scholarly journals Improving Learning in a Traditional, Large-Scale Science Module with a Simple And Efficient Learning Design

2014 ◽  
Vol 17 (2) ◽  
pp. 143-159
Author(s):  
Mikkel Godsk
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Performance ◽  
Teaching And Learning ◽  
Large Scale ◽  
Political Agenda ◽  
Learning Design ◽  
Face To Face ◽  
Online Activities ◽  
The Impact

Abstract This article presents the experiences and results of using a simple learning design for transforming a traditional, large-scale, face-to-face science module in calculus into blended learning where all face-to-face lectures were replaced by webcasts and online activities. The article presents the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

Blended learning in accounting: a New Zealand case

2014 ◽  
Vol 22 (2) ◽  
pp. 224-244 ◽  
Author(s):  
Sidney Weil ◽  
Tracy-Anne De Silva ◽  
Maurice Ward
Keyword(s):  
New Zealand ◽  
Blended Learning ◽  
Student Participation ◽  
Small Sample ◽  
Future Research ◽  
Learning Approach ◽  
Content Type ◽  
Face To Face ◽  
Online Activities ◽  
The Impact

Purpose – This paper aims to describe the implementation of a blended learning approach in a Stage 2 management accounting course at a university in New Zealand. The paper reports on student participation and engagement in the course and reflects on students’ learning experiences. The blended learning approach was implemented in response to low student attendance and poor preparation for face-to-face tutorial sessions, along with demand from students to be able to access learning resources off-campus. Design/methodology/approach – Data were collected from formal course evaluations, the learning management system and a student focus group, with particular emphasis on three of the online activities introduced – lessons, quizzes and chat rooms. Findings – The study finds that while learners value online activities, they are nevertheless still unwilling to forgo the opportunities which face-to-face contact with both peers and faculty members present. This finding provides support for the continuation of a blended learning approach in the course, as well as its implementation in others. Research limitations/implications – This paper has several limitations. These include the small sample size and the absence of reflection on the process and outcome(s) of implementation of the blended learning course by the responsible academic. Furthermore, the paper also did not consider the impact of blended learning on students’ soft, or generic, skills. These are topics for future research. Practical implications – The findings highlight the importance of offering not only a mixture of online activities, but also a blend of face-to-face and online activities. Originality/value – This study focuses on student participation and engagement in a blended learning accounting course.

scholarly journals Blended learning within an undergraduate exercise physiology laboratory

2016 ◽  
Vol 40 (1) ◽  
pp. 64-69 ◽  
Author(s):  
Steven J. Elmer ◽  
Kathryn R. Carter ◽  
Austin J. Armga ◽  
Jason R. Carter
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Exercise Physiology ◽  
Learning Performance ◽  
Face To Face ◽  
Blinded Manner ◽  
Course Material ◽  
Physiology Laboratory ◽  
The Impact

In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (∼15 min). Laboratory section 1 ( n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 ( n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (∼79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories ( P = 0.62) or between sections ( P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased ( P < 0.01) and a greater percentage of students agreed that learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P < 0.01). Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance.

scholarly journals Blended learning pedagogy for teaching and learning Anatomy

2017 ◽  
Vol 06 (03) ◽  
pp. 219-231
Author(s):  
Durairaj Ponraj
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Health Science ◽  
Assessment Tools ◽  
Human Anatomy ◽  
Learning Activity ◽  
Face To Face

Teaching and learning of human anatomy involves cadavers, bones, histology slides, plastinated body parts, anatomy models, visualizing pictures, drawing and memorizing many new Latin terminologies. It is very challenging for faculty members to teach and difficult to learn for any year one student doing medical or health science courses. This paper provides an insight into the use of a blended learning pedagogy using Computer Based Teaching [CBT] along with other tools to create e-Leaming materials for teaching and learning of human Anatomy with better learning outcomes. We focus on four CBTs developed in-house for blended learning by the biological sciences department, namely HistoBox, BoneBox, Heart & Coronary Artery Disease [CAD] and Neuro atlas for Anatomy and Physiology. The survey result on students learning using CBTs showed significant improvements in their learning behavior and assessment grades. The students preferred blended e-Leaming using HistoBox compared with traditional lecture and practical using microscopy, p<0.001. Our student survey revealed that 93% of the students agreed that the BoneBox CBT helped them to understand and learn the subj ects better than the traditional methods. About 88% of the students also agreed that the BoneBox used in blended learning helped them to improve in their practical test grades. 98% of the students rated the BoneBox CBT pedagogy as good and excellent approach for learning with interactive features. The case-scenarios and assessment quizzes used in the CBT improved the higher order critical thinking skills. One interesting finding of the survey showed that students preferred interactive quizzes and assessment tools than game based learning activity. The tools used in our blended learning are YouTube videos, e-books, mobile apps, kahoot, socrative, padiet and articulate storyline2. We use these tools for both synchronous and asynchronous learning activities. Most of the online learning materials are administered online using the “Blackboard” learning management system [LMS]. The department of biological science over time gradually moved away from the traditional 100% face-to-face classroom teaching to at least 30% of online blended learning methods using the CBTs and other e-Leaming materials. We compared the student module evaluation feedback and the students’ performance grade over the past 12 years and found that the use of blended e-Leaming has improved our student module delivery rating and student performance grades. Our module delivery ratings improved from 92.6% in 2004 to 96.4% in 2010 and finally to 99.85% in 2016 There is also a corresponding drop in student failure rates from 14.1% in 2004 to 8.5% in 2010 and finally to about 1.3% in 2016. We propose the use of blended learning pedagogy for teaching and learning Anatomy over traditional 100% face-to-face teaching to improve module delivery and students’ learning outcomes.

