Blending at Small Colleges: Challenges and Solutions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Ying-Hsiu Liu ◽  
Mark Tourtellott
Keyword(s):  
College Student ◽  
Blended Learning ◽  
Systematic Approach ◽  
New Technologies ◽  
Private College ◽  
Accelerated Learning ◽  
Small Colleges ◽  
Student Enrollment ◽  
Learning Program ◽  
Learning Programs

The implementation of blended accelerated learning programs or courses requires a systematic approach, not just the addition of new technologies. Small colleges face challenges when they move toward blended learning because of already-constrained resources. In this article, we will survey issues faced by small colleges in moving to blended learning, document a case on how a small private college (student enrollment less than 3,000) implemented a blended accelerated learning program, and recommendations for small colleges looking to move toward a similar direction.

Factors Influencing International Student Success in a K-12 Blended Learning Program

2017 ◽  
pp. 93-108
Author(s):  
Annette Levesque ◽  
Doug Reid
Keyword(s):  
Academic Success ◽  
Data Analysis ◽  
Student Success ◽  
Blended Learning ◽  
Foreign Students ◽  
Educational Systems ◽  
Analysis Model ◽  
Learning Program ◽  
Learning Programs ◽  
Quality Technology

This research explored the experiences of foreign students enrolled in the Canada eSchool distance learning program. The study included one secondary school in Nigeria and three in Malaysia that had students enrolled in a program based on a blended learning model. A mixed mode data analysis model including qualitative and quantitative data analysis was undertaken. The purpose of the study was to examine factors that influence student success in blended learning programs accessed by foreign students. Results indicated that students in the study were most successful if they were self-disciplined and had access to a variety of local supports including: an effective learning environment with access to quality technology; assistance in the development of English as a second language; and support in navigating pedagogical transitions between educational systems. In theory, the results of this study point to a connection between the local and Canadian support communities for foreign students enrolled in Canadian blended distance education programs, and their academic success.

scholarly journals A PERANAN BLENDED LEARNING TERHADAP EVALUASI PEMBELAJARAAN TEMATIK DI SEKOLAH DASAR

2021 ◽  
Vol 7 (01) ◽  
pp. 49-61
Author(s):  
Reza Maulana ◽  
Wahyu Lestari
Keyword(s):  
Blended Learning ◽  
Learning Objectives ◽  
Learning Context ◽  
Input Process ◽  
Learning Program ◽  
Policy Makers ◽  
Learning Programs ◽  
Process Component ◽  
Thematic Learning

The purpose of this study is to analyze the role of Blended Learning learning program to evaluate thematic learning in thematic elementary school in terms of context, input, process, SD Insan Kamil Bogor. This type of research is descriptive with a qualitative approach. The subjects of this study were principals, grade IV teachers, and grade IV students. Data collection techniques using interviews, observations, questionnaires, and documentation. The assessment criteria as the evaluation benchmark in this study refers to the reference that has been made. The results showed that (1) the thematic learning context component in Insan Kamil Bogor based on the results of interviews with principals and teachers fall into the good category. Learning objectives that are in accordance with the analysis of needs but tend not to be implemented consequently in the thematic learning process because the teacher does not understand the background and the importance of the implementation of thematic learning programs for students in the early grades; (2) the input components of syllabus and RPP aspects, learning facilities, and learning motivation in general are in the excellent category; (3) the process component of the teacher performance aspect in the classroom in general falls into the category of less because so far the teacher has not been maximal in teaching thematic and is more likely to teach the subjects only. It is recommended to teachers and policy makers to be able to conduct innovative evaluations and activities so that thematic learning programs can run as much as possible.

scholarly journals Blended learning: how to flip the classroom at HEIs in Bangladesh?

