scholarly journals Blending for student engagement: Lessons learned for MOOCs and beyond

2015 ◽  
Vol 31 (6) ◽  
Author(s):  
Amanda P. Montgomery ◽  
Denyse V. Hayward ◽  
William Dunn ◽  
Mike Carbonaro ◽  
Carl G. Amrhein
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Lived Experience ◽  
Lessons Learned ◽  
Education Students ◽  
Massive Online Open Courses ◽  
Field Notes ◽  
Open Courses ◽  
K 12 ◽  
Meaningful Connections

The purpose of this ongoing, three-year action research study is to explore the digital challenges of student engagement in higher education within the experimental platform of blended learning. Research questions examine the role of digital innovation in supporting diverse learners, as well as building meaningful connections with technology for undergraduate teacher education students. Results from qualitative data collected through instructor journals and field notes and student mid-term and exit surveys during year one, indicate blended learning can be effective for modelling how to use technology to shift learners towards more active agency. The immediacy of the localised university classroom delivered a viable research setting for digital experimentation, while providing a significant lived experience for undergraduates to springboard their future technological practices with K–12 students. Four pedagogical opportunities for digital intentionality in virtual spaces emerged during data analysis and are shared as considerations for future innovation: (1) designing digital resources, (2) scaffolding student learning, (3) learner customisation, and (4) promoting the lived experience. Lessons learned could be effective in helping develop higher quality educational experiences for on-campus students, as well as scaffolding greater engagement in online formats involving more global populations (e.g., massive online open courses – MOOCs).

scholarly journals Delivering the First Internationally Accessible Massive Online Open Course (MOOC) on Suicide Prevention: A Case Study and Insights into Best Practice

2020 ◽  
Vol 8 (2) ◽  
pp. 72-80
Author(s):  
Laura Sharp ◽  
Dimitar Karadzhov ◽  
Julie Langan-Martin
Keyword(s):  
Lived Experience ◽  
Suicide Prevention ◽  
Best Practice ◽  
Global Context ◽  
Demand For Education ◽  
Sensitive Topics ◽  
Massive Online Open Courses ◽  
Massive Online Open Course ◽  
Open Courses

To date, little guidance exists on how to design safe and effective online programming on sensitive and/or controversial topics. Massive online open courses (MOOCs) represent a unique opportunity for delivering inclusive and accessible teaching to international learner audiences. This paper provides an insight into designing and delivering the first internationally accessible MOOC on suicide prevention in the global context in 2019-highlighting insights into best practice as well as pertinent challenges. The results from two runs of this MOOC indicate that there appears to be a global demand for education on suicide prevention. Our practice suggests that new knowledge on extremely sensitive topics such as suicide can be safely and effectively delivered through a MOOC to an international community of learners. Learner safety needs to be carefully considered when developing and delivering online learning. Thorough and careful moderation is essential to ensure that learners engage safely and sensitively with the content and with one another. The involvement of diverse stakeholders, including people with lived experience, in the MOOC design is recommended to enhance the authenticity, inclusiveness and rigour of the curriculum. 

Using Blended Principles to Bridge the Gap between Online and On-Campus Courses

2015 ◽  
pp. 1185-1197 ◽  
Author(s):  
Panagiota Gounari ◽  
Apostolos Koutropoulos
Keyword(s):  
Blended Learning ◽  
Course Design ◽  
Institutional Support ◽  
Safety Net ◽  
College Campuses ◽  
Blended Courses ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
Blended Course

Blended learning, and its relative HyFlex (Hybrid Flexible), are garnering up a lot of attention these days from both academics and administrators on college campuses. Organizations like the Sloan Consortium offer training in Blended Course Design; free Massive Online Open Courses (MOOC) such as BlendKit provide ways for educators to start thinking about and begin implementation of blended course design. Despite the pedagogical benefits, not all institutions are equipped to handle blended courses, instructors are not ready to jump on the blended bandwagon if there is no institutional support, and on-campus students are not very comfortable with it yet. One proposed way to ease the transition into blended learning is to combine two sections of the same course, one running online, and one running on-campus. In this chapter, the authors describe a pedagogical trial in which they adopted this proposal as a way, based on HyFlex principles, to get students thinking about the benefits of blending two sections, thus bringing in some benefits of blended learning, while retaining the “safety net” that some students feel they need when they sign up for on-campus courses.

scholarly journals An Overview of Trends and Challenges in Higher Education on the Worldwide Research Agenda

2018 ◽  
Vol 4 (4) ◽  
pp. 4-7 ◽  
Author(s):  
Elena Tikhonova ◽  
Lilia Raitskaya
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Access To Higher Education ◽  
Education Students ◽  
Student Teacher Relationship ◽  
Equity And Access ◽  
Massive Online Open Courses ◽  
Higher Education Instruction ◽  
Open Courses ◽  
The Bologna Process

Being a crucial part of the JLE scope, higher education is witnessing an era of supra-national, national, and institutional changes, including massification via massive online open courses (MOOC), politically launched or influenced trends like the Bologna process, increasing academic mobility spurred by globalisation and continued development of internationalised education, interculturality and multiligualism, worldwide innovations in higher education and teaching approaches (deep active learning, blended learning methods, gamification, storytelling, alignments of higher education and work, translanguaging in higher education instruction). Further, the JLE editors dwell upon other relevant issues, including transformation of universities, student-teacher relationship, social equity and access to higher education, students’ engagement and commitment to learning, university excellence factors.The editorial entails some guidelines for potential authors regarding priority themes JLE is going to promote within its scope.

