scholarly journals Critical Factors for Implementing Blended Learning in Higher Education

2017 ◽  
Vol 6 (2) ◽  
pp. 37-51 ◽  
Author(s):  
Peter Mozelius ◽  
Enosha Hettiarachchi
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Course Design ◽  
Online Courses ◽  
Research Question ◽  
Pass Rates ◽  
Critical Factors ◽  
Success Stories ◽  
Low Pass ◽  
21St Century Tools

Abstract The use of blended learning environments in higher education has rapidly increased in the 21st century. Tools and techniques that initially were used in experimental distance education courses are today part of mainstream education with blended learning as a continuum between traditional face-to-face teaching and pure online courses. In this wide variety of course design there are success stories, but at the same time examples with low pass rates and poor learning outcomes. The research question for the study is: Which aspects have to be considered in the design and implementation of blended learning in higher education? To answer this question, 15 selected publications were analysed in a literature review with the aim to identify important and critical factors when implementing blended learning in higher education. As a result of the inductive analysis around 50 found factors have been grouped into 10 Categories of critical factors and 4 Blended learning perspectives in a strive to identify critical aspects of contemporary blended learning in a comprehensive structure. One conclusion is that blended learning today can be seen as a mature educational concept still in need of redesign. Problems that were reported two decades ago are now combined with other more recently identified critical factors. The presented categories and perspectives might be valuable as a checklist for implementations of blended learning and hopefully a useful base for further research in the field of blended learning.

The Management of Teaching in Online and Blended Learning Applied in the Project “Modern Competences of Academic Teachers – the Key to Modern Higher Education Institutions” – Acronym MOCAT

2021 ◽  
Vol 29 (4) ◽  
pp. 390-401
Author(s):  
Roxana Stefanescu ◽  
◽  
Mariana Iatagan ◽  
Cristian Uta
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Teaching Methodology ◽  
Teaching Competencies ◽  
Training Materials ◽  
Wide Range ◽  
Academic Teachers ◽  
Academic Teacher

The management of teaching is connected and could be increased by using a wide range of different methods especially when we refer to Online and Blended learning. In the first part, the paper is aiming at reviewing the literature regarding the concepts and benefits of Online and Blended learning. Based on this considerations, 8 partner universities from 8 countries jointly developed the Project “Modern competences of academic teachers – the key to modern Higher Education Institutions (HEI)” – Acronym MOCAT. The paper underlines the goals and achievements of the MOCAT project that proposes a conceptual process to increase the management performance in teaching. The paper shows in an organized manner the main deficiencies that are altering the teaching competencies of academic teachers and in connection with this, the project offers solutions to improve the methodological competency of the teachers regarding the development and use of modern approaches. The outcomes of the project consist in the development and implementation of a Multicultural Model of an Academic Teacher Competencies and in 10 online courses that represent modern training materials in the field of teaching methodology. In the end are exposed the way the results of the project can be evaluated in time as well as the anticipated effects of the project implementation.

Distance Learning Courses

2012 ◽  
pp. 17-32
Author(s):  
Kelley Walters ◽  
Melanie Shaw ◽  
David Long
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Online Courses ◽  
Learning Management Systems ◽  
Online Classes ◽  
Instructional Efficacy ◽  
Online Assessments ◽  
Available Technology ◽  
Key Terms

Drawing on current literature and a survey of online students and instructors from online institutions, the researchers explored the different types of assignments and assessments required for completion of online courses, the Learning Management Systems utilized, and differences between undergraduate and graduate tasks assigned, according to field of study. While there is a significant amount of available research on instructional efficacy in online classes, there are few studies that account for the types of course activities students must complete in distance learning courses. This study details the variety of online assessments and activities assigned to students attending institutions of higher education that are either fully online or utilizing a blended learning format. Recommendations are made for diverse instructional tasks, which can be assigned based on available technology and curricular flexibility. Key terms used in the study are defined at the end of this chapter.

