Modeling

2020 ◽  
pp. 144-167
Author(s):  
George A. Khachatryan
Keyword(s):  
Blended Learning ◽  
Great Risk ◽  
Research Literature ◽  
Practical Case ◽  
Trial And Error ◽  
High Quality ◽  
Instructional Content ◽  
Central Value ◽  
Learning Programs

Relying on the examples and lessons of the preceding chapters, this chapter offers a case for the use of instruction modeling. The central value of instruction modeling is that it offers a consistent way to develop high-quality instructional content for blended learning programs. While this may appear insignificant, in reality it is of great importance. Good instructional traditions in mathematics are exceedingly rare, and have developed their content—including textbooks and the content of individual lessons—through decades of trial and error. Instruction modeling offers a way for designers to avoid the great risk of attempting to do the same from scratch. This is the theoretical case for instruction modeling; the practical case comes from the success of the specific blended learning programs developed through its use. We survey the research literature on the efficacy of these programs. The evidence suggests that instruction modeling is not merely a theoretically appealing approach but also one that can be used to develop programs that succeed in practical use.

Blended learning

2018 ◽  
Vol 39 (3/4) ◽  
pp. 207-215 ◽  
Author(s):  
Bruce Keisling
Keyword(s):  
Blended Learning ◽  
Organizational Structures ◽  
Library Services ◽  
Organizational Restructuring ◽  
Organizational Resources ◽  
Content Type ◽  
Organizational Learning Culture ◽  
Learning Programs ◽  
Online Distance

Purpose Because many colleges and universities have growing numbers of students in online and blended programs, libraries should adapt their services and adjust their organizational structures to support them. Students have adopted blended learning programs whether or not the programs are officially designed as blended programs. Libraries need to change their service orientation in response and learn to scale services using available technologies. Scaling services and personnel resources also requires developing a scalable organizational learning culture. The paper aims to discuss these issues. Design/methodology/approach Using a change in support for online/distance students and organizational restructuring in Ekstrom Library at the University of Louisville as a case study, this paper examines the review process, organizational restructuring, and focus on scaling services that resulted in a new service model. Findings This study found that scaling services as applied to IT and business organizations is also valuable as an approach in enhancing library services to online students. Changing user needs must be correlated with available organizational resources and technological solutions to deliver appropriate services. Modifying and building services with a goal of scaling them to appropriate levels will enhance library outcomes. Research limitations/implications Other case studies concerned with responding to changing student expectations and scaling services and organizational resources would be useful to add to these findings. Originality/value The perspectives and approach described in this case study will be instructive for adapting library services to changing user environments.

scholarly journals Designing Rich Interactive Content for Blended Learning: A Case Study from Indonesia

2020 ◽  
Vol 18 (4) ◽  
Author(s):  
Didik Dwi Prasetya ◽  
Aji Prasetya Wibawa ◽  
Tsukasa Hirashima ◽  
Yusuke Hayashi
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Online Courses ◽  
Digital Publishing ◽  
Learning Activities ◽  
Asynchronous Learning ◽  
State University ◽  
Content Model ◽  
Instructional Content ◽  
Digital Book

Blended learning is a hybrid of traditional face‑to‑face and different types of online learning services. Blended learning offers synchronous and asynchronous learning experiences that combine the conveniences of online courses while maintaining in‑person contact. Blended learning addresses the needs of students who are unable to attend classes entirely, but who nonetheless demand opportunities for personal interaction. The appropriate instructional content design becomes one of the crucial components to support the success of blended learning activities. This study proposed the development and practical use of document‑based rich and interactive content in EPUB3 to provide an exciting instructional content model. EPUB3 is a digital publishing standard with prosperous features and flexible implementation that is widely accepted in academic and industry. The EPUB3 digital book content was integrated into a Moodle learning management system to support synchronous and asynchronous blended learning environments. A questionnaire was applied to find out the learners' responses and involved 155 undergraduate students at The State University of Malang, Indonesia. The questionnaire results showed the developed content model was feasible and suitable to be implemented in a blended learning environment. Students seem interested and enthusiastic about being involved in various learning activities that add new experiences.

Teaching Outbreak Investigations with an Interactive Blended Learning Approach

2021 ◽  
pp. e20200077
Author(s):  
Veronica Duckwitz ◽  
Lena Vogt ◽  
Claudia Hautzinger ◽  
Alexander Bartel ◽  
Jeelka Reinhardt ◽  
...  
Keyword(s):  
Public Health ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Interdisciplinary Approach ◽  
Learning Approach ◽  
Practical Case ◽  
Clinical Phase ◽  
Outbreak Investigations ◽  
Case Based

Public health is a central but often neglected component of veterinary education. German veterinary public health (VPH) education includes substantial theory-focused lectures, but practical case studies are often missing. To change this, we combined the advantages of case-based teaching and blended learning to teach these topics in a more practical and interactive way. Blended learning describes the combination of online and classroom-based teaching. With it, we created an interdisciplinary module for outbreak investigations and zoonoses, based on the epidemiology, food safety, and microbiology disciplines. We implemented this module within the veterinary curriculum of the seventh semester (in the clinical phase of the studies). In this study, we investigated the acceptance of this interdisciplinary approach and established a framework for the creation of interactive outbreak investigation cases that can serve as a basis for further cases. Over a period of 3 years, we created three interactive online cases and one interactive in-class case and observed the student-reported evaluation of the blended learning concept and self-assessed learning outcomes. Results show that 80% (75–89) of students evaluated the chosen combination of case-based and blended learning for interdisciplinary teaching positively and therefore accepted it well. Additionally, 76% (70–98) of students evaluated their self-assessed learning outcomes positively. Our results suggest that teaching VPH through interdisciplinary cases in a blended learning approach can increase the quality of teaching VPH topics. Moreover, it provides a framework to incorporate realistic interdisciplinary VPH cases into the curriculum.

