An Investigation into Learners’ Motivation in an Online Environment

2006 ◽  
Vol 3 (2) ◽  
pp. 46-58
Author(s):  
Marielle Patronis
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Process ◽  
Traditional Classroom ◽  
First Year ◽  
Online Environment ◽  
Online Interaction ◽  
First Year Students ◽  
Face To Face

This case study aims to investigate the forces and barriers to learners’ motivation in a blended learning environment. This study uses an online forum as a vehicle for useful interaction among learners and as an extension of traditional classroom face-to-face meetings. 48 first-year students in a UAE university participated in this study. A series of data were obtained through questionnaires and feedback from the students, which were subsequently analyzed and compared to the existing literature. The results revealed that online interaction can enhance learners’ motivation and engagement in the learning process.

Ising Model and Its Application to Modeling Learning Environment

2019 ◽  
Vol 01 (02) ◽  
pp. 1950007
Author(s):  
Jyh Harng Tan ◽  
Han Wei Ang ◽  
Soo Kyung Bae ◽  
Jonathan Yeow Huat Sim ◽  
Kenneth Bao Shen Chong ◽  
...  
Keyword(s):  
Theoretical Model ◽  
Ising Model ◽  
Learning Environment ◽  
Learning Process ◽  
First Year ◽  
Knowledge Level ◽  
First Year Students ◽  
Teaching Learning

A modified Teaching-Learning in Classroom (TLC) theoretical model is presented in this paper. It describes the general learning process of undergraduates in NUS in the context of the GEQ1000 module offered by the Office of Provost. The results of the simulations are within the range of expectations, such that in general, the students’ knowledge level increases over the course of a 13 weeks module. GEQ1000 is a compulsory module taken by all NUS first year students ([Formula: see text]2800 per semester).

scholarly journals A Case Study of the Introductory Psychology Blended Learning Model at McMaster University

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Faria Sana ◽  
Barbara Fenesi ◽  
Joseph A Kim
Keyword(s):  
Blended Learning ◽  
Introductory Psychology ◽  
First Year ◽  
Learning Models ◽  
Student Body ◽  
Post Secondary ◽  
Face To Face ◽  
Course Scheduling ◽  
Mcmaster University

This paper provides a brief review of blended learning as a didactic method, and discusses the issues and challenges of using blended learning models in post-secondary education. Blended learning refers to mixed modes of instruction that combine traditional face-to-face classroom teaching methods and online learning materials. The paper will address challenges faced by large classrooms with a diverse student body, and the ways blended learning models can help alleviate those concerns (i.e. technologically savvy students, the need for course scheduling flexibility). In addition, a case study of blended learning in higher education in the context of a unique first year Introductory Psychology program at McMaster University will be discussed. Lastly, the important learning benefits offered by blended learning systems, along with the potential barriers to their implementation will be addressed. Cet article présente un bref compte rendu de l’apprentissage hybride en tant que méthode didactique. Il traite des problèmes et des enjeux relatifs à l’utilisation des modèles d’apprentissage hybride dans le domaine de l’enseignement postsecondaire. L’apprentissage hybride renvoie aux modes d’enseignement mixtes qui combinent les méthodes d’enseignement traditionnel en présentiel et l’accès à des documents d’apprentissage en ligne. L’article traite des difficultés rencontrées dans les grands groupes comprenant une diversité d’étudiants et des façons dont les modèles d’apprentissage hybride peuvent contribuer à atténuer ces préoccupations (c.-à-d. les étudiants calés en technologie, la nécessité d’une offre de cours souple). De plus, l’article traite d’une étude de cas sur l’apprentissage hybride dans l’enseignement supérieur dans le cadre de la première année d’un programme d’introduction à la psychologie à l’Université McMaster. Enfin, l’article aborde les importants avantages offerts par les systèmes d’apprentissage hybride ainsi que les obstacles potentiels à leur mise en œuvre.

scholarly journals Vermengde leer: Innovering in die onderrig van Praktiese Teologie aan voorgraadse studente

2013 ◽  
Vol 69 (1) ◽  
Author(s):  
Ian A. Nell
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
Practical Theology ◽  
First Year ◽  
First Year Students ◽  
Pedagogical Strategies ◽  
Son Of Man ◽  
And Performance ◽  
Practical Theological

Blended learning: Innovation in the teaching of practical theology to undergraduate students. Blended learning is becoming increasingly prevalent in the academic environment. This approach to learning was developed for various reasons, including the problem of information overloading and the need for integration of theory and praxis. Recent research indicates that changes in the brain necessary for success in the learning process are related to numerous factors like practical exercises, emotions and background factors while learning. The purpose of this research was to evaluate through empirical research the innovative use of blended learning by first-year students in practical theology. The results of two empirical surveys indicate a positive experience of a variety of forms of learning by the students. The results are interpreted with the aid of theoretical insights from the fields of pedagogy and practical theology. Four pedagogical strategies are discussed, all of which individually contribute to the learning process. This includes pedagogies of contextualisation, interpretation, formation and performance. In conclusion, a number of recommendations are made about the use of blended learning in practical-theological teaching. It is done by making use of a case study within a theodramatic approach to practical theology. The use of the film Son of Man is examined as example in the light of the envisaged outcomes for practical-theological teaching.

