A blended learning strategy: reimagining the post-Covid-19 architectural education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naglaa Megahed ◽  
Asmaa Hassan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Theoretical Framework ◽  
Delivery Mode ◽  
Instructional Models ◽  
Architecture Education ◽  
Content Type ◽  
Teaching Learning

PurposeThe present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.Design/methodology/approachDifferent research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.FindingsThe study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.Research limitations/implicationsThe research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.Social implicationsAs faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.Originality/valueThis paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

scholarly journals COVID-19 responsive teaching of undergraduate architecture programs in India: learnings for post-pandemic education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anurag Varma ◽  
Mohammad Shoeb Jafri
Keyword(s):  
Blended Learning ◽  
Online Teaching ◽  
Professional Training ◽  
Online Survey ◽  
Transition Process ◽  
Primary Data ◽  
Architecture Education ◽  
Content Type ◽  
Education In India ◽  
Teaching Learning

PurposeThe purpose of this paper is to have an overview of how Indian institutions offering undergraduate architecture programs have responded to the pandemic situation. It seeks to appraise the alternative approaches adopted for teaching-learning, communication, assignment and evaluation and assess their effectiveness for progressive improvisations or integration with pedagogy. The paper articulates a view on the suitability of online teaching for architecture education in India, on basis of educators' experiences of teaching during the pandemic.Design/methodology/approachAn online survey was conducted for obtaining primary data from the educators given the paucity of information. The questions elicited structured information on aspects of the transition process, IT/online platform and tools, the efficacy of online teaching-learning and trajectory of blended learning.FindingsAll institutions managed the transition to online teaching without much difficulty. However, the paper raises the need for professional training and feedback from students. One-third of the respondents express satisfaction with online teaching, despite low satisfaction about the effectiveness of online teaching of a design studio. The results convey the need for more engagement with digital tools and representational software on integrated platforms. The study finds consensus on the future potential of blended learning and advocates developing an integrated framework and curriculum for architecture education in India.Originality/valueThe paper synthesizes viewpoints on online teaching-learning of architecture program in wake of the pandemic from an educators' perspective. The emergent perspectives are viewed dialogically in context of global voices to articulate a future trajectory of blended learning in the domain of architecture education.

Developing Independent Learning Skills for Postgraduate Students through Blended Learning Environment

2013 ◽  
Vol 15 (1) ◽  
pp. 36-50 ◽  
Author(s):  
Ing Liang Wong
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Learning Technologies ◽  
Independent Learning ◽  
Learning Skills ◽  
Postgraduate Students ◽  
Building Assessment ◽  
Teaching Learning

Independent learning is a critical learning strategy in higher education, especially in the blended learning environment (BLE). This paper investigates the relevance and suitability of enhanced teaching, learning and assessment (TLA) activities within the BLE and evaluates how these can help postgraduate students to become independent learners at Glasgow Caledonian University. The existing TLA activities of Building Assessment module were reviewed, curriculum redesigned and constructively aligned to learning outcomes. An online survey was carried out to evaluate the appropriateness of TLA activities in developing students’ independent learning skills. Students’ responses on their preferences for module delivery were investigated. Success of TLA activities depends on students’ experience and their familiarity with these activities. Most students agreed that, the use of formative assessment and learning technologies in the BLE was able to develop their independent learning skills; however these activities should be designed and structured properly, with learning supports provided by tutors.

scholarly journals A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Sedef Uzuner Smith ◽  
Suzanne Hayes ◽  
Peter Shea
Keyword(s):  
Communities Of Practice ◽  
Blended Learning ◽  
Community Of Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Empirical Work ◽  
Theoretical Framework ◽  
Future Research ◽  
Online Teaching And Learning ◽  
Integrative Research

After presenting a brief overview of the key elements that underpin Etienne Wenger’s communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant empirical work grounded in this framework to investigate online/blended learning in higher education and in professional development. The review is based on integrative research approaches, using quantitative and qualitative analysis, and includes CoP oriented research articles published between 2000 and 2014. Findings are presented under three questions: Which research studies within the online/blended learning literature made central use of the CoP framework? Among those studies identified, which ones established strong linkages between the CoP framework and their findings? Within this last group of identified studies, what do the patterns in their use of the CoP framework suggest as opportunities for future research in online teaching and learning?

scholarly journals Effectiveness of Using Appropriate Blended Learning Tools for Teaching and Learning Computer Programming Related Courses

2020 ◽  
Vol 1 (1) ◽  
pp. 56-63
Author(s):  
Emerson Raja Joseph ◽  
Md Jakir Hoseen ◽  
Fazly Salleh ◽  
Lim Way Soong
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Virtual Classroom ◽  
Discussion Board ◽  
Digital Tools ◽  
Learning Tools ◽  
Computer Based ◽  
Student Centred Learning

