scholarly journals Evaluation of Student Experiences in a Developed Blended Learning Course in Engineering

2018 ◽  
Author(s):  
Mohammadali Sepehri ◽  
L. Francisco Vargas M. ◽  
Samer Adeeb
Keyword(s):  
Blended Learning ◽  
Student Experiences ◽  
Instructional Time ◽  
Mediated Learning ◽  
University Of Alberta ◽  
Face To Face ◽  
Student Demographics ◽  
Classroom Space ◽  
Computer Mediated ◽  
The University

Blended learning is an instructional approach where traditional face-to-face instructional time and computer-mediated learning are combined. Higher education institutions are progressively moving towards a blended learning model because of the opportunities that blended learning offers with respect to increasing engaged inquiry in the classroom, the need to use classroom space more efficiently, as well as the need for greater flexibility in scheduling with changing student demographics. The main motivation for implementing a blended learning approach in one of the key engineering undergraduate course in the Civil and Environmental Engineering program at the University of Alberta emerged from a need to improve student engagement and satisfaction.

The New "Space" of the University in the Digital Age

2011 ◽  
pp. 1334-1338
Author(s):  
Carl A. Raschke
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Styles ◽  
Digital Age ◽  
Traditional Schools ◽  
Mediated Learning ◽  
Face To Face ◽  
Computer Mediated ◽  
New Space ◽  
The University

While critics of the new computer-mediated learning styles utter jeremiads about the impending apocalypse of higher education in general, technophiles argue that the changes are all salutary. In fact, some see no difference between faculty cultures and online and traditional schools (Johnstone, 2001). In the same vein, the proliferation of digital classrooms across the instructional spectrum and online learning have touched off a firestorm of controversy concerning the “effectiveness” of new computer-mediated pedagogies versus traditional face-to-face, or “presential,” instruction. Various studies have been conducted and the findings circulated (Smith, Smith, & Boone, 2000).

scholarly journals A qualitative analysis of student experiences of a blended learning course

2019 ◽  
Author(s):  
Peter Ruijten ◽  
Eline Hooijman
Keyword(s):  
Higher Education ◽  
Qualitative Analysis ◽  
Blended Learning ◽  
Student Performance ◽  
Student Experiences ◽  
Future Studies ◽  
Face To Face ◽  
Computer Mediated ◽  
Depth Interview ◽  
Minimum Number

Blended learning has become a popular topic in higher education. A blended learning course combines face-to-face instructions with computer-mediated instructions in any possible ratio. Even though studies have investigated effects of blended learning on education costs and student performance, not much is known about how students experience a blended learning course. The current study provides insights into student experiences in a blended learning course in which all materials were available online, and a minimum number of face-to-face meetings was organized. Three students of the course participated in an in-depth interview, and all fourteen students of the course provided answers to questions during four face-to-face tutorials. Findings indicate similarities in their needs, but differences in their perception of the flexibility that was given to them in the course. A possible explanation for the differences in perception of flexibility could be the students’ self-efficacy. Future studies should be designed to investigate which factors contribute to a positive student experience of blended learning.

The New "Space" of the University in the Digital Age

2011 ◽  
pp. 1477-1481
Author(s):  
Carl A. Raschke
Keyword(s):  
Learning Styles ◽  
Traditional Schools ◽  
Mediated Learning ◽  
Discussion Forums ◽  
Face To Face ◽  
Computer Mediated ◽  
New Space ◽  
Research Initiatives ◽  
The University ◽  
E Mail

While critics of the new computer-mediated learning styles utter jeremiads about the impending apocalypse of higher education in general, technophiles argue that the changes are all salutary. In fact, some see no difference between faculty cultures and online and traditional schools (Johnstone, 2001). In the same vein, the proliferation of digital classrooms across the instructional spectrum and online learning have touched off a firestorm of controversy concerning the “effectiveness” of new computer-mediated pedagogies versus traditional face-to-face, or “presential,” instruction. Various studies have been conducted and the findings circulated (Smith, Smith, & Boone, 2000). Each research project purports to demonstrate the degree to which educational outcomes are enhanced or diminished by distance learning formats, such as the replacement of lectures by interactive Web chats or discussion forums, the use of e-mail for office hours, and so forth. As with performance assessment models in general, so many of these research initiatives cancel each other out. At the same time, they conceal the investigator’s own biases or wishes without examining assumptions. They also betray notoriously imprecise general concepts of what the studies themselves are actually measuring.

