scholarly journals Blended online learning design: Shaken not stirred

2010 ◽  
Vol 11 (1) ◽  
Author(s):  
Norm Vaughn ◽  
Michael Power
Keyword(s):  
Online Learning ◽  
Learning Design ◽  
Blended Online Learning

scholarly journals Les études supérieures en ligne pour les leaders : Le cas des officiers des Forces canadiennes

2010 ◽  
Vol 37 (1) ◽  
Author(s):  
Marc Imbeault
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
University Teaching ◽  
Educational Institutions ◽  
Asynchronous Learning ◽  
Learning Design ◽  
Canadian Forces ◽  
Blended Online Learning

This paper argues in favour of distance education in social sciences at the masters level for Canadian Forces officers. First, it demonstrates how distance learning has played a substantial role from the very beginning of university teaching (with Plato’s Academy). It then tries to demonstrate how technology will be central to the pedagogy of educational institutions in the future. Finally, it explains why Canadian Forces officers need to pursue higher education in social sciences even after they have undergraduate degrees, and how the nature of “3D” missions (for Defence, Diplomacy and Development) requires a more thorough understanding of social sciences. The author then suggests a meaningful way to realize this objective. The BOLD (Blended Online Learning Design) initiative demonstrates many of the characteristics required for this type of training: the possibility of studying entirely at a distance, a hybrid of synchronous and asynchronous learning, recognition of the teaching corps needs, transnational and international careers.

scholarly journals Brain-Based Online Learning Design in The Disruptive Era for Students in University

2021 ◽  
Vol 11 (6) ◽  
pp. 277
Author(s):  
Andi Kristanto ◽  
. Sulistiowati ◽  
Hirnanda Dimas Pradana
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Field Trials ◽  
Learning Model ◽  
Learning Design ◽  
Development Research ◽  
Design Development ◽  
Learning Materials ◽  
Percentage Score ◽  
The Brain

The learning model is a collection of activities that occur during the teaching and learning process with the objective of achieving the set goals. The brain-based online learning model developed is a solution to the students' learning problems. The majority of students struggle to interpret all of the learning materials they receive. This resulted in students' dissatisfaction with the learning materials. The purpose of this research is to develop a brain-based online learning process design based on the aforementioned problems. The Lee & Owens model of development was used in this development research. The stages of the Lee & Owens development model are analysis, design, development, implementation, and evaluation. The development research findings are as follows: (1) the media experts' assessment, which resulted in an 89.35% score with a valid category. (2) The assessment of the developed learning materials by material experts resulted in a score of 91.23% with a valid category. (3) expert evaluation, with an overall score of 86.35% for having a valid category. (4) The results of individual trials produced a percentage score of 88.5% with a valid category. (5) The results of small group trials indicated an overall percentage score of 81.60% of valid categories. (6) Field trials are classified as valid when they receive a percentage of 79.89%. The results of the development indicate that the brain-based online learning design is feasible for use.   Received: 11 August 2021 / Accepted: 27 October 2021 / Published: 5 November 2021

Strategic and Tactical “Focused Time Learning” Design for Online Learning

2020 ◽  
pp. 54-64
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Problem Solving ◽  
Research Collaboration ◽  
Learning Experience ◽  
Learning Design ◽  
High Concentration ◽  
Time Awareness

The design of learning does not often emphasize on how much high-concentration “focused time” and other time learners spend on particular endeavors: reading, viewing, listening, writing, assessing, problem-solving, researching, communicating, collaborating, and others. And yet, how time is spent in purposeful learning—in assignments, fieldwork, research, collaboration, invention, co-design, and assessments—is thought to have a clear impact on the learning and the learning experience. This work explores some of the research in the area of time in learning and proposes some methods for including “focused time” design and time awareness in instructional design for online learning, particularly given the available tools for learner check-ins, time monitoring, and other tools.

From Face-to-Face to Digital Learning

2021 ◽  
pp. 114-125
Author(s):  
Dionisia Tzavara ◽  
Dimitrios Koufopoulos
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Instructional Delivery ◽  
Learning Design ◽  
Digital Learning ◽  
Teaching Experiences ◽  
Learning And Teaching ◽  
Face To Face ◽  
Theoretical Considerations

As a result of the COVID-19 pandemic, universities worldwide were forced to close their campuses and move instructional delivery to a digital mode. Many argued that this massive emergency digitalisation of instructional delivery was a major move of higher education toward online learning. However, this view overlooks considerations of pedagogy and of online learning design and delivery. Online learning is not just about uploading content to an online space or about moving all lectures online, and there is a whole theory behind designing online learning environments and delivering online learning. This chapter will discuss key theoretical considerations behind online learning design and delivery in relation to the digitalisation of higher education during COVID-19 with a view to make recommendations that will help universities design fulfilling and effective online learning and teaching experiences for their students and faculty.

scholarly journals Creating blended learning experiences requires more than digital skills

2019 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Bettina Kathrin Schwenger
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Active Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Research Review ◽  
Learning Design ◽  
Digital Literacies ◽  
Tertiary Institutions

