scholarly journals A Web-based Blended Learning Environment for Programming Languages: Students’ Opinions

2017 ◽  
Vol 5 (3) ◽  
pp. 211 ◽  
Author(s):  
Mustafa Yağci
Keyword(s):  
Data Collection ◽  
Learning Environment ◽  
Blended Learning ◽  
Programming Languages ◽  
Learning Goals ◽  
Data Collection Tool ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
E Learning

A learning environment which increases the desire and efforts of students to attain learning goals leads to greater motivation and success. This study examines the negative and positive opinions of students regarding the effectiveness of the learning process and students’ success in a computer programming course in which face-to-face and web-based e-learning methods were blended. The study, for which the case study method is used, was carried out over a 12 week period with the participation of 44 students. A data collection tool consisting of open-ended questions was applied to the participants at the end of the process. The replies given by the participants to the data collection tool were analyzed using qualitative analysis techniques. At the end of the research, the evaluation and satisfaction scores of the students regarding the web-based blended learning environment were found to be positive to a high degree. The positive opinions of the students were focused particularly around four themes, namely "facilitating learning through the learning environment"; "providing interaction opportunities"; "encouraging research", "video support for the course". Negative opinions were gathered around the themes of "lack of sufficient teaching time", "experiencing technical failures", "course badly scheduled" and "comprehensiveness of the course content".

Internet-Based Remote Laboratories as a Part of a Blended Learning Environment

2012 ◽  
pp. 128-154 ◽  
Author(s):  
Miladin Stefanovic ◽  
Milan Matijevic ◽  
Vladimir Cvjetkovic
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Practical Training ◽  
Web Based ◽  
Face To Face ◽  
Remote Laboratories ◽  
The Right ◽  
And Training

Blended learning is a mixture of online learning and face-to-face activities. Online learning suffers from a lack of practical and laboratory work which is mandatory for learning in many specific fields. Adult training is also mainly focused on knowledge related to specific useful competencies and practical skills so practical training is an inseparable part of adult learning and training. Web laboratories with remotely controlled laboratory experiments should provide a necessary practical component in the concept of online learning. There are many different classifications, implementations and usages of web laboratories. This chapter deals with web laboratories, trying to define a framework for the development of web laboratories, to define pre-requests, architecture and software realization of web based laboratories and to find the right blend. This chapter also presents the contribution of web laboratories in blended learning and other possible benefits for the concept of blended learning for adults.

Some Experiences of E-Learning in the Moodle E-Learning Environment

2011 ◽  
pp. 307-312
Author(s):  
Virve Siirak
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Constructivist Learning Theory ◽  
Web Based ◽  
University Of Technology ◽  
E Learning ◽  
Methods Of Learning ◽  
Social Constructivist Learning

In this chapter it is argued that blended learning with web-based support by the Moodle e-learning environment based on social constructivist learning theory is an effective tool for teaching and learning ergonomics and human factor issues for future managers. The author has eight years experience of computer based teaching and learning. The author`s own teaching experience of the Moodle e-learning environment for creating and providing courses in Tallinn University of Technology (TUT), in Tallinn School of Economics and Business Administration at TUT, will be presented. According to the questionnaires given to students at the end of each course, the teaching and learning in the Moodle e-learning environment as blended learning is very useful for development of a learning culture and efficiency. The efficiency and motivation for learning are higher than providing traditional methods of learning. New possibilities and dimensions for teaching and learning are opening.

The Blended Learning Ecosystem of an Academic Institution in Greece

2010 ◽  
Vol 5 (3) ◽  
pp. 14-35 ◽  
Author(s):  
Mara Nikolaidou ◽  
Chryssa Sofianopoulou ◽  
Nancy Alexopoulou ◽  
Kostas Abeliotis ◽  
Vassilis Detsis ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Academic Institution ◽  
Academic Environment ◽  
Face To Face ◽  
Learning Capabilities ◽  
E Learning ◽  
Learning Ecosystem ◽  
Enhanced Learning

Blended learning has been recognized as the most promising emerging trend in higher education, offering new capabilities, as it may significantly enhance the interaction and communication between instructors and students. The challenge of blended learning is to balance weaknesses and strengths of face-to-face and e-learning teaching environments and effectively combining them to provide enhanced learning capabilities. Its success should benefit instructor-student relation. To this end, the authors adopt ecosystem-based approach to model the blended learning environment and identify its constituents, i.e., instructors, students, consultants, technology. and their evolving relations. The proposed concept was utilized to explore the potential of blended learning in the academic environment. A study was conducted at Harokopio University of Athens over a period of three years to explore the relations between blended learning ecosystem constituents, focusing on instructor -student relation.

