scholarly journals Exploring Blended Learning in Higher Education: Different Definitions and Teachers’ Perceptions

2020 ◽  
Vol 1 (2) ◽  
pp. 38
Author(s):  
Maslihatul Bisriyah
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Systematic Study ◽  
Teacher Perception ◽  
Inclusion Criteria ◽  
Education Teacher ◽  
Teachers Perceptions ◽  
Blended Courses ◽  
Potential Benefits ◽  
Research Questions

<p>The interest in and research on blended learning have increased and developed in the last two decades. This study addresses the topic of blended learning particularly exploring the different definitions of blended learning and the views of teachers on blended learning courses. By locating papers on blended learning using specific databases, this systematic study appraises peer-reviewed articles published between 2000 and 2019. After examining the full papers, 32 studies are then selected as they meet all inclusion criteria and answer the research questions. The findings of this study indicate that blended learning is not a homogenous concept since it means different thing to different people. Besides, teachers in the blended courses experience several challenges, hence constant supports and persistent effort from all the components including the related institution should be given to achieve the potential benefits of this learning mode.</p><p class="Default">Keywords:</p><p><em>Blended learning, higher education, teacher perception</em></p>

The Role of Librarians in Blended Courses

2018 ◽  
pp. 122-138
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Blended Learning ◽  
Student Learning ◽  
Community Of Inquiry ◽  
Academic Librarians ◽  
Ict Literacy ◽  
Design And Implementation ◽  
Blended Courses

This chapter investigates the intersection of instructional design and implementation, blended learning, ICT literacy, and academic librarians within higher education. Using the TPACK, pedagogy 2.0, and community of inquiry models, the chapter explains how librarians can help academic instructors design blended courses that effectively address physical and intellectual access to a wide variety of resources, especially digital materials, in order to optimize student learning.

Blended Learning Environments

2011 ◽  
pp. 172-179 ◽  
Author(s):  
Charles R. Graham ◽  
Stephanie Allen
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Research Literature ◽  
State University ◽  
Blended Courses ◽  
Academic Publications ◽  
Education Today ◽  
Trade Magazines ◽  
American Society

The term “blended learning” is being used with increased frequency in academic publications and conferences as well as in industry trade magazines around the world. In 2003, the American Society for Training and Development identified blended learning as one of the top ten emergent trends in the knowledge delivery industry (Rooney, 2003). In higher education, some predict a dramatic increase in the number of hybrid (i.e., blended) courses that will include as many as 80-90% of the range of higher education courses (Young, 2002). Additionally, in a recent Chronicle of Higher Education article, the president of Pennsylvania State University, Graham Spanier, was quoted as saying that the convergence between online and residential instruction was “the single-greatest unrecognized trend in higher education today” (Young, 2002). This article provides an overview of blended learning environments (BLEs) with examples from both corporate training and higher education contexts. It also identifies the most common benefits and challenges related to the use of blended learning environments from the research literature.

Designing Blended Learning Environments

2011 ◽  
pp. 562-570 ◽  
Author(s):  
Charles G. Graham ◽  
Stephanie Allen
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Research Literature ◽  
State University ◽  
Blended Courses ◽  
Academic Publications ◽  
Education Today ◽  
Trade Magazines ◽  
American Society

The term “blended learning” is being used with increased frequency in academic publications and conferences, as well as in industry trade magazines around the world. In 2003 the American Society for Training and Development identified blended learning as one of the top 10 emergent trends in the knowledge-delivery industry (Rooney, 2003). In higher education, some predict a dramatic increase in the number of hybrid (i.e., blended) courses will include as many as 80%- 90% of the range of higher-education courses (Young, 2002). Additionally, in a recent Chronicle of Higher Education article, the president of Pennsylvania State University, Graham Spanier, was quoted as saying that the convergence between online and residential instruction was “the single-greatest unrecognized trend in higher education today” (Young, 2002). This article provides an overview of blended learning environments (BLEs) with examples from both corporate training and higher-education contexts. It also identifies the most common benefits and challenges related to the use of blended learning environments from the research literature.

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>

A Thematic Review of Blended Learning in Higher Education

2018 ◽  
Vol 10 (1) ◽  
pp. 1-11 ◽  
Author(s):  
John Marco Pima ◽  
Michael Odetayo ◽  
Rahat Iqbal ◽  
Eliamani Sedoyeka
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Systematic Review ◽  
Blended Learning ◽  
Research Trends ◽  
International Literature ◽  
Learner Outcomes ◽  
Thematic Review ◽  
Research Questions ◽  
Learning Frameworks

This article reviews the international literature on blended learning in view of establishing its thematic trends in higher education. The systematic review through PRISMA, sought to answer three research questions: First, how have publications evolved from 2000 to 2016 in blended learning in higher education? Secondly, what themes are frequently published in blended learning since 2000 to 2016? Thirdly, what are the emerging sub-themes in the blended learning publications in higher education? A thematic result is presented indicating major trends (in order of frequency: highest to lowest) in the Instructional design, Disposition, Exploration, Learner Outcomes, Comparison, Technology, Interactions, Professional Development, Demographic, and Others. The authors are of the view that this article contributes to the understanding and knowledge of the current research trends in blended learning and ascertains that much has to be done in terms of Blended Learning frameworks.

scholarly journals Lineamientos pedagógicos para el diseño de ambientes de aprendizaje blended / Pedagogical Guidelines for the Design of Blended Learning Environments

2019 ◽  
Vol 6 (1) ◽  
pp. 23-37
Author(s):  
María Fernanda Aldana Vargas ◽  
Luz Adriana Osorio
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Pedagogical Knowledge ◽  
Educacion Superior ◽  
Blended Courses ◽  
Academic Units ◽  
Education Courses