With growing diversity and larger numbers of enrolled students in classes, online learning can open up new possibilities in New Zealand’s tertiary institutions to improve teaching and enhance students’ learning. Tertiary institutions have reacted with changed expectations about pedagogical approaches and practices, by, for example, integrating more online learning technologies, and by reconsidering the course design and learning environment (Conole, 2016; Johnson, Adams Becker, Estrada & Freeman, 2015). Consequently, teachers increasingly teach online as part of a course and need to engage large number of students with a broad range of skills and knowledge, including many who are first in their family to learn formally at tertiary level.   Teachers may work with certain areas of online technologies and digital literacies, for example deposit information online for students to read, but they often do not feel confident to facilitate active learning (Ako & Synapsys, 2018; Boelens, de Wever & Voet, 2017) and to offer tasks that aim to engage students collaboratively online. Kirkwood (2014) points out that teachers question how an online tool can be used but may consider less the rationale for the use of a certain pedagogical strategy for which a tool could be used. Digital literacies are more than gaining isolated technological skills (Johnson et al., 2015) as this presentation will share, based on the findings of a collaboration with two teachers in a first-year undergraduate course in Education. In the presentation, we will discuss recommendations for sustainable teacher development that enable blended learning design with opportunities for students to actively create instead of consuming information and that is likely to enhance their experiences of blended learning. The recommendations include underpinning skills and areas such as supporting learning for Māori and non-Māori students by using online affordances for pedagogical practices to, for example, integrate formative feedback, self-assessment, foster active learning online and independent learning.   References   Ako Aotearoa & Synapsys (2018). Technology in learning: Benchmarking and developing sector capability. Wellington, New Zealand: Ako Aotearoa Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18. doi:10.1016/j.edurev.2017.06.001 Conole, G. (2016). Theoretical underpinnings of learning design. In J. Dalziel (Ed.), Learning design: Conceptualizing a framework for teaching and learning online (pp. 42–62). New York, NY: Routledge. Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon report: 2015 Higher education edition. Austin, TX: The New Media Consortium. Retrieved from https://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/ Kirkwood, A. (2014). Teaching and learning with technology in higher education: Blended and distance education needs ‘joined-up thinking’ rather than technological determinism. Open Learning, 29(3), 206–221.

scholarly journals Unbundling teaching and learning in a flipped thermal physics classroom in higher education powered by emerging innovative technology

2021 ◽  
pp. 102-112
Author(s):  
Hui-Chun Hung ◽  
Shelley Shwu-Ching Young
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Learning Performance ◽  
Innovative Technology ◽  
Flipped Learning ◽  
Thermal Physics ◽  
Face To Face ◽  
Learning Modes ◽  
Blended Online Learning

The emergence of open online courses and flipped classrooms has brought new opportunities to unbundle the traditional university. This study aimed to investigate a thermal physics classroom integrated with an open online learning mode to afford various learning strategies for students in Taiwan. Moreover, we examined students' preferred learning modes by adopting a quasi-experimental design with questionnaires, pre-test and post-test scores, self-reported journals and interviews. A total of 89 students participated in the study. The instructor allowed all students enrolled in the class to choose their own preferred learning modes. All students had full access to all course materials in both open online course and traditional face-to-face learning contexts throughout the whole semester. We examined the learners' academic performance in each learning mode and surveyed their perceptions of the course. The findings of this study indicate that information technology can transform teaching and learning in a thermal physics classroom and challenge the instructor to tailor the course to meet students' diverse needs. Significantly, students adopted five learning modes, consisting of face-to-face, web facilitated, alternative blended, online learning and flipped learning. This study provides a valuable reference on how traditional on-campus higher education institutions could be unbundled to create student-centred learning approaches.   Implications for practice or policy: Educators could design a flexible delivery model, allowing students to choose five learning modes, consisting of face-to-face, web facilitated, alternative blended, online learning and flipped learning in terms of their learning style and time management. For students with sufficient background knowledge, the flipped learning mode provides the best learning performance. This study could provide administrators, educators and instructors with insights and new approaches in science, technology, engineering and mathematics education and improvements in their course policies.

scholarly journals Online Education in the Post COVID-19 Era: Students’ Perception and Learning Experience

2021 ◽  
Vol 11 (10) ◽  
pp. 633
Author(s):  
Nastaran Peimani ◽  
Hesam Kamalipour
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Urban Design ◽  
Digital Technology ◽  
Design Education ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Experience ◽  
Blended Online Learning ◽  
The Impact

Students’ learning experiences and perceptions are markedly influenced by the use of digital technology during the COVID-19 pandemic. Exploring students’ perception of blended online learning, amid the adaptations of the higher education sector in the wake of uncertainty, has become more critical than ever. This paper reflects on the experience of learning and teaching the Research Methods and Techniques subject in the postgraduate programme of MA Urban Design at Cardiff University during COVID-19 in the UK. To do so, we designed and carried out an online survey to explore students’ perception of online teaching and learning activities, feedback and assessment, and digital platforms based on their experience during the subject delivery period in the 2020–2021 academic year. One of the significant findings of this paper was that students agreed with the impact of eye contact on their virtual learning experience but as long as this was aligned with their rights to see others, including their peers and instructors, rather than reciprocal rights to be seen. In addition, students felt that facilitating synchronous communication through effective interaction among diverse peers has been quite challenging in small-group online reading seminars. The majority of respondents also reported that attending live online lectures was more helpful than watching pre-recorded lectures. Online formative feedback and synchronous interim reviews also allowed students to reflect on their progress and develop their projects further before their summative assessment. The outcomes of this paper can effectively assist educators who consider delivering programmes, adopting a blended online learning environment design model, in the post COVID-19 era. The findings of this study can also provide guidance for further developments and improvements in using digital technology and blended online learning in urban design education and pedagogy.

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