scholarly journals The Impact of Behavioral Engagement on Outcomes in Graduate Business Blended Learning Environments

2018 ◽  
Vol 7 (1) ◽  
pp. 79-99
Author(s):  
Stephanie R. Nesbitt ◽  
Matthew D. Marmet ◽  
Tracy M. Balduzzi ◽  
Rick Fenner
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Behavioral Engagement ◽  
The Impact

scholarly journals The Impact of Internet Experience and Attitude on Student Preference for Blended Learning

2017 ◽  
Vol 6 (1) ◽  
pp. 65 ◽  
Author(s):  
Majed Gharmallah Alzahrani ◽  
John Mitchell O’Toole
Keyword(s):  
Saudi Arabia ◽  
Blended Learning ◽  
Learning Environments ◽  
Demographic Variables ◽  
The Internet ◽  
Learning Approaches ◽  
Saudi Students ◽  
Positive Attitudes ◽  
Student Preference ◽  
The Impact

The purpose of this study is to investigate student experience with the Internet, and their attitudes towards using it, inan attempt to determine the impact of these experiences and attitudes on their view of the implementation of blendedlearning. Data from 142 Saudi students at a leading university in Saudi Arabia were collected via an onlinequestionnaire. The results reveal that students have both experience with and positive attitudes towards using theInternet. Demographic variables had no effect on these attitudes, but experience variables showed significant effects.Interestingly, there were mixed interactions regarding student study year; negatively with Internet experience andpositively with preference for the implementation of blended learning. Neither experience with the Internet norprogram of study appeared to influence student preference for blended learning but age, study year, and attitudestowards the Internet were associated with positive attitudes towards blended learning. Importantly, students in thepresent study supported the implementation of blended learning, but not entirely online learning. Student attitudestowards the Internet in general appeared to influence their attitude to learning approaches that use the Internet inblended learning environments. Discussion of these results is presented with suggested implications.

scholarly journals Student Online Activity in Blended Learning: A Learning Analytics Perspective of Professional Teacher Education Studies in Finland

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110566
Author(s):  
Arto O. Salonen ◽  
Annukka Tapani ◽  
Sami Suhonen
Keyword(s):  
Teacher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Analytics ◽  
Digital Learning ◽  
Online Activity ◽  
Professional Teacher ◽  
Digital Learning Environments ◽  
The Impact

Distance learning is rapidly gaining ground globally. In this case study, we focused on professional (vocational) teacher education (PTE) student online activity in a blended learning context. We applied learning analytics (LA) to identify students’ ( n = 19) online study patterns. Our key interest was in determining when and what kinds of online activity and behavior PTE students engage in during their studies. We applied quantitative content analysis to analyze the students’ behavior. Moodle’s event log enabled us to identify active hours and days, variation in use of learning materials, the impact of interventions, and stumbling blocks to student learning in the study unit. Based on our data, educator availability is an essential factor for good student engagement in digital learning environments. Interaction forums are important for PTE students effective learning. Monday and Tuesday afternoons are the most effective times for educators to be available for PTE students. There is a clear need for contact learning in professional teacher education, even when operating in digital learning environments. It plays an essential role in keeping students’ activity alive. It could be beneficial to plan a post-process for students who do not graduate as planned, including regular group meetings for supporting studies, receiving guidance, and meeting peers. PTE students’ behavior in a distance learning environment in the context of blended learning follows Zipf’s law, which models the occurrence of distinct objects in particular sorts of collections.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

Blast Furnace In Engineering Education

2014 ◽  
Vol 1 (1) ◽  
pp. 127-130 ◽  
Author(s):  
Valentin Petrescu ◽  
Florian Popescu ◽  
Alina Gligor
Keyword(s):  
Blast Furnace ◽  
Human Computer Interaction ◽  
Blended Learning ◽  
Engineering Education ◽  
Learning Environments ◽  
Learning Method ◽  
Quality Of Presentation ◽  
Computer Interaction

AbstractUsing blended learning method, Blast Furnace subject was analysed inside the DidaTec Project. The analysed factors were the quality of presentation, quantity of information per page and human – computer interaction. The analysis shows the preference of students to work with different learning environments.