With the advent of technology there are plenty of blended learning tools available for us to use in teaching and training activity. Selecting appropriate tools for a particular category of students and the nature of the subject being taught is important to achieve better academic results. Hence, the objective of this research is to assess effectiveness of various blended learning tools and to find the appropriate tool for teaching a computer -based campus in Malaysia. This subject was delivered using four selected blended learning digital tools; ED puzzle virtual classroom videos, Home works on MMLS, MMLS online Quiz and MMLS discussion board, at the beginning of Trimester 2, 2018/2019. They were asked in the middle of the trimester to rate the usefulness of the four selected blended learning digital tools in a 5-point scale using an online survey. The analysis feedback shows that D puzzle virtual the trimester. The effectivenes when the achievements of the students in terms of their academic performance were compared with previous year. It clearly shows that the academic performance of the students of year 2019 is better than of students towards student centred learning.

Teaching, Learning and Multimedia

2005 ◽  
pp. 60-72 ◽  
Author(s):  
Loreen M. Butcher-Powell
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Streaming Video ◽  
Internet Research ◽  
The Internet ◽  
Student Centered ◽  
Web Based ◽  
Teaching Learning ◽  
Almost All

“We must not forget that almost all teaching is Multimedia” (Schramm, p.37). Today, the magnetism of multimedia is clearly oblivious via the use of streaming video, audio clips, and the Internet. Research has shown that the use of multimedia can aid in the comprehension and retention of student learning (Cronin & Myers, 1997; Large Behesti, Breulex & Renaud, 1996; Tennenbaum, 1998). As a result, more educators are utilizing Web-based multimedia materials to augment instruction online and in the classroom. This chapter provides a theoretical framework for transforming Student Centered Discussion (SCD), a traditional based pedagogy strategy, to a new multimedia pedagogy SCD strategy. The new multimedia SCD pedagogy represents a new way of teaching and learning. As a result, positive responses and feedback have been collected from students in their ability to interpret facts, compare and contract material, and make inferences based on recall of information previously presented or assigned in article readings.

Assessing the impact of ISO: 9001 implementation on school teaching and learning processes

2019 ◽  
Vol 27 (3) ◽  
pp. 285-303 ◽  
Author(s):  
Francisco José Fernández-Cruz ◽  
Jesús Miguel Rodríguez-Mantilla ◽  
Ma José Fernández-Díaz
Keyword(s):  
Teaching And Learning ◽  
Learning Processes ◽  
Iso 9001 ◽  
Content Type ◽  
Educational Benefits ◽  
Average Impact ◽  
School Teaching ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact

Purpose A growing number of schools are now implementing quality management systems (QMS). As a result, studies are being conducted to assess the educational benefits of these systems and their capacity to identify areas for improvement in school processes and performance. The purpose the present study is to assess the impact of ISO:9001 implementation on teaching-learning processes in the classroom, and in schools with at least three years’ experience of applying this standard. Design/methodology/approach To this end, a questionnaire was administered to a final sample of 2,185 subjects from 80 pre-school, primary and secondary education schools in the regions of Madrid, Castile and León, Andalusia and Valencia (Spain). Findings The results show that ISO:9001 implementation yielded a higher than average impact on teaching-learning processes. Specifically, improvements were observed in the subdomains of tutorials, evaluation and classroom teaching methodologies as a result of implementing this QMS. Originality/value This impact was higher in state-subsidized private schools in Valencia and Andalusia with over nine years’ experience of ISO:9001 in schools with internal funding plans and in those with fewer than 29 teachers on the staff.

Oppositional loyalty as a brand identity-driven outcome: a conceptual framework and empirical evidence

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Junyun Liao ◽  
Xuebing Dong ◽  
Ziwei Luo ◽  
Rui Guo
Keyword(s):  
Community Engagement ◽  
Structural Equation ◽  
Online Survey ◽  
Identity Theory ◽  
Theoretical Framework ◽  
Brand Identity ◽  
Equation Modeling ◽  
Brand Community ◽  
Brand Identification ◽  
Content Type

Purpose Oppositional loyalty toward rival brands is prevalent. Although its antecedents have increasingly received scholarly attention, the literature is rather disparate. Based on identity theory, this study aims to propose that oppositional loyalty is a brand identity-driven outcome and provides a unified framework for understanding the formation and activation of brand identity in influencing oppositional loyalty. Design/methodology/approach Structural equation modeling was used to test the theoretical framework based on an online survey of 329 brand community members. Multigroup analysis was used to test the moderating effect of inter-consumer brand rivalry and brand community engagement. Findings The results show that self-brand similarity, brand prestige and brand uniqueness lead to consumers’ brand identity (i.e. consumer-brand identification), which, in turn, facilitates oppositional loyalty. Furthermore, the results indicate that inter-consumer brand rivalry and brand community engagement are identity-salient situations that strengthen the relationship between consumer-brand identification and oppositional loyalty. Practical implications Identity has great power in shaping consumer behaviors. Fostering consumer-brand identification is critical for firms to prevent consumers from switching to competing brands. Inter-consumer brand rivalry and brand community engagement can help firms consolidate their customer base by evoking consumers’ brand identity. Originality/value This investigation makes theoretical contributions by providing a unified theoretical framework to model the development of oppositional loyalty based on identity theory.

