scholarly journals ENGINEERING STUDENTS’ BLENDED LEARNING IN HIGHER EDUCATION

2015 ◽  
Vol 1 ◽  
pp. 34
Author(s):  
Andreas Ahrens ◽  
Jeļena Zaščerinska ◽  
Natalia Andreeva
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Engineering Students ◽  
The Novel ◽  
University Staff ◽  
Multicultural Environment ◽  
Main Notion ◽  
Indispensable Tool ◽  
Definition Of

Blended learning in higher education has already become an indispensable tool in both university staff and students’ daily life. A number of definitions of blended learning have been developed. However, these definitions mostly focus on the synergy of traditional and online instruction, thereby these definitions lack its main notion - blended learning. These othersided definitions do not contribute to the qualitative blended learning for the improvement of students’ learning achievements. Aim of the present paper is to analyze and work out the definition of blended learning underpinning analysis of quality of blended learning for the improvement of students’ learning achievements. The meaning of the key concepts of blended learning and students’ learning achievements is studied. Moreover, the logical chain of analysis is shown: blended learning → students’ learning achievements → empirical study within a multicultural environment. The results show that students’ learning achievements after having been implemented the blended learning process have been enhanced. Directions of further research are proposed. The novel contribution of the paper is the definition of blended learning worked out by the paper’s authors.

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 ENSURING THE QUALITY OF UNIVERSITY EDUCATION IN CONDITIONS OF BLENDED AND DISTANCE LEARNING

2020 ◽  
pp. 7-13
Author(s):  
Svitlana Martynenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Natural Extension ◽  
Learning Technologies ◽  
Educational Process ◽  
University Education ◽  
Face To Face ◽  
Distance Learning Technologies

In modern conditions of reforming the system of higher education, the introduction of time-based blended and distance learning, the mission of higher education is to ensure the efficiency and quality of university education. Therefore, the problem of using blended and distance learning technologies becomes relevant, which, taking into account the peculiarities of the conduct, should ensure the quality of educational services for students. Blended learning is defined as a hybrid of traditional face-to-face and online learning so that instruction occurs both in the classroom and online, and where the online component becomes a natural extension of traditional classroom learning. The article highlights the peculiarities of the introduction of mixed and distance learning at the university, analyzes and clarifies the essence and content of the concepts of « blended learning», «distance learning», identifies the main approaches, methodical principles underlying the organization of the educational process, the priority tasks and advantages of the introduced forms of education are singled out, the tendencies of their development are outlined, in particular in modern conditions. The methods, organizational forms and means used during blended and distance learning are described, specific examples of their introduction at Kyiv International University are given, as well as the schematic structure of the methodical system of the proposed forms of education that ensure the quality of university education. It is proved that blended and distance learning solves the problems of individualization, intensification and optimization of education, is the most effective evolution of the traditional model of learning7

Carrying On Like a Madman

2015 ◽  
Vol 70 (3) ◽  
pp. 363-397
Author(s):  
Melissa J. Ganz
Keyword(s):  
Mental Disease ◽  
Insanity Defense ◽  
Individual Responsibility ◽  
Cognitive Test ◽  
The Novel ◽  
Definition Of

Melissa J. Ganz, “Carrying On Like a Madman: Insanity and Responsibility in Strange Case of Dr. Jekyll and Mr. Hyde” (pp. 363–397) This essay reads Robert Louis Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde (1886) alongside medico-legal debates about the nature and scope of insanity, arguing that the novel seeks to shore up the idea of individual responsibility in Victorian society. The cognitive test of insanity that emerged from the M’Naghten case of 1843 deemed a person legally irresponsible for his acts if, due to a defect of reason resulting from mental disease, he was unable to perceive the nature and quality of his acts or to know that they were wrong. Alienists such as James Cowles Prichard and Henry Maudsley, however, argued that this test failed to acknowledge the existence of affective and volitional disorders such as moral and impulsive insanity. In their treatises, they urged judges to adopt a more permissive standard—an “irresistible impulse” test—that deemed accused criminals “mad” if they could not control their actions, even if they knew what they were doing was wrong. While the novel appears to be sympathetic to the position articulated by Prichard and Maudsley, I argue, it ultimately shows the dangers of broadening the definition of insanity. To recognize the idea of irresistible impulse as the basis of an insanity defense, Stevenson suggests, is to confound the distinctions between freedom and compulsion, deviance and disease. Contesting the use of emotional insanity to acquit educated professionals like Jekyll, Stevenson holds the doctor guilty of murder.

