scholarly journals A blended learning model supported by MOOC/SPOC, Zoom, and Canvas in a project-based academic writing course

2021 ◽  
pp. 179-197
Author(s):  
Li Zhang ◽  
Yunjie Chen
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Online Courses ◽  
New Approach ◽  
Face To Face ◽  
Management Platform ◽  
Writing Course ◽  
Blended Online Learning

Blended learning has played an important role in teaching English as a second or foreign language around the world. However, little research has been conducted on blended learning that is entirely online owing to the coronavirus pandemic. We aim at exploring the model of blending Massive Open Online Courses (MOOC) and Small Private Online Courses (SPOC), Zoom conferencing, and the Canvas course management platform. The new approach of blended online learning incorporates the pre-class autonomous learning of knowledge in MOOC/SPOC, in-class internalization of knowledge through case studies and discussions on Zoom, and after-class application of knowledge to the completion of a research project. A questionnaire and interviews were conducted to explore learners’ perceptions of the effectiveness of the model. Learners have a positive attitude about the new approach of blended online learning, but still hope that the in-class activities can be implemented face-to-face offline. The model will contribute to teaching and learning with the blended approach against the current coronavirus pandemic.

Blended Learning and Distance Education

2017 ◽  
pp. 45-57
Author(s):  
Amir Manzoor
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
New Approach ◽  
Popular Method ◽  
Face To Face ◽  
Online Technologies ◽  
Approach To Teaching ◽  
Traditional Print

The emergence of online technologies generated the belief that traditional print-and-post distance education would be transformed. The need for a compromise between the conventional face-to-face workshop sessions and online learning led to a new approach to teaching and learning called blended learning. Blended learning has become a popular method for the delivery of distance education, however, it has not always delivered on its promised potential. This chapter investigates various enablers and barriers of blended learning and highlights their significance.

scholarly journals The Implementation of Station Rotation and Flipped Classroom Models of Blended Learning in EFL Learning

2019 ◽  
Vol 12 (12) ◽  
pp. 23
Author(s):  
. Mahalli ◽  
Joko Nurkamto ◽  
Januarius Mujiyanto ◽  
Issy Yuliasri
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Academic Writing ◽  
Flipped Classroom ◽  
English Education ◽  
Study Program ◽  
Face To Face ◽  
Writing Course ◽  
Education Study ◽  
Independent Work

This research was conducted to analyze the implementation of blended learning. This study focused on the implementation Station Rotation and Flipped Classroom models of blended learning in academic writing course in English Education Study Program of UNISNU Jepara. Observation and interview were done to collect the data of the implementation of Station Rotation and Flipped Classroom model. The study found that station rotation was implemented in 3 cycles/rotations; 1) teacher led instruction, 2) independent work or ollaborative activities , and 3) online learning. Whereas flipped classroom was implemented in 2 steps; 1) lecturer share online assignment about the topic through SIAkad Unisnu Jepara, and 2) face-to-face meeting in the classroom. It also found that blended learning can facilitate the flexibiliy and make students learn more active and urge their curiousity.

Blended Learning and Distance Education

2018 ◽  
pp. 30-42
Author(s):  
Amir Manzoor
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
New Approach ◽  
Popular Method ◽  
Face To Face ◽  
Online Technologies ◽  
Approach To Teaching ◽  
Traditional Print

The emergence of online technologies generated the belief that traditional print-and-post distance education would be transformed. The need for a compromise between the conventional face-to-face workshop sessions and online learning led to a new approach to teaching and learning called blended learning. Blended learning has become a popular method for the delivery of distance education, however, it has not always delivered on its promised potential. This chapter investigates various enablers and barriers of blended learning and highlights their significance.

scholarly journals Face-to-face to online: PhD academic writing @Maastricht University

2020 ◽  
pp. 13-19
Author(s):  
Neill Wylie
Keyword(s):  
Academic Writing ◽  
Online Courses ◽  
Global Perspective ◽  
Innovative Teaching ◽  
Face To Face ◽  
Strong Focus ◽  
Writing Course ◽  
The Face ◽  
Language Needs

Maastricht University (UM) has a distinct global perspective and a strong focus on innovation. UM offers an array of PhD courses to distance and campus based students who have access to elective, credit bearing modules and the language needs of these students are catered for by the Language Centre. Many PhD candidates choose to take an academic writing course in their first or second year of their degree. In recent years, demand for a more student focused, flexible academic writing course has grown. In line with UM’s policy of supporting innovative teaching practices, the Language Centre’s face-to-face PhD academic writing course, PhD Writing 1, has been transformed into a fully online course containing eight interactive webinar sessions named Online PhD Writing, which runs in addition to the face-to-face rendition. On the back of the success of this course, coupled with increased demand for a follow up course, this author was tasked with creating an advanced online PhD academic writing course to cater for global students with diverse time zones and schedules. This paper evaluates the challenges posed and the advances made in constructing both online courses and explores the technologies used in implementing them.

Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements

2021 ◽  
pp. 984-1000
Author(s):  
Alan Cromlish
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Learning ◽  
Post Secondary ◽  
Face To Face ◽  
Specific Teaching ◽  
Collaborative Learning Opportunities ◽  
Learning Issues

This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.

scholarly journals What’s in a Name? The Experience of the Other in Online Classrooms

2014 ◽  
Vol 8 (1) ◽  
pp. 51-67 ◽  
Author(s):  
Cathy Adams
Keyword(s):  
Online Learning ◽  
Educational Research ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Online Courses ◽  
Virtual Learning Environments ◽  
The Other ◽  
Face To Face ◽  
Online Classrooms

Educational research has explored the potentials and problems inherent in student anonymity and pseudonymity in virtual learning environments. But few studies have attended to onymity, that is, the use of ones own and others given names in online courses. In part, this lack of attention is due to the taken-for-granted nature of using our names in everyday, “face-to-face” classrooms as well as in online learning situations. This research explores the experiential significance of student names in online classrooms. Specifically, the paper reports on one relational thematic that surfaced in a phenomenological study investigating experiences of teaching and learning online. 

scholarly journals Unbundling teaching and learning in a flipped thermal physics classroom in higher education powered by emerging innovative technology

2021 ◽  
pp. 102-112
Author(s):  
Hui-Chun Hung ◽  
Shelley Shwu-Ching Young
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Learning Performance ◽  
Innovative Technology ◽  
Flipped Learning ◽  
Thermal Physics ◽  
Face To Face ◽  
Learning Modes ◽  
Blended Online Learning

The emergence of open online courses and flipped classrooms has brought new opportunities to unbundle the traditional university. This study aimed to investigate a thermal physics classroom integrated with an open online learning mode to afford various learning strategies for students in Taiwan. Moreover, we examined students' preferred learning modes by adopting a quasi-experimental design with questionnaires, pre-test and post-test scores, self-reported journals and interviews. A total of 89 students participated in the study. The instructor allowed all students enrolled in the class to choose their own preferred learning modes. All students had full access to all course materials in both open online course and traditional face-to-face learning contexts throughout the whole semester. We examined the learners' academic performance in each learning mode and surveyed their perceptions of the course. The findings of this study indicate that information technology can transform teaching and learning in a thermal physics classroom and challenge the instructor to tailor the course to meet students' diverse needs. Significantly, students adopted five learning modes, consisting of face-to-face, web facilitated, alternative blended, online learning and flipped learning. This study provides a valuable reference on how traditional on-campus higher education institutions could be unbundled to create student-centred learning approaches.   Implications for practice or policy: Educators could design a flexible delivery model, allowing students to choose five learning modes, consisting of face-to-face, web facilitated, alternative blended, online learning and flipped learning in terms of their learning style and time management. For students with sufficient background knowledge, the flipped learning mode provides the best learning performance. This study could provide administrators, educators and instructors with insights and new approaches in science, technology, engineering and mathematics education and improvements in their course policies.

scholarly journals Blended Learning in a Paragraph Writing Course: A Case Study

2018 ◽  
Vol 2 (3) ◽  
pp. 216-226
Author(s):  
Anggri Muhtia ◽  
Suparno Suparno ◽  
Sumardi Sumardi
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Activities ◽  
Writing Performance ◽  
Face To Face ◽  
Writing Class ◽  
Writing Course ◽  
Specific Formula ◽  
Face To Face Learning

The emergence of online learning offers the opportunities that are not possessed by the traditional face-to-face learning environment. Combining the strengths of the online learning and face-to-face learning, known as blended learning, is believed to enhance the quality of learning. Different subjects may have different designs of blended learning because there is no specific formula for the best practices of blended learning. This paper reports a study investigating the implementation of blended learning in a paragraph writing course. The purposes were to investigate the blended learning activities carried out in the paragraph writing course and to find out the extent to which it affected students’ writing paragraph performance. The participants of this case study, who were selected purposively, involved one lecturer and six students of a paragraph writing class. The techniques for collecting data included interviews, observations, and document analysis, and the data were analyzed using Miles and Huberman’s interactive model. Ten blended learning activities, including five activities in face-to-face settings and five activities online, were identified in the course. The students’ paragraph writing performance seen from the result of final test was satisfying, indicating that the use of blended learning had a positive effect on students’ writing performance.

Using Blended Learning and Emerging Technologies to Transform the Adult Learning Experience

2018 ◽  
pp. 2140-2165
Author(s):  
Leslie Cordie ◽  
Maria Martinez Witte ◽  
James E. Witte
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Learning Experience ◽  
Future Research ◽  
Online Learners ◽  
Face To Face ◽  
Definition Of

Faculty are increasing the use of emerging technologies in their classrooms and are recognizing the value of blending face-to-face and online learning to meet educational needs. Blended learning is defined as combining face-to-face and online learning formats. This chapter discusses the definition of blended learning and how it is affecting adult learning experiences and classroom settings. This chapter also addresses faculty and instructional design practices that can be used for blended learning and to continue promoting a positive teaching and learning environment for both face-to-face and online learners. Future research efforts can be focused on faculty development and academic support to continue fostering blended learning and meeting the needs of today's learners.

scholarly journals Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses

2004 ◽  
Vol 5 (2) ◽  
Author(s):  
Alfred P. Rovai ◽  
Hope Jordan
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Sense Of Community ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Faculty Training ◽  
Mediated Communication ◽  
Loss Of Face ◽  
Face To Face

<P>Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.</P> <P><B>Keywords:</B> Blended learning, sense of community, higher education, online learning, computer-mediated communication, faculty training</P>

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