UNVEILING TEACHER ADOPTION OF BLENDED LEARNING PROGRAMS: A MULTIFACTOR MODEL

2019 ◽  
Author(s):  
Enrique Bigne ◽  
Alberto Badenes-Rocha ◽  
Carla Ruiz ◽  
Luisa Andreu
Keyword(s):  
Blended Learning ◽  
Multifactor Model ◽  
Learning Programs

Current and Emerging Trends in Transcultural Blended Learning and Teaching

2012 ◽  
pp. 347-362
Author(s):  
Emmanuel Jean Francois
Keyword(s):  
Quality Assurance ◽  
Blended Learning ◽  
Adult Students ◽  
Postsecondary Education ◽  
Postsecondary Institutions ◽  
Learning And Teaching ◽  
Blended Courses ◽  
Emerging Trends ◽  
Learning Programs

This chapter serves as the conclusion of the book and outlines some challenges and current and emerging trends related to blended learning and teaching in postsecondary education. The current and emerging trends include, but are not limited to: accelerated blended learning programs for non-traditional adult students, adaptability of blended learning and teaching to diverse disciplines, quality assurance, transnational extent, possible transition to blended learning orienting postsecondary institutions, and the development of self-pace blended courses in postsecondary programs.

Teachers Conceptions and Approaches to Blended Learning

2018 ◽  
pp. 912-934
Author(s):  
Vicki Caravias
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Critical Review ◽  
Research Literature ◽  
Personality Types ◽  
Learning Needs ◽  
Face To Face ◽  
Online Technologies

This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano's Blending with Purpose Multimodal framework. This paper builds upon previous research on blended learning and conceptual framework by Picciano by exploring how objectives from Picciano's framework affect teachers' approaches to both design and teaching in face-to-face and online settings. Research results suggest that teachers use multiple approaches including face-to-face methods and online technologies that address the learning needs of a variety of students from different generations, personality types and learning styles.

Using the Flipped Classroom to Improve Knowledge Creation of Master's-Level Students in Engineering

2019 ◽  
pp. 1079-1092 ◽  
Author(s):  
Sachin Ahuja
Keyword(s):  
Data Mining ◽  
Blended Learning ◽  
Knowledge Creation ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Master's Level ◽  
Undergraduate Level ◽  
Instructional Content ◽  
Using Data ◽  
The Impact

Student engagement in traditional teacher centered model of teaching is limited to independent working or working in a small group on a task designed by the teacher. Flipped classroom is a blended learning strategy that reverses the traditional educational arrangement by delivering instructional content, often online, outside of the classroom and moves activities, including those that may have traditionally been considered homework, into the classroom. Various studies support and recommend flipped model of teaching at graduate and undergraduate level but very less have analyzed the impact of flipped classroom on academic performance and especially knowledge creation at post graduate level. In this paper we are analyzing the performance and knowledge creation of master's level students using Data Mining Techniques in a flipped classroom model.

The Future of Instruction Modeling

2020 ◽  
pp. 205-228
Author(s):  
George A. Khachatryan
Keyword(s):  
Data Mining ◽  
Natural Language Processing ◽  
Foreign Language ◽  
Natural Language ◽  
Blended Learning ◽  
Language Processing ◽  
Educational Data Mining ◽  
Government Policies ◽  
Free Form ◽  
Learning Programs

Instruction modeling is still in its early stages. This chapter discusses promising directions in which instruction modeling could develop in coming years. This includes increasing the richness of interfaces used in instruction modeling programs (e.g., by allowing students to enter responses in free form and have them graded via natural language processing); applying instruction modeling to subjects beyond mathematics, including English, foreign language, and science; using educational data mining to create automated “coaches” to help teachers better implement instruction modeling programs in their classrooms; creating approaches to instruction modeling that allow for rapid authorship of content; redesigning schools (in schedules as well as architecture) to optimize the use of instruction modeling; and putting in place government policies to encourage the use of comprehensive blended learning programs (such as those developed through instruction modeling).

A Comparison with Other Approaches

2020 ◽  
pp. 168-187
Author(s):  
George A. Khachatryan
Keyword(s):  
Big Data ◽  
Cognitive Psychology ◽  
Natural Language Processing ◽  
Blended Learning ◽  
Language Processing ◽  
Usability Testing ◽  
Learning Science ◽  
Instructional Designers ◽  
Wide Range ◽  
Learning Programs

What are the relative merits of instruction modeling and other approaches to the design of blended learning programs? This chapter discusses several prevailing approaches, including applied learning science, personalization, and the use of big data in education. Many programs are designed around a single claimed feature of good instruction; terming such thinking “featurism,” this chapter argues that it is reductionist and less likely to be successful than more comprehensive approaches (such as instruction modeling). However, instruction modeling is not simply an alternative to other approaches: as the example of cognitive psychology illustrates, instruction modeling can often be fruitfully combined with other methods. Just as good software developers blend different approaches (e.g., using usability testing and the psychology of attention in designing interfaces), good instructional designers should draw on a wide range of techniques. This chapter discusses how instruction modeling can work in concert with big data, natural language processing, and other important approaches.

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