2019 ◽  
Vol 13 (2) ◽  
pp. 228-242 ◽  
Author(s):  
Faieza Chowdhury
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Secondary Data ◽  
Well Being ◽  
Primary Data ◽  
Successful Implementation ◽  
Learning Program ◽  
Content Type ◽  
Learning Programs

Purpose E-learning is a very popular concept in the education sector today, and one of the best ways to implement this is through blended learning. However, the implementation of blended learning program at Higher Education Institutions (HEIs) is quite new in Bangladesh. The purpose of this paper is to explore the concept of blended learning, how to construct a blended learning program, the benefits of blended learning and some prerequisites to implement blended learning program successfully at HEIs in Bangladesh. Design/methodology/approach Nature of the study is explanatory, descriptive as well as evaluative. Primary data were collected through face-to-face interviews using structured questionnaire having both open- and close-ended questions including personal observations. Secondary data comprise relevant documents available from government agencies, archives, and library and research organizations. Findings By utilizing the blended learning tools, HEIs in Bangladesh can achieve radical improvements in education quality as well as in the accessibility and cost-effectiveness of learning programs. Moreover, any innovative educational reform will be successful only when it is fully accepted and adopted by all the key stakeholders: students, parents, teachers, academic administrators, researchers and policy makers. Practical implications Several practical solutions have been presented in this paper: how to create a blended learning program, how to overcome the obstacles for successful implementation of blended learning and how to create a flipped classroom with the aid of technology. Social implications A country’s soul and economic well-being depends to a large extent on the quality of their citizen’s education. Implementing innovative teaching programs within the education system will enhance the quality of education at HEIs in Bangladesh, creating more efficient labor force hence benefiting the overall society. Originality/value Originality in terms of exposing the hurdles that needs to be addressed for successful implementation of blended learning programs at HEIs in Bangladesh and providing an easy guideline to educators on how to create flipped classrooms.

Factors Influencing International Student Success in a K-12 Blended Learning Program

2018 ◽  
pp. 1566-1581
Author(s):  
Annette Levesque ◽  
Doug Reid
Keyword(s):  
Academic Success ◽  
Data Analysis ◽  
Student Success ◽  
Blended Learning ◽  
Foreign Students ◽  
Educational Systems ◽  
Analysis Model ◽  
Learning Program ◽  
Learning Programs ◽  
Quality Technology

This research explored the experiences of foreign students enrolled in the Canada eSchool distance learning program. The study included one secondary school in Nigeria and three in Malaysia that had students enrolled in a program based on a blended learning model. A mixed mode data analysis model including qualitative and quantitative data analysis was undertaken. The purpose of the study was to examine factors that influence student success in blended learning programs accessed by foreign students. Results indicated that students in the study were most successful if they were self-disciplined and had access to a variety of local supports including: an effective learning environment with access to quality technology; assistance in the development of English as a second language; and support in navigating pedagogical transitions between educational systems. In theory, the results of this study point to a connection between the local and Canadian support communities for foreign students enrolled in Canadian blended distance education programs, and their academic success.

Conclusion

2020 ◽  
pp. 229-234
Author(s):  
George A. Khachatryan
Keyword(s):  
Blended Learning ◽  
Systematic Approach ◽  
Learning Program ◽  
Instructional Content ◽  
Essential Components ◽  
Major Argument ◽  
Made In

What are some of the broader lessons of this book? One of the central arguments is for the importance of instructional content in blended learning. Good instruction without strong content is a contradiction in terms, and creating good content is exceptionally difficult. And yet, the most widely known methods for designing blended learning do not offer much guidance in this matter. This book argues that, whether through instruction modeling or by some other means, designers must recognize the importance of good content and adopt some systematic approach for producing it. A second major argument made in the book is for the importance of combining multiple design approaches. There are many pieces that must be in place for a blended learning program to succeed (including the content, the interface, and the implementation supports), and it is unlikely that any one approach—including instruction modeling—will see to all of them. Designers must think comprehensively, and draw from a wide toolkit of methods in order to attend to all of the essential components of good instruction.

scholarly journals Accelerated Learning Programs for Out-of-School Girls: The Impact on Student Achievement and Traditional School Enrollment

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Jennifer Randall ◽  
Francis O'Donnell ◽  
Sandra Botha
Keyword(s):  
Student Achievement ◽  
School Enrollment ◽  
Accelerated Learning ◽  
Learning Program ◽  
Traditional School ◽  
Post Conflict ◽  
Learning Programs ◽  
School Girls ◽  
The Impact ◽  
Out Of School

Within the context of post-conflict DRC, we examined the impact of the Accelerated Learning Program for out-of-school girls

scholarly journals Sex Education in the Spotlight: What Is Working? Systematic Review

