scholarly journals What Kind of Blending Makes Blended Learning?

2018 ◽  
Vol 23 (3) ◽  
pp. 5-19 ◽  
Author(s):  
A.A. Margolis
Keyword(s):  
Blended Learning ◽  
Basic Education ◽  
Current Model ◽  
Educational Innovation ◽  
Face To Face ◽  
The Past ◽  
E Learning ◽  
Face To Face Instruction ◽  
K 12

The paper focuses on blended learning which is now quite common both in basic and in higher education and which is usually defined as a combination of e-learning and face-to-face instruction. The author explores the main models of blended learning in basic education (K-12), evaluates their benefits and limitations, and reflects on the changes in the current model of teaching activity and standards for teachers. The paper also presents a review of modern studies on the effectiveness of blended learning as compared to distance learning and traditional in-class education. As it is revealed, the role of blended learning is that of a ‘hybrid’ educational innovation which interlocks the past and the future in education.

scholarly journals Analysis The Use of Schoology E-Learning Towards Students’ Learning Motivation Enhancement in STKIP Surya

2018 ◽  
Vol 2 (1) ◽  
pp. 89
Author(s):  
Mira Rosalina
Keyword(s):  
Blended Learning ◽  
Learning Motivation ◽  
Final Conclusion ◽  
Data Set ◽  
Face To Face ◽  
Data Collecting ◽  
Motivation Enhancement ◽  
E Learning ◽  
Qualitative Descriptive ◽  
Face To Face Instruction

<p><em>The purpose of this research is to analyze the use of schoology e-learning as one of the supporting media towards students’ learning motivation enhancement and students’ opinion about the use of schoology e-learning. This research uses the qualitative descriptive as methods. Sampling was done with non-random sampling of 30 students from the STKIP Surya. Data were collected using a questionnaire, observation sheet, interview, and documentation which </em>were<em> analyzed descriptively. Data collected as much as twice to get more accurate result. The first data set is used to provide with a temporary conclusion, verification data conducted in the second data collecting. If data obtained on both have conformity, it can be made into final conclusion. The study uses blended learning model that integrates between traditional face to face instruction and e-learning.  The result of the study found that:</em> <em>1) Percentage of Likert Scale overall from the first and second data collection result got the same category i.e 77.30% and 79.05% with very high category which means the students were motivated using schoology e-learning, 2) The result of observation sheet in the first and the second data collecting got the same result that most student were happy to learn using  schoology e-learning,3) The result of interview between the two were the same that means most students were motivated by learning using schoology e-learning because of its easyness, friendly look, and challenging way of doing the task.</em></p><p><em> </em></p><p><strong>Keywords: </strong><em>schoology e-learning, descriptive qualitative method, blended learning, students’ learning motivation</em></p>

Enhancing Education in the UAE through Blended Learning

2013 ◽  
pp. 194-207
Author(s):  
Rana Tamim
Keyword(s):  
Distance Education ◽  
Blended Learning ◽  
Technological Development ◽  
Course Delivery ◽  
University Professors ◽  
Post Secondary ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Instruction

The advent of technology has changed the landscape in post-secondary academic institutions and technology-enhanced university courses are becoming the norm. While Distance Education was previously restricted to traditional correspondence having limited options for student interaction with the instructor and no interaction with other learners, technology’s progression changed the context drastically. One of the emerging delivery modes is blended learning which combines the advantages of technology enhanced face-to-face instruction and electronic supported learning. The chapter offers a general overview of the influence of technological development on the post-secondary Distance Education sector and presents the advantages of the blended learning approach. Insights are offered from a UAE e-learning University case study while discussing implications for university professors and faculty members pertinent to instructional design and course delivery.

scholarly journals Tinjauan Model Pembelajaran Blended Learning pada Perguruan Tinggi di Era New Normal Covid-19: Kebijakan dan Implementasi

2021 ◽  
pp. 34-45
Author(s):  
Zamzami Zainuddin
Keyword(s):  
Blended Learning ◽  
Digital Media ◽  
Learning Experience ◽  
Learning Model ◽  
Theory And Practice ◽  
Learning Activity ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Face To Face Instruction

This article aims to review the potential of a Blended learning model implementation in Indonesian higher education institutions during the time of Covid-19. This conceptual paper attempts to explain the concept of Blended learning in terms of theory and practice, based on the literature discussed in several reputable international journals. Blended learning is defined as a learning model integrating face-to-face instruction with an online learning environment or e-learning. Initially, this model proposes to improve the deficiencies of a traditional learning model which is lack of technological resources, and at the same time to develop the gap of e-learning practice which is lack of a face-to-face learning experience. In the blended instruction, students will learn through face-to-face interaction in the classroom and supported by digital media such as a Website, Video, or Learning Management System (LMS). Meanwhile, the use of technologies is ordinarily applied for students' learning and peer-interaction outside of the class, especially for online discussion and homework submission. This method emphasizes that learning activity should not only occur in the classroom but also outside of the class through the digital device.