Promoting Autonomous Language Learning in Online Environments

10.47908/9/15 ◽  
2013 ◽  
pp. 165-280
Author(s):  
Maria De Santo ◽  
Luisa Boardman
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Autonomous Learning ◽  
Mediated Communication ◽  
Face To Face ◽  
Integration Of Technology ◽  
Computer Mediated ◽  
Wide Range ◽  
The University

The Self-Access Language Centre of the University of Naples “L’Orientale” (CILA) promotes the development of autonomy in language learning, offering a wide range of technology-based resources and a language counselling service. In the last few years, to satisfy the growing need for independent language learning in our university, we have integrated autonomous learning in the SAC with online pathways and multimedia materials. We started by offering online Self-Access activities in blended courses, integrating face-to-face classroom teaching with online modules. This experiment enabled us to develop a kind of blended autonomous learning, combining a real-life SAC with online Self-Access Centres. Virtual SACs suggest a variety of language learning activities and allow learners to study a language while reflecting on their learning process. In the online SAC, language counsellors implement the language learner’s autonomy promoted in presence in the SAC, interacting with them through computer-mediated communication. In this paper we shall look at how the promotion of autonomy in language learning can be enhanced through the integration of technology-based materials and activities made available in self-access modality. Our aim is to present online resources designed to help students learn a foreign language autonomously.

scholarly journals Los procesos de evaluación en asignaturas presenciales, semipresenciales y no presenciales de la universidad de Lleida. Opinión de profesorado y estudiantes.

2011 ◽  
pp. a176
Author(s):  
Òscar Flores Alarcia ◽  
Isabel Del Arco Bravo
Keyword(s):  
Blended Learning ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
The University ◽  
Assessment Strategies

El artículo está basado en un estudio realizado con el objetivo de observar el desarrollo de los procesos de evaluación en diferentes asignaturas presenciales, semipresenciales y no presenciales de la Universidad de Lleida. Se recogieron datos a través de análisis documental de planificaciones, un cuestionario a  profesorado y estudiantado y entrevistas a profesorado. Los datos mostraron diferentes percepciones sobre las estrategias de evaluación entre docentes y discentes. También que a medida que aumenta la no presencialidad se desarrollan más estrategias de evaluación continuada.Assessment processes in face-to-face, blended-learning and e-learning subjects at the university of Lleida. Opinion of teachers and students.AbstractThe article is based on a study carried out to observe the development of the assessment processes in face-to-face, blended-learning and e-learning subjects at the University of Lleida. We took data from documental analyses of the schedules, questionnaires at teachers and students and interviews at teachers. The data showed different perceptions of assessment strategies between teachers and students, as well as that continued assessment is more used in e-learning subjects than face-to-face subjects.

Teaching Research Methods in an Internet-Based Blended-Learning Setting

Methodology ◽  
2006 ◽  
Vol 2 (2) ◽  
pp. 73-82 ◽  
Author(s):  
Barbara Schober ◽  
Petra Wagner ◽  
Ralph Reimann ◽  
Moira Atria ◽  
Christiane Spiel
Keyword(s):  
Blended Learning ◽  
Research Methods ◽  
Theoretical Background ◽  
Methodological Issues ◽  
Face To Face ◽  
Learning Modules ◽  
Learning Platform ◽  
Teaching Principles ◽  
Current Article ◽  
The University

This article gives a survey of a blended learning approach called Vienna E-Lecturing (VEL), implemented in the course Research Methods and Evaluation, which is required by the psychology program at the University of Vienna, Austria. VEL replaces a main lecture and has been designed to teach methodological issues more effectively as well as to strengthen students' learning competences in this field. The program's conceptualization is based on instructional and motivational findings yielding the program's two main teaching principles: (1) networking and (2) optimal instructions. The Internet-based course lasts two semesters and is composed of 10 online learning modules and 11 face-to-face meetings (including tutorials). The modules, which are available successively via a learning platform, systematically instruct students to learn more effectively by cooperating and fulfilling different tasks within small groups. The current article describes the program's principles and theoretical background and outlines the 10 online modules. In addition, some module examples are given for illustration.

