scholarly journals Post-16 Further Mathematics blended learning: learner self-regulation, mathematical resilience and technology

2021 ◽  
Author(s):  
Sofya Lyakhova ◽  
Marie Joubert
Keyword(s):  
Blended Learning ◽  
Mathematics Curriculum ◽  
Self Regulation ◽  
Online Course ◽  
Face To Face ◽  
Support Programme ◽  
New Learning Environments ◽  
Regulation Strategies ◽  
And Gender ◽  
Teaching Time

Abstract This paper reports on a study set in Wales where the Further Mathematics Support Programme Wales supports the provision of an advanced qualification in mathematics for 16- to 18-year-old students with courses delivered in reduced teaching time. The study aimed to understand how the students experienced the Further Mathematics (FM) courses which are delivered either face-to-face or online and, more generally, to negotiate a place of alternative forms of delivery in post-16 mathematics curriculum. Sixteen students, eight of whom studied through the online course, were interviewed; overall, although they found the course challenging both in terms of the content and relatively limited teaching time, they enjoyed it and appeared to perceive benefits from taking the course. Most volunteered ‘tips’ about coping with the challenges of the course and the tips can be seen as strategies of self-regulation. Self-regulation strategies were reported more strongly by the students taking the course online than those attending face-to-face classes. In view of the evidence of technology creating new learning environments perceived as advantageous by students, it is hypothesized that introducing blended learning as part of post-16 mathematics curriculum could be beneficial. Improving learner self-regulation is discussed as means of improving access to FM. Other findings included the importance of support from peers, parents and schools and gender differences.

scholarly journals Conceptualising a visual representation model for MOOC-based blended learning designs

2019 ◽  
pp. 1-26 ◽  
Author(s):  
Laia Albó ◽  
Davinia Hernández-Leo
Keyword(s):  
Blended Learning ◽  
Visual Learning ◽  
Online Course ◽  
Learning Design ◽  
Design Elements ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Design Representation ◽  
Representation Model ◽  
Fostering Reflection

This article reports on a study about how massive open online course (MOOC)-based blended learning designs can be visually represented to facilitate their comprehension and sharing. We carried out an iterative co-creation process with different stakeholders to conceptualise a visual learning design representation model within the context of blending MOOCs with face-to-face courses. The data analysed was derived from questionnaires and the generated representations. Results indicate that the representation enabled educators to easily visualise the overall structure of the learning designs and the relationships between the different design elements, providing a context for fostering reflection and decision-making during the planning of MOOC-based blended learning designs.

scholarly journals «BLENDED LEARNING» - THE ESSENCE AND FEATURES OF IMPLEMENTATION IN HIGHER EDUCATION

2019 ◽  
Vol 42 (4) ◽  
pp. 33-38
Author(s):  
D. MITSENKO
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Instructional Material ◽  
Online Course ◽  
Pedagogical Practice ◽  
Rotational Model ◽  
Face To Face ◽  
The Common ◽  
Independent Work

The essence of the concept of "blended learning", its main features, varieties, stages of implementation and models of realization are considered in the article. The analysis of modern researches of the problem of the use of blended learning in education, the identification on the basis of its results of the most optimal forms and models of use of "blended learning" is carried out. The expediency of using the classification of American researcher MB Horn, which identifies six models of blended learning, is indicated. Face-to-Face Driver. The educator personally teaches the bulk of the instructional material to the audience. An online course is added to the course as required, which is additional and traditional. "Rotation Model" ("rotational model"). There is a rotation of classroom and independent work of students online. Flexmodel. The course is mostly online. The teacher coordinates the activities of students through the network. Live contacts are made as needed. OnlineLab. The course is taught online, however, not at home alone, but in an equipped classroom under the guidance of a teacher. Self-BlendModel. Students choose courses to study online. The experience of blended learning in higher education is presented. The purpose and comparative capabilities of the common LMS (Learning Management Systems) - Moodle and Google Classroom - are analyzed. Based on the analysis of scientific sources and modern pedagogical practice, it was concluded that blended learning should be used in higher education institutions.

scholarly journals Bricks or clicks? Predicting student intentions in a blended learning buffet

2013 ◽  
Vol 29 (6) ◽  
Author(s):  
Michelle Hood
Keyword(s):  
Blended Learning ◽  
Extrinsic Motivation ◽  
Self Regulation ◽  
Computer Software ◽  
Expectancy Value ◽  
Face To Face ◽  
Online Tutorials ◽  
Lower Ability ◽  
Practical Factors ◽  
Value Model

