"Analysis of Instructor Needs for the Blended Learning Classes in the University"

2020 ◽  
Vol 11 (5) ◽  
pp. 2517-2532
Author(s):  
Hong Hyojeong
Keyword(s):  
Blended Learning ◽  
The University

Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

2014 ◽  
pp. 341-368
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

Teaching of Fluid Mechanics in Engineering Course

2014 ◽  
pp. 12-20 ◽  
Author(s):  
Ataur Rahman ◽  
Md Al-Amin
Keyword(s):  
Fluid Mechanics ◽  
Blended Learning ◽  
Learning Approach ◽  
Traditional Teaching ◽  
Student Centered ◽  
Undergraduate Engineering ◽  
Mathematical Background ◽  
Traditional Teaching Methods ◽  
The University ◽  
Enhance Student Learning

In undergraduate engineering courses, fluid mechanics is regarded as a challenging subject. This is particularly the case for students who do not possess a strong mathematical background. This chapter reviews the issues related to the teaching of fluid mechanics with an emphasis on how e-technology can enhance student learning. It uses the data of 462 students studying the second year engineering course at the University of Western Sydney (UWS) in Australia. The UWS fluid mechanics course, in its past ten years, has undergone significant changes in its content and delivery. It has been found that teaching based on a “student-centered approach” is more effective in teaching fluid mechanics than a “lecturer-centered approach.” Further enhancements are proposed in UWS through a blended learning approach involving both e-technology and traditional teaching methods to teach fluid mechanics. The method can also be adapted to other universities.

Blended Learning towards Social Capital in Higher Education

2013 ◽  
pp. 664-672
Author(s):  
Michela Freddano
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Blended Learning ◽  
New Technologies ◽  
Social Research ◽  
Learning Processes ◽  
Participatory Processes ◽  
Faculty Of Education ◽  
Teaching Learning ◽  
The University

This chapter focuses on blended learning towards social capital by showing the experience of Methodology of Social Research II, the blended learning training course held at the Faculty of Education of the University of Genoa (A.Y. 2010/2011). Blended learning engages disciplinary, technical, and relational skills so that human capital and social capital are empowered. The evidence is that in higher education blended learning empowers teaching/learning processes and student achievement providing active student engagement into participatory processes promoted in educational and evaluation activities, involving students in balanced relationships with peers and teacher facilitated by new technologies and tutorship.

Blended Learning in Higher Education

2018 ◽  
pp. 290-306 ◽  
Author(s):  
Simon Kang'ethe Ngigi ◽  
Elizabeth A. Obura
Keyword(s):  
Blended Learning ◽  
Opportunity To Learn ◽  
Learning Technologies ◽  
Blended Instruction ◽  
Factors Affecting ◽  
Learning Techniques ◽  
E Learning ◽  
University Course ◽  
The University ◽  
Open The Doors

Online and blended instruction offers learners a unique opportunity to learn ubiquitously without being limited to the constraints of time and distance. Additionally, these pedagogies have the potential to open the doors of the university to a wider audience, provide choices for non-traditional students, and extend services to populations that would otherwise not be able to attend the classes on campus. However, complementing traditional teaching with blended learning techniques in a traditional university course presents various challenges. This chapter identify gaps in the factors affecting blended learning in the digital age. Based on the findings, the authors argue that instructors can rely on e-learning technologies to implement blended learning model by redesigning some lectures into new online learning activities, such as tutorials, self-testing exercises, and online group collaborations.

The Appropriation of Wiki in a Higher Blended Learning Course

2010 ◽  
pp. 208-230
Author(s):  
Beatriz Fainholc
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Educational Innovation ◽  
Student Comprehension ◽  
The Subject ◽  
University Course ◽  
The University ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

This chapter introduces the description of wiki appropriation. It considers the tool inclusion in an online educational innovation, supported in student and group-centered learning approach, to improve the quality of the blended learning offered. It states that the university course of educational technology, through wiki application as an appropriated methodology, beyond its consideration as a Web 2.0 tool, gives the opportunity to enhance the student protagonism into the deepening of the conceptual field of the subject by a collaborative knowledge construction. The evidence shows that the application worth to develop the learning strategies towards the student comprehension and its social skills in universities contexts. The results shows that the transformation of reactive attitudes into creative ones is a long process of change mediated by emotions and metacognitive work. Both facilitate a change of the students’ focus, perspectives, and mentalities, understandable by the help of collective learning, among diverse variables.

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