Using Blended Principles to Bridge the Gap between Online and On-Campus Courses

2014 ◽  
pp. 178-190
Author(s):  
Panagiota Gounari ◽  
Apostolos Koutropoulos
Keyword(s):  
Blended Learning ◽  
Course Design ◽  
Institutional Support ◽  
Safety Net ◽  
College Campuses ◽  
Blended Courses ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
Blended Course

Blended learning, and its relative HyFlex (Hybrid Flexible), are garnering up a lot of attention these days from both academics and administrators on college campuses. Organizations like the Sloan Consortium offer training in Blended Course Design; free Massive Online Open Courses (MOOC) such as BlendKit provide ways for educators to start thinking about and begin implementation of blended course design. Despite the pedagogical benefits, not all institutions are equipped to handle blended courses, instructors are not ready to jump on the blended bandwagon if there is no institutional support, and on-campus students are not very comfortable with it yet. One proposed way to ease the transition into blended learning is to combine two sections of the same course, one running online, and one running on-campus. In this chapter, the authors describe a pedagogical trial in which they adopted this proposal as a way, based on HyFlex principles, to get students thinking about the benefits of blending two sections, thus bringing in some benefits of blended learning, while retaining the “safety net” that some students feel they need when they sign up for on-campus courses.

Edmodo-Based Blended Learning Media in Learning Mathematics

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Yullys Helsa ◽  
Ary Kiswanto Kenedi
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Research And Development ◽  
Blended Learning ◽  
Elementary Teacher ◽  
Elementary Teacher Education ◽  
Education Students ◽  
Learning Mathematics ◽  
Study Results ◽  
Teacher Education Students

This research is motivated by the crucial development of the information technology era in changing learning paradigm from conventional to technology-based learning. The purpose of this study is to develop Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. This research is a research and development (R&D) that uses the ADDIE procedures. This study results a valid, effective and practical Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. It is implied that Edmodo-based blended learning media can be applied by the lecturers to support learning for Elementary Teacher Education students.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

Analyse The Impact Of Moocs To Improve The Performance Of Faculty Members In Delhi Ncr

2019 ◽  
Vol 118 (9) ◽  
pp. 304-312
Author(s):  
Dr.Deepa Gupta ◽  
Dr.Mukul Gupta
Keyword(s):  
Teaching And Learning ◽  
Research Paper ◽  
Faculty Members ◽  
Traditional Teaching ◽  
Learning Method ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
The Impact

In this research paper, the researcher has attempted to analyse the impact of MOOCs to improve the performance of faculty members concerning Delhi NCR. Massive Online Open Courses (MOOCs) are evolving rapidly, and many kinds of research have been conducted to explore the structure, effectiveness and issues arise in MOOCs. The free accessibility of MOOCs has believed in soon replace the traditional teaching and learning method.

INCORPORATING TECHNOLOGY INTO K-12 OUTREACH: LESSONS LEARNED FROM AN AUGMENTED REALITY SANDBOX

2016 ◽  
Author(s):  
Peter J. Voice ◽  
◽  
Thomas Howe ◽  
Heather L. Petcovic
Keyword(s):  
Augmented Reality ◽  
Lessons Learned ◽  
K 12

scholarly journals Negotiating (dis-)engagement in K-12 blended learning

2021 ◽  
Author(s):  
Nina Bergdahl ◽  
Melissa Bond
Keyword(s):  
Active Learning ◽  
Blended Learning ◽  
Digital Technologies ◽  
Vital Role ◽  
Future Research ◽  
Socially Disadvantaged ◽  
Leadership Engagement ◽  
Upper Secondary ◽  
K 12 ◽  
Engagement And Disengagement

AbstractIt is well-recognised that engagement is critical for learning and school success. Engagement (and disengagement) are, however, also influenced by context. Thus, as digital technologies add complexity to the educational context, they influence classroom leadership, lesson designs and related practices, and thereby engagement. Despite being critical, engagement and disengagement are not well explored concerning these influences, with a lack of research undertaken within socially disadvantaged schools. In this qualitative study, 14 classroom observations were conducted, during five months, in twelve classes in an upper secondary school in Sweden, along with dialogues with teachers (n=12) and students (n=32). The data were analysed using thematic analysis and descriptive statistics. Identified themes include digital context, teacher leadership, engagement and disengagement. A network of relations between the (dis-)engagement compound and themes is presented. The results identified processes in which engagement shifted into disengagement and vice versa; in particular, that the intention of active learning does not automatically translate to active learning for all students, although teachers employed a higher work pace than did their students. Teacher self-efficacy and awareness of how to manage digital technologies in and outside the classroom was found to play a vital role in facilitating engagement. Understanding the (dis-)engagement compound in blended learning environments is key to inform active and visible learning for future research and supportive organisational structures.

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