scholarly journals Improving Learning Outcome for GSL (German as a Second Language) Students in a Blended Learning Cumulative Assessment Material Science Course

2021 ◽  
Vol 11 (3) ◽  
pp. 93-100
Author(s):  
Anja Pfennig ◽  
Keyword(s):  
Blended Learning ◽  
Material Science ◽  
Online Teaching ◽  
Language Skills ◽  
Work Load ◽  
Migration Background ◽  
First Year Students ◽  
Course Structure ◽  
Inverted Classroom ◽  
Improved Learning

First year students especially with migration background and language deficiencies rate material science in mechanical engineering as one of the fundamental courses with high work load and necessity of language skills due to the descriptive nature of the course. Therefore a blended learning course structure using based on inverted classroom teaching scenarios was established. Heart of the self-study period are visualizing peer-to-peer lecture films supported by micro-lectures along with various online teaching materials. Although students with migration background generally scored lower in tests due to the lack of language skills improved learning outcomes are demonstrated in high quality class discussions and in overall understanding. This paper introduces the learning structure and graded activities, evaluates the course and compares results of native German-speaking students to those of students with migration background.

scholarly journals Meeting diversity during the covid-19 pandemic in a fully online learning environment

2021 ◽  
Author(s):  
Anja Pfennig
Keyword(s):  
Online Teaching ◽  
Engineering Students ◽  
Content Management ◽  
Online Course ◽  
First Year ◽  
Full Time ◽  
Course Structure ◽  
Inverted Classroom ◽  
Language Difficulties ◽  
Dual Careers

Diversity among engineering students is growing more and more acknowledgeable in higher education – especially in first year classes where in applied universities students from many backgrounds form new classes. Differences in education (high school, job training, dual careers, etc.) are as common as various social aspects (family duties, etc.) that delay full time studying. This challenges students as well as lecturers especially in the covid-19 pandemic of 2020/2021. A standard based portfolio grading enables students to participate and place different skills in their cumulative assessment. The online course structure using Moodle as content management system (CMS) is based on inverted classroom teaching scenarios. These are supported by peer-to-peer lecture films and micro-lectures along with various online teaching materials and online meeting sessions. The portfolio cumulatively grades lectures, presentations, forum discussions, written homework and glossary entries. Although benefits of present classes are obvious the course results improved over previous semester especially for students with language difficulties. This paper reflects on the possibility to meet diversity in the covid-19 pandemic and enable first year mechanical engineering students to grow more homogeneous regarding scholarly work.

scholarly journals Improvement of learning outcome in material science through inverted classroom techniques and alternative course assessment

2017 ◽  
Author(s):  
Anja Pfennig
Keyword(s):  
Study Skills ◽  
Material Science ◽  
Engineering Students ◽  
Work Load ◽  
First Year ◽  
Final Exam ◽  
Inverted Classroom ◽  
Course Assessment ◽  
Classroom Techniques ◽  
High Work Load

Material Science is known to first year mechanical engineering students as one of the fundamental courses with high work load. The knowledge of the complex science of materials enables students to select appropriate engineering materials in different designs due to acquired knowledge on the correlation of materials properties, microstructure and their intended manipulation. These abilities are not well constituted in one final exam. Therefore peer-to-peer lecture film supported inverted classroom szenarios were estabilished to work in the course. These were accompanied by a newly developed moodle course following the blended learning approach that gives students the chance to cumulative accomplish micro-grades via multiple activities, such as tests, lectures, presentations, forum discussions, written homeworks and glossary entries. These grades are summed to obtain the overall course grade. Improved learing outcomes are demonstrated in high quality class discussions and most -important to students- in better grades (average 43/60=B) compared to those being assessed by one final exam only (average 39/69=C+). The majority of students agreed on enhanced study skills when forced to study throughout the entire semester instead of learing intensely towards the end of the semester. This paper introduces the learning structure as well as graded activities, evaluates the course and compares activity results to former class results.

