Hybrid Learning Using Canvas LMS

Hybrid learning refers to the learning style where online components are used to replace some face-to-face elements of the course. In the current era, where COVID-19 pandemic has highly impacted higher education, online and remote forms of learning have become critical success factors to deliver engaging and rich teaching and learning experience to the students. With the partial return of face-to-face interaction with the students this year after easing restrictions, universities have no choice but to offer hybrid learning experience. In the journey towards this type of learning, a transition in both pedagogy and vehicle (tools) is inevitable. Hybrid learning pedagogy has been in literature for many years now and many institutions worldwide have enough experience to run courses and programs as a hybrid model. For the vehicle, a number of tools are necessary to facilitate delivery, but the most important tool is obviously the learning management system (LMS). Canvas LMS is now considered one of the most commonly used electronic learning systems, offering a large number of features and options to make teaching and learning easier and effective for both teachers and students. In this paper, two hybrid learning models are proposed. An example of implementing one of the two models using Canvas LMS and other supporting tools is provided. Anecdotal student feedback has shown that the students were highly engaged and their experience has been improved as a result of the hybrid delivery format.

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The Perception of Faculty Members on Hybrid Learning

Blended Learning ◽

10.4018/978-1-5225-0783-3.ch077 ◽

2016 ◽

pp. 1620-1647

Author(s):

Nahed Abdelrahman ◽

Beverly J. Irby

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Hybrid Learning ◽

Faculty Members ◽

Learning Needs ◽

Learning Approaches ◽

Face To Face ◽

Online Platforms ◽

Teachers And Students ◽

Higher Education Advancement

In this chapter, the authors examine the perceptions of faculty using online and hybrid platforms in teaching. Hybrid/blended is a method in which faculty members use both online and face-to-face simultaneously. The study examined how faculty participants defined hybrid learning. In addition, researchers examined what the participants' thought of hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The main objective of this study is developing an analytical overview of one of the learning approaches such as hybrid and its effect on the learning process in the higher education. Ten faculty members were interviewed in order to achieve this objective. The results revealed that faculty members have multiple definitions of hybrid as it is not only teaching using face-to-face and online platforms but rather it is a way both teachers and students can meet their teaching and learning needs.

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The Perception of Faculty Members on Hybrid Learning

Handbook of Research on Innovative Technology Integration in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-8170-5.ch009 ◽

2015 ◽

pp. 178-203

Author(s):

Nahed Abdelrahman ◽

Beverly J. Irby

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Hybrid Learning ◽

Faculty Members ◽

Learning Needs ◽

Learning Approaches ◽

Face To Face ◽

Online Platforms ◽

Teachers And Students ◽

Higher Education Advancement

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An Interactive System Evaluation of Blackboard System Applications

Fostering Communication and Learning With Underutilized Technologies in Higher Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-4846-2.ch009 ◽

2021 ◽

pp. 123-136

Author(s):

Abubakar Albakri ◽

Ahmed Abdulkhaleq

Keyword(s):

Teaching And Learning ◽

Learning Experience ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Interactive System ◽

Face To Face ◽

Teachers And Students ◽

Blackboard System ◽

Face To Face Learning ◽

Teaching Learning

Online learning today demonstrates comparability with face-to-face learning. New digital technologies provide an improved and immersive learning experience for students and related educational ecosystem. A virtual learning environment (VLE), for example, is an online-based platform that provides digital solutions for teachers and students that enhance the learning experience. This chapter observes the main elements of virtual learning environments, together with an evaluation of the VLE blackboard system design, and discusses how blackboard facilitates teaching, learning, and communication in HEIs. Findings suggest that the weaknesses of blackboard could be compensated by the opportunities, whilst threats should be considered by the policymakers to enrich the teaching and learning experience. Recommendations and future potential research are also provided.

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Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

Sustainability ◽

10.3390/su13148053 ◽

2021 ◽

Vol 13 (14) ◽

pp. 8053

Author(s):

Maram Meccawy ◽

Zilal Meccawy ◽

Aisha Alsobhi

Keyword(s):

Online Learning ◽

Student Satisfaction ◽

Teaching And Learning ◽

Success Factors ◽

Faculty Perceptions ◽

Learning Experience ◽

Negative Perception ◽

E Learning ◽

Online Distance Learning ◽

Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

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Design for learning – a case study of blended learning in a science unit

F1000Research ◽

10.12688/f1000research.7032.1 ◽

2015 ◽

Vol 4 ◽

pp. 898

Author(s):

Roslyn Gleadow ◽

Barbara Macfarlan

Keyword(s):

Blended Learning ◽

Teaching And Learning ◽

Scientific Practice ◽

Learning Experience ◽

Science Students ◽

Face To Face ◽

Design For Learning ◽

Learning Management

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21st century.

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Online Teaching and Learning Ecology in Thai Higher Education during the COVID-19 Pandemic

10.5772/intechopen.100222 ◽

2021 ◽

Author(s):

Anucha Somabut ◽

Kulthida Tuamsuk

Keyword(s):

Higher Education ◽

Learning Style ◽

Online Teaching ◽

Teaching And Learning ◽

Success Factors ◽

Teaching Method ◽

Faculty Members ◽

Online Teaching And Learning ◽

Technology And Learning ◽

Learning Ecology

The chapter presents the impact of COVID-19 on Thai higher education the national, and university reactions and policies to cope with the situation. Parallel with the technology disruption, most universities have been attempting to promote online teaching due to the new learning environments and learning style of students, while faculty members are still reluctant. However, the COVID-19 has inevitably changed the ways the faculty members handle their classes. In this chapter, the findings on the components of online teaching and learning ecology (OTLE) in Thai higher education during the COVID-19 is summarized and proposed, covering the following topics: learning and teaching method, technology and learning resources, teacher roles, and student roles and responsibilities. Finally, the key success factors for the development of learning ecology at the higher education level are also covered.

