Multidimensional Assessment of Blended Learning: Maximizing Program Effectiveness Based on Faculty and Student Feedback

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Orly Calderon ◽  
Amy Patraka Ginsberg ◽  
Liz Ciabocchi
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Best Practice ◽  
Program Effectiveness ◽  
Private University ◽  
Student Feedback ◽  
Blended Instruction ◽  
Blended Courses ◽  
On Line ◽  
On Line Learning

Faculty and student feedback on blended courses is instrumental to improving blended courses and programs. The purpose of this article is to describe the process and results of blended learning outcome assessment at a large, multi-campus, private university. The outcome measures used in this assessment were developed in the context of current literature about best practice in assessment of blended learning and were designed to gather feedback from faculty and students on multiple aspects of the blended courses. The results suggest that overall, students and faculty were satisfied with the blended courses. The sufficiency of the university’s resources for blended learning emerged as the strongest predictor of student satisfaction. Faculty rated their blended courses high in terms of course organization, but low in terms of the availability of resources and information about on-line learning and the quality of pedagogy in blended instruction. This university has found great value in the use of student and faculty feedback toward the improvement of blended courses and programs. An emphasis has been placed on providing additional resources, making the available resources more accessible and offering faculty development and training in online and blended pedagogy.

Age, Race and Gender Issues Related to On-line Learning

2010 ◽  
pp. 999-1012
Author(s):  
M. F. Stuck ◽  
Mary. C. Ware
Keyword(s):  
Learning Style ◽  
Learning Technology ◽  
Race And Gender ◽  
Blended Courses ◽  
Mobile Learning Technology ◽  
On Line ◽  
And Gender ◽  
Skills Learning ◽  
On Line Learning ◽  
Ethnicity And Gender

Research has shown that demographic factors such as age, race, ethnicity and gender affect one’s communication skills, learning style preference, and consequently, one’s preferences for aspects of on-line learning. This chapter will explore the literature related to these issues (i.e., age, race, gender) as they affect students’ preferences for and success with various styles of on-line learning (e.g., distance learning, hybrid or blended courses, mobile learning technology).

scholarly journals Blended Learning and Student Satisfaction: An Investigation into an EAP Writing Course

2018 ◽  
Vol 9 (1) ◽  
pp. 102 ◽  
Author(s):  
Zainab Ibrahim Abbas
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Distance Teaching ◽  
Family Status ◽  
Face To Face ◽  
English Writing ◽  
Blended Courses ◽  
Writing Course ◽  
Pedagogical Aspect ◽  
Students Satisfaction

This paper investigates students satisfaction in a blended English writing course for Academic Purposes in Iraq. Blended learning is a novel mode of approaching education and learning in Iraq so it is very relevant to attempt to determine what factors can help it its success. Its novelty comes not from its use of online platforms such as Moodle but blending the traditional face-to face approach and distance teaching in a way that foster critical thinking and ongoing participation of the students. Different factors were emphasized and investigated regarding satisfaction, among them, the instructor-student and student-student interaction, in addition to the pedagogical aspect of the course. Student’s background such as their job and age and family status were not considered in this study. A modified questionnaire of student’s satisfaction in an online course was used to determine the approximate of satisfaction. The result of the research helped the administration office to apply some improvements to the newly-founded Blended courses in Iraq.

scholarly journals O ensino híbrido como modalidade de interação ativa e reflexão crítica: relato de uma experiência docente no Brasil / Blended learning as a modality of active interaction and critical reflection: a teaching experience report in Brazil

2017 ◽  
Vol 10 (2) ◽  
pp. 87-105
Author(s):  
Débora Montenegro Pasin ◽  
Heloísa Orsi Koch Delgado
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Private University ◽  
The United States ◽  
Self Esteem ◽  
Academic English ◽  
Education In Brazil ◽  
Active Interaction

