Applying Teaching Strategies for Design Students’ Learning Effectiveness on Blended Learning

2020 ◽  
Author(s):  
Shu-Yin Yu
Keyword(s):  
Blended Learning ◽  
Teaching Strategies ◽  
Learning Effectiveness ◽  
Design Students

Insights from pre Covid-19 perceptions of law students on four learning methods: implications for future design of blended learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tsipi Heart ◽  
Elad Finklestein ◽  
Menashe Cohen
Keyword(s):  
Social Learning ◽  
Blended Learning ◽  
Contract Law ◽  
Law Students ◽  
Life Assessment ◽  
Learning Effectiveness ◽  
Content Type ◽  
Face To Face ◽  
Face To Face Learning ◽  
Students Satisfaction

Purpose The purpose of this study is to assess students’ perceptions of four teaching and learning (T&L) methods used in a blended learning Contract Law course, namely, frontal, written assignments, simulations and online asynchronous T&L. Design/methodology/approach Law students (n = 417) filled in an anonymous questionnaire on their relative satisfaction with the four methods and their preferences. Participation was voluntary. The questionnaire was administered at the end of term, in class, prior to the Covid-19 restrictions. The results were calculated using Statistical Package for Social Sciences. Findings The students preferred face-to-face T&L in class and ranked online T&L last. Notably, 84% preferred blended learning combining all four methods. These results suggest that the online T&L for this Contract Law course setting was unsuccessful and that teachers should experiment with blending various T&L methods to maximize learning effectiveness and students’ satisfaction. Research limitations/implications The results only reflect one course in one year among law students, thus affecting the generalizability of the findings. This is further exacerbated by the convenience sample and the fact that only one type of blending was evaluated. Overall, the findings indicated that the survey participants were not yet ready to embrace online T&L as a primary component of blended T&L. Practical implications This study Alternative online solutions should be sought to foster social learning when face-to-face learning is not feasible for reasons, such as geographic distance, students’ disabilities or the current pandemic that prohibits social gatherings. This conclusion is particularly pertinent with respect to the impact of Covid-19 on face-to-face learning. Designers of blended learning programs should listen more carefully to students’ voices, and bear in mind that minimizing face-to-face T&L for various reasons might jeopardize students’ satisfaction, which is likely to decrease learning effectiveness. Social implications It is important that students’ perceptions be considered when building future T&L programs, especially students’ need for collaborative and social learning. Originality/value This study assessed four T&L methods administered in one course during the pre-Covid-19 era. This setting, which is rare, enabled a real-life assessment of the effectiveness of these popular methods as perceived by students.

scholarly journals Exploring the role of blended learning for teaching and learning effectiveness in institutions of higher learning: An empirical investigation

2019 ◽  
Vol 24 (6) ◽  
pp. 3433-3466 ◽  
Author(s):  
Bokolo Anthony ◽  
Adzhar Kamaludin ◽  
Awanis Romli ◽  
Anis Farihan Mat Raffei ◽  
Danakorn Nincarean A/L Eh Phon ◽  
...  
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Empirical Investigation ◽  
Higher Learning ◽  
Learning Effectiveness ◽  
Institutions Of Higher Learning

scholarly journals Research on Learning Effectiveness of Learner-Oriented Teaching Strategies Used on the Subject of “Interior Wiring Practice”

IERI Procedia ◽  
2012 ◽  
Vol 2 ◽  
pp. 859-867
Author(s):  
Chih-Chung Wang ◽  
Yi-Long Lee ◽  
Tsair-Rong Chen ◽  
Jong-Bi Wei
Keyword(s):  
Teaching Strategies ◽  
Learning Effectiveness ◽  
The Subject

scholarly journals Analyzing the Relevance of Peer Relationship, Learning Motivation, and Learning Effectiveness—Design Students as an Example

2020 ◽  
Vol 12 (10) ◽  
pp. 4061 ◽  
Author(s):  
Jui-Che Tu ◽  
Ku-Hsi Chu
Keyword(s):  
Learning Styles ◽  
Peer Relationships ◽  
Learning Motivation ◽  
The Other ◽  
Learning Effectiveness ◽  
Full Time ◽  
Design Students ◽  
Learning Factors ◽  
Motivation And Learning ◽  
Three Factor