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Online self-assessment materials: do these make a difference to student learning?

Research in Learning Technology ◽

10.3402/rlt.v8i2.11992 ◽

2011 ◽

Vol 8 (2) ◽

Cited By ~ 2

Author(s):

Mary Peat

Keyword(s):

Learning Styles ◽

Teaching And Learning ◽

Tertiary Education ◽

First Year Experience ◽

Full Time ◽

Self Assessment ◽

Small Shift ◽

Face To Face ◽

Time Work ◽

Teachers And Students

In our changing world where university students are demanding a greater say in their tertiary education, and in particular are demanding a greater flexibility in the way they receive their instruction, it is imperative that we investigate and experiment with course delivery strategies that fulfil these expectations. Online delivery of learning materials is not new, nor is it the panacea for all problems, but it does offer certain advantages for both teachers and students. The flexibility of using the Web may suit certain teaching activities, but more importantly may suit the learning styles and commitments of the students. In the current economic climate students may have to juggle university activities with employment, potentially missing some of the structured teaching and learning sessions. In addition they may not have time to use campus-based course materials or seek face-to-face assistance from staff. An Australian benchmark survey of the first-year experience (Mclnnis, James and McNaught, 1995), found the pressures of part-time work made it extremely difficult for some students to fulfil course expectations. A 1998 survey of firstyear science students at the University of Sydney revealed that 54 per cent of full-time students are undertaking some form of employment, with 31 per cent working ten hours or more per week during semester, and 14 per cent working over fifteen hours per week (Peat and Franklin, 1998). A small shift away from courses comprising all face-to-face activities to courses with a mix of face-to-face and online activities has the potential to help those very students who may otherwise give up when the pressure of time and other commitments seems too difficult to cope withDOI:10.1080/0968776000080206

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Technology Shaping Education in Rural Communities

Handbook of Research on Human Development in the Digital Age - Advances in Human and Social Aspects of Technology ◽

10.4018/978-1-5225-2838-8.ch009 ◽

2018 ◽

pp. 184-204

Author(s):

Jillian R. Powers ◽

Ann T. Musgrove ◽

Jessica A. Lowe

Keyword(s):

Rural Communities ◽

Rural Areas ◽

Teaching And Learning ◽

Rural Teachers ◽

Post Secondary ◽

Face To Face ◽

Grade Levels ◽

Teachers And Students ◽

Impact Of Technology ◽

The Impact

This chapter examines how technology has shaped the teaching and learning process for individuals residing in rural areas. Research on the history and unique needs of rural communities and the impact of technology in these areas is discussed. Educational experiences of students across all grade levels, from early childhood though post-secondary education, is examined. Examples of innovative and creative uses educational technologies in distance and face-to-face settings are described from the perspective of rural teachers and students.

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Technology

Cases on Online Learning Communities and Beyond ◽

10.4018/978-1-4666-1936-4.ch007 ◽

2013 ◽

pp. 135-149

Author(s):

Rita Gravina ◽

Helena Pereira-Raso

Keyword(s):

Social Networking ◽

Learning Strategies ◽

Teaching And Learning ◽

Learning Experience ◽

Educational Institutions ◽

Classroom Teachers ◽

Teaching And Learning Strategies ◽

Teachers And Students ◽

Social Networking Tools

Collaboration is an important aspect of how our world functions today and an element at the core of rich learning opportunities. The role of educational institutions is one that provides provoking settings so that learning is deep and sustained well beyond the classroom walls. Learners are currently in a paradigm where they are able to learn at all hours of the day; they are no longer in a framework where learning is exclusive to a classroom. Teachers and students at The Bishop Strachan School are exploring this through the various uses of teaching and learning strategies and enriching these strategies with Web 2.0 applications. This chapter will present early explorations in the school with Wiki pages, social networking tools, such as NINGs, interactive timelines, and real-time applications, such as Google apps. Each of the cases provides an authentic learning experience for students and moves the student’s work out into the world.

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Evaluating Learning Experience through Educational Social Network Support in Blended Learning

Mobile and Blended Learning Innovations for Improved Learning Outcomes - Advances in Mobile and Distance Learning ◽

10.4018/978-1-5225-0359-0.ch001 ◽

2016 ◽

pp. 1-16

Author(s):

Marva Mirabolghasemi ◽

Noorminshah A. Iahad

Keyword(s):

Social Network ◽

Blended Learning ◽

Social Presence ◽

Teaching And Learning ◽

Learning Experience ◽

Research Literature ◽

Course Management Systems ◽

Face To Face ◽

Network Support ◽

Social Network Support

The Community of Inquiry (CoI) model has been used for exploring various aspects of blended learning courses using technology such as Course Management Systems (CMSs). However, there is a lack of research literature evaluating CoI in environments where students use an educational social network in addition to a CMS and face to face teaching and learning. This study investigates a learning experience in blended learning that combines the usage of a CMS, Edmodo, which is an educational Social Network Site (SNS) and face to face teaching and learning. The results have shown a significant relationship and prediction of overall learning experience in relation to teaching, cognitive and social presence in blended learning. Moreover, social presence is the most significant factor to predict the overall learning experience of students.

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