Facilitation of Web-Based Courses Designed for Adult Learners

2011 ◽  
pp. 918-921
Author(s):  
Bonnie McCall Ordonez
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Course Design ◽  
Online Courses ◽  
Faculty Members ◽  
Online Course ◽  
University Faculty ◽  
Web Based ◽  
Professional Students ◽  
College And University

Web-based courses have currently surpassed all other forms of distance education in the higher education field. One of the main reasons in growth is the demand from adult and professional students looking for a convenient yet quality education (Kearsley, 2000). College and university faculty members are a key component in the development and delivery of online courses. Many studies have been conducted on effective course design, and student achievement and outcomes (Kearsley, 2000, p. 46), but less research is available on the instructional techniques necessary to facilitate an online course.

scholarly journals A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes

2017 ◽  
Vol 9 (4) ◽  
pp. 1-20 ◽  
Author(s):  
Diogo Casanova ◽  
António Moreira
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Course Design ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Grounded Theory Method ◽  
Use Of Technology ◽  
Face To Face Learning ◽  
Enhanced Learning

This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the learning process. The research that supported the design of this model was framed by a Grounded Theory method, combining different approaches to empirical data collection with a review of evaluation models on aspects of the quality of Online and Distance Learning. Throughout the paper, arguments are made that Higher Education institutions need to be more critical with regard to the use of Technology-Enhanced Learning, and to support it as a counterpart to face-to-face learning and teaching. The model provides a framework for teachers in Higher Education to reflect and discuss the quality of Technology-Enhanced Learning in their Blended Learning programmes.

scholarly journals Creating blended learning experiences requires more than digital skills

2019 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Bettina Kathrin Schwenger
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Active Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Research Review ◽  
Learning Design ◽  
Digital Literacies ◽  
Tertiary Institutions

With growing diversity and larger numbers of enrolled students in classes, online learning can open up new possibilities in New Zealand’s tertiary institutions to improve teaching and enhance students’ learning. Tertiary institutions have reacted with changed expectations about pedagogical approaches and practices, by, for example, integrating more online learning technologies, and by reconsidering the course design and learning environment (Conole, 2016; Johnson, Adams Becker, Estrada & Freeman, 2015). Consequently, teachers increasingly teach online as part of a course and need to engage large number of students with a broad range of skills and knowledge, including many who are first in their family to learn formally at tertiary level.   Teachers may work with certain areas of online technologies and digital literacies, for example deposit information online for students to read, but they often do not feel confident to facilitate active learning (Ako & Synapsys, 2018; Boelens, de Wever & Voet, 2017) and to offer tasks that aim to engage students collaboratively online. Kirkwood (2014) points out that teachers question how an online tool can be used but may consider less the rationale for the use of a certain pedagogical strategy for which a tool could be used. Digital literacies are more than gaining isolated technological skills (Johnson et al., 2015) as this presentation will share, based on the findings of a collaboration with two teachers in a first-year undergraduate course in Education. In the presentation, we will discuss recommendations for sustainable teacher development that enable blended learning design with opportunities for students to actively create instead of consuming information and that is likely to enhance their experiences of blended learning. The recommendations include underpinning skills and areas such as supporting learning for Māori and non-Māori students by using online affordances for pedagogical practices to, for example, integrate formative feedback, self-assessment, foster active learning online and independent learning.   References   Ako Aotearoa & Synapsys (2018). Technology in learning: Benchmarking and developing sector capability. Wellington, New Zealand: Ako Aotearoa Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18. doi:10.1016/j.edurev.2017.06.001 Conole, G. (2016). Theoretical underpinnings of learning design. In J. Dalziel (Ed.), Learning design: Conceptualizing a framework for teaching and learning online (pp. 42–62). New York, NY: Routledge. Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon report: 2015 Higher education edition. Austin, TX: The New Media Consortium. Retrieved from https://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/ Kirkwood, A. (2014). Teaching and learning with technology in higher education: Blended and distance education needs ‘joined-up thinking’ rather than technological determinism. Open Learning, 29(3), 206–221.

