scholarly journals Engaging Multiple Teams to Design a Blended Learning Course

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Monica W. Tracey ◽  
Tamme Quinn Grzebyk
Keyword(s):  
Blended Learning ◽  
Stakeholder Involvement ◽  
Design Teams ◽  
Parenting Skills ◽  
Learning Program ◽  
Web Based ◽  
Design Case ◽  
Based Instruction ◽  
Novice Students ◽  
Made In

In the following design case, a blended learning program was designed and developed for parents interested in improving their parenting skills with their children. Numerous design teams developed the program, consisting of both synchronous live events and asynchronous web-based instruction. Teams were comprised of novice students, professors, and expert designers. This design case explores the design space and design decisions made in light of varied and unique stakeholder involvement. It also illustrates the products developed.

Conclusion

2020 ◽  
pp. 229-234
Author(s):  
George A. Khachatryan
Keyword(s):  
Blended Learning ◽  
Systematic Approach ◽  
Learning Program ◽  
Instructional Content ◽  
Essential Components ◽  
Major Argument ◽  
Made In

What are some of the broader lessons of this book? One of the central arguments is for the importance of instructional content in blended learning. Good instruction without strong content is a contradiction in terms, and creating good content is exceptionally difficult. And yet, the most widely known methods for designing blended learning do not offer much guidance in this matter. This book argues that, whether through instruction modeling or by some other means, designers must recognize the importance of good content and adopt some systematic approach for producing it. A second major argument made in the book is for the importance of combining multiple design approaches. There are many pieces that must be in place for a blended learning program to succeed (including the content, the interface, and the implementation supports), and it is unlikely that any one approach—including instruction modeling—will see to all of them. Designers must think comprehensively, and draw from a wide toolkit of methods in order to attend to all of the essential components of good instruction.

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.

Mybias: A web-based Tool to Overcome Designers’ Biases in Heterogeneous Design Teams

2018 ◽  
Author(s):  
Francesca MATTIOLI ◽  
◽  
Silvia Deborah FERRARIS ◽  
Venere FERRARO ◽  
Lucia Rosa Elena RAMPINO
Keyword(s):  
Design Teams ◽  
Web Based

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

Sign in / Sign up

Export Citation Format

Share Document