ABSTRACTThe present work is based on the systematization of the experience of the Conecta-TE Center of the Universidad de los Andes for 10 years in the counseling of professors and academic units. This document describes the pedagogical guidelines for the design of blended courses for the transformation of teaching and learning processes. Once the methodology was systematized, it was applied in 15 higher education courses. The results obtained indicate that the guidelines create possibilities for the development of the pedagogical knowledge of the teacher by impacting their beliefs and pedagogical practices.RESUMENEl presente trabajo se basa en la sistematización de la experiencia del Centro Conecta-TE de la Universidad de los Andes a lo largo 10 años en la asesoría a profesores y unidades académicas. En el presente documento se describen los lineamientos pedagógicos para el diseño de cursos en modalidad blended para la transformación de procesos de enseñanza y aprendizaje. Una vez sistematizada la metodología, fue aplicada en 15 cursos de educación superior. Los resultados obtenidos indican que los lineamientos crean posibilidades para el desarrollo del conocimiento pedagógico del profesor al impactar sus creencias y prácticas pedagógicas.

scholarly journals Effective Blended Learning Techniques

2009 ◽  
Vol 6 (2) ◽  
Author(s):  
Deborah Gill
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Student Attitudes ◽  
Online Courses ◽  
Face To Face ◽  
Blended Courses ◽  
Learning Techniques ◽  
Education Courses

Blended learning is becoming more prevalent in higher education courses.  Reasons for blending range from accommodating more students to improving the quality of courses offered.  The purpose of this paper is twofold:  (1) to discuss student attitudes towards blended courses versus face-to-face versus completely online courses, and (2) to consider the effects of different blended learning techniques on overall learning.

Students’ Perceptions, Interaction and Satisfaction in the Interactive Blended Courses

2011 ◽  
pp. 375-391 ◽  
Author(s):  
Bünyamin Atici ◽  
Yalin Kiliç Türel
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Content Management ◽  
Virtual Classroom ◽  
Delivery Methods ◽  
Blended Courses ◽  
New Learning Environments ◽  
New Learning ◽  
Content Management Systems

Blended courses that offer several possibilities to students and teachers such as becoming more interactive and more active have become increasingly widespread for both K12 and higher education settings. With the rising of the cutting edge technologies, institutions and instructors have embarked on creating new learning environments with a variety of new delivery methods. At the same time, designing visually impressive and attractive blended settings for students has been easier with extensive learning and content management systems (LMS, CMS, LCMS) such as Blackboard, WebCT, Moodle and virtual classroom environments (VLE) such as Adobe Connect, Dimdim, and WiZiQ. In this study, the authors aimed to investigate students’ perspectives and satisfactions towards designed interactive blended learning settings and to find out the students’ views on both synchronous and asynchronous interactive blended learning environment (IBLE).

scholarly journals Design approach to blended learning in teaching EFL for Indonesian university students

2020 ◽  
Vol 1 (2) ◽  
pp. 14-30
Author(s):  
Nila Kurnia Sari
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Design Approach ◽  
Learning Design ◽  
State University ◽  
Approaches To Teaching ◽  
Blended Courses ◽  
Blended Course

With the rapidly increasing involvement of technology in the teaching and learning process in higher education, lecturers are constantly on the lookout for better ways to integrate technology into their classes. Blended learning emerged in 2000 and has been one of the most popular approaches to teaching EFL. Despite having been around for years, not many people fully understand the principle behind it and how to design an effective blended course. Such is the case in most higher education institutions in Indonesia. This article reports on the result of a survey-based research in which the aim was to investigate how EFL lecturers in Yogyakarta State University, Indonesia design their blended courses. As many as 9 lecturers were involved as respondents in an online survey, an interview, and documents inspection. The data from the survey were then analyzed using two major theories of blended learning design approach by Lai, M., Lam, K. M., & Lim, C. P. (2016) and Alammary, Sheard, and Carbone (2014). The findings revealed that EFL lecturers designed their blended learning based on the principle of extension by Lai, M., Lam, K. M., & Lim, C. P. (2016) and the low-impact model Alammary, Sheard, and Carbone (2014) was preferred to the other models.

scholarly journals Tutor Emotional Competences Valued by Learners in a Blended Learning Contex

2016 ◽  
Vol 19 (2) ◽  
pp. 63-79 ◽  
Author(s):  
Andrew Youde
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Virtual Learning Environment ◽  
School Of Education ◽  
Education Students ◽  
Learner Perceptions ◽  
Part Time ◽  
Research Questions ◽  
Recruitment And Selection ◽  
Insight Into

Abstract This paper outlines research into the emotional competences that mature, higher education students, undertaking part-time blended learning degrees within a School of Education, value in their tutors. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice whilst teaching a module, with data gathered from three principal sources. Learners’ perceptions of their experiences were assessed using a questionnaire; interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; and, an analysis of the content and communications in the virtual learning environment provided insight into tutors’ online practice. Goleman’s (2001) Framework of Emotional Competences provided a lens through which to analyse blended tutors’ practices in relation to learner perceptions. The paper proposes a framework of emotional competences that appeared to contribute to tutor effectiveness in this context. This research questions the value of some of Goleman’s relationship management competences, with the proposed framework developed to add further self-management competences. This was due, in part, to the measures evident by some tutors to effectively support these particular learners at a distance. The proposed framework could support recruitment and selection within higher education, and provide a language for discussing further research into blended and online tutors’ emotional competences.

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