Blended Course Evaluation in the Context of English for Specific Purposes: Accountability and Development

Blended learning utilizes the affordances of information and communication technology to integrate online learning with face-to-face teaching. It facilitates to meet students’ disciplinary learning needs and helps them achieve the intended learning outcomes so that they can advance in their professional study. The present study focuses on developing and evaluating a blended course implemented in the context of English for Specific Purposes (ESP) from the perspective of accountability and development, with the purpose of assessing the effectiveness of the course from three aspects: the satisfaction of students’ learning requirements, the achievement of their learning outcomes, and the ongoing refinement of the course. Data of the course evaluation survey were quantitatively analyzed by descriptive statistics and data of students’ learning reflections were qualitatively analyzed by thematic analysis. Results indicate that, firstly, students are satisfied with the course design and its implementation; secondly, the course modification should focus on adding academic presentations, teaching in English with trans-semiotising approach and consolidating the disciplinary community, which in turn activate students’ knowledge-sharing and critical thinking. The study offers a systematic framework to evaluate the ESP blended course, which also has implications for evaluating blended courses in other language curricula.

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The Critical and Historical View in Communities of Practice (CoP) for the Development in Education

Cases on Collaboration in Virtual Learning Environments ◽

10.4018/978-1-60566-878-9.ch019 ◽

2010 ◽

pp. 301-316

Author(s):

Neli Maria Mengalli ◽

José Armando Valente

Keyword(s):

Cultural Practices ◽

School Management ◽

Educational Approach ◽

Social Transformations ◽

Face To Face ◽

Historical View ◽

Catholic University ◽

Close Relationship ◽

Information And Communication ◽

Blended Course

This chapter describes the training course for school managers for the use of information and communication technology (ICT) that was developed at Sao Paulo Pontifical Catholic University, (PUC-SP), Brazil. This was a blended course, using face-to-face and online activities, providing school managers with the experience of using ICT to share experiences, and to learn about effective ways of using ICT for school management. Even though the school managers had no previous experience with technology they succeed in changing their working reality and understanding the use of ICT to interact, exchange documents and organize their ideas. This experience has produced two other important results. One is the interaction that enables the formation of collaborative networks and partnership among school managers. Social and cultural practices were considered for analysis concerning the subjects that contributed to the creation of the ICT culture in the school. The authors have considered this network and the building of this community as the seed of a community of practice (CoP), as proposed by Wenger (1998a). Second, it was possible to see a close relationship between Wenger’s theory and Freire’s (2003) educational approach, which showed that social transformations are constructed on the basis of participants’ will and in the presence of leadership in a historic moment.

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Pinpointing Where to Start: A Reflective Analysis on the Introductory Evaluation Course

Canadian Journal of Program Evaluation ◽

10.3138/cjpe.69697 ◽

2021 ◽

Vol 35 (3) ◽

Author(s):

Robyn Thomas Pitts

Keyword(s):

Learning Outcomes ◽

Design Process ◽

Course Design ◽

Student Learning Outcomes ◽

Lessons Learned ◽

Learning Needs ◽

Theory Theory ◽

Introductory Course ◽

Theory To Practice ◽

Integrated Course Design

Th is reflective analysis details four approaches to an introductory course for evaluation learners within a methodologically focused graduate-level program on statistics, measurement, and research design. Evidence of student learning outcomes, or SLOs, was utilized within Gibbs’ reflective cycles to redesign the course using Fink’s integrated course design process. The purpose of each approach varied along a theory-practice continuum, including theory, theory-to-practice, practice, and evidence building. The purpose, SLOs, and learning experiences of each approach are accompanied by longitudinal reflections on evaluation learners, course purposes, and the creation of a multi-course learning progression. Th is exploration offers perspectives and lessons learned that may assist new and experienced instructors in determining how an introductory course may best fi t the learning needs of their students.

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Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders

Teaching & Learning Inquiry The ISSOTL Journal ◽

10.20343/9.1.15 ◽

2021 ◽

Vol 9 (1) ◽

pp. 218-240

Author(s):

Darren S. Hoffmann ◽

Katherine Kearns ◽

Karen M. Bovenmyer ◽

W. F. Preston Cumming ◽

Leslie E. Drane ◽

...

Keyword(s):

Graduate Students ◽

Learning Community ◽

Learning Outcomes ◽

Institutional Design ◽

Course Design ◽

Collaborative Work ◽

Hybrid Approach ◽

College Courses ◽

Face To Face ◽

Approach To Teaching

In this study, graduate students and postdoctoral scholars participated in a hybrid, multi-institutional workshop series about course design. Trainees developed college courses based on their research expertise, posting works-in-progress to a shared, online drive for peer review and collaboration. Learners also met weekly with local facilitators at their institution. The program led to similar learning outcomes as when the program was previously run in a face-to-face only format at one institution. However, the multi-institutional design led to additional benefits, especially for leaders at each institution, who described a rich learning community in their collaborative work.