E-Learning for ICT Group Work in a Blended Learning Environment

2011 ◽  
Vol 1 (2) ◽  
pp. 50-60
Author(s):  
Lisa Soon ◽  
Campbell Fraser
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Group Work ◽  
Learning Tools ◽  
Education Students ◽  
Face To Face ◽  
Study Approach ◽  
Assessment Tasks ◽  
Information And Communication ◽  
E Learning

How does e-learning support group work in university information and communication technology (ICT) education within a blended learning environment? While face-to-face interaction was possible for on-campus student group work, distance education students could only perform their group work online. This research adopted a qualitative case study approach. It explored the e-learning use by students in a core subject ‘Software Development’ in a Bachelor of ICT program with three group work assessments. The findings indicate that, while technology could effectively help students to collaborate in their group work and assessment tasks, some technological features in the learning management system are highly subject to constant enhancement, due to the nature of the subject requirements and the need to facilitate frequent technology-mediated interactions in some situations. A model of group work collaboration is developed to explain the need for a new design and development of features in e-learning tools.

A Blended Learning Approach in Mathematics

2012 ◽  
pp. 22-42 ◽  
Author(s):  
B. Abramovitz ◽  
M. Berezina ◽  
A. Berman ◽  
L. Shvartsman
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Traditional Teaching ◽  
Web Based ◽  
Face To Face ◽  
Undergraduate Engineering ◽  
Traditional Lectures ◽  
E Learning ◽  
Face To Face Learning ◽  
Online Assignments

In this chapter we present our work aimed at interweaving e-learning and face-to-face learning in Calculus courses for undergraduate engineering students. This type of blended learning (BL) contains the best properties of e-learning and face-to-face learning and helps overcome many obstacles in traditional teaching. We use our approach in order to improve students’ conceptual understanding of theorems. We describe online assignments specifically designed to help students better understand the meaning of a theorem. These assignments are given to students in addition to traditional lectures and tutorials with the objective that they can learn to learn on their own. Students “discover” the theorem and study it independently, by using a “bank” of examples and a lot of theoretical exercises we supply. The assignments are built in such a way that students receive feedback and instructions in response to their Web-based activity.

Blended Learning

2018 ◽  
pp. 302-320 ◽  
Author(s):  
Prabal Bhargava
Keyword(s):  
Clinical Skills ◽  
First Century ◽  
Undergraduate Medical Students ◽  
Medical Teacher ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
Medical Education System ◽  
E Learning ◽  
Contemporary Education

Web-based learning has become an integral part of contemporary education. Online educational tools and resources are often utilized to facilitate learning and provide captivating learning environments. Opportunities protracted by technological advancements are infinite and these are finding increasing popularity in current medical education system. In this chapter, a “blended” approach, with apt amalgamation of e-learning and an interactive face-to-face session, was innovatively used by the author to augment clinical skills in the MBBS program for undergraduate medical students. A “flipped session” was developed to teach the clinical examination of the human retina using a “direct ophthalmoscope.” Besides adding value to the curriculum and constructively aligning the assessment to learning, the author capitalized on technology to demonstrate a successful application in the preparation of peak performers for the twenty-first century. This also helped the author evolve as a better medical teacher and create a rewarding Gesamtkuntswerk with the course content.

DESIGNING A BLENDED LEARNING ENVIRONMENT TO SUPPORT SELF-DIRECTED AND SELF-REGULATED LEARNING

2015 ◽  
Author(s):  
Aysan Şentürk ◽  
Keyword(s):  
Data Collection ◽  
Learning Environment ◽  
University Students ◽  
Blended Learning ◽  
Key Words ◽  
Programming Languages ◽  
Qualitative Data ◽  
Instructional Technologies ◽  
Self Regulated Learning ◽  
Regulated Learning

In this study, a blended learning environment was designed for sixty students from Computer Education and Instructional Technologies Department, taking Programming Languages course. The environment was designed to support self-directed and self-regulated learning. Interviews with open ended questions were used as data collection instruments. According to the qualitative data collected in this study it was concluded that students were satisfied using that learning environment. Key words: blended learning environment, self-directed and self-regulated learning, university students.