scholarly journals The Role of Zoom Cloud Meeting as Learning Online Medium in Pandemic

2022 ◽  
Vol 1 (1) ◽  
pp. 26-34
Author(s):  
Dian Rianita ◽  
Indah Muzdalifah
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Face To Face ◽  
Positive Side ◽  
Use Of Technology ◽  
Pros And Cons ◽  
Face To Face Learning ◽  
The Government ◽  
The Impact

Before the arrival of the Covid 19 virus epidemic, the government actually launched the industry 4.0 and 5.0 revolutions, including in the field of education where the use of technology as a medium or instrument in learning can be maximized to use. However, most of teacher and students were not able to conduct yet. When this epidemic comes, it can’t help using technology in the field of education ready or not. The government's policy to execute large-scale social restrictions or PSBB to prevent the transmission of the epidemic has made the implementation of the teaching and learning process online starting from elementary level to university. However, every change certainly causes pros and cons. There are both positive and negative sides to online learning. The positive side can make it easier and more efficient for face-to-face learning to be done from home anytime and anywhere. Meanwhile, the problems that arise include a lack of understanding in the use of technology, inadequate internet network facilities and many more effects as a result of this online learning. Therefore, this article discusses the phenomena that occur around education caused by the impact of the outbreak in the middle of the Covid 19 pandemic.

scholarly journals Online or not? A comparison of students’ experiences of an online and an on-campus class

Curationis ◽  
2013 ◽  
Vol 36 (1) ◽  
Author(s):  
Tennyson Mgutshini
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Measurement Tool ◽  
Online Students ◽  
Cross Sectional ◽  
Student Centered ◽  
Face To Face ◽  
Multiple Data

Educational discourse has long portrayed online, or e-based, learning and all non-campus-based learning options as second best to traditional face-to-face options. Critically much of the research and debate in this area of study has focused on evidence relating to student performance, attrition and retention with little consideration of the total learning experience, which values both the traditional learning outcome measures side-by-side with student-centered factors, such as students’ satisfaction with their learning experience. The objective of this study was to present a synchronous head-to-head comparison between online and campus-based students’ experiences of an undergraduate course. This paper reports on a qualitative comparative cross-sectional study, which used multiple data collection approaches to assess student learning and student satisfaction of 61 students who completed a semester of an undergraduate course. Of the 61 students, 34 were enrolled purely as online students, whilst the remaining 27 students studied the same material entirely through the traditional face-to-face medium. Methods included a standardised student satisfaction survey and an ‘achievement of learning outcomes’ measurement tool. Students on the online cohort performed better in areas where ‘self-direction’ in learning was indicated, for example self-directed problem-based tasks within the course. Online students gave less positive self-assessments of their perceived content mastery than their campus-based counterparts, despite performing just as well in both summative and formative assignments. A multi-factorial comparison shows online students to have comparable educational success and that, in terms of student satisfaction, online learners reported more satisfaction with their learning experience than their campus-based counterparts.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

scholarly journals The Effectiveness of Using Blended Learning with Google Classroom and Zoom Media on Students' Understanding

2021 ◽  
Vol 2 (2) ◽  
pp. 99
Author(s):  
Wasti Reviandani
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Virus Disease ◽  
Direct Interaction ◽  
Analysis Tool ◽  
Teaching Activities ◽  
Corona Virus ◽  
The Impact

The teaching and learning process is the core of education. Everything that has been programmed will be carried out in the teaching and learning process where interaction and involvement is needed between educators and students with materials as the medium. Teaching activities at the strata 1 level involve educators called lecturers and students called students. In general, teaching activities are carried out offline, which involves direct interaction between lecturers and students. At the beginning of 2021, rumors began to appear that there was a global disaster of the Corona Virus Disease (COVID-19) pandemic, which initially Indonesia considered that the Corona virus was impossible to enter Indonesia. However, the development of the virus is so fast. Indonesia finally announced in early March 2021 as a country experiencing the impact of the global disaster due to the COVID -19 pandemic. This study wants to find out how effective it is to use blended learning by using google classroom and zoom to improve the understanding of FEB students at Muhammadiyah University of Gresik. This research is a quantitative research using causal clause relationship, using SPSS version 23.0 analysis tool. The results obtained from this study are that the Google Classroom and Zoom applications partially and simultaneously have a significant positive effect on student understanding.

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

F1000Research ◽  
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.

scholarly journals Conceptualising a visual representation model for MOOC-based blended learning designs

2019 ◽  
pp. 1-26 ◽  
Author(s):  
Laia Albó ◽  
Davinia Hernández-Leo
Keyword(s):  
Blended Learning ◽  
Visual Learning ◽  
Online Course ◽  
Learning Design ◽  
Design Elements ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Design Representation ◽  
Representation Model ◽  
Fostering Reflection

This article reports on a study about how massive open online course (MOOC)-based blended learning designs can be visually represented to facilitate their comprehension and sharing. We carried out an iterative co-creation process with different stakeholders to conceptualise a visual learning design representation model within the context of blending MOOCs with face-to-face courses. The data analysed was derived from questionnaires and the generated representations. Results indicate that the representation enabled educators to easily visualise the overall structure of the learning designs and the relationships between the different design elements, providing a context for fostering reflection and decision-making during the planning of MOOC-based blended learning designs.

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