scholarly journals Future learning mode under post-COVID-19: Innovations, transformations, engagement

2021 ◽  
Vol 5 (1) ◽  
pp. 8-14
Author(s):  
Shirley Mo Ching Yeung
Keyword(s):  
Sustainable Development ◽  
Experiential Learning ◽  
Blended Learning ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Research Technology ◽  
Active Experiment ◽  
Concrete Experience ◽  
New Learning ◽  
Future Learning

A blended learning culture is both a challenge and opportunity under post-COVID-19 for knowledge transfer and sustainable development, with the aim of maintaining social distancing policy and social interaction among learners, teachers, and invited industry guest speakers. In this paper, we review documents in blended learning from Asia, America, and Europe with the key elements in blended learning for faculty development in higher education (HE) institutions. The objective was to identify the key elements in blended learning with innovations and research technology capabilities for a way normal of learning and teaching under COVID-19. Based on the qualitative results of NVivo, it has been identified that the key elements of blended learning are: 1) technology for projects and 2) technology for engagement. These two elements are proposed to relate to Kolb’s experiential learning cycle of active experiment and concrete experience and reflective observation of the new learning experience for sustainable development

scholarly journals Exploring Active Blended Learning Through the Lens of Team-Based Learning

2021 ◽  
pp. 172-192
Author(s):  
Rachel Maxwell ◽  
Roshni Khatri
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Learning Technologies ◽  
Learning Spaces ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
The Core ◽  
Team Based Learning ◽  
Core Concepts

This chapter showcases how the collaborative learning and teaching strategy known as Team-Based Learning™ (TBL) can deliver against the conceptual components within active blended learning (ABL), through exploration of different case studies from the authors' university. It begins by detailing the core concepts and theories underpinning each pedagogic approach before considering how adoption of TBL is consistent with the wider implementation of ABL. Case histories are used to highlight how these approaches enhance the student learning experience and how learning technologies can enable staff to do more of what they value within the classroom. The value of different learning spaces to facilitate TBL and augment the learning experience for both staff and students is considered. Finally, the chapter explores some of the more difficult questions around the lack of broader uptake of TBL within an institution committed to ABL as its standard approach to learning and teaching.

WHY USE PRACTICAL TASKS AND LEARNING EXPERIENCES

2013 ◽  
pp. 57
Author(s):  
Ilga Prudnikova
Keyword(s):  
Cognitive Development ◽  
Experiential Learning ◽  
Learning Experiences ◽  
Home Economics ◽  
New Learning ◽  
The Subject ◽  
Future Learning

A review of current and past theories of cognitive development focusing on the role of experiential learning is linked to implications for practice as well as to current Latvian policies and national directions. As can be seen, learning through practice is made up of several phases of experiences which impact on the student’s with disabilities motivation, skills and attitudes which lead to new learning. As well the subject, Home Economics and its Technologies is used as an example of an experiential learning structure which utilises previous experiences to enhance current and future learning

Impact Of Instructional Technology Inclusions In Course Delivery For Engineering And Business Education

2014 ◽  
Vol 1 (1) ◽  
pp. 443-448
Author(s):  
Rizwan Muhammad ◽  
Nisa Fakharun ◽  
Adeel Muhammad ◽  
Ramzan Muhammad ◽  
Lal Mohan Baral
Keyword(s):  
Instructional Technology ◽  
Blended Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Strategic Decision ◽  
Learning Technology ◽  
Learning And Teaching ◽  
Improved Learning

AbstractAs new technologies are emerging, new trends are also emerging in teaching and learning. Technology inclusion in teaching provides alternative ways to deliver education in pursuit of promoting learning. One of the innovative methods is Blended Learning (BL). This method incorporates both, the traditional Face-to-Face (F2F) instruction and Web-based distance learning method and it imparts an improved learning experience for the students. In this case study, BL models were adopted involving the teaching of two courses—business management and industrial manufacturing at University of Management and Technology (UMT) Lahore. In the models, students’ performance in terms of their liking threshold, were used as the output. The results revealed that instructional technology inclusion caused greater successes in terms of course acceptability by students. This showed an average improvement of 64% in the student performance. ICT or Information and Communication Technology have gained popularity in education sector. In the recent years the term “e-learning” has emerged as a result of the integration of ICT in the education field, but some pitfalls have been identified and this have led to the “Blended learning” phenomenon. The paper can provide directions for the future blended learning environment that may be opted by all the three main stakeholder student, tutors and institution to make strategic decision about the learning and teaching initiatives. The paper concludes that blended learning offers the most flexible and result oriented learning. This paper provides case studies of two of the BL courses including the mode of offering, content with assessment strategies for students to meet the learning outcomes of the courses in detail.

