Blended Learning & the Higher Education Classroom: A Critical Review of Developments Within Engineering Education

2017 ◽  
Author(s):  
Azadeh Afsharian ◽  
Subarna Sivapalan ◽  
Shahrina binti Md Nordin
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Engineering Education ◽  
Critical Review

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.

scholarly journals Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education Context

2015 ◽  
Vol 8 (11) ◽  
pp. 1 ◽  
Author(s):  
Jin-Hyouk Im ◽  
Jeongyeon Kim
Keyword(s):  
Higher Education ◽  
College Students ◽  
Blended Learning ◽  
Critical Review ◽  
Critical Factors ◽  
Policy Makers ◽  
Course Content ◽  
Effective Implementation ◽  
Current State ◽  
English Medium Instruction

<p class="apa">Although researchers agree with the strengths of an English-medium instruction (EMI) in addressing internationalization of a non-English higher education (HE) context, its implementation in classrooms has been widely criticized, mostly because of ineffective delivery of course content and a lack of evidence of English improvement. Grounded upon a critical review of the current state of internationalization of Korean HE and the subsequent examination of supplementary interview data from 15 college students who have taken EMI courses, this study proposes a model which integrates critical factors of EMI into one framework. This model aims at guiding the EMI policy from initiation to implementation. A major feature of this model is blended learning as a strategy to address the shortcomings of current EMI in this context and to facilitate the allocation of diverse online materials to scaffold EMI instruction. The benefits of the approach are presented from the perspectives both of policy-makers and of classroom participants.</p>

Towards blended learning: Stakeholders’ perspectives on a project-based integrated curriculum in ICT engineering education

2021 ◽  
pp. 095042222199447
Author(s):  
Maisa Mielikäinen
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Engineering Education ◽  
Integrated Curriculum ◽  
Project Based Learning ◽  
Remote Work ◽  
Structured Interviews ◽  
Digital Ecosystem ◽  
Positive Attitudes ◽  
Information And Communication

It is increasingly vital, in the current era of ever-expanding remote work and learning, to develop blended methods for engineering education. This research aims to develop a blended, project-based information and communication technology (ICT) education model, conceptualizing a digital ecosystem based on stakeholders’ experiences and expectations. The article describes the first phase of the first cycle of the design-based research, analysis and exploration. Semi-structured interviews and online surveys were used to gather stakeholders’ – i.e. students’ (N = 27), instructors’ (N = 15) and industry representatives’ (N = 3) – thoughts and expectations about the current holistic integrated and project-based curriculum, on which little academic literature exists. The article gathers design principles for a broader intervention through which ICT education is transferred into blended learning. Study participants included third-year ICT engineering education students and instructors at the Lapland University of Applied Sciences, along with local industry representatives. The vast majority of the students described the integrated curriculum and project-based learning approach as a motivating pedagogical model. The participation of industry representatives was perceived as motivational to students. Working-life cooperation with companies should thus be encouraged and further developed in higher education curricula. The students’ positive attitudes towards integrated project-based learning may inspire higher education institutions to apply this framework.

Teachers Conceptions and Approaches to Blended Learning

2017 ◽  
pp. 228-250 ◽  
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.

Literature Review in Conceptions and Approaches to Teaching using Blended Learning

2015 ◽  
pp. 1-22 ◽  
Author(s):  
Vicki Caravias
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Learning Styles ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Critical Review ◽  
Research Literature ◽  
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 (A. Picciano, 2009) 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.

Blast Furnace In Engineering Education

2014 ◽  
Vol 1 (1) ◽  
pp. 127-130 ◽  
Author(s):  
Valentin Petrescu ◽  
Florian Popescu ◽  
Alina Gligor
Keyword(s):  
Blast Furnace ◽  
Human Computer Interaction ◽  
Blended Learning ◽  
Engineering Education ◽  
Learning Environments ◽  
Learning Method ◽  
Quality Of Presentation ◽  
Computer Interaction

AbstractUsing blended learning method, Blast Furnace subject was analysed inside the DidaTec Project. The analysed factors were the quality of presentation, quantity of information per page and human – computer interaction. The analysis shows the preference of students to work with different learning environments.

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.

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