scholarly journals STUDENT AND INSTRUCTOR SATISFACTION AND ENGAGEMENT WITH BLENDED LEARNING IN CHEMICAL ENGINEERING DESIGN

2019 ◽  
Author(s):  
Marnie Vegessi Jamieson ◽  
John M Shaw
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Chemical Engineering ◽  
Digital Learning ◽  
Course Structure ◽  
University Of Alberta ◽  
Student Cohorts ◽  
Self Assessments ◽  
Instructor Satisfaction ◽  
The University

  Abstract – The capstone Chemical Engineering Course was used to pilot blended learning as part of an ongoing digital learning initiative at the University of Alberta. A blended learning course structure was designed, implemented, evaluated, and redesigned using a Canadian Engineering Accreditation Board (CEAB) Graduate Attribute (GA) based continuous improvement process over a two-year pilot period. Graduate Attributes were measured using student self-assessments, instructor assessments, and through an arms length study on student engagement and satisfaction conducted with student cohorts. This contribution focuses on the results of independent interviews conducted with student cohorts during the pilot period, instructor interviews, and the data analysis of the student satisfaction and engagement surveys. Instructors were satisfied with the increased interaction with students during class time even with increased enrollment. Student satisfaction was higher for students with lower self reported GPAs, and student engagement improved in the second year of the pilot. Details of these and other outcomes are presented and discussed.  

scholarly journals ONLINE LEARNING ELEMENT DESIGN – DEVELOPMENT AND APPLICATION EXPERIENCES

2017 ◽  
Author(s):  
Marnie V. Jamieson ◽  
John M. Shaw
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Chemical Engineering ◽  
Independent Learning ◽  
Individual Student ◽  
Digital Learning ◽  
Design Development ◽  
University Of Alberta ◽  
The University ◽  
Capstone Design

The Capstone Design Course instructional team was selected to participate in the digital learning initiative at the University of Alberta. The goals of this initiative are to increase student engagement and promote flexible, independent learning. The objectives of the instructional team were to enhance the interactions between instructors and student design teams in the face of increasing enrolment and to align the course strategically with attributes expected for graduating engineers set out by the University of Alberta and elaborated in the Canadian Engineering AccreditationBoard (CEAB) Guidelines. Existing course lecture materials were redeveloped into an asynchronous online format for individual student engagement. Related inclass team-learning activities were prepared andimplemented. This report focuses on the design of online learning elements connected to in class active learning and project applications and our experiences with them over the course of a two-year pilot project. This paper is a follow up to “The University of Alberta Chemical Engineering Capstone Design Course Goes Flipped!”

scholarly journals THE UNIVERSITY OF ALBERTA CHEMICAL ENGINEERING CAPSTONE DESIGN COURSE GOES FLIPPED!

2015 ◽  
Author(s):  
Marnie V. Jamieson ◽  
Len Church ◽  
Frank Vagi ◽  
William Pick ◽  
Tracy Onuczko ◽  
...  
Keyword(s):  
Student Engagement ◽  
Chemical Engineering ◽  
Course Design ◽  
Independent Learning ◽  
Individual Student ◽  
Digital Learning ◽  
University Of Alberta ◽  
Online Format ◽  
The University ◽  
Capstone Design

The Capstone Design Course instructional team was selected to participate in the digital learning initiative at the University of Alberta. The goals of this initiative are to increase student engagement and promote flexible, independent learning. The objectives of the instructional team were to enhance the interactions between instructors and student design teams in the face of increasing enrolment and to align the course strategically with attributes expected for graduating engineers set out by the University and elaborated in the Canadian Engineering Accreditation Board (CEAB) Guidelines. Existing course materials were redeveloped to an asynchronous online format for individual student engagement and related activities were completed in class. Course delivery effectiveness is being evaluated by comparison with previous cohorts, improvements in post course student self-assessment, student engagement and satisfaction, and will include post course interview and survey data. This preliminary