scholarly journals Experential Learning (Pembelajaran Berbasis Mengalami)

2020 ◽  
Vol 1 (2) ◽  
pp. 186
Author(s):  
Anggreni Anggreni
Keyword(s):  
Experiential Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Student Attitudes ◽  
Learning Experience ◽  
Cognitive Structure ◽  
Learning Model ◽  
Concrete Experience ◽  
Experential Learning ◽  
Skills Learning

Learning is the process of changing individual behavior as a result of interaction with the environment. It is a system consisting of components  interacting with ano another to achieve the goals of teaching that has already been predetermined. One of the learning model that is often used in learning theory is experiential learning (experience-based) learning. Experiential learning was first introduced by David A. Kolb. Experiential learning is an effort to achieve the goals based on experiences that are constantly changing in order to improve the effectiveness of the learning outcomes themselves. The purpose of this experiential learning model is to influence students in three ways, namely: (a) changing student cognitive structure, (b) changing student attitudes, (c) extending existing student skills. Learning procedure in the experiential learning consists of 4 stages: (a) concrete experience, (b) reflection observation, (c) conceptualization / reflection observation, (d) active experimentation. David Kolb divides one's learning style into four categories: diverger, assimilator, converter and accomodator. Experiential learning is organized and implemented by focusing more on the things that are owned by students. This principle also relates to experience in performing tasks in the usual ways of learning undertaken by students.Keywords: Learning, experiment learning, learning outcomes

The Evolution of Pedagogy for Non-Traditional Students at a UK Higher Education Institution

2017 ◽  
pp. 179-197
Author(s):  
Tim Goodchild
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Experience ◽  
Education Institution ◽  
Learning Technologies ◽  
Education Students ◽  
Learning And Teaching ◽  
Classroom Activities ◽  
Uk Higher Education ◽  
The Relationship

The chapter will critically examine the evolution of pedagogy from a traditional ‘blended learning' approach driven by classroom teaching with some virtual activities, to a more student driven learning experience, where the classroom activities support the learning experience. It will include the use of the ‘carpe diem' framework (Armellini & Jones, 2008) as part of a challenge to the original pedagogic approach of teacher-led learning, and the move to a student-centred pedagogy, which is more inclusive of learning technologies and the unique challenges faced by work-based learning students. This chapter will offer a critical interrogation of the relationship between the notions of traditional teaching and higher education students, with emerging learning and teaching innovations for work-based students via more rounded understanding of blended learning and will conclude that knowledge and support of the diversity of staff and student experience, skills, motivations and capabilities is critical to sustainable and effective student-led, technologically rich approaches for this diverse group of students.

scholarly journals A CASE STUDY ON THE APPLICATION OF WEB-BASED BLENDED LEARNING

2020 ◽  
Vol 5 (17) ◽  
pp. 20-27
Author(s):  
Nurien Hidayu Muhamad Rusly ◽  
Azureen Abd Aziz ◽  
Suhaila Ngadiron
Keyword(s):  
University Students ◽  
Blended Learning ◽  
Learning Strategies ◽  
Learning Experience ◽  
Private University ◽  
Web Based ◽  
Learning And Teaching ◽  
Web Based Learning ◽  
Face To Face Learning ◽  
Methods Of Learning

This empirical study focuses on private university students’ perceptions regarding the advantages and limitations of web-based blended learning using a learning website. The focus is on the use of a learning website as an additional learning method combines with the traditional face to face learning instructions. This new method of learning is known as Blended Learning. It is transforming learning and teaching in higher education institutions. The sample consist of 40 randomly picked university students from various programs. Two questions raised: (1) What are students’ perceptions of the advantages of web-based learning? (2) What are students’ perceptions regarding the limitations of web-based learning? The results indicate clear advantages of this new experience in broadening students’ views on different methods of learning. Furthermore, this study highlighted that the learning web serves as helpful simulations in which enable students to experience the real learning experience and enable students to interact with each other virtually. The component on advantages gathered students’ feedback on how the learning website provides an environment for more effective learning strategies. However, several research findings showed some gaps and limitations that need to be handled wisely. This paper is to discover the roles and challenges of web-based learning on students’ learning.