<p>This study examined predictors of students' intentions to access face-to-face (f2f) or online options for lectures and tutorials in a buffet-style blended learning 2nd-year psychology statistics course (<em>N </em>= 113; 84% female). Students were aged 18 to 51 years (<em>M </em>= 23.16; <em>SD</em> = 6.80). Practical and technological predictors, along with attitudinal and motivational factors drawn from the expectancy value model, were tested. Higher work commitments, greater reliance on rehearsal, higher self-regulation, and higher critical thinking were the most important predictors of intentions to use online lectures. Almost 40% of the variance in those intentions was explained. Having the required computer software was the only independent predictor of intentions to attend synchronous online tutorials. Overall, 10% of the variance in those intentions was explained. Intentions to access asynchronous (archived) online tutorials were uniquely predicted by lower ability and higher extrinsic motivation. Overall, 26% of the variance in those intentions was explained. The predictors did not explain significant variance in intentions to attend f2f lectures or tutorials. These findings contribute to understanding how students go about making choices when faced with buffet style blended learning courses. Motivational and practical factors both influence the choices students make.</p><br />

scholarly journals Self-Regulation of Motivation and Confinement by COVID-19: A Study in Spanish University Students

2021 ◽  
Vol 13 (10) ◽  
pp. 5435
Author(s):  
Montserrat Santamaría-Vázquez ◽  
Mario Del Líbano ◽  
Iratxe Martínez-Lezaun ◽  
Juan Hilario Ortiz-Huerta
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Sleep Quality ◽  
Interaction Effect ◽  
Longitudinal Design ◽  
Self Regulation ◽  
Work Situation ◽  
Face To Face ◽  
And Gender ◽  
Almost All

(1) Background: confinement by COVID-19 in 2020 meant that face-to-face teaching changed to virtual teaching. The goal of this study was to test how confinement affected to self-regulation of motivation (SRM); (2) Methods: a longitudinal design was used to obtain information from 75 university students in three moments: before confinement, 20 days after confinement, and 40 days after confinement. The SRM Strategies Questionnaire and the Pittsburgh Sleep Index were used to evaluate the study variables; (3) Results: the SRM decreased as confinement progressed. Moreover, those students who had higher levels of SRM before confinement, showed worse sleep quality 20 days after. There was no interaction effect between moments and gender and between moments and work situation on any of the dimensions of the SRM. There were gender differences (women scored higher) in almost all of the SRM dimensions in the three moments, but there were no differences dependent on the work situation (i.e., only study or study and work); (4) Conclusions: the change from face-to-face classes to virtual learning decreased the SRM of university students and was related to worse sleep quality. Women showed higher levels of SRM than men, but these levels were reduced to the same extent in both genders.

scholarly journals Pedagogy of Effective Blended Learning

2020 ◽  
Vol 9 (3) ◽  
pp. 8-20
Author(s):  
N.V. Andreyeva
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
Personal Responsibility ◽  
Self Regulation ◽  
Educational Process ◽  
Assessment System ◽  
Modern Concept ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Face To Face Learning

The work is aimed at presenting a model of effective blended learning pedagogy, its values, key factors of effective blended learning, as well as recommendations for teachers and trainers. A review of the literature in recent years is presented. The basic principles of effective blended learning: the student is at the center of the educational process, focus not only on knowledge, but also on competencies, personalization, personal responsibility for the results of their own activities. The results obtained make it possible to say that the effectiveness of blended learning is influenced by design from a goal and a flexibility, mastery based learning and differentiation, personalization, learning communities, active and interactive learning, a change in the assessment system, educational independence and self-regulated learning, self-efficacy and the use of diagnostic tests. There is evidence that the modern concept of blended learning includes a change in pedagogical approach, although in widespread use it continues to be a combination of online and face-to-face learning. It is noted that modern research is aimed at identifying parameters that affect the effectiveness of blended learning, such as self-regulation and self-efficacy of students, the use of differentiated teaching by teachers, formative assessment, active learning. Recommendations are given for teachers and methodists to improve the effectiveness of blended learning.

scholarly journals Self-regulation strategies in blended learning environments in higher education: A systematic review

2021 ◽  
pp. 175-192
Author(s):  
Jan Hein Eggers ◽  
Ron Oostdam ◽  
Joke Voogt
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Self Regulation ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Study Success ◽  
Cognitive Motivation ◽  
Regulation Strategies

Although self-regulation is an important feature related to students’ study success as reflected in higher grades and less academic course delay, little is known about the role of self- regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the context of blended learning. Based on an analysis of literature, we identified four types of strategies: cognitive, metacognitive, motivational and management. Results show that most studies focused on metacognitive strategies, followed by cognitive strategies, whereas little to no attention is paid to motivation and management strategies. To facilitate self-regulation strategies non-human student tool interactional methods were most commonly used, followed by a mix of human student-teacher and non-human student content and student environment methods. Results further show that the extent to which students actively apply self-regulation strategies also depends heavily on teacher's actions within the blended learning environment. Measurement of self-regulation strategies is mainly done with questionnaires such as the Motivation and Self-regulation of Learning Questionnaire. Implications for practice and policy: More attention to self-regulation in online and blended learning is essential. Lecturers and course designers of blended learning environments should be aware that four types of self-regulation strategies are important: cognitive, metacognitive, motivational and management. Within blended learning environments, more attention should be paid to cognitive, motivation and management strategies to promote self-regulation.