scholarly journals The Implementation of Arabic E-Learning through Arabic-Online.net

2020 ◽  
Vol 4 (1) ◽  
pp. 37-48
Author(s):  
Aisyam Mardliyyah
Keyword(s):  
Blended Learning ◽  
Native Speakers ◽  
Language Skills ◽  
Qualitative Approach ◽  
Literature Study ◽  
Reference Framework ◽  
E Learning ◽  
Audio Files ◽  
Main Components ◽  
Interactive Videos

This study aims to describe Arabic-Online.net and to find out how it is used in the implementation of Arabic learning. Applying a qualitative approach, this research was of literature study. The main object is e-learning site i.e. Arabic-Online.net which can be accessed openly to learn Arabic. Further, this study found that Arabic-Online.net is an Arabic learning model provided to non-native speakers, which is offered by the Saudi Electronic University. Its teaching is based on the General European reference framework by using four language skills and the main components in Arabic. There are 16 levels in the stages ranging from beginner, elementary, intermediate, upper intermediate, advanced, to mastery which contain as many as 796 main interactive videos, 12.000 audio files, 6.320 images and 10.076 exercises. Each level consists of 6 modules (units), each of which includes 24 lessons. E-learning implementation using Arabic-Online.net is conducted in the form of blended learning.

scholarly journals A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Sedef Uzuner Smith ◽  
Suzanne Hayes ◽  
Peter Shea
Keyword(s):  
Communities Of Practice ◽  
Blended Learning ◽  
Community Of Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Empirical Work ◽  
Theoretical Framework ◽  
Future Research ◽  
Online Teaching And Learning ◽  
Integrative Research

After presenting a brief overview of the key elements that underpin Etienne Wenger’s communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant empirical work grounded in this framework to investigate online/blended learning in higher education and in professional development. The review is based on integrative research approaches, using quantitative and qualitative analysis, and includes CoP oriented research articles published between 2000 and 2014. Findings are presented under three questions: Which research studies within the online/blended learning literature made central use of the CoP framework? Among those studies identified, which ones established strong linkages between the CoP framework and their findings? Within this last group of identified studies, what do the patterns in their use of the CoP framework suggest as opportunities for future research in online teaching and learning?

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Blended learning program for the development of skills in the aspiration of artificial airways

2021 ◽  
Vol 29 ◽  
Author(s):  
Aldenora Laísa Paiva de Carvalho Cordeiro ◽  
Fernanda Titareli Merizio Martins Braga ◽  
Luciana Regina Ferreira da Mata ◽  
Karina Dal Sasso Mendes ◽  
Rafael Cordeiro Fófano ◽  
...  
Keyword(s):  
Blended Learning ◽  
Content Validity ◽  
Nursing Intervention ◽  
Learning Program ◽  
Theoretical Frameworks ◽  
Validity Index ◽  
Perfect Agreement ◽  
Inverted Classroom ◽  
Content Validity Index ◽  
Agreement Coefficient

Objective: to develop and validate a blended learning program, of the inverted classroom type, on the aspiration of artificial airways. Method: applied and methodological research that involved technological production for teaching a Nursing Intervention, based on Vygotsky’s theoretical frameworks and on the Nursing Process. For elaboration and validation, a classic instructional design model was followed. The general and pedagogical requirements were validated, as well as those for videos and interface. For the analysis, the Content Validity Index and the First-order agreement coefficient were used. Results: 34 experts participated, 27 of whom were nurses and seven were professionals in Information Technology. In the nurses’ opinion, the general and pedagogical requirements obtained a Content Validity Index of 0.99 and 0.98 was obtained for the videos and for the interface. The interface for the IT professionals was 0.94. All requirements showed almost perfect agreement. Conclusion: the teaching program was elaborated and validated by experts and constitutes an innovative proposal to train nurses. The mediation of teaching by means of duly validated technologies can favor learning and reaching positive results in the development of skills in the practice of aspiration of artificial airways.

