SETTING UP BLENDED LEARNING AT SCHOOL: LEADERSHIP PERSPECTIVE

2018 ◽  
Vol 2 ◽  
pp. 240-253
Author(s):  
Maija Kokare ◽  
Karlis Strautins
Keyword(s):  
Blended Learning ◽  
School Readiness ◽  
School Leadership ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Evaluation Tool ◽  
Leadership Challenges ◽  
Self Evaluation ◽  
Leadership Management ◽  
Study Results

Effective, meaningful and balanced use of information communication technologies (ICT) for teaching and learning is essential for meeting challenges of 21st century; however, practices of blended learning (a combination of face-to-face and online instruction) in Latvia are rather developed by particular teachers than organized as evidence-based policies of ICT integration in teaching and learning at schools. The research is aimed to explore the issues related to setting up blended learning as school policy from leadership perspective, and is designed as the case study by combining: 1) piloting results of the program “Curriculum design for Blended Learning” for leadership teams (5 secondary schools in Latvia); 2) developing the self-evaluation tool for school readiness for blended learning; 3) analysis of the main leadership challenges for setting up blended learning in schools. The study results contribute ongoing processes of introducing blended learning at schools by linking both leadership, management and pedagogical perspectives.  

Hooked on Mathematics

2016 ◽  
pp. 243-262
Author(s):  
Dora Andrikopoulos ◽  
Matina Katsiyianni
Keyword(s):  
Blended Learning ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Evaluation Tool ◽  
Flexible Learning ◽  
Middle School Math ◽  
Learning Framework ◽  
Technology In Teaching ◽  
Specific Unit

Within a flexible-learning framework, blended learning offers a unique opportunity to fully amalgamate pedagogy and technology in teaching and learning. It may also lead to significant enhancements and integrations of curriculum design. This chapter discusses the implementation of the i2Flex methodology, which is a type of blended learning, in a math classroom at ACS Athens, Greece. The definitions of the methodology are stated and the classroom applications are described. A middle school math teacher and the Math Studio coordinator designed a specific unit of work in mathematics in order to convert it to i2Flex delivery. The classroom atmosphere is described in detail, and a range of considerations about the methodology is discussed. Finally, the Community of Inquiry (CoI) framework is discussed as an evaluation tool of the methodology for the success of the methodology.

Assistant principal leadership development: a narrative capture study

2014 ◽  
Vol 52 (2) ◽  
pp. 173-192 ◽  
Author(s):  
Lisa Petrides ◽  
Cynthia Jimes ◽  
Anastasia Karaglani
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Principal Leadership ◽  
Assistant Principals ◽  
Teaching And Learning ◽  
Assistant Principal ◽  
Leadership Roles ◽  
Content Type ◽  
Leadership Challenges ◽  
Teacher Professional

Purpose – The purpose of this paper is to contribute to the knowledge base on the ways in which assistant principals view their roles, and on the potential challenges involved in a distributed leadership model. Design/methodology/approach – The study employed a narrative capture method, in which assistant principals from two large urban school districts were asked to relate and self-interpret two leadership stories through a web-based narrative capture form. A total of 90 stories were collected from 45 assistant principals. Participants rated their stories based on a set of leadership indicators (including method of decision making and type of teacher interaction present in the story, among others); the results were analyzed statistically. Findings – Overall, participants tended to view their roles in terms of instructionally focussed leadership. However, leadership challenges emerged in several areas of leadership practice, including operational management and teacher professional development (PD). Demographic factors were found to influence leadership perceptions and practices. Research limitations/implications – This study begins to fill the empirical gap on assistant principal leadership roles, practices, and perceptions. Further research, using other methods (e.g. observation), is needed to collect evidence of in situ leadership practices of assistant principals, and how those practices impact and relate to school objectives for teaching and learning. Practical implications – The study sheds light on the leadership development needs of assistant principals and on the importance of ongoing, tailored PD, based on factors including where leaders are in their careers and how they envision their roles. Originality/value – This paper contributes to nascent scholarship regarding assistant principal school leadership.

scholarly journals Communities of Practice as Systems: The Case of TEALEAF

2017 ◽  
Author(s):  
Thomas McCloughlin
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Small Scale ◽  
Evaluation Tool ◽  
Self Evaluation ◽  
Social Mapping ◽  
Gradual Development ◽  
The Individual ◽  
Mapping Exercise