scholarly journals "More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Aimee L. Whiteside ◽  
Amy Garrett Dikkers ◽  
Somer Lewis
Keyword(s):  
United States ◽  
Blended Learning ◽  
Single Case ◽  
Self Regulation ◽  
The United States ◽  
Lessons Learned ◽  
Observation Data ◽  
Multiple Stakeholders ◽  
Face To Face ◽  
Self Regulated Learning

This article examined a blended learning initiative in a large suburban high school in the Midwestern region of the United States. It employed a single-case exploratory design approach to learn about the experience of administrators, teachers, students, and parents. Using Zimmerman’s Self-Regulated Learning (SRL) Theory as a guiding framework, this study explored surveys, face-to-face observation data, interview transcriptions, and focus group transcriptions to learn about different stakeholders’ experiences and their observations about student readiness for blended learning. As a result, the data suggested three major themes, namely how blended learning initiatives can promote autonomy and self-regulation, encourage inquiry and build relationships, and ultimately help students feel ready for college.

Student Preferences After Taking Online, Face-to-Face, and Hybrid Courses on Educational Technology

2021 ◽  
pp. 301-319
Author(s):  
Pavel Samsonov
Keyword(s):  
Educational Technology ◽  
Undergraduate Students ◽  
Online Survey ◽  
Online Course ◽  
Hybrid Courses ◽  
Age And Gender ◽  
Student Preferences ◽  
Face To Face ◽  
Factors Influencing ◽  
And Gender

A survey-based study aimed at improving the course of educational technology was conducted with undergraduate students from 2018 through 2020. The study is based on an online survey. The results suggest that there is no “one-size-fits-all” mode of teaching; a considerable fraction of responses suggest a preference for online instruction, while the responses demanding face-to-face assistance are less numerous. The largest proportion of choices suggest demand for the blend of both. The study also looked at age and gender as factors influencing the preference of a teaching mode. Teacher presence in online/hybrid courses was found critical. Recommendations for designing an online course based on the study are offered.

scholarly journals Pedagogical and Design Aspects of a Blended Learning Course

2009 ◽  
Vol 10 (2) ◽  
Author(s):  
Karen Precel ◽  
Yoram Eshet-Alkalai ◽  
Yael Alberton
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Course Design ◽  
Recent Literature ◽  
Evaluation Study ◽  
Visual Design ◽  
Online Course ◽  
Face To Face ◽  
Learning Scenarios ◽  
Present Evaluation

Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is ambiguity in the literature and in the field regarding the proper implementation of blended learning and the optimal proportions between online and F2F components in various learning scenarios. The range of contradictory reports in recent literature on the potential of different blended learning models shows the need for more research on specific blended learning courses in order to establish proper standards for effective course design and implementation. The present evaluation study focuses on students’ perceptions of pedagogical and design issues related to a new model for blended learning that was used in a graduate-level course at the Open University of Israel. Fifty-eight of the course’s 91 students participated in the study and completed a questionnaire regarding three major aspects of the course design: (1) pedagogy, (2) textbook format (print vs. digital), and (3) learning environment usability. The results illustrate the importance of completing the pedagogical and visual design of online learning in advance. Also, the course model suggests ways to bridge the gaps between students and instructors and students and their peers, which are typical of online learning in general and open universities in particular.

scholarly journals BLENDED LEARNING MODEL IN TEACHING MEDIA LITERACY

2021 ◽  
Vol 2021 (1) ◽  
pp. 49-56
Author(s):  
Darina Dvornichenko ◽  
Vadym Barskyy
Keyword(s):  
Blended Learning ◽  
Media Literacy ◽  
Formal Education ◽  
Learning Model ◽  
Literacy Skills ◽  
Online Course ◽  
Ubiquitous Learning ◽  
Self Assessment ◽  
Face To Face ◽  
Post Test

This article offers insights into the practices of a blended learning course devoted to media literacy. The present study focuses on correlation of such terms as “blended learning”, “hybrid learning”, “ubiquitous learning”. Special attention is also paid to the studying of benefits and drawbacks of Massive Open Online Courses (MOOCs). The case under investigation is the MOOC “Very Verified: Online Course on Media Literacy” developed by International Research & Exchanges Board (IREX) and EdEra in 2019. Data were collected via pre-test and post-test instruments of assessment with the aim of deriving an understanding of progress made by students, as well as analysing the fluctuations in students’ self-assessment of their own media literacy skills. The study also examined quantitative data to determine how many learners completed the course and how useful it was for them. By comparing the data from students who completed the online course combined with face-to-face sessions and those who completed the online course without attending face-to-face sessions, the research examined the benefits of blended learning model. It was found that the Psychology - Medicine - Education Science and Education, 2021, Issue 1 50 blended learning model turned out to be more effective in comparison with the ubiquitous learning model despite the uniformity of learning content. The findings and analysis offer several insights of blended-learning model and its application in formal and non-formal education.

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