scholarly journals Transforming a Course to Blended Learning for Student Engagement

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Charles E. Downing ◽  
Julia Spears ◽  
Michaela Holtz
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Learning Styles ◽  
Blended Learning ◽  
Low Cost ◽  
Blended Instruction ◽  
Web Based ◽  
Video Tutorials ◽  
Cost Efficient ◽  
Course Features

The rising costs of higher education, along with the learning styles and needs of modern students, are changing the instructional landscape. Students of today do less and less well in the “lecture only” format, and staffing this format with live faculty is extremely expensive. MOOCs and other technology-heavy options are low cost but quite impersonal. Blended instruction has promise, with the ultimate goal of cost-efficient student engagement. This paper reports on a major course transformation to achieve student engagement in a large, formerly lecture-only course. The resulting blended-learning course features clickers, web-based operationalization of students helping students, media-rich interactive online materials, event credit, and newly added student-produced video tutorials. Results show that the addition of the student-produced video tutorials increased the student engagement in the course.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

Application of Gamification to Blended Learning in Higher Education

2019 ◽  
pp. 50-61
Author(s):  
Kamini Jaipal-Jamani ◽  
Candace Figg
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Traditional Instruction ◽  
Teaching Strategy ◽  
Digital Game ◽  
Game Based Learning ◽  
Web Based ◽  
Face To Face ◽  
Gamified Learning

Digital game-based learning (DGBL) has been identified as an effective digital teaching strategy to foster 21st century learning. The inclusion of digital game-based learning in instruction is challenging for educators to structure in higher education learning environments, often because of the lack of coherence with curriculum. Gamification is a recent DGBL strategy that enables the instructor to incorporate the motivational and engagement elements of games in ways that can be adapted to curriculum requirements. Gamification, supported with digital technologies such as web-based tools and learning management systems, offers the instructor the benefits of both face-to-face traditional instruction and online learning. An example of how blended learning in higher education incorporates gamification is presented. Study findings indicate that the blended gamified learning environment motivated learners and promoted cognitive, skill, and attitude development.

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.

Blended Learning

2016 ◽  
pp. 17-40
Author(s):  
Virendra Gawande
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Learning Styles ◽  
Blended Learning ◽  
Significant Influence ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Relationship ◽  
Factors Affecting ◽  
Acceptance Model

Higher Education in developing countries like Oman offers several unique circumstances that suggest curriculum delivery using Blended Learning is a rational choice. Research has been conducted to identify the factors affecting blended learning adoption and to determine whether the teaching and learning process is amenable to its adoption at HEIs in Oman. Based on the findings a model, Blended Learning Acceptance Model (BLAM), has been developed. It was inferred from the findings that there is a positive relationship among the demographic factors and behavioral Intention i.e. blended-learning adoption. In addition, the teaching and learning styles also had significant influence on adoption of blended learning. BLAM was primarily intended to be used at HEIs in Oman, but may also be used in other developing countries as a reference for the adoption of blended learning.

scholarly journals Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

2019 ◽  
Vol 54 (2) ◽  
pp. 273-286 ◽  
Author(s):  
Dolores R. Serrano ◽  
Maria Auxiliadora Dea‐Ayuela ◽  
Elena Gonzalez‐Burgos ◽  
Alfonso Serrano‐Gil ◽  
Aikaterini Lalatsa
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Blended Learning ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals WEB-BASED COOPERATIVE LEARNING, LEARNING STYLES, AND STUDENT’S LEARNING OUTCOMES

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Bambang Hariadi
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Control Group ◽  
Learning Achievement ◽  
Web Based ◽  
The Web

Abstract: This study was aimed to examine the effect of the instructional learning strategy (webbased STAD-type cooperative and text-based STAD-type cooperative learning strategies) and learning styles towards student learning achievement. This quasi-experimental study used a non-equivalent control group version of the factorial design. The subjects were the first-semester undergraduate students of Information Systems at STIKOM Surabaya. Sixty-nine (69) students were involved, 34 of whom were the subjects of the experimental group and 35 were the subjects of the control group. The collected data were statistically analyzed by using the two-way analysis of variance technique (ANOVA) with the significance level of 0.05. The findings of this research indicate that there was a significant difference in learning achievement, for the General Management course, between groups of students taught with the web-based STAD-type cooperative learning strategies and those taught with the text-based STAD-type cooperative learning strategies. Based on the findings, the researcher suggests lecturers to implement the STAD-type cooperative learning strategies, and use the web-based and text-based strategies simultaneously (complementarily) in the form of blended learning. Keywords: learning strategy, STAD type cooperative, web based learning, learning styles, learning outcomes PEMBELAJARAN KOOPERATIF BERBASIS WEB, GAYA BELAJAR, DAN HASIL BELAJAR MAHASISWA Abstrak: Penelitian ini bertujuan untuk menguji pengaruh strategi pembelajaran (kooperatif tipe STAD berbasis web vs kooperatif tipe STAD berbasis teks) dan gaya belajar terhadap hasil belajar mahasiswa. Penelitian kuasi eksperimen ini menggunakan desain faktorial versi nonequivalen control group design. Subjek penelitian ini adalah mahasiswa program studi Sistem Informasi semester I di STIKOM Surabaya yang berjumlah 69 mahasiswa, terdiri dari 34 mahasiswa untuk kelas eksperimen dan 35 mahasiswa untuk kelas kontrol. Data yang terkumpul diolah secara statistik dengan menggunakan teknik analisis varian dua jalur dengan menggunakan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan hasil belajar mata kuliah Manajemen Umum yang signifikan antara kelompok mahasiswa yang dibelajarkan dengan strategi kooperatif tipe STAD berbasis web dan strategi kooperatif tipe STAD berbasis teks. Berdasarkan temuan penelitian ini disarankan untuk menerapkan strategi pembelajaran kooperatif tipe STAD dan menggunakannya secara bersamaan (saling melengkapi) antara yang berbasis web dengan yang berbasis teks dalam bentuk blended learning. Kata Kunci: strategi pembelajaran, kooperatif tipe STAD, web base learning, gaya belajar, hasil belajar

Blended Learning in Higher Education

2018 ◽  
pp. 1439-1449
Author(s):  
Amir Manzoor
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Learning Styles ◽  
Blended Learning ◽  
Face To Face ◽  
Life Styles

This chapter aims to explore Pakistani students' perspective on an appropriate mix of online and-face-to-face activities in different courses offered at various UK universities. Identifying aspects that students evaluate as supportive, challenging and efficient in their learning is important for the design of an appropriate mix in blended learning courses. A questionnaire was provided to the respondents consisting of both open-ended and closed questions. Applying both statistical and content analysis, this chapter provides a deeper understanding of students' responses and concludes that blended learning is an approach that supports a range of learning styles and life styles.

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