This work provides an update to the Erasmus Plus TEALEAF project The outcomes of a week-long EU-funded / Irish Government-recognized teacher course in July 2016 is described within the context of a qualitative small scale study investigating teachers' progress in the course. The explicit aim of the teacher course was to equip a diverse group of teachers with the initial tools to work to produce simple digital apps for learning about biodiversity in their respective domains. A community of practice seeks to establish a new concept of the pre-existing generalised collective conscience through triangulated conversation between the generalised and particularised collective and individual consciences. In particular to revise the generalised collective conscience that teachers can program apps for learning about biodiversity. A number of features of teaching and learning were selected in general and their relationship to constructivism delineated. The teachers were prompted for their responses to each day of the course through a self evaluation tool and the responses were ranked according the the rubric. The data was analyzed using multidimensional scaling - ASCAL procedure - in SPSS 23TM and within the repertory grid domain according to the RepSocio tool in Rep 5TM. The plots show a gradual development throughout the week in terms of specific features becoming 'stronger' or exerting more influence towards the middle of the course and fragmenting after that. Analyses were able to show which participants correlated most closely with the hypothetical IDEAL within the community of practice. Concerning this community of practice, one determine the interrelationships within the community are determined using a social mapping exercise moving from the individual consciences to a particularised collective conscience.

scholarly journals Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Robert Akparibo ◽  
Hibbah Araba Osei-Kwasi ◽  
Evans Atiah Asamane
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Postgraduate Education ◽  
Flipped Learning ◽  
Postgraduate Students ◽  
Study Results

AbstractIn higher education institutions, there is a growing popularity of the use of flipped learning (FL) pedagogy to enhance the learning experience of students. At the undergraduate level, there is increasing evidence to demonstrate the potential benefits of this teaching and learning approach. However, at the level of the postgraduate education, evidence is limited on potential impact of FL on students’ learning experience. We conducted qualitative in-depth interviews and focus groups involving postgraduate students and tutors to explore their perspectives of FL. Campus-based students pursuing the masters of public health (MPH) course, and their tutors at the School of Health and Related Research (ScHARR), University of Sheffield, UK were sampled to participate in the study. Tutors generally demonstrated good knowledge and understanding of the concept of FL and its application, although different tutors use different terms to describe FL. Motivations for the use of FL among tutors were identified as: decision informed by available evidence; curriculum design suited for FL; knowledge/expertise acquired through participating in an online FL short course; advise from colleagues and perception of how higher education students should be learning. Students’ views about FL suitability for their courses were generally positive, with only a few students showing a dislike of this teaching and learning method. Our study results show that tutors and postgraduate students in public health higher education place high value on FL pedagogy, and reported positive experiences of their encounter with the FL pedagogy. The results are encouraging and suggest that higher education institutions running postgraduate masters’ degree courses, particularly public health, could consider adopting and using FL approach to enhance the learning experiences of their students.

Developing a Reflective Competence for a Master’s Level Programme on E-Learning

2011 ◽  
Vol 2 (4) ◽  
pp. 24-49 ◽  
Author(s):  
Antonella Nuzzaci
Keyword(s):  
Reflective Practice ◽  
Leonardo Da Vinci ◽  
Vocational Education And Training ◽  
Evaluation Tool ◽  
Self Evaluation ◽  
Direct Training ◽  
Study Results ◽  
The Creation ◽  
Faculty Of Education ◽  
The Impact

This study examines the effects of an activity of reflection on a group of students enrolled in the Master for Intercultural Education and European dimension of distance education, who participated in the construction of the model for a “reflection participant” and a self-evaluation tool to be used for training teachers. The activity is part of the research carried out within the Leonardo da Vinci “REFLECT” - “reflective practice for training the trainers” - Reflective Practice and VET (Vocational Education and Training), aimed at the creation of a specific methodology for the implementation of reflective practices in VET contexts, so that new processes of updating and re-professionalization required by the challenges of today’s society can be started. It envisaged the creation of a testing laboratory, organized within the Faculty of Education at the University of Valle d’Aosta, which brings together teaching and research functions, contemplating an experiment involving the direct training of educators and teachers and demonstrating how to make a significant change in the actors who take part in the process. The study results show that it is possible to develop, enhance and strengthen skills through reflective mode online. The study indicates in post-treatment that the impact of such differences is based on the contextual features of the training.