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A BLENDED LEARNING IN ICT USED FOR IMPROVING ENGLISH LANGUAGE TEACHING

PROJECT (Professional Journal of English Education) ◽

10.22460/project.v3i6.p796-804 ◽

2020 ◽

Vol 3 (6) ◽

pp. 796

Author(s):

Asti Gumartifa ◽

Finza Larasati ◽

Syafira Aurelia

Keyword(s):

Blended Learning ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Face To Face ◽

The Past ◽

Ict Use ◽

Learning Platform ◽

Information And Communication ◽

Blended Course

The technology of information and communication (ICT) has evolved in the sector of education. Many elements have dramatically changed exponentially over the past three decades. It can modify and simplify the development of learning activities. Thus, Google Classroom will provide a blended learning platform in the education aspect. Google Classroom provides various things simpler for teachers to conduct learning practices effectively and efficiently, not the expected learning just in class, but even outside the classroom. It is revolutionizing schooling, thus the combination of mixed-method learning is also needed by each school. The advent of blended is among the most significant outcomes of the revolution. Learning which incorporates the essence of face-to-face and ICT use is needed in the era of 4.0. This article discusses existing theories, and empirical evidence relating to the essence of blended learning and Google Classroom in ELT. This research is used to create teachers’ broad mind widely to the use of Google Classroom as the blended course in English Language Teaching.

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Giving Teaching Advice Meaning

Outlooks and Opportunities in Blended and Distance Learning - Advances in Mobile and Distance Learning ◽

10.4018/978-1-4666-4205-8.ch004 ◽

2013 ◽

pp. 50-65 ◽

Cited By ~ 1

Author(s):

Leanne Cameron

Keyword(s):

Distance Learning ◽

Student Learning ◽

Course Design ◽

Course Evaluation ◽

Academic Program ◽

Pedagogical Change ◽

Teaching Process ◽

Face To Face ◽

Physical Cues

Moving a course to a blended, online, or distance environment prompts some level of course evaluation and re-design. Having an understanding of the teaching process, both within and across the disciplines, can have a profound effect in developing a cohesive academic program. With an understanding of pedagogy, an effective course developer can implement positive pedagogical change without undermining a discipline’s integrity. The course developer needs to have an awareness not only of how, but of what and why knowledge is taught within a discipline. An in-depth understanding of a subject cannot be achieved by a few generalized sessions with an academic. In a face-to-face setting, poor course design can often be compensated for by an astute academic where physical cues can be received directly from the students and delivery can be immediately adjusted accordingly. In online or distance learning, however, it can be harder to gauge student concern, so poor course design can have a devastating effect on student learning. This chapter highlights the importance of contextualising pedagogical instruction within a discipline when undertaking course evaluation and/or redesign.

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Millennial Adult Learners in the 21st Century

Handbook of Research on Technologies for Improving the 21st Century Workforce ◽

10.4018/978-1-4666-2181-7.ch027 ◽

2013 ◽

pp. 425-439

Author(s):

Thomas G. Reio ◽

Keisha Hill-Grey

Keyword(s):

Adult Learners ◽

Adult Learning ◽

Best Practices ◽

21St Century ◽

Social Presence ◽

Course Design ◽

Learning Needs ◽

Face To Face ◽

Learning Contexts ◽

Face To Face Learning

Millennials and their learning needs are in general misunderstood. Little research on how millennials prefer to learn, work, and live has contributed to unproductive, contradictory notions about this generation to the detriment of all. More research is clearly needed to better understand the current and future behaviors of millennials. A wide array of advancing technologies and their direct applications to online and face-to-face learning contexts are explored as means to engaging millennials more in adult learning endeavors. Best practices in employing technologies in the classroom, such as promoting interactivity and social presence through blogs and YouTube, are highlighted in online contexts and through course design. How technology impacts those who have not had exposure to technology is explored as well.