The Blended Learning Ecosystem of an Academic Institution in Greece

2012 ◽  
pp. 173-194 ◽  
Author(s):  
Mara Nikolaidou ◽  
Chryssa Sofianopoulou ◽  
Nancy Alexopoulou ◽  
Kostas Abeliotis ◽  
Vassilis Detsis ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Academic Institution ◽  
Academic Environment ◽  
Face To Face ◽  
Learning Capabilities ◽  
E Learning ◽  
Learning Ecosystem ◽  
Enhanced Learning

Blended learning has been recognized as the most promising emerging trend in higher education, offering new capabilities, as it may significantly enhance the interaction and communication between instructors and students. The challenge of blended learning is to balance weaknesses and strengths of face-to-face and e-learning teaching environments and effectively combining them to provide enhanced learning capabilities. Its success should benefit instructor-student relation. To this end, the authors adopt ecosystem-based approach to model the blended learning environment and identify its constituents, i.e., instructors, students, consultants, technology. and their evolving relations. The proposed concept was utilized to explore the potential of blended learning in the academic environment. A study was conducted at Harokopio University of Athens over a period of three years to explore the relations between blended learning ecosystem constituents, focusing on instructor -student relation.

Students Skills in a Blended Learning Environment

2018 ◽  
pp. 249-280 ◽  
Author(s):  
Ana Mª Pinto-Llorente ◽  
Mª Cruz Sánchez-Gómez ◽  
Francisco José García-Peñalvo
Keyword(s):  
Data Collection ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Community ◽  
Qualitative Approach ◽  
Self Assessment ◽  
Good Level ◽  
Technological Tools ◽  
Digital Skills ◽  
E Learning

The objective of this chapter is to determine participants' perceptions about the characteristics that students must have to be successful in a blended learning environment. The authors adopted a qualitative approach in which 91 learners participated. Data collection was carried out through guided interviews over three months. The results of the research emphasized the need to have a good level of English and new digital skills as essential requirements to study an English degree in a blended learning modality. Participants were strongly aware of the necessity to master synchronous and asynchronous technological tools to communicate online with their virtual classmates, and to do assessment and self-assessment e-activities. Learners also considered that it was essential to be mature enough to be able to reflect and evaluate their own learning. Results showed that students must be organised and tenacious, and must have the ability to innovate and collaborate inside the created e-learning community.

scholarly journals A Moodle-based blended learning solution for physiology education in Montenegro: a case study

2018 ◽  
Vol 42 (1) ◽  
pp. 111-117 ◽  
Author(s):  
Natasa Popovic ◽  
Tomo Popovic ◽  
Isidora Rovcanin Dragovic ◽  
Oleg Cmiljanic
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
User Satisfaction ◽  
Positive Impact ◽  
Traditional Teaching ◽  
Web Based ◽  
Face To Face ◽  
Assessment Scores ◽  
E Learning ◽  
The Impact

This study evaluates the impact of web-based blended learning in the physiology course at the Faculty of Medicine, University of Montenegro. The two main goals of the study were: to determine the impact of e-learning on student success in mastering the course, and to assess user satisfaction after the introduction of e-learning. The study compared a group of students who attended the physiology course before, with a group of students who attended the physiology course after the Moodle platform was fully implemented as an educational tool. Formative and summative assessment scores were compared between these two groups. The impact of high vs. low Moodle use on the assessment scores was analyzed. The satisfaction among Moodle users was assessed by the survey. The study found that attendance of face-to-face lectures had a positive impact on academic performance. The introduction of Moodle in the presented model of teaching increased interest of students, attendance of face-to-face lectures, as well as formative and summative scores. High frequency of Moodle use was not always associated with better academic performance, suggesting that the introduction of a new method of teaching was most likely equally accepted by low- and high-achieving students. Most of the students agreed that Moodle was easy to use and it complemented traditional teaching very well, but it could not completely replace traditional face-to-face lectures. The study supports continuing the use of web-based learning in a form of blended learning for physiology, as well as for other courses in medical education.

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