scholarly journals Are Spanish Students Customers? Paradoxical Perceptions of the Impact of Marketisation on Higher Education in Spain

2020 ◽  
pp. 136078042096857
Author(s):  
Sazana Jayadeva ◽  
Rachel Brooks ◽  
Achala Gupta ◽  
Jessie Abrahams ◽  
Predrag Lažetič ◽  
...  
Keyword(s):  
Higher Education ◽  
Market Orientation ◽  
The Other ◽  
University Staff ◽  
Educational Provision ◽  
Cost Of Education ◽  
Number Of Factors ◽  
Private Cost ◽  
The Impact

This article examines how higher education (HE) students are conceptualised in Spain, drawing on an analysis of policy and institutional narratives about such students, as well as on the perspectives of university staff and students themselves. More specifically, it will explore an interesting paradox that we encountered in our data: on one hand, marketisation is less firmly established in the HE system of Spain than in many other European countries, and policy and institutional narratives in Spain present the HE system as being relatively unmarketised. On the other hand, the staff and students we interviewed presented the Spanish HE system and the student experience as having been dramatically transformed by marketisation. In analysing this paradox, the article highlights the importance of not viewing countries as coherent educational entities. In addition – while broadly supporting scholarship that has pointed to a growing market orientation of national HE systems across Europe – the article draws attention to how the manner in which the marketisation of HE is experienced on the ground can be very different in different national contexts, and may be mediated by a number of factors, including perceptions about the quality of educational provision and the labour market rewards of a degree; the manner in which the private cost of education (if any) is borne by students and their families; and the extent to which marketisation may have become entrenched and normalised in the HE system of a country.

Fuzzy cognitive mapping of LMS users’ Quality of Interaction within higher education blended-learning environment

2015 ◽  
Vol 42 (21) ◽  
pp. 7399-7423 ◽  
Author(s):  
Sofia B. Dias ◽  
Sofia J. Hadjileontiadou ◽  
Leontios J. Hadjileontiadis ◽  
José A. Diniz
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Cognitive Mapping ◽  
Fuzzy Cognitive Mapping

scholarly journals Blended learning in higher education: Three different design approaches

2014 ◽  
Vol 30 (4) ◽  
Author(s):  
Ali Alammary ◽  
Judy Sheard ◽  
Angela Carbone
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Online Teaching ◽  
Learning Experience ◽  
Teaching Resources ◽  
Face To Face ◽  
Blended Courses ◽  
Diverse Student ◽  
Definition Of ◽  
Diverse Student Population

<p class="Abstracttext">Blended learning has been growing in popularity as it has proved to be an effective approach for accommodating an increasingly diverse student population whilst adding value to the learning environment through incorporation of online teaching resources. Despite this growing interest, there is ongoing debate about the definition of the concept of blended learning. As a result, teachers in higher education have developed different understandings of the term and different design approaches have evolved. Selecting the most appropriate design approach for a blended course is a major challenge for many teachers in higher education institutions who are new to the idea of blended learning. This paper aims to provide guidance to help teachers of traditional face-to-face courses in selecting the most appropriate approach to use when designing their blended courses. Firstly, it discusses the different definitions of the term blended learning and how they have resulted in a number of design approaches. It then classifies these approaches into: low-impact, medium-impact and high-impact blends according to the potential changes to the existing teaching program and student learning experience. Finally, it describes the benefits and the challenges of applying each approach and provides recommendations about when and how each approach should be used.</p><p class="Abstracttext"> </p>

scholarly journals PROSPEC PROSPECTS OF MONI S OF MONITORING GRADU ORING GRADUATES’ EMPL TES’ EMPLOYMENT IN DIGITAL TECHNOLOGIES