2021 ◽  
Vol 18 (5) ◽  
pp. 2555
Author(s):  
María Lameiras-Fernández ◽  
Rosana Martínez-Román ◽  
María Victoria Carrera-Fernández ◽  
Yolanda Rodríguez-Castro
Keyword(s):  
Systematic Review ◽  
Blended Learning ◽  
Sex Education ◽  
New Technologies ◽  
Cost Effective ◽  
Target Population ◽  
Learning Program ◽  
Education Programs ◽  
Digital Platforms ◽  
School Settings

Adolescence, a period of physical, social, cognitive and emotional development, represents a target population for sexual health promotion and education when it comes to achieving the 2030 Agenda goals for sustainable and equitable societies. The aim of this study is to provide an overview of what is known about the dissemination and effectiveness of sex education programs and thereby to inform better public policy making in this area. Methodology: We carried out a systematic review based on international scientific literature, in which only peer-reviewed papers were included. To identify reviews, we carried out an electronic search of the Cochrane Database Reviews, ERIC, Web of Science, PubMed, Medline, Scopus and PsycINFO. This paper provides a narrative review of reviews of the literature from 2015 to 2020. Results: 20 reviews met the inclusion criteria (10 in school settings, 9 using digital platforms and 1 blended learning program): they focused mainly on reducing risk behaviors (e.g., VIH/STIs and unwanted pregnancies), whilst obviating themes such as desire and pleasure, which were not included in outcome evaluations. The reviews with the lowest risk of bias are those carried out in school settings and are the ones that most question the effectiveness of sex education programs. Whilst the reviews of digital platforms and blended learning show greater effectiveness in terms of promoting sexual and reproductive health in adolescents (ASRH), they nevertheless also include greater risks of bias. Conclusion: A more rigorous assessment of the effectiveness of sexual education programs is necessary, especially regarding the opportunities offered by new technologies, which may lead to more cost-effective interventions than with in-person programs. Moreover, blended learning programs offer a promising way forward, as they combine the best of face-to-face and digital interventions, and may provide an excellent tool in the new context of the COVID-19 pandemic.

scholarly journals Exploring The Relationship Between Emotional Intelligence And Academic Stress Among Students At A Small, Private College

2019 ◽  
Vol 12 (4) ◽  
pp. 93-102
Author(s):  
Chad Stevens ◽  
Elizabeth Schneider ◽  
Patricia Bederman-Miller ◽  
Karen Arcangelo
Keyword(s):  
Emotional Intelligence ◽  
College Student ◽  
Adverse Effects ◽  
Private Colleges ◽  
Academic Stress ◽  
Private College ◽  
Small Colleges ◽  
Trait Emotional Intelligence ◽  
Specific Factors ◽  
The Relationship

This research explored the relationship between total-trait emotional intelligence and academic stress among college students at a small, private college. Student total-trait emotional intelligence (TTEI) and university stress scores were significantly correlated. Measures of TTEI and USS are useful for student intervention to impact issues such as attrition. To increase retention, small private colleges benefit significantly from knowing students’ level of academic stress and emotional intelligence. Identifying specific factors and mitigating the adverse effects of these factors allows small colleges the opportunity to provide additional services for students.

scholarly journals Features of Engaging and Empowering Experiential Learning Programs for College Students

2014 ◽  
Vol 11 (2) ◽  
pp. 4-16
Author(s):  
Jeffrey Perrin ◽  
Keyword(s):  
College Students ◽  
Service Learning ◽  
Experiential Learning ◽  
Learning Environments ◽  
Private University ◽  
Private College ◽  
Service Research ◽  
Learning Program ◽  
Community Partners ◽  
Learning Programs

This study describes three collegiate programs that have a high interest in creating engaging learning environments outside of the classroom. The three settings in this study are a three-year degree granting college focusing on internship-based learning, a nationally recognized service-learning program at a private university, and a small private college emphasizing work and service. Research was guided by two exploratory questions: (1) How can students, faculty, administrators, and community partners’ work together to create engaging learning experiences? (2) How can students feel empowered through experiential learning programs? Three themes emerged as important aspects of experiential programs that foster engagement and empowerment: learner autonomy, accountability, and peer support. These features are discussed and presented as important components to experiential learning programs.

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