Blended Learning with Multimedia e-Learning in Organic Chemistry Course

2018 ◽  
Author(s):  
Chui-Man Lo ◽  
Kwan-Yee Tang
Keyword(s):  
Organic Chemistry ◽  
Blended Learning ◽  
E Learning

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.

E-Learning und Blended Learning

2015 ◽  
Author(s):  
John Erpenbeck ◽  
Simon Sauter ◽  
Werner Sauter
Keyword(s):  
Blended Learning ◽  
E Learning

Teknologi Informasi dan Komunikasi Sebagai Tren Pendidikan Masa Kini dan Masa Datang

EXPLORE ◽  
2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Sriasih Sriasih
Keyword(s):  
Blended Learning ◽  
E Learning

Peluang yang ditawarkan oleh penggunaan TIK dalam pendidikan begitu banyak jumlahnya, sehingga   dapat   mengarah   pada   pengalaman belajar yang lebih baik dan lebih menarik.  Efek ini tidak hanya terbatas pada ruang kelas, tetapi juga transformasi model pendidikan,  contohnya seperti  model  jarak  jauh  ke  model  e-learning atau blended learning  yang menawarkan  pilihan baru  dalam  penyampaian, serta  peluang  baru dalam layanan pelatihan guru dan dukungan lain. Kapasitas TIK untuk membangun  jaringan tanpa batas merupakan kemungkinan pembelajaran inovatif   yang  setara  di  seluruh   wilayah   dan negara. Kemampuan  siswa untuk memanfaatkan TIK sudah menjadi kebutuhan baru untuk sistem pendidikan yang efektif. Kata Kunci: TIK, Teknologi Informasi, Pendidikan.

scholarly journals The Development of Instructional Materials E-Learning Based On Blended Learning

2017 ◽  
Vol 10 (7) ◽  
pp. 10 ◽  
Author(s):  
Andi Kristanto ◽  
Mustaji Mustaji ◽  
Andi Mariono
Keyword(s):  
Blended Learning ◽  
Lesson Plan ◽  
Research Question ◽  
Instructional Materials ◽  
Media Specialists ◽  
Instructional Activity ◽  
Development Methodology ◽  
Global Issue ◽  
E Learning ◽  
Course Material

The use of e-learning is becoming the global issue now. In an educational field, there are many institutions already use it. The study very important aimed to test the feasibility and effectiveness the development of instructional materials e-learning based on the blended learning in audio/radio media development course. The background laid behind the problem is the experience the students had that is having difficulties in developing the audio/radio media manuscript. This caused by the limited time lecturer had to explain the screenwriting material, and duration the students had to write the audio/radio script, so it affected the lack of students’ understanding of the course material also to the students’ scriptwriting result which is not feasible to produce yet. Standard mastery of the subject specified within 6 (six) weeks in maximum, and the students should have been able to develop the script established on the rules of production. Thus, the outcome of this research would be the e-learning-based instructional materials based on blended learning, Semester Lesson Plan (SLP) audio/radio media. This inquiry aims at the improvement of the quality of the work of the audio/radio manuscript. This study implements the Research and Development methodology which is based on the steps generally refers to the opinion of Borg and Gall. The R & D steps was done with modified to simplify it into three main stages, namely the introduction, the development, and testing. Data obtained from the learning experts get the percentage of 91.67%, the course professionals and media specialists each earn a percentage of 100%. Based on these data, the model of blended learning instructional materials for the development of audio/radio media course that have been developed could be the solution of the research question stated that blended learning models of instructional materials that have been evolved are practical for use in learning instructional activity.

scholarly journals Working in Creative Partnership with Students to Co‐Produce Neuroanatomy e‐Learning Resources in a new era of Blended Learning

2021 ◽  
Author(s):  
Scott Border ◽  
Charlotte Woodward ◽  
Octavia Kurn ◽  
Cara Birchall ◽  
Hailey Laurayne ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Resources ◽  
New Era ◽  
E Learning ◽  
Creative Partnership

Implementation of a Blended Learning Module to Teach Handling, Restraint, and Physical Examination of Cats in Undergraduate Veterinary Training

2021 ◽  
pp. e20200160
Author(s):  
Mirjam B.H.M. Duijvestijn ◽  
Bente M.W.K. Van der Wiel ◽  
Claudia M. Vinke ◽  
M. Montserrat Diaz Espineira ◽  
Harold G.J. Bok ◽  
...  
Keyword(s):  
Physical Examination ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Clinical Training ◽  
Skills Training ◽  
Veterinary Students ◽  
Learning Modules ◽  
Learning Module ◽  
E Learning ◽  
Standard Module