Learning Environments: A Review of Physical and Temporal Factors

1983 ◽  
Vol 4 (2) ◽  
pp. 90-115 ◽  
Author(s):  
Sydney S. Zentall
Keyword(s):  
Learning Environments ◽  
Environmental Variables ◽  
Information Sources ◽  
Classroom Performance ◽  
Exceptional Children ◽  
Normal Children ◽  
Color Noise ◽  
Environmental Stimulation ◽  
And Performance ◽  
The Impact

A theoretical integration of research concerned with environmental variables and their effects on students’ behavior and performance is presented. The impact of classroom stimuli, such as novelty, color, noise, proximity to teacher and peers on both normal and exceptional children is reviewed. The relation between these sources of classroom stimulation and information sources (i.e., type of task and access to material, person, and role resources) is also discussed. Large deviations from optimal levels of environmental stimulation, which more often occur for exceptional than for normal children, will produce attentional and activity disruptions sufficient to interfere with classroom performance and social interaction.

Understanding Learning Environments, Personality, and Proctoring During Mandatory Remote Delivery

2021 ◽  
Vol 65 (1) ◽  
pp. 767-770
Author(s):  
Nancy J. Stone
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Online Survey ◽  
Campus Housing ◽  
Learning Success ◽  
Time Required ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

To evaluate students’ online learning environments, the relationship between personality and online learning success, and students’ perceptions about online proctoring during mandatory remote delivery due to the pandemic, students responded to an online survey. Learning environments generally included houses and rarely included on-campus housing. The specific room type was predominantly the bedroom. Only conscientiousness was related positively to anticipated semester GPA. The positive relationship between anticipated and overall GPA supports the notion that more conscientious students tend to be successful in online learning situations, as online education was rated as slightly ineffective. A majority of students did not see a need for online proctoring due to the inability or time required to search for materials, which would only harm one’s performance. There is a need to research further the impact of the study environment, relationship of the students’ personality to learning success, and consequences of online proctoring during remote learning.

THE IMPLEMENTATION BLENDED LEARNING METHOD USING ARTICULATED STORYLINE IN CLASS 4 FRACTION LEARNING, MUHAMMADIYAH PRIMARY SCHOOL, PANGKALPINANG

2021 ◽  
Vol 4 (1) ◽  
pp. 40-47
Author(s):  
Fandi Nugroho ◽  
Muhammad Iqbal Arrosyad
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Blended Learning ◽  
Mathematics Learning ◽  
Logical Reasoning ◽  
Learning Method ◽  
School Students ◽  
Mathematical Problems ◽  
Research Students ◽  
The Impact

This study aims to describe the implementation of multimedia learning in blended learning in mathematics in grade 4 elementary schools on the topic of fractions. Articulated storyline is an effective medium for elementary school students that is easily developed as one of the multimedia blended learning used in the blended learning method. In our research we examined how the impact of implementation blended learning using multimedia articulated storylines, In this case, it is also discussed how the influence of multimedia articulation storylines as one of the multimedia that can be developed easily to help teachers in distance learning, especially mathematics learning in schools. Primary school related to fraction learning. In this research, students are taught how to interpret the understanding of the concept of fraction problems and proof in life related to mathematics learning problems, so that they can describe mathematical problems and can understand the concept of fractions using logical reasoning so that they are able to prove reasoning about fraction problems according to their abilities. The use of reasoning is needed to determine the concepts that have been made based on the understanding of the concept of fractions that the students have. This study was designed to see the effect of blended learning which is applied as a learning model used to teach logical reasoning in mathematics learning, especially about fraction problems, and how the effect of the application of blended learning on learning outcomes of primary school students at Muhammadiyah Elementary School Pangkalpinang

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