scholarly journals Pengabdian kepada Masyarakat Berbasis Pondok Pesantren oleh Mahasiswa KKN STIBA Makassar di Kabupaten Jeneponto

2021 ◽  
Vol 2 (1) ◽  
pp. 49-57
Author(s):  
Ihwan Wahid Minu ◽  
Kasman Bakry ◽  
Abdullah Nazhim Hamid
Keyword(s):  
Community Service ◽  
Learning Experience ◽  
Field Work ◽  
Boarding Schools ◽  
Formal Learning ◽  
Learning And Teaching ◽  
South Sulawesi ◽  
New Learning ◽  
Teachers And Students ◽  
Muslim Communities

Pondok Pesantren (Boarding Schools) is one of the educational services that are quite influential in the development of Muslim communities in Indonesia, including in the Region of South Sulawesi. One of the Boarding Schools located in Jeneponto Regency, South Sulawesi, is Pondok Pesantren Ulul Albab. Pondok Pesantren Ulul Albab focuses on the construction of memorization and teaching of the Qur'an. In addition, this boarding schools also continues to carry out formal learning in the classroom. therefore, Pondok Pesantren Ulul Albab became one of the destinations 4th KKN STIBA Makassar IV. The purpose of this Field Work Lecture (KKN) STIBA Makassar is to realize community service which is a pillar of the tri dharma of higher education in Indonesia. The method of community service implementation in Pondok Pesantren Ulul Albab begins with mapping the problems and needs of boarding schools by using instruments made simply by SOAR analysis. After that, mapping the work program that suits the needs of boarding schools. The program of activities carried out by students of STIBA Makassar is Qur'an and tahsin education, classroom learning, Friday sermons, lecture training, and devotional work. The results of the KKN program can be seen from enthusiastic students and teachers who are getting better at learning and teaching the Qur'an. It also provides a new learning experience for teachers and students.

Thinking Things Through

2010 ◽  
pp. 154-167
Author(s):  
John P. Cuthell
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Blended Learning ◽  
Learning Experience ◽  
Continuing Professional Development ◽  
Opportunity To Learn ◽  
Project Based Learning ◽  
Collaborative Project ◽  
Project Learning ◽  
Curriculum Project

One of the most powerful ways of changing our thinking about how we teach and learn is to experience for ourselves the power of collaborative project-based experiential learning. Few teachers have had the opportunity to learn in this way, and this creates barriers for those who want to change their pedagogy. The Oracle Education Foundation’s Project Learning Institute provides teachers with the experience of collaborative project-based learning, using ThinkQuest® to create their own curriculum project. By collaborating with their peers, tutors and mentors, teachers are able to model the projects, environment and experiences they want for their classes through a blended learning experience. This chapter describes the model of continuing professional development and its impact on schools, pedagogies and professional philosophies.

Making the Move to Blended Learning: Reflections on a Faculty Development Program

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Carole R Myers ◽  
Sandra J Mixer ◽  
Tami H Wyatt ◽  
Trena M. Paulus ◽  
Debra S Lee
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Learning Experience ◽  
Situational Leadership ◽  
Development Program ◽  
Lessons Learned ◽  
Faculty Development Program ◽  
Learning And Teaching ◽  
Common Purpose ◽  
Teaching Thinking

Lessons learned from a faculty development program that preceded the move of a traditional PhD program in nursing to a blended learning model using online and face-to-face strategies are discussed. The majority of lessons and strategies presented are universal to any faculty development program. The lessons are organized into seven topics: Situational Leadership, Adult Learners, Just in Time Teaching, Thinking About Learning and Teaching, Lifelong Learning, Transparency and Collaboration, and Community. Our far-reaching lessons are related to the contextual nature of leadership, how to effectively design and time learning experiences for adults, the importance of open and supportive communities working for a common purpose, and how each person’s perspective shapes his or her learning experience and how the lessons learned are applied.

A Study on Learners’ Readiness and Perceptions of the Implementation of Blended Learning in UiTM Kedah

2019 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Robekhah Harun ◽  
Zetty Harisha Harun ◽  
Laura Christ Dass
Keyword(s):  
Blended Learning ◽  
Successful Implementation ◽  
Learning Approaches ◽  
Learner Readiness ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Assessments ◽  
Research Findings ◽  
On Line ◽  
Learning Institutions

The increase in student enrolment and the need  to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.  

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