RESUMO: Este artigo relata exemplos de ações na área da educação mediada por tecnologias no Brasil, na Europa e nos Estados Unidos e demonstra o uso do modelo híbrido de ensino em uma disciplina do curso de Licenciatura em Letras em uma universidade particular brasileira. A pergunta que norteia o presente estudo é “esse modelo de ensino promove a interação ativa entre pares e desenvolve a competência crítica e reflexiva do grupo?”. As respostas baseiam-se nos relatos falados dos alunos da disciplina e na análise crítica reflexiva da prática pedagógica das autoras, apoiadas em percepções teóricas de diferentes especialistas da área. Para dar conta da vivência de ensino propriamente dita, o artigo apresenta uma unidade didática sobre o uso do inglês acadêmico para o gênero monografia, as produções feitas pelos discentes e comentários formativos dado pelas professoras-autoras. É importante destacar que a avaliação dessa experiência docente resultou na satisfação dos alunos, pois promoveu o respeito ao ritmo de cada um e favoreceu a autonomia e a autoestima. Dentre as limitações, percebeu-se que um questionário de avaliação escrita da disciplina seria fundamental para que detalhes acerca desse modelo híbrido possam servir de base para futuros grupos de alunos, preservando suas diferentes necessidades e formas de aprendizagem.PALAVRAS-CHAVE: educação e tecnologia; ensino híbrido; unidade didática; interação; competência crítica.ABSTRACT: This paper reports examples of technology-mediated actions in education in Brazil, Europe and in The United States, and it demonstrates the use of the blended learning model while teaching a discipline offered in an Undergraduate Course of Modern Languages in a Brazilian private university. The question that guides the present study is “does this teaching model promote active interaction between peers and develop critical and reflective competence of the group?”. The answers are based on students’ narratives and reflexive critical analysis of the teaching practice of the authors, relying on theoretical perceptions of different specialists on the field. In order to account for the teaching experience itself, the article presents a didactic unit on the use of academic English to the monography genre, the work provided by the students, and the formative feedback given by the teachers-authors. It is important to emphasize that the assessment of this teaching experience resulted in student satisfaction, as it promoted respect for the rhythm of each one of the scholars and benefited the autonomy and self-esteem. Among its limitations, it was noticed that a written questionnaire to evaluate the discipline would be crucial to make the details of the hybrid model serve as a basis for future groups of students, preserving their different needs and ways of learning.KEYWORDS: education and technology; blended learning; didactic unit; interaction; critical competence.

Blended Courses as Drivers of Institutional Transformation

2011 ◽  
pp. 17-37 ◽  
Author(s):  
Charles Dziuban ◽  
Joel Hartman ◽  
Thomas B. Cavanagh ◽  
Patsy D. Moskal
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Perceptions ◽  
Research University ◽  
Institutional Transformation ◽  
Transformational Process ◽  
Blended Courses ◽  
Research Findings ◽  
The Impact

The authors discuss the transformational potential of blended learning and the importance of alignment with strategic initiatives of the institution. They show that key elements for student and faculty support result in numerous positive outcomes, including increased access and the ability to manage growth effectively. Research findings with very large student samples show the impact of blended learning on student achievement, identify predictors of student success, and illustrate correlates of student satisfaction with blended learning when ambivalent feelings mediate student perceptions of the educational environment. By illustrating these principles through a case study in a large metropolitan research university, the authors contend that strategic alignment and evaluation results inform each other in an incremental, transformational process.

From Ubiquitous to Ubiquitous Blended Learning Environments

2020 ◽  
pp. 215-232 ◽  
Author(s):  
Alev Ateş-Çobanoğlu
Keyword(s):  
Blended Learning ◽  
Online Courses ◽  
Ubiquitous Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Information And Communication ◽  
On Line ◽  
Face To Face Learning ◽  
On Line Learning ◽  
Seat Time

As advances in information and communication technology increasingly transform learning and teaching; blended learning and ubiquitous learning concepts have gained attention and become pervasive in 21st century. With the help of recent advances in mobile learning, wireless networks, RFID tags, a new model of blended learning—ubiquitous blended learning—that takes advantage of increasing ubiquity of online devices in online phase of blended learning is considered to gain attention in designing online courses. In this chapter, the author presents a picture of ubiquitous and blended learning studies while focusing on the results of ubiquitous learning and suggesting a rationale for such designs. The author defines ubiquitous blended learning as an instructional design approach that integrates ubiquitous technologies involved on-line and/or virtual learning with face-to-face learning by decreasing seat-time in class and increasing outdoor learning activities to facilitate learning from not just the teacher but from peer to peer and on-line learning communities as well.

scholarly journals Transactional Distance Dialogic Interactions and Student Satisfaction in a Multi-Institutional Blended Learning Environment