In a design department’s practice course there are often group exercises that include intensive interactions between students in the classroom or in the internship factory. In addition, students will deepen the interaction between peers due to course groupings or borrowing of model tools, etc. This study intended to carry out a differential analysis and discussion of the differences among design students from different backgrounds under the three factors of peer relationships, learning motivation, and learning effectiveness. The research method was based on literature analysis and a questionnaire survey, and the research objects were sophomores and seniors in four classes. Statistical analysis methods included the independent sample T-test, one-way ANOVA, and factor and cluster analysis, which were used to summarize different learning styles. The results showed that the students had significant differences of varying degrees in the three factor dimensions. Regarding gender, “care about classmates’ lives” in peer relationships scored higher for the females than the males, and the rest had no effect. Regarding educational system, “care about the classmates’ life” and “sharing life trivia” was included in peer relationships. “keep the enthusiasm in the course of learning” was included in the learning motivation. “recognition for self-directed learning” and “ability improvement” was included in learning effectiveness. The three factors all had significant differences, and the differences for full-time students were higher than for night school students. Regarding grade, there were significant differences in “friends will value my comments” and “sharing life trivia” in peer relationships, “understand course content” in learning motivation, and “data collection ability” and “understanding team member expertise” in learning effectiveness, and seniors scored higher than sophomores in these areas. In addition, the ANOVA and post-hoc tests revealed significant differences in learning the processes between different groups. In peer relationships, full-time seniors scored higher than the other groups; in learning motivation and learning effectiveness, full-time seniors scored higher than night school sophomores. In addition, the overall factors of the full-time seniors were higher than those of the other groups. In the analysis of different learning factors, under the premise of the variation of 58.975%, three factors were extracted by principal axis for analysis with Promax rotation. The different learning factors can be summarized in “emphasizing ability improvement”, “care about peer friendship”, and “careful and active learning”. Classification of learning styles under the three factor dimensions was based on two-stage cluster analysis to obtain two clustering results, including “enthusiastic and friendly” and “active and autonomous”. The results showed that the mastery of self-learning time and the learning experience performance have a key influence on the learning motivation and learning effectiveness of design students from different backgrounds. In addition, the results also showed a new opportunity for course improvement and teaching innovation at night schools. The final results of this study could be used as an important reference for research on peer relationships, learning motivation, and learning effectiveness in design education.

Blended Environments: Learning Effectiveness and Student Satisfaction at a Small College in Transition

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Gouri Banerjee
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Liberal Arts ◽  
Positive Development ◽  
Learning Effectiveness ◽  
Mediated Learning ◽  
Self Directed Learning ◽  
Face To Face ◽  
Small College ◽  
Online Methods

As higher education moves increasingly to blended and fully online environments, smaller institutions often ask whether this is a desirable trend. They face many challenges in transforming their largely face-to-face didactic teaching traditions to the technology mediated learning environments. Learning effectiveness and student satisfaction are seen to be decisive in whether blended environments are a positive development or not. Using survey data from a liberal arts and sciences institution, we show that student satisfaction with blended learning depends largely on the challenges presented by the subject matter, the degree to which self-directed learning and problem solving are required, and the effectiveness of the chosen pedagogies by which face-to-face and online methods are combined. Blended environments that provide multiple modalities for learning, significant interactivity, familiar technologies, and sustained connections with teachers and peers are preferred by increasing numbers of students in this institution. Although many students and faculty remain skeptical about blended learning, there are others who are very satisfied learners.

MEASURING BLENDED LEARNING EFFECTIVENESS

2020 ◽  
Author(s):  
Minaz Fazal ◽  
Bryan Panzano ◽  
Kristy Luk ◽  
Melanie Bryant
Keyword(s):  
Blended Learning ◽  
Learning Effectiveness

scholarly journals Measuring the effectiveness of blended learning implementation in context of the modern educational process

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 38-44
Author(s):  
Anastasiia Shuplat ◽  
Margaryta Noskova
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Digital Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Learning Effectiveness ◽  
Learning Technology ◽  
Training Techniques ◽  
Traditional Training

The need in combination of digital technologies and traditional training techniques for ensuring effective learning process in education has becoming particularly relevant in the context of dynamic changes and community digitalization. Such an educational technology that combine digital technologies and traditional training techniques and provide educational environment for active learning is blended learning. One of criteria which influence the providing of an effective blended learning environment is evaluation. The purpose of this article is to analyse the main criteria and a number of frameworks for evaluating blended learning effectiveness, of the educational process in particular, which combines traditional (face-to-face) educational process, distance learning technologies and some elements of the web-based learning. According to the purpose, the tasks have been assigned and fulfilled as follows: we have examined the role of evaluating blended learning in educational institutions to determine the effectiveness of this learning technology, we have identified the major problems that need to be solved, we have scaled positive practices of blended learning to improve teaching and learning. The outlined models and criteria for the evaluation of blended learning effectiveness are specified in this article. The authors represent the objective and structured characteristics which are used for measuring the blended learning course effectiveness as well as for improving the educational programs and teaching / learning process in educational institutions in order to engage students, improve their learning outcome and achieve the course’s learning objectives. The authors also have formulated and substantiated the definition of the blended learning effectiveness as a complex process, which involves comprehensive analysis of a number of criteria: the combination of the data regulating the course outcomes, the measures determining the learners’ satisfaction with their results, the learners’ engagement into the educational environment and evaluation of their theoretical and practical skills.

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