2020 ◽  
Vol 4 (5) ◽  
pp. 268-273
Author(s):  
Obidjon Khafizovich Khamidov ◽  
◽  
Otabek Siddikovich Kahhorov
Keyword(s):  
Higher Education ◽  
Rapid Development ◽  
Digital Technologies ◽  
Electronic Government ◽  
High Tech ◽  
Youth Policy ◽  
Industrial Sectors ◽  
The People ◽  
Definition Of

Background. In the article the authors stated about the need to use digital technologies that provide opportunities to improve the quality of education in the educational system and improve the effective management of competitive personnel training process, to make drastic quality changes in higher education and increase the indicators of employment of graduates, improving the quality of employment monitoring in higher education and other organizations. Materials and methods. The further development of our country, the formation of a high-tech economy, the rapid development of industrial sectors, small and medium-sized businesses provide new opportunities for the realization of the potential of citizens. The main purpose of all stages of education is aimed at providing excellent and high-quality training and service of competitive young specialists. Results. Wherever the transition to the "Digital economy" and "Electronic government" is taking place, it is clear that the burden on the people is reduced, government expenses is reduced, and corruption is prevented. Discussions. In the implementation of youth policy, in order to ensure their employment and take comprehensive support measures, it is first necessary to have a realistic definition of their employment indicators on an individual basis, that is, to have accurate data on employment monitoring

scholarly journals Model for Considering the Propensity of Students to Accept M-learning

2020 ◽  
Author(s):  
Isidora Milošević ◽  
Ana Rakić ◽  
Sanela Arsić ◽  
Anđelka Stojanović ◽  
Ivica Nikolić ◽  
...  
Keyword(s):  
Higher Education ◽  
Mobile Technology ◽  
Engineering Students ◽  
Research Question ◽  
Mobile Technologies ◽  
Promethee Ii ◽  
Study Programme ◽  
Proposed Model ◽  
Engineering Sciences

Research question: The aim of the study is to examine the inclination of engineering students in Serbia to adopt M-learning. Motivation: Mobile technologies provide new solutions in the current concept of learning. Students today have a new approach to learning since they live in the era of digital technology. The use of mobile technology in higher education came along with the technological enlightenment of professors and students, eradicating geographical boundaries and enabling cooperative learning. Idea: Mobile learning (M-learning) is unthinkable without the use of mobile devices and it plays an increasingly important role in the development of teaching methods in higher education. The research refers to the analysis and assessment of M-learning in higher education with the aim to identify problems and weaknesses related to the application of M-learning in order to set alternatives and criteria for the proposed model. Data: The survey was conducted through a questionnaire, and 341 correctly filled out questionnaires were collected. The obtained data were processed by the Visual Promethee software package. Tools: The research methodology was based on the Multi-criteria decision analysis (MCDA) method which was used in the form of PROMETHEE II/GAIA technique. In order to rank the student programmes from different study areas, groups of questions were used as criteria, and study programmes were used as alternatives. Findings: The acquired results indicated that M-learning was mostly used by the students of Engineering Management, since they frequently used mobile technology in certain required courses, as well as for obligatory business practice. It was also concluded that the study programme Metallurgical Engineering had the lowest performance concerning the implementation of M-learning among all other observed study programmes. Contribution: The conclusions of this study can add to the awareness-raising of the higher education institutions' interested parties and alert them to improve the quality of M-education by pointing out that there are differences in the adoption of M-learning depending on the type of engineering sciences.

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