scholarly journals INNOVATIVE COMPUTER TECHNOLOGIES IN FOREIGN LANGUAGES INSTRUCTION AT UKRAINIAN HIGHER SCHOOLS

2020 ◽  
Vol 2 (1) ◽  
pp. 73-78
Author(s):  
B. I. Shunevych ◽  
◽  
H. S. Drapalyuk ◽  
N. I. Pyndyk ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Language Learning ◽  
Online Courses ◽  
Electronic Materials ◽  
Foreign Languages ◽  
Full Time ◽  
Educational Materials ◽  
National University ◽  
Distance Courses

The global process of transition to the information society, as well as economic, political and social changes that accompany it, accelerate the reform of the Ukrainian education system. First of all, it concerns providing access to education and training for all people who have the necessary skills and knowledge. The effective solution of these problems is facilitated by distance and blended learning, carried out on the basis of modern pedagogical, information and telecommunication technologies. In the article the ways of organizing blended teaching/learning of foreign languages in Ukrainian higher education institutions (HEI) are analyzed; types of software used for creating educational materials by means of innovative computer technologies to organize blended language learning are revealed; the prospects of using electronic materials of known platforms of online courses for teaching languages as supplements to distance courses compiled by the lecturers of the Department of Foreign Languages at Lviv Polytechnic National University on the basis of Lviv Polytechnic virtual learning environment (VLE) are considered. Materials of research are as follows: dissertations, scientific papers, materials of Ukrainian and international scientific and practical conferences, published by lecturers of foreign languages at Ukrainian higher education institutions, as well as web pages of these institutions and software for compiling educational materials. On the basis of the analyzed materials, partially presented in the article, it was revealed that for organization of blended learning the lecturers of Foreign Language Departments at HEI, in addition to traditional educational materials for full-time study (manuals, dictionaries, audio and video recordings, etc.), actively use: electronic materials compiled by means of different types of tools in open access; portal materials for language learning; distance courses or their elements compiled by means of the VLE of their educational institutions; educational materials of the platforms of mass open online courses (MOOC). Lecturers of the Department of Foreign Languages at Lviv Polytechnic National University have used MOOC for their students teaching since January 2019. English language practical classes, held at Lviv Polytechic for the first year students, demonstrated that the students using successfully the materials of distance course, compiled by the lecturers of the Department of Foreign Languages for their students, can improve better their knowledge of the language than the rest students. The further researches will be concerned to description of the techniques for organization of foreign languages blended learning by incorporating the materials of the MOOC platforms in the course of classes with full-time and part-time students.

scholarly journals Engagerende didaktiske design i blendede læringsrum – et grundlag for facilitering af læreprocesser

2016 ◽  
Vol 9 (16) ◽  
Author(s):  
Ulla Konnerup ◽  
Susanne Dau
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teacher Learning ◽  
Research Question ◽  
College Education ◽  
Learning Processes ◽  
Learning Design ◽  
Educational Design ◽  
Physical Environments ◽  
Ecological Thinking

Abstrakt Med udgangspunkt i to cases, fra henholdsvis et forløb fra en professionsuddannelse og et forløb fra en masteruddannelse i ikt og læring, begge designet som Blended Learning, adresserer vi den retoriske problematik, der ligger i begrebet BL. Vi skelner mellem didaktik og læring, hvor didaktik forstås som undervisningstilrettelæggelse, gennemførelse og evaluering, og læring forstås som en proces, der involverer en mental og/eller kropslig ændring afhængig af samspillet med det omgivende fysiske og sociale læringsrum. Dermed lægges op til en læringsøkologisk tænkning, hvor entiteter i de virtuelle og fysiske miljøer motiverer til forskellige aktiviteter. Forskningsspørgsmålet som stilles er: Hvilke didaktiske design i de blendede læringsmiljøer motiverer studerendes engagement, og hvad betyder fællesskabet i fysiske og virtuelle miljøer for dette engagement? De to cases afslører, hvorledes didaktisk design nødvendigvis må facilitere etableringen af forpligtende fællesskaber, gennem de studerendes engagement. Abstract Based on two case studies of Blended Learning (BL) courses in higher education; a university college education and a master's programme at a university, we will discuss the concept of Blended Learning. We distinguish between the teachers learning design and the students learning processes, where the teacher learning design includes planning, implementation and assessment, and learning includes a mental and/or an embodied change or development. We introduce a learning ecological thinking where entities in the virtual and physical environments motivate different activities. The research question addressed is; which learning design of Blended Learning encourages student involvement in the learning process, and what influence does the community in physical and online environments have for the commitment among the participants? The two cases reveal how educational design must necessarily facilitate the establishment of binding communities through the students’ engagement.

