ENHANCING PROBLEM-SOLVING LEARNING EXPERIENCES IN AN AUTHENTIC BLENDED LEARNING ENVIRONMENT

2021 ◽  
Author(s):  
Heidi Tan
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Experiences

BLENDED LEARNING ENVIRONMENT: AN APPROACH TO ENHANCE STUDENTS’S LEARNING EXPERIENCES OUTSIDE SCHOOL (LEOS)

2021 ◽  
pp. 121-134
Author(s):  
Sandhya Devi Coll ◽  
David Treagust
Keyword(s):  
New Zealand ◽  
Learning Environment ◽  
Blended Learning ◽  
Science Curriculum ◽  
Learning Experiences ◽  
Field Trips ◽  
Student Experiences ◽  
Construction Of Knowledge ◽  
Life Long Learning ◽  
Collaboration And Communication

This paper reports on blended learning environment approach to help enhance students’ learning out comes in science during Learning Experiences Outside School (LEOS). This inquiry took the nature of an ethnographic case study (Lincoln & Guba 1985; Merriam, 1988), and sought to establish ways of enhancing students’ LEOS. The context of the inquiry was a private rural religious secondary school in New Zealand. The New Zealand Science Curriculum is based on a constructivist-based view of learning which provides opportunities for a number of possible learning experiences for science, including LEOS, to enrich student experiences, motivate them to learn science, encourage life-long learning, and provide exposure to future careers (Hofstein & Rosenfeld,1996; Tal, 2012). However, to make the most of these learning experiences outside the school, it is important that adequate preparation is done, before, during and after these visits. Sadly, the last two decades of research suggest that activities outside school such as field trips have not necessarily been used as a means to improveschool-basedlearning (Rennie & McClafferty, 1996). This inquiry utilised an integrated online learning model, using Moodle, as a means to increase student collaboration and communication where students become self-directed, negotiate their own goals, express meaningful ideas and display a strong sense of collective ownership (Scanlon, Jones & Waycott, 2005; Willett, 2007). The digital space provided by Moodle allows students significant autonomy which encourages social interactions and this promotes learning and social construction of knowledge (Brown, Collins, & Duguid, 1989; Lewin, 2004).

A Framework for Promoting Complex Learning in a Blended Learning Environment

2018 ◽  
pp. 119-131
Author(s):  
Jill E. Stefaniak
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Prior Knowledge ◽  
Learning Strategies ◽  
Instructional Unit ◽  
Complex Learning ◽  
Instructional Sequencing ◽  
Approach Problem

Different learning outcomes warrant different learning strategies. Instructional sequencing is dependent upon the various learning outcomes that are intended for a particular course or instructional unit. Complex learning integrates a learner's knowledge, skills, and attitudes, newly obtained skillsets, and the transference of learning in an applied environment. A challenge that many educators face when teaching complex tasks is the ability to assist students to draw from prior knowledge from various subjects in order to approach problem solving. The intent of this chapter is to provide educators with strategies to promote complex learning within a blended learning environment.

Facilitating Students to Earn Computing Certificates via Blended Learning in Online Problem-Solving Environment

2010 ◽  
Vol 6 (2) ◽  
pp. 11-23 ◽  
Author(s):  
Chia-Wen Tsai
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Blended Learning ◽  
Online Courses ◽  
National Policy ◽  
Database Management System ◽  
Traditional Learning ◽  
Packaged Software ◽  
Problem Solving Environment ◽  
Computing Skills

The vocational schools in Taiwan regard professional certifications as a badge of skills achievement. However, due to a national policy, pure online courses are not permitted. Moreover, it remains unclear whether every subject is suitable to be delivered via online courses. In this regard, the author conducted a quasi-experiment to examine the effects of applying blended learning (BL) with different course orientations on students’ computing skills, and explored the appropriate combination for teachers who teach computing courses. Four classes in successive semesters, with a total of 195 students from the courses of ‘Database Management System’ and ‘Packaged Software and Application’, were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (BL vs. Traditional Learning) experimental groups. The results showed that students from both design-oriented and procedural-oriented courses delivered in BL environment, had significantly higher grades on the examination for certificates than those who learned in traditional learning environment.