iPads in the Classroom

2017 ◽  
Vol 13 (4) ◽  
pp. 74-86 ◽  
Author(s):  
Janet M. Ferguson ◽  
James N. Oigara
Keyword(s):  
Middle School ◽  
New York ◽  
Middle School Teachers ◽  
Teaching And Learning ◽  
Online Survey ◽  
New Technologies ◽  
Positive Impact ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teaching Learning

In education, new technologies are used to improve the process of teaching and learning. This study examined middle school teachers' perceptions regarding the use of iPads for instruction. The participants, 53 middle school teachers in Western New York, responded to an online survey, asking them questions about how they felt about the 1:1 iPad initiative at their school. Data analysis included open and axial coding for identification of themes and patterns, as well as quantitative statistical analysis. The results showed mixed findings, as some teachers believed that iPads had a positive impact on the teaching-learning process by improving student engagement and communication, while some responded with concerns that iPads caused student distraction and allowed off-task behaviors in the classroom. The findings also suggest that teachers need targeted professional development on pedagogical and practical use of this technology to be able to successfully integrate it into their practice.

Technology usage for teaching and learning law in open and distance learning: a Sri Lankan perspective

2020 ◽  
Vol 15 (1) ◽  
pp. 69-81
Author(s):  
Janaka Selvaras
Keyword(s):  
Distance Learning ◽  
Sri Lanka ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Technology Usage ◽  
Content Type ◽  
Learning And Teaching ◽  
Online Social Media ◽  
Open And Distance Learning ◽  
Learning Law

PurposeThe Open University of Sri Lanka (OUSL) is the only institution to deliver legal education through Open and Distance Learning (ODL) in Sri Lanka. This study aims to analyze technology usage in learning and teaching law in the ODL under OUSL to evaluate the accessibility and also challenges.Design/methodology/approachA combination of qualitative and quantitative methodologies has been used for the study. This includes both interviews with teachers and surveying among students on the usage of technology in learning and teaching law at OUSL. Since the LL.B Degree Programme of OUSL delivered at six regional centres in Sri Lanka, this study also includes the comparative analysis of technology usage in teaching and learning at selected regional centres.FindingsThe findings indicate that the majority of students have access to technology through mobile phones and are aware of blended learning. Even though they prefer to integrate blended learning with learning law, they do not prefer learning entirely online. Social media and mobile applications are the most preferred modes of blended learning by students. It is also acknowledged that the internal staff has knowledge and access to the use of technology in teaching law while the external staff faces challenges and is in need of adequate training.Originality/valueThe original contribution of this article provides insightful guidelines not only to the OUSL of Sri Lanka but also to the institutions offering similar disciplines through ODL to understand lecturers, learners in the future integration of technology.

scholarly journals Pair programming: more than just working together in pairs.

2012 ◽  
Vol 31 (1) ◽  
Author(s):  
Elsa Mentz
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Tertiary Education ◽  
Pair Programming ◽  
Tertiary Level ◽  
Effective Manner ◽  
Working Together ◽  
Improved Learning ◽  
Quality Programming ◽  
Teaching Learning

Pair programming originated in the industry where focus is placed on the development of a programme at the most costand time-effective manner, and within the parameters of quality. In this context, a specific programming code is not developed individually; rather, two people work together in order to ensure a higher quality programming code and to motivate each other to work at a faster pace. The problem with this approach was that novice programmers lacked the social skills to work in pairs as they had not been exposed to this sufficiently at tertiary level. The demand of the industry, especially in terms of programmers needing to be able to programme together, led to the incorporation of pair programming at tertiary level in the late nineties. The pedagogical principles on which any teaching-learning strategy should be built were, however, largely overlooked during this process. This article firstly looks into the semantic and ontological differences between co-operative and collaborative learning and secondly argues that pair programming, within the context of a social constructivist approach to teaching and learning, can be seen as a co-operative teaching-learning strategy. Pair programming is more than just allowing two students to work together on a programming task. The more structured way, in which pair programming needs to be implemented, concur with the principles of co-operative learning. The article concludes that the correct pedagogical application of pair programming as a co-operative teaching-learning strategy in tertiary education will result in improved learning capital.

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