scholarly journals Introducing blended learning: An experience of uncertainty for students in the United Arab Emirates

2013 ◽  
Vol 21 ◽  
Author(s):  
Linzi J. Kemp
Keyword(s):  
International Students ◽  
Blended Learning ◽  
United Arab Emirates ◽  
Uncertainty Avoidance ◽  
The Body ◽  
Future Research ◽  
Cultural Dimension ◽  
Learning Technology ◽  
Course Structure ◽  
Online Feedback

The cultural dimension of Uncertainty Avoidance is analysed in this study of an introduction to blended learning for international students. Content analysis was conducted on the survey narratives collected from three cohorts of management undergraduates in the United Arab Emirates. Interpretation of certainty with blended learning was found in: student skills with technology; student acknowledgement of course organisation; and student appreciation of online feedback. Uncertainty with the introduction of blended learning was found: when membership was assigned for group work, higher quality research methods were introduced; where course structure lacked detail, increased time was required for new and different online activities. These international students, from countries with a high score on Uncertainty Avoidance, exhibited that dimension when introduced to blended learning. The implications of these findings are discussed, and strategies suggested for introducing blended learning to international students. The limitations of the study are considered, and a direction for future research is suggested. This is the first study on undergraduates in the Middle East for the effects of a cultural dimension when introducing blended learning. The findings increase the body of knowledge that relates to learning technology in the international business classroom.Keywords: learning culture; blended learning pedagogy; differentiating cultures; learning design(Published: 15 May 2013)Citation: Research in Learning Technology 2013, 21: 18461 - http://dx.doi.org/10.3402/rlt.v21i0.18461

Knowledge Acquisition in a Hybrid Graduate Teacher Training Program

2010 ◽  
pp. 317-326
Author(s):  
Thanh T. Nguyen
Keyword(s):  
Learning Environment ◽  
Classroom Management ◽  
Blended Learning ◽  
Knowledge Acquisition ◽  
Online Teaching ◽  
Online Courses ◽  
Group Discussion ◽  
Online Classroom ◽  
Face To Face ◽  
Course Materials

How can one leverage the technological benefits of an online classroom without losing both the interpersonal advantages of face-to-face contact and pedagogically sound classroom management techniques? A blended learning environment, combining both traditional face-to-face and online interaction, is a valid higher-education solution that many instructors are adopting in place of 100% online teaching environments. Like total online courses, blended courses offer students the convenience of online access to both lecture/course materials and asynchronous classroom discussions. However, the key feature of a blended learning environment is the ability to use traditional face-to-face sessions to foster and stimulate an online social culture that facilitates knowledge acquisition through interpersonal and group discussion and disclosure. This study examines pedagogical, social and demographic factors that contribute to students’ knowledge acquisition in an 80-20 (80% online and 20% in-class) blended learning environment.

Cybernetic Model by Blended Learning Using Technological Applications About Mathematics in Higher Education

2020 ◽  
pp. 40-63
Author(s):  
Samuel Olmos Peña ◽  
Magally Martinez-Reyes ◽  
Anabelem Soberanes-Martín
Keyword(s):  
Blended Learning ◽  
Information And Communication Technologies ◽  
Mathematics Learning ◽  
First Year ◽  
Cybernetic Model ◽  
First Year Students ◽  
Before And After ◽  
Information And Communication ◽  
Education Of Students ◽  
The University

Traditional teaching has been changing with the development of information and communication technologies (ICTs). Blended learning is a new approach that enriches the education of students in order to improve their performance in their different subjects. Mathematics learning is a subject matter that is particularly difficult for students. The present chapter targets the application of a cybernetic model for blended learning in the teaching of mathematics, that is, the elements of communication and control are incorporated into this learning paradigm. It applies to first-year students of mathematics at the university level in the area of engineering. The results show an improvement in tests applied to students before and after the inclusion of activities with technological applications.

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