scholarly journals Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education Context

2015 ◽  
Vol 8 (11) ◽  
pp. 1 ◽  
Author(s):  
Jin-Hyouk Im ◽  
Jeongyeon Kim
Keyword(s):  
Higher Education ◽  
College Students ◽  
Blended Learning ◽  
Critical Review ◽  
Critical Factors ◽  
Policy Makers ◽  
Course Content ◽  
Effective Implementation ◽  
Current State ◽  
English Medium Instruction

<p class="apa">Although researchers agree with the strengths of an English-medium instruction (EMI) in addressing internationalization of a non-English higher education (HE) context, its implementation in classrooms has been widely criticized, mostly because of ineffective delivery of course content and a lack of evidence of English improvement. Grounded upon a critical review of the current state of internationalization of Korean HE and the subsequent examination of supplementary interview data from 15 college students who have taken EMI courses, this study proposes a model which integrates critical factors of EMI into one framework. This model aims at guiding the EMI policy from initiation to implementation. A major feature of this model is blended learning as a strategy to address the shortcomings of current EMI in this context and to facilitate the allocation of diverse online materials to scaffold EMI instruction. The benefits of the approach are presented from the perspectives both of policy-makers and of classroom participants.</p>

Theory and Application in the Design and Delivery of Engaging Online Courses

2020 ◽  
pp. 246-258
Author(s):  
Dixie F. Abernathy ◽  
Amy Wooten Thornburg
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Educational Change ◽  
Course Design ◽  
Online Courses ◽  
Financial Benefit ◽  
Education Students ◽  
Engaging Instruction ◽  
Student Demand ◽  
Instruction And Learning

For the last quarter of a century, online learning has emerged as a viable and, in many cases, preferable instructional option for higher education students. As this wave of educational change became more prevalent and sought after by students and faculty, at times the implementation, driven by financial benefit as well as student demand, may have advanced beyond the preparation. Research and experience have now exposed numerous issues that may hinder the effectiveness of online learning for all involved stakeholders. Designing effective online courses is the first step, but too often the preparation for and focus on engaging instruction and learning ends as the course design is concluding. Recognizing the key principles behind effective student and instructor engagement may add to the overall stakeholder experience in the online learning environment.

Teaching Generation Z Students in the Technology-Driven World

2019 ◽  
pp. 52-66
Author(s):  
Muhammad Haseeb
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Blended Learning ◽  
Online Courses ◽  
Self Awareness ◽  
Digital Learning ◽  
Faculty Professional Development ◽  
Face To Face ◽  
Generation Z ◽  
Traditional Courses

Today, higher education is experiencing significant changes in its recruitment, retention, graduation, and accreditation. Faculty professional development is considered a key for the success of Generation Z students. As a result, faculty are interested to modify their teaching environment. More and more faculty are flipping their traditional courses and offering either hybrid or online courses. Blended learning means that students receive instruction in both face-to-face and online environments. Embedded within the concept is an assumption that blended teaching environments also give students some control over the pace, flow, or focus of their learning activities. Also, blended learning prepares students for full online courses. Research indicates that empowering students to have organization in their education leads to many positive outcomes, including that students do better in inequality of access situations, are able to personalize their learning and achieve regardless of ability, and build dispositional skills, such as executive functioning, perseverance, self-awareness, and tolerance for uncertainty, that many believe are necessary to thrive in current and future societies. This chapter explains current practices and the potential of digital learning initiatives to teach Generation Z in the technology-driven world.

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