Cats can be easily stressed in a clinical (training) setting and may show unpredictable reactions and patterns of defensive aggression. This can be a complicating factor in undergraduate veterinary training. Inexperienced veterinary students can evoke defensive feline behavior that negatively affects learning outcomes and animal welfare. As a result, restraint techniques and physical examination of cats was hardly practiced in pre-clinical training at Utrecht University. To overcome this, a new blended learning module was developed using a lecture on feline behavior; e-learning modules about feline behavior, handling, restraint, and physical examination skills; and redesigned practical sessions in which live animals and manikins were used. The aim of this study was to investigate how students’ perceptions of competence and confidence changed regarding feline behavior, handling, restraint, and physical examination skills after the new module was implemented. Questionnaires were used for quantitative analysis, and focus groups were used for qualitative analysis. The results show that compared with students who followed the standard module, students who participated in the blended learning module scored higher in feeling confident with handling animals, feeling competent to perform physical examination on cats, and ability to assess whether a cat is stressed. Students with less experience with cats were more likely to show improvement in assessing a cat’s stress level than students who had much experience with cats. The results demonstrate that the blended learning module improves students’ learning outcomes regarding feline skills training and adds to reduction, refinement, and replacement of the use of live cats.

A blended learning módszer alkalmazásának lehetőségei a számítástechnika oktatásában

2014 ◽  
Vol 14 (2) ◽  
pp. 66
Author(s):  
Béla Muhi B. ◽  
Gábor Kőrösi ◽  
Péter Esztelecki
Keyword(s):  
Blended Learning ◽  
E Learning

A blended learning (magyarul vegyes oktatás vagy kombinált tanulás) egy olyan oktatási forma, amely összeköti a hagyományos oktatási formákat az e-learninggel (elektronikus oktatás). A blended learning tehát olyan oktatási módszer mely a manapság igen divatos e-learning mellett személyes jelenlétet is megkövetel a tanár és a diák oldaláról. Ilyen alkalmakkor zajlanak a konzultációk, a mentori tevékenységek, a csapatmunka, azaz kombinálható az elektronikus felület a nyomtatott tananyagokkal és a személyes jelenléttel. A blended learning, a hagyományos jelenléten alapuló oktatás és konzultáció, valamint a távoktatás elektronikus tanulási környezetének illetve tananyagainak változatából alakult ki. A blended learning egyben egyéni és társasági oktatási-tanulási módszer, irányított és felfedezés-orientált. A blended learning oktatási módszer egyre népszerűbb, számos oktatási intézményben alkalmazzák már világszerte, így Magyarországon és Szerbiában is. Kutatásunkban a számítástechnika oktatásában való hatékonyságát vizsgáltuk ki a középiskolában.

Blended learning in a second year organic chemistry class: students’ perceptions and preferences of the learning support

2020 ◽  
Vol 21 (1) ◽  
pp. 24-36 ◽  
Author(s):  
Rethabile Tekane ◽  
Lynne A. Pilcher ◽  
Marietjie Potgieter
Keyword(s):  
Organic Chemistry ◽  
Blended Learning ◽  
Language Proficiency ◽  
Discussion Board ◽  
Unique Contribution ◽  
Learning Support ◽  
Student Body ◽  
Individual Interviews ◽  
The Face ◽  
Second Year

Although the implementation of blended learning in organic chemistry is rapidly growing, thus far, there are few studies published on the evaluation of supplemental types of blend in organic chemistry. This report covers a phenomenographic study that was designed to evaluate a supplemental type of blended learning approach implemented in a second-year organic chemistry course in a South African context. It offers a unique contribution in terms of catering to the needs of a diverse student body. Three open-ended questionnaires were used to probe: (1) students’ perceptions of the learning support; (2) students’ preferences for different types of learning support offered; and (3) students’ suggestions for improvement. Semi-structured individual interviews were used to obtain clarity on some of the responses from the questionnaires. Analysis of students’ responses revealed that the face-to-face component was highly valued as it gave the students the opportunity to ask questions and obtain answers in real time; the online component, especially Learnsmart, was found helpful for its flexibility and providing limitless opportunities to practice or revisit concepts. The discussion board was the least valued due to the overwhelming number of postings, and the students felt they were forced to participate in order to get marks. The students experienced the course as too fast-paced possibly reflecting cognitive overload, a potential weakness of the supplemental blend. The findings will be useful in many other contexts where the student body is diverse in terms of language proficiency and the level of preparation for the demands of organic chemistry as a discipline.

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