scholarly journals Education and professional training: blended learning in maritime english teaching

2021 ◽  
Vol 7 (3D) ◽  
pp. 175-188
Author(s):  
Iryna Shvetsova ◽  
Valentyna Fediaieva ◽  
Olena Moroz
Keyword(s):  
Blended Learning ◽  
Professional Training ◽  
First Year ◽  
Learning Approach ◽  
First Year Students ◽  
Face To Face ◽  
The Face ◽  
On Line ◽  
English Classroom ◽  
Maritime English

This paper explores the peculiarities of blended learning approach in teaching Maritime English. The research is aimed to reveal the pedagogical potential of Blended Learning approach in teaching Maritime English. The conceptual idea of the paper is grounded on the recognition of digitalization potential to transform how higher education is delivered and how people learn at different stages of their lives. The research reveals the pedagogical potential of computer-based tools and blended learning approach in Maritime English classroom. The attempt has been made to provide the effective techniques and methods of professionally-oriented communicative competency formation and development by means of Blended Learning implementation at different stages of professional Maritime training. The on-line course in Maritime English, delivered to the learners via LMS Moodle, which is complemented with the face-to-face traditional classroom learning, is described in the research to exemplify the use of the Blended Learning approach for teaching first year students of maritime educational institutions.

E-Learning for ICT Group Work in a Blended Learning Environment

2012 ◽  
pp. 1079-1090
Author(s):  
Lisa Soon ◽  
Campbell Fraser
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Group Work ◽  
Learning Tools ◽  
Face To Face ◽  
Study Approach ◽  
Assessment Tasks ◽  
Information And Communication ◽  
E Learning

How does e-learning support group work in university information and communication technology (ICT) education within a blended learning environment? While face-to-face interaction was possible for on-campus student group work, distance education students could only perform their group work online. This research adopted a qualitative case study approach. It explored the e-learning use by students in a core subject ‘Software Development’ in a Bachelor of ICT program with three group work assessments. The findings indicate that, while technology could effectively help students to collaborate in their group work and assessment tasks, some technological features in the learning management system are highly subject to constant enhancement, due to the nature of the subject requirements and the need to facilitate frequent technology-mediated interactions in some situations. A model of group work collaboration is developed to explain the need for a new design and development of features in e-learning tools.

Is It Better to be Alone or in Company?

2013 ◽  
pp. 37-67 ◽  
Author(s):  
Elvis Mazzoni ◽  
Pietro Gaffuri ◽  
Patrizia Selleri
Keyword(s):  
Empirical Study ◽  
Blended Learning ◽  
Interpersonal Skills ◽  
Learning Activity ◽  
First Year ◽  
Significant Progress ◽  
Experimental Conditions ◽  
First Year Students ◽  
Scientific Text ◽  
Face To Face

This chapter presents an empirical study involving first-year students enrolled in the Faculty of Psychology (University of Bologna), who are following a practical formative activity based on Computer-Supported Group-Based Learning. The learning activity is conducted in a blended-learning format—three face-to-face lessons and three online activities; students were randomly associated to two different experimental conditions of participation: Individual Learning (IL) and Group-Based Learning (GBL). Focusing on GBL students, this chapter intends to verify whether different Structural Profiles of Interpersonal Skills (SPIS) might improve the students’ comprehension of a scientific text. By analyzing the results of test and re-test, the students with a High Actor-SPIS make a significant improvement, and the groups with a High Density and Low Centralization make significant progress at the ReTest.

scholarly journals Blended learning in a first-year language class: Evaluating the acceptance of an interactive learning environment

Literator ◽  
2016 ◽  
Vol 37 (1) ◽  
Author(s):  
Jako Olivier
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Technology Acceptance ◽  
Interactive Learning ◽  
Perceived Usefulness ◽  
First Year ◽  
Interactive Learning Environment ◽  
Learning Context ◽  
Face To Face ◽  
Language Class

Increasingly blended learning, as a combination of face-to-face and online instruction is applied in university classrooms. In this study the use of an interactive learning environment (ILE), within a Sakai-based learning management system, as well as face-to-face teaching and learning in a first-year Afrikaans language class is explored. The Technology Acceptance Model (TAM) was employed by means of a survey and the Structure Equation Model was used to explore factors relevant to this first-year class. In addition, qualitative research was conducted through an open questionnaire in order to determine the perceptions regarding the blended learning context and the ILE. It was found that students are generally able to function within the ILE and they are quite positive towards the use of the learning environment for learning and teaching. However, it is clear that some students still prefer printed study material. Despite the fact that students indicated that they use the ILE daily, actual usage statistics did not always correspond. Finally, this paper makes suggestions with regard to adapting teaching in terms of students’ behaviour based on their computer anxiety and Internet self-efficacy as well as the perceived usefulness and ease of use of the ILE.

Sign in / Sign up

Export Citation Format

Share Document