2017 ◽  
Vol 20 (1) ◽  
pp. 139-153 ◽  
Author(s):  
Brett Best ◽  
Simone C.O. Conceição
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Transactional Distance ◽  
Instructional Designers ◽  
Policy Makers ◽  
European Universities ◽  
Blended Courses ◽  
Dialogic Interaction ◽  
The Impact ◽  
Distance Educators

AbstractThis study explored the impact of transactional distance dialogic interactions on student satisfaction in an international blended learning master’s degree program. The program examined was collaboratively delivered by three European universities to a cohort of students residing on several different continents. Students reported experiencing transactional distance for learnerlearner and learner-teacher dialogic interaction elements and dissatisfaction in the online components of the program but reported a sense of community and satisfaction for the inperson elements of the program. Transactional distance for the dimension of learner-content dialogic interaction was highest for elements of the program that were impacted by its multiinstitutional nature, but students reported general satisfaction for the program overall. This study has practical implications for distance educators, administrators, instructional designers, and policy makers concerned with student satisfaction in blended courses and programs, and it contributes to the literature on student satisfaction and multi-institutional programs.

scholarly journals IMPACT OF FILM ON TOURISM AND ECONOMY

2019 ◽  
Vol 1 (1) ◽  
pp. 4-7
Author(s):  
Tatang Suherman
Keyword(s):  
Elementary School ◽  
Blended Learning ◽  
Elementary School Teachers ◽  
Face To Face ◽  
Learning Plan ◽  
On Line ◽  
Face To Face Learning ◽  
Learning Development ◽  
Internet Networks ◽  
On Line Learning

Adequate learning facilities such as computer laboratories, LCDs and internet networks. Teachers, students, and parents of students have the ability to utilize information technology (IT) facilities, but both facilities and capabilities have not been utilized optimally. It is assumed that if the facilities and capabilities are utilized in learning, it is likely that it can improve the learning process and student learning outcomes. In this case IT utilization is intended to combine face-to-face learning and online known as "blended learning". There are 24 elementary school teachers in Purworejo Elementary School who have never done Blended Learning, even though they have the potential to implement it. The solution is that they need training in Blended Learning development. Training includes blended learning planning, the practice of blended learning implementation, and supporting materials as prerequisites for implementing blended learning. The methods used in the training are lecture, practice, and simulation methods. The result is a blended learning, off-line and on-line learning plan.  

Patterns of Implicit Learning Below the Level of Conscious Knowledge

2010 ◽  
Vol 24 (2) ◽  
pp. 91-101 ◽  
Author(s):  
Juliana Yordanova ◽  
Rolf Verleger ◽  
Ullrich Wagner ◽  
Vasil Kolev
Keyword(s):  
Implicit Learning ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Knowledge Generation ◽  
Sleep Stages ◽  
Implicit Processing ◽  
Implicit Processes ◽  
Late Night ◽  
On Line ◽  
On Line Learning

The objective of the present study was to evaluate patterns of implicit processing in a task where the acquisition of explicit and implicit knowledge occurs simultaneously. The number reduction task (NRT) was used as having two levels of organization, overt and covert, where the covert level of processing is associated with implicit associative and implicit procedural learning. One aim was to compare these two types of implicit processes in the NRT when sleep was or was not introduced between initial formation of task representations and subsequent NRT processing. To assess the effects of different sleep stages, two sleep groups (early- and late-night groups) were used where initial training of the task was separated from subsequent retest by 3 h full of predominantly slow wave sleep (SWS) or rapid eye movement (REM) sleep. In two no-sleep groups, no interval was introduced between initial and subsequent NRT performance. A second aim was to evaluate the interaction between procedural and associative implicit learning in the NRT. Implicit associative learning was measured by the difference between the speed of responses that could or could not be predicted by the covert abstract regularity of the task. Implicit procedural on-line learning was measured by the practice-based increased speed of performance with time on task. Major results indicated that late-night sleep produced a substantial facilitation of implicit associations without modifying individual ability for explicit knowledge generation or for procedural on-line learning. This was evidenced by the higher rate of subjects who gained implicit knowledge of abstract task structure in the late-night group relative to the early-night and no-sleep groups. Independently of sleep, gain of implicit associative knowledge was accompanied by a relative slowing of responses to unpredictable items suggesting reciprocal interactions between associative and motor procedural processes within the implicit system. These observations provide evidence for the separability and interactions of different patterns of processing within implicit memory.

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