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.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Design Philanthropy: Challenges and Opportunities in the Evolution of Philanthropic Giving

2021 ◽  
pp. 089590482110494
Author(s):  
Melissa Arnold Lyon ◽  
Shani S. Bretas ◽  
Douglas D. Ready
Keyword(s):  
Education Reform ◽  
Teaching And Learning ◽  
Educational Innovation ◽  
Venture Philanthropy ◽  
Policy Borrowing ◽  
The Past ◽  
Challenges And Opportunities ◽  
Instructional Core ◽  
Democratic Engagement

Over the past several decades large philanthropies have adopted aggressive approaches to education reform that scholars have labeled venture philanthropy. These efforts focused on broad changes to schooling and education policy, borrowing techniques from the venture capital world. But many foundations have recently become convinced that market forces and macro-level policymaking alone cannot drive educational improvement, particularly in areas related to classroom teaching and learning. In response, foundations have begun to design their own instructional innovations and identify providers to implement them. This paper interprets these recent efforts as early evidence of a distinct adaptation in the evolving role of philanthropies, which we dub design philanthropy. Although this approach represents an attempt by foundations to simultaneously increase democratic engagement, directly influence the instructional core, and spur educational innovation, it poses new risks for coherence, scalability, and sustainability in education policymaking.

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

2013 ◽  
Vol 115 (3) ◽  
pp. 1-47 ◽  
Author(s):  
Barbara Means ◽  
Yukie Toyama ◽  
Robert Murphy ◽  
Marianne Baki
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Classroom Instruction ◽  
Meta Analysis ◽  
Learning Models ◽  
Web Based ◽  
Face To Face ◽  
Learning Conditions ◽  
Face To Face Instruction

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

Blended for Student Engagement and Retention

2015 ◽  
pp. 818-835
Author(s):  
Ishmael I. Munene ◽  
Flower Darby ◽  
John J. Doherty
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Face To Face ◽  
Northern Arizona ◽  
Blended Courses ◽  
Learner Centered ◽  
Northern Arizona University ◽  
Face To Face Instruction ◽  
Blended Course

Facetiously described as the “third generation” of distance learning, blended learning is now the new kid on the block in the deployment of technology to support teaching and learning. Its versatility as a pedagogical strategy for creating learner-centered instruction lies in the capacity to exploit the potentials of both the traditional face-to-face instruction and online learning modality in order to provide students with multiple pathways of learning. Yet, developing a blended course to take advantage of these duo capabilities is a monumental challenge for faculty. This chapter presents an analysis of approaches and models employed by faculty at Northern Arizona University to develop and deliver two blended courses as part of the institution's strategy of using technology to enhance undergraduate student engagement and retention. The analysis shows that a multimodal approach that infuses technologies and media and a proactive institutional policy in favor of blended learning, coupled with strategic faculty development, provides the best pathway to developing robust blended courses that are truly learner-centered.

A Hybrid Style of E-Learning in MBA Education across Borders

2012 ◽  
pp. 1604-1620
Author(s):  
Caroline Benton ◽  
Rémy Magnier-Watanabe ◽  
Harald Herrig ◽  
Olivier Aba
Keyword(s):  
Real Life ◽  
Management Program ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Face To Face ◽  
Asynchronous Instruction ◽  
Student Profiles ◽  
Working Together ◽  
E Learning ◽  
Face To Face Instruction

This paper outlines a real-life example of a course taught jointly by the MBA-IB program at the University of Tsukuba in Tokyo, Japan and the Master in Management program (ESC) at the Grenoble Ecole de Management in Grenoble, France using a hybrid style of e-learning that was aimed at increasing communication and collaboration among instructors and students. The qualitative analysis of this experience found that the variables that most significantly affected the development and outcome of the course were the unique goals, resources and student profiles of each university, the blending of synchronous and asynchronous instruction, the exchange of instructors to promote face-to-face instruction, and the use of a didactic and experiential approach to cross-cultural learning. Such cross-cultural course connecting distant groups working together toward the resolution of a common problem can become a stepping stone toward the promotion of sustainable development.

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