Medical versus Social Models of Disability: Increasing Inclusion and Participation of Students in Online and Blended Learning in Higher Education

2021 ◽  
pp. 181-194
Author(s):  
Nathan Whitley-Grassi ◽  
Bryan J. Whitley-Grassi ◽  
Shaun C. Hoppel ◽  
Melissa Zgliczynski
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Social Models ◽  
Models Of Disability

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Consolidating The System Of Fostering Students’ Linguistic Skills At Philological Higher Education Institutions Of Specilized In Teaching English Based On The Approach Of Blended Learning

2020 ◽  
Vol 2 (09) ◽  
pp. 579-585
Author(s):  
Azizov Solijon Uchmas o’g’li
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Information Technologies ◽  
Higher Education Institutions ◽  
Teaching English ◽  
Educational Materials ◽  
Specific System ◽  
Modern Education ◽  
Linguistic Skills ◽  
Listening And Speaking

The quality and content are constantly increasing their relevance in the conditions of modern education. If quality can be understood as means and educational materials which are used in the process, the content is a sign of the diversity of these materials and a factor which takes into account the age, abilities and chances of learners. Taking into account these two important factors, the theoretical and practical bases of combining modern information technologies in improving the quality and content of the system of blended learning at philological higher education institutions of specialized in teaching English are described in detail. In addition, the paths and stages of creating a specific system that runs continuously, combining the effective and reasonable functions of social networking services (SNS) and messengers in consolidating the quality and content indicators of blended learning, are gradually illustrated. Besides that, by combining online educational materials with traditional place-based classroom methods at philological higher education institutions which are specialized in teaching English based on the approach of blended learning, the system of fostering students’ linguistic skills, such as reading, writing, listening, and speaking can be optimized and modernized according to the results of this research in the article.

A meta-analysis of blended learning and technology use in higher education: from the general to the applied

2014 ◽  
Vol 26 (1) ◽  
pp. 87-122 ◽  
Author(s):  
Robert M. Bernard ◽  
Eugene Borokhovski ◽  
Richard F. Schmid ◽  
Rana M. Tamim ◽  
Philip C. Abrami
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Technology Use ◽  
Meta Analysis

The Management of Teaching in Online and Blended Learning Applied in the Project “Modern Competences of Academic Teachers – the Key to Modern Higher Education Institutions” – Acronym MOCAT

2021 ◽  
Vol 29 (4) ◽  
pp. 390-401
Author(s):  
Roxana Stefanescu ◽  
◽  
Mariana Iatagan ◽  
Cristian Uta
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Teaching Methodology ◽  
Teaching Competencies ◽  
Training Materials ◽  
Wide Range ◽  
Academic Teachers ◽  
Academic Teacher

The management of teaching is connected and could be increased by using a wide range of different methods especially when we refer to Online and Blended learning. In the first part, the paper is aiming at reviewing the literature regarding the concepts and benefits of Online and Blended learning. Based on this considerations, 8 partner universities from 8 countries jointly developed the Project “Modern competences of academic teachers – the key to modern Higher Education Institutions (HEI)” – Acronym MOCAT. The paper underlines the goals and achievements of the MOCAT project that proposes a conceptual process to increase the management performance in teaching. The paper shows in an organized manner the main deficiencies that are altering the teaching competencies of academic teachers and in connection with this, the project offers solutions to improve the methodological competency of the teachers regarding the development and use of modern approaches. The outcomes of the project consist in the development and implementation of a Multicultural Model of an Academic Teacher Competencies and in 10 online courses that represent modern training materials in the field of teaching methodology. In the end are exposed the way the results of the project can be evaluated in time as well as the anticipated effects of the project implementation.

scholarly journals Conceptual Framework for Teaching Sustainable Development Course in Blended Learning Environment

2021 ◽  
Vol 3 (1) ◽  
pp. 17-23
Author(s):  
Tilagavati Subramaniam ◽  
Muthu Alagan Thangavelu
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Online Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Higher Education Institutions ◽  
Virtual Learning Environment ◽  
Young Generation ◽  
Framework For Teaching

Purposes: This paper presents a conceptual framework for teaching sustainable development courses in an online learning environment in institutions of higher education.  Sustainability development courses are becoming essential in higher education institutions mainly to educate the younger generations who will be part of the community to make it happen. Higher education institutions are experiencing dramatic shift to cater a young generation of prospective students, to integrate technical innovations in teaching practices and to concentrate on increasing concerns about global sustainability issues. There has been little research to promote an innovative learning in the teaching of sustainable development. The goal of this paper was to create a framework for teaching sustainable development in a virtual learning environment (blended learning) due to the lack of a conceptual framework that could direct this implementation. Findings: Hence, the blended learning method is eco-friendly, whereby protects global environmental resources. For hands-on experiences, students will develop projects to make their campus and community more sustainable. In the process, students learn how to analyse sustainability and able to apply online learning knowledge into practice. Implication: The conceptual framework proposed will support all educators in higher education institutions engaged in the promotion of quality online education in this pandemic circumstance to develop an effective online practise that are aligned with the corresponding learning needs, skills and facilities.

scholarly journals Percepciones en torno a una educación remota y a una educación híbrida universitaria durante la pandemia de la COVID-19: estudio de caso

2021 ◽  
pp. 25-39
Author(s):  
Jorge Balladares Burgos
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Success Factors ◽  
Formal Concept ◽  
Research Approach ◽  
Strategic Learning ◽  
Remote Education ◽  
Key Success Factors ◽  
Estudio De Caso

El presente artículo tiene como propósito realizar un estudio sobre las percepciones en torno a una educación remota y a una educación híbrida en la educación superior.  El estudio de caso de un programa universitario de posgrado se articula con el enfoque de la investigación basada en el diseño para analizar percepciones sobre una educación remota en tiempos de pandemia e identificar factores claves de éxito para una nueva normalidad educativa a partir de los microciclos de la fase de implementación.  Entre los hallazgos, se reconoce que una educación remota respondió a la emergencia de la pandemia y se identificaron factores claves de éxito tales como la temporalización del proceso de enseñanza y aprendizaje, la docencia sincrónica, el diseño tecnopedagógico de los entornos virtuales de aprendizaje, y la transformación digital universitaria.  Estos resultados permiten resignificar el concepto tradicional de educación híbrida incorporando fortalezas de la educación remota, y reposicionándola como una modalidad de estudio estratégica para una nueva normalidad educativa que recupere progresivamente la presencialidad y expanda el aprendizaje de los estudiantes. La presente investigación contribuye a plantear pistas desde la educación híbrida hacia una renovada educación postpandemia. The purpose of this article is to lead a case study on perceptions around remote education and hybrid education in higher education.  The case study of a graduate university program is articulated by the design-based research approach for analyzing perceptions about remote education in the Covid-19 pandemic and to identify key success factors for new educational normality through the microcycle of análisis and exploration.  Among the findings, it is recognized that remote education responded to the emergency of the pandemic and identified key success factors such as teaching and learning timing, synchronous teaching, instructional design of virtual learning environments, and digital transformation in universities. These results allow us to re-signify the formal concept of blended learning including key strengths of remote learning and consider it as a strategic learning model for new higher education normality that will progressively recover face-to-face classrooms and expand students’ learning. This research contributes to raising clues from blended learning to renovate post-pandemic education

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