scholarly journals Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science

2013 ◽  
Vol 3 (4) ◽  
pp. 59 ◽  
Author(s):  
Perry Hartfield
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Curriculum Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Biomedical Science ◽  
Online Teaching And Learning ◽  
Face To Face

<p>Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments), and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science.</p>

scholarly journals Self-Assessment Video: An Effective Supplementary Learning Tool in the Development of Cardiovascular Examination Skills of Medical Students

2021 ◽  
Vol 5 (1) ◽  
pp. 572-585
Author(s):  
Melvin Remulla Marcial
Keyword(s):  
Medical Students ◽  
Repeated Measures ◽  
Teaching And Learning ◽  
Control Group ◽  
Evaluation Tool ◽  
Learning Tool ◽  
Self Assessment ◽  
Self Evaluation ◽  
Second Year ◽  
Experimental Group

Background: Self-evaluation can augment the facilitation of acquiring knowledge, skills and attitude through a reflective method. Self-assessment video (SAV) can be a very useful reflective method tool that is student-centered and self-directed. Objective: This study aimed to identify if SAV is an effective supplementary learning tool in improving cardiovascular examination knowledge, skills and attitude of second year medical students. Methodology: A quasi-experimental two-group design with pre- and post-test was used. The study population by convenience sampling involved second year medical students of the University of Santo Tomas Faculty of Medicine and Surgery. A structured direct observation checklist on cardiovascular precordial examination was used, done on two occasions in a week interval period. The said examinations were recorded in a video and evaluated and scored by two independent facilitators on these two occasions. The experimental group had the opportunity to review their videos immediately after the two examinations and accomplished self-assessment form. One-Way Repeated Measures Multivariate Analysis of Variance (One-Way RM-MANOVA), a parametric multivariate test for between- and within-group comparison of multiple dependent variables was used. Results: It showed that there was a significant improvement in all parameters measured after the intervention (SAV in the experimental group compared to the control group). Conclusion: The study showed that SAV is an effective supplementary learning tool in cardiovascular examination attitude, knowledge, and skills, and can be a very useful teaching and learning self-evaluation tool. Key words: Self-Assessment Video, Reflective Learning, Self-Directed Learning, Learning Tools, Evaluation Tools.

Investigating Personality and Psychopathology in Patients With Psoriasis

2017 ◽  
Vol 38 (2) ◽  
pp. 87-107 ◽  
Author(s):  
Chiara Vari ◽  
Patrizia Velotti ◽  
Alessandro Crisi ◽  
Silvana Carlesimo ◽  
Antonio G. Richetta ◽  
...  
Keyword(s):  
Skin Diseases ◽  
Clinical Importance ◽  
Self Report ◽  
Psychological Issues ◽  
Self Evaluation ◽  
Affective Quality ◽  
Millon Clinical Multiaxial Inventory ◽  
Study Results ◽  
Completion Test ◽  
Skin Conditions

Abstract. A broad range of literature reported higher rates of psychopathology and personality disorders among patients affected by skin conditions. Specifically, depression, anxiety, and suicidal ideations are more frequently reported by patients affected by skin diseases. This study aimed to examine psychopathology and personality in a group of patients affected by psoriasis by means of a self-report measure (Millon Clinical Multiaxial Inventory – MCMI-III) and a performance-based technique (Wartegg Drawing Completion Test [WDCT], CWS). Study results showed a higher rate of passive-aggressiveness and paranoia among psoriatic patients (MCMI-III). When assessing patients through the performance-based technique (WDCT, CWS), a higher rate of global rejection (GR) – linked by previous literature to suicidal ideation – and a lower affective quality of the drawings emerged. We discuss the clinical importance of detecting psychological issues in dermatology patients by means of a multimethod assessment that goes beyond patients’ self-evaluation of their symptoms and emotions.

Edmodo-Based Blended Learning Media in Learning Mathematics

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Yullys Helsa ◽  
Ary Kiswanto Kenedi
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Research And Development ◽  
Blended Learning ◽  
Elementary Teacher ◽  
Elementary Teacher Education ◽  
Education Students ◽  
Learning Mathematics ◽  
Study Results ◽  
Teacher Education Students

This research is motivated by the crucial development of the information technology era in changing learning paradigm from conventional to technology-based learning. The purpose of this study is to develop Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. This research is a research and development (R&D) that uses the ADDIE procedures. This study results a valid, effective and practical Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. It is implied that Edmodo-based blended learning media can be applied by the lecturers to support learning for Elementary Teacher Education students.

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