Blended Environments: Learning Effectiveness and Student Satisfaction at a Small College in Transition

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Gouri Banerjee
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Liberal Arts ◽  
Positive Development ◽  
Learning Effectiveness ◽  
Mediated Learning ◽  
Self Directed Learning ◽  
Face To Face ◽  
Small College ◽  
Online Methods

As higher education moves increasingly to blended and fully online environments, smaller institutions often ask whether this is a desirable trend. They face many challenges in transforming their largely face-to-face didactic teaching traditions to the technology mediated learning environments. Learning effectiveness and student satisfaction are seen to be decisive in whether blended environments are a positive development or not. Using survey data from a liberal arts and sciences institution, we show that student satisfaction with blended learning depends largely on the challenges presented by the subject matter, the degree to which self-directed learning and problem solving are required, and the effectiveness of the chosen pedagogies by which face-to-face and online methods are combined. Blended environments that provide multiple modalities for learning, significant interactivity, familiar technologies, and sustained connections with teachers and peers are preferred by increasing numbers of students in this institution. Although many students and faculty remain skeptical about blended learning, there are others who are very satisfied learners.

Instructional Design for Class-Based and Computer-Mediated Learning

2009 ◽  
pp. 244-264
Author(s):  
Richard Walker ◽  
Walter Baets
Keyword(s):  
Blended Learning ◽  
Course Design ◽  
Lessons Learned ◽  
Net Generation ◽  
Mediated Learning ◽  
Instructional Approach ◽  
Working Definition ◽  
Computer Mediated ◽  
Student Centred Learning ◽  
Blended Course

Blended learning occupies a prominent place within higher education teaching strategies, yet there is no clear definition for what we mean by this term as an instructional approach. In this chapter, we present a working definition for blended learning that is based around a learner-centred framework, and outline three instructional models for blended course design in support of student-centred learning. We have applied these models to a series of course experiments that were undertaken at two international business schools: Nyenrode Business University (The Netherlands) and Euromed Marseille École de Management (France). Common to each course design was the use of e-tools to solicit and share knowledge for the out-of-class phase of student learning. We discuss the reception of these models by students and their relevance to Net Generation learners in promoting socially active learning through collaboration and experience sharing. Drawing together the lessons learned from these experiments, we present an instructional framework for course designers, focusing on the key phases in the delivery of a blended course and the accompanying instructional responsibilities that underpin this instructional approach.

Intentionality in Blended Learning Design

2020 ◽  
pp. 204-231
Author(s):  
Natalie Nussli ◽  
Kevin Oh
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Mediated Learning ◽  
Responsive Teaching ◽  
Face To Face ◽  
Design For Learning

The purpose of this theoretical chapter is to develop a tool that helps educators develop digitally mediated learning (DML) episodes by systematically applying the principles of four paradigms, namely meaningful learning, ubiquitous learning (u-learning), universal design for learning (UDL), and culturally responsive teaching (CRT). The goal is to harness the affordances of each paradigm and combine them into an approach that systematically enhances and enriches DML. This chapter will be relevant for teachers in higher education wishing to complement their face-to-face teaching with carefully designed digitally mediated content capitalizing collaboration, interaction, personal relevance, and projects that can provide creativity-enhancing learning.

Blended Learning Experience of Graduate Students

2015 ◽  
pp. 999-1021
Author(s):  
Wafa Hozien
Keyword(s):  
Graduate Students ◽  
Focus Group ◽  
Blended Learning ◽  
Learning Experience ◽  
Early Years ◽  
Research Needs ◽  
Face To Face ◽  
Student Focus ◽  
Student Focus Group ◽  
The University

Blended learning has been in existence for over a decade, and more research needs to be done to determine its efficacy and desirability for colleges and universities. The goal of this chapter is to document the ways in which blended learning has changed the university learning experience for graduate students. End-of-semester student questionnaires were analyzed, and it was found that even in the early years of blended learning, students were generally satisfied and appreciated the convenience of the blended modality. Quantitative and qualitative data was collected through the questionnaires, a student focus group, and faculty interviews. The goal of this chapter is to answer the questions: How do graduate students perceive the BL experience? What are the faculty's perspectives about changes in the delivery of instruction? How has the university learning experience been changed as a consequence of BL? Student priorities were teacher presence, faculty skill at teaching blended classes, and the support that was available to them from the faculty and administration. Faculty voiced concerns with transitioning from teaching face-to-face or online to teaching blended.

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