A Framework for Promoting Complex Learning in a Blended Learning Environment

2015 ◽  
pp. 643-655
Author(s):  
Jill E. Stefaniak
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Prior Knowledge ◽  
Learning Strategies ◽  
Instructional Unit ◽  
Complex Learning ◽  
Instructional Sequencing ◽  
Approach Problem

Different learning outcomes warrant different learning strategies. Instructional sequencing is dependent upon the various learning outcomes that are intended for a particular course or instructional unit. Complex learning integrates a learner's knowledge, skills, and attitudes, newly obtained skillsets, and the transference of learning in an applied environment. A challenge that many educators face when teaching complex tasks is the ability to assist students to draw from prior knowledge from various subjects in order to approach problem solving. The intent of this chapter is to provide educators with strategies to promote complex learning within a blended learning environment.

scholarly journals Enhancing Problem-Solving Skills in an Authentic Blended Learning Environment: A Malaysian Context

2015 ◽  
Vol 5 (11) ◽  
pp. 841-846 ◽  
Author(s):  
Heidi Tan Yeen-Ju ◽  
◽  
Neo Mai ◽  
Bhawani Selvaretnam ◽  
◽  
...  
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Blended Learning ◽  
Problem Solving Skills

A Framework for Promoting Complex Learning in a Blended Learning Environment

2014 ◽  
pp. 56-68
Author(s):  
Jill E. Stefaniak
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Prior Knowledge ◽  
Learning Strategies ◽  
Instructional Unit ◽  
Complex Learning ◽  
Instructional Sequencing ◽  
Approach Problem

Different learning outcomes warrant different learning strategies. Instructional sequencing is dependent upon the various learning outcomes that are intended for a particular course or instructional unit. Complex learning integrates a learner’s knowledge, skills, and attitudes, newly obtained skillsets, and the transference of learning in an applied environment. A challenge that many educators face when teaching complex tasks is the ability to assist students to draw from prior knowledge from various subjects in order to approach problem solving. The intent of this chapter is to provide educators with strategies to promote complex learning within a blended learning environment.

How Students Learned in Creating Electronic Portfolios

2008 ◽  
pp. 245-256
Author(s):  
Shuyan Wang ◽  
Sandra Turner
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Environment ◽  
Learning Experiences ◽  
Electronic Portfolios ◽  
Technology Program ◽  
Problem Solving Skills ◽  
Master Of Education ◽  
Depth Interviews

This case study investigated the learning experiences that occurred during students’ development of culminating electronic portfolios for a Master of Education in Computer Education and Technology program. The meaning that students gave to their learning experiences and the problems they encountered were also investigated in order to understand how students learn in a technology-enriched learning environment. Data were collected through in-depth interviews, participant observations, and document analyses from seven M.Ed. students before, during, and after developing electronic portfolios. Findings indicate that creating electronic portfolios supports students’ mastery of technology-related knowledge and promotes critical thinking and problem-solving skills. Students reported that they learned not only “by doing,” but also from peers through collaboration, from reflection on their artifacts, and from synthesizing their electronic portfolios.

scholarly journals Blended Learning

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Parthsarthi Pandey
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Approach ◽  
Critical Component ◽  
Online Curriculum ◽  
Face To Face ◽  
Entire Class ◽  
Face To Face Instruction

A critical component of blended learning is that technology is combined with face-to-face instruction to enhance learning for students. Without this essential component, blended learning would be no different than when a teacher projects online curriculum to the entire class on a whiteboard. A blended learning methodology enables students to utilize technology to learn in a way that best meets their needs while in an environment that encourages creativity, critical thinking, and problem solving. The focus on how technology is used in a blended learning approach is critical for separating it from being a technology-rich classroom. Blended learning is an instructional approach that enables teachers to have more time to personalize learning for their students. Learning is personalized so that students in a blended learning environment have some control over the pace of their learning.

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