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How to measure student engagement in the context of blended-MOOC

Interactive Technology and Smart Education ◽

10.1108/itse-07-2018-0046 ◽

2018 ◽

Vol 15 (3) ◽

pp. 262-278 ◽

Cited By ~ 2

Author(s):

Fadiyah Almutairi ◽

Su White

Keyword(s):

Student Engagement ◽

Design Methodology ◽

Course Design ◽

Online Course ◽

Single Model ◽

Content Type ◽

Face To Face ◽

Massive Open Online Course ◽

High Quality Education ◽

Blended Course

PurposeThis paper aims to develop a model of measuring student engagement in a blended-massive open online course (MOOC) context. MOOCs are those that are delivered, usually by leading universities, with a promise to provide free high-quality education to an unlimited number of learners. They offer an opportunity for “blended” course design, where instructors can integrate MOOC content within face-to-face educational activities and components.Design/methodology/approachThree internationally recognized existing frameworks, the National Survey of Student Engagement (NSSE), UK Engagement Survey (UKES) and Student Engagement Questionnaire (SEQ), were combined into a single model. The model was confirmed by a panel of 35 expert practitioners. A trial evaluation using the model was carried out on 13 students who had participated in a course that had adopted a blended-MOOC format.FindingsThe confirmed model has nine indicators which provide information about distinct aspects of student engagement.Originality/valueIt is considered to be the first model designed to measure student engagement within the blended-MOOC context.

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Preparing Teacher Education Students to Use Instructional Technology in an Asynchronous Blended Course

Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-3068-8.ch031 ◽

2017 ◽

pp. 603-619

Author(s):

Hua Bai

Keyword(s):

Instructional Technology ◽

Teacher Candidates ◽

Course Design ◽

Education Students ◽

Face To Face ◽

Blended Courses ◽

Group Presentations ◽

The Face ◽

Blended Course ◽

Teacher Education Students

This chapter reports a study that examined the effects of an asynchronous blended instructional technology course on teacher candidates' learning. In this course, the online components and the face-to-face components were blended in a unique way. The limited number of face-to-face meetings were mainly dedicated to course introduction and the students' group presentations. Overall, the students perceived that the online learning activities were effective in helping them to learn about the instructional technology. They were satisfied with the blended mode of this course and reported strong self-efficacy in technology integration. Implications in course design, online interactions and group work in blended courses were discussed.

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Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders

Teaching & Learning Inquiry The ISSOTL Journal ◽

10.20343/teachlearninqu.9.1.15 ◽

2021 ◽

Vol 9 (1) ◽

pp. 218-240

Author(s):

Darren S. Hoffmann ◽

Katherine Kearns ◽

Karen M. Bovenmyer ◽

W. F. Preston Cumming ◽

Leslie E. Drane ◽

...

Keyword(s):

Graduate Students ◽

Learning Community ◽

Learning Outcomes ◽

Institutional Design ◽

Course Design ◽

Collaborative Work ◽

Hybrid Approach ◽

College Courses ◽

Face To Face ◽

Approach To Teaching

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Students’ perspectives on online and face-to-face components of a blended course design in Health and Kinesiology at a South Western Public University in the USA

Journal of Human Sciences ◽

10.14687/ijhs.v13i1.3474 ◽

2016 ◽

Vol 13 (1) ◽

pp. 125

Author(s):

Wycliffe W. Njororai Simiyu ◽

Fletcher J. Njororai ◽

Tejaswini Chanumolu

Keyword(s):

United States ◽

Blended Learning ◽

United States Of America ◽

Course Design ◽

The United States ◽

Public University ◽

Face To Face ◽

South West ◽

The Usa ◽

Blended Course

Introduction: The current higher education environment in the United States of America (USA) and worldwide is focused on providing people an opportunity to access a quality education at a competitive price and one that is flexible enough to meet the needs of a diverse student demographic. It is therefore necessary for course delivery methods to accommodate these diverse needs without sacrificing rigor necessary for accreditation due to the diverse backgrounds, occupations, and time constraints of students in today’s environmentPurpose: The purpose of this study was to establish the students’ perception of the online and face-to-face components of a blended course design at a South Western Public University in the USA.Methods and material: The sample of this study consisted of 200 students drawn from four different blended courses in the Department of health and Kinesiology at a medium sized public university in South West of USA. A modified questionnaire from Sitter et al., (2009) with 19 questions was used to collect responses from students. The survey instrument employed a 5-point Likert scale ranging from strongly agree (5), to strongly disagree (1). Results: Majority of the students have a positive view of the blended learning including the online and face-to-face components. A consistent minority of the students expressed disagreement especially pertaining to technology-based communication, preferred mode of delivery, online discussion participation and grade scores.Discussion: Although the majority of students perceived blended learning and its components positively, there is need for instructors to address the communication, technology, and online learning facilitation challenges if all learners are to learn effectively.Conclusions and recommendations: It is clear that the majority of students are ready and have accepted blended learning course designs at this medium sized public university in south west of the United States of America and therefore there is room for expansion of the initiative to benefit more students.

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