UNVEILING TEACHER ADOPTION OF BLENDED LEARNING PROGRAMS: A MULTIFACTOR MODEL

Purpose Because many colleges and universities have growing numbers of students in online and blended programs, libraries should adapt their services and adjust their organizational structures to support them. Students have adopted blended learning programs whether or not the programs are officially designed as blended programs. Libraries need to change their service orientation in response and learn to scale services using available technologies. Scaling services and personnel resources also requires developing a scalable organizational learning culture. The paper aims to discuss these issues. Design/methodology/approach Using a change in support for online/distance students and organizational restructuring in Ekstrom Library at the University of Louisville as a case study, this paper examines the review process, organizational restructuring, and focus on scaling services that resulted in a new service model. Findings This study found that scaling services as applied to IT and business organizations is also valuable as an approach in enhancing library services to online students. Changing user needs must be correlated with available organizational resources and technological solutions to deliver appropriate services. Modifying and building services with a goal of scaling them to appropriate levels will enhance library outcomes. Research limitations/implications Other case studies concerned with responding to changing student expectations and scaling services and organizational resources would be useful to add to these findings. Originality/value The perspectives and approach described in this case study will be instructive for adapting library services to changing user environments.

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Current and Emerging Trends in Transcultural Blended Learning and Teaching

Transcultural Blended Learning and Teaching in Postsecondary Education ◽

10.4018/978-1-4666-2014-8.ch019 ◽

2012 ◽

pp. 347-362

Author(s):

Emmanuel Jean Francois

Keyword(s):

Quality Assurance ◽

Blended Learning ◽

Adult Students ◽

Postsecondary Education ◽

Postsecondary Institutions ◽

Learning And Teaching ◽

Blended Courses ◽

Emerging Trends ◽

Learning Programs

This chapter serves as the conclusion of the book and outlines some challenges and current and emerging trends related to blended learning and teaching in postsecondary education. The current and emerging trends include, but are not limited to: accelerated blended learning programs for non-traditional adult students, adaptability of blended learning and teaching to diverse disciplines, quality assurance, transnational extent, possible transition to blended learning orienting postsecondary institutions, and the development of self-pace blended courses in postsecondary programs.

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The Future of Instruction Modeling

Instruction Modeling ◽

10.1093/oso/9780190910709.003.0010 ◽

2020 ◽

pp. 205-228

Author(s):

George A. Khachatryan

Keyword(s):

Data Mining ◽

Natural Language Processing ◽

Foreign Language ◽

Natural Language ◽

Blended Learning ◽

Language Processing ◽

Educational Data Mining ◽

Government Policies ◽

Free Form ◽

Learning Programs

Instruction modeling is still in its early stages. This chapter discusses promising directions in which instruction modeling could develop in coming years. This includes increasing the richness of interfaces used in instruction modeling programs (e.g., by allowing students to enter responses in free form and have them graded via natural language processing); applying instruction modeling to subjects beyond mathematics, including English, foreign language, and science; using educational data mining to create automated “coaches” to help teachers better implement instruction modeling programs in their classrooms; creating approaches to instruction modeling that allow for rapid authorship of content; redesigning schools (in schedules as well as architecture) to optimize the use of instruction modeling; and putting in place government policies to encourage the use of comprehensive blended learning programs (such as those developed through instruction modeling).

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A Comparison with Other Approaches

Instruction Modeling ◽

10.1093/oso/9780190910709.003.0008 ◽

2020 ◽

pp. 168-187

Author(s):

George A. Khachatryan

Keyword(s):

Big Data ◽

Cognitive Psychology ◽

Natural Language Processing ◽

Blended Learning ◽

Language Processing ◽

Usability Testing ◽

Learning Science ◽

Instructional Designers ◽

Wide Range ◽

Learning Programs

What are the relative merits of instruction modeling and other approaches to the design of blended learning programs? This chapter discusses several prevailing approaches, including applied learning science, personalization, and the use of big data in education. Many programs are designed around a single claimed feature of good instruction; terming such thinking “featurism,” this chapter argues that it is reductionist and less likely to be successful than more comprehensive approaches (such as instruction modeling). However, instruction modeling is not simply an alternative to other approaches: as the example of cognitive psychology illustrates, instruction modeling can often be fruitfully combined with other methods. Just as good software developers blend different approaches (e.g., using usability testing and the psychology of attention in designing interfaces), good instructional designers should draw on a wide range of techniques. This chapter discusses how instruction modeling can work in concert with big data, natural language processing, and other important approaches.

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Factors Influencing International Student Success in a K-12 Blended Learning Program

Optimizing K-12 Education through Online and Blended Learning - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-5225-0507-5.ch005 ◽

2017 ◽

pp. 93-108

Author(s):

Annette Levesque ◽

Doug Reid

Keyword(s):

Academic Success ◽

Data Analysis ◽

Student Success ◽

Blended Learning ◽

Foreign Students ◽

Educational Systems ◽

Analysis Model ◽

Learning Program ◽

Learning Programs ◽

Quality Technology

This research explored the experiences of foreign students enrolled in the Canada eSchool distance learning program. The study included one secondary school in Nigeria and three in Malaysia that had students enrolled in a program based on a blended learning model. A mixed mode data analysis model including qualitative and quantitative data analysis was undertaken. The purpose of the study was to examine factors that influence student success in blended learning programs accessed by foreign students. Results indicated that students in the study were most successful if they were self-disciplined and had access to a variety of local supports including: an effective learning environment with access to quality technology; assistance in the development of English as a second language; and support in navigating pedagogical transitions between educational systems. In theory, the results of this study point to a connection between the local and Canadian support communities for foreign students enrolled in Canadian blended distance education programs, and their academic success.

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Effective Integration of Information and Communication Technologies in Blended Learning Programs: A Morphogenetic Approach

The International Journal of Learning in Higher Education ◽

10.18848/2327-7955/cgp/v20i02/48694 ◽

2014 ◽

Vol 20 (2) ◽

pp. 89-103

Author(s):

Dee Pratt

Keyword(s):

Blended Learning ◽

Information And Communication Technologies ◽

Communication Technologies ◽

Learning Programs ◽

Information And Communication ◽

Effective Integration

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A PERANAN BLENDED LEARNING TERHADAP EVALUASI PEMBELAJARAAN TEMATIK DI SEKOLAH DASAR

Didaktik : Jurnal Ilmiah PGSD STKIP Subang ◽

10.36989/didaktik.v7i01.163 ◽

2021 ◽

Vol 7 (01) ◽

pp. 49-61

Author(s):

Reza Maulana ◽

Wahyu Lestari

Keyword(s):

Blended Learning ◽

Learning Objectives ◽

Learning Context ◽

Input Process ◽

Learning Program ◽

Policy Makers ◽

Learning Programs ◽

Process Component ◽

Thematic Learning

The purpose of this study is to analyze the role of Blended Learning learning program to evaluate thematic learning in thematic elementary school in terms of context, input, process, SD Insan Kamil Bogor. This type of research is descriptive with a qualitative approach. The subjects of this study were principals, grade IV teachers, and grade IV students. Data collection techniques using interviews, observations, questionnaires, and documentation. The assessment criteria as the evaluation benchmark in this study refers to the reference that has been made. The results showed that (1) the thematic learning context component in Insan Kamil Bogor based on the results of interviews with principals and teachers fall into the good category. Learning objectives that are in accordance with the analysis of needs but tend not to be implemented consequently in the thematic learning process because the teacher does not understand the background and the importance of the implementation of thematic learning programs for students in the early grades; (2) the input components of syllabus and RPP aspects, learning facilities, and learning motivation in general are in the excellent category; (3) the process component of the teacher performance aspect in the classroom in general falls into the category of less because so far the teacher has not been maximal in teaching thematic and is more likely to teach the subjects only. It is recommended to teachers and policy makers to be able to conduct innovative evaluations and activities so that thematic learning programs can run as much as possible.

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Misbehaving Toddler or Moody Teenager: Examining the Maturity of the Field of K-12 Online Learning

Revista de Educación a Distancia (RED) ◽

10.6018/red.412821 ◽

2020 ◽

Vol 20 (64) ◽

Author(s):

Michael Barbour

Keyword(s):

Online Learning ◽

Blended Learning ◽

Student Experience ◽

Instructional Model ◽

Learning Programs ◽

Learning Research ◽

K 12 ◽

Future Practice

Depending on the reference, the practice of K-12 online learning began sometime between 1991 and 1996. Yet two and a half to three decades later, there is still little research to describe the K-12 online or blended learning student experience, which has resulted in a lack of understanding of the actual instructional model, nature of the curriculum, and type and amount of support employed by K-12 distance, online, and blended learning programs. Further, much of the available research is atheoretical, methodologically questionable, contextually limited, and overgeneralized. All these factors make the K-12 distance, online, and blended learning research that does exist of little value in guiding practice. This manuscript examines the maturity of research in the field of K-12 distance, online, and blended learning, with the goal of providing researchers with meaningful impact on future practice.

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Supporting Lifelong Learning In The Information Age

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v4i9.1542 ◽

2007 ◽

Vol 4 (9) ◽

Author(s):

Wei Zhou ◽

Takami Yasuda ◽

Shigeki Yokoi

Keyword(s):

Blended Learning ◽

Lifelong Learning ◽

Information Age ◽

Information And Communications Technology ◽

Three Dimensions ◽

Web Based ◽

Education Organization ◽

Digital Divides ◽

Learning Programs ◽

Internet Support

Many countries are considering lifelong learning, which is becoming an important education goal, and promoting lifelong learning in the information age. With the development of Information and Communications Technology (ICT), digital divides have become a major concern in the world. In this study, we focus on three dimensions of digital divides in the field of lifelong learning: education organization, age, and national penetration. Next, we report our findings that provide solutions for combating digital divides by developing web-based learning and support environments over a three-year period: (1) a blended learning support system that helps teachers manage learning resources and create blended learning programs and learners choose and participate in learning activities; (2) an “E-namoSupport” system for senior beginners to use the Internet, as implemented in Japan; (3) a “Senior Internet Support & Learning Environment” to help senior citizens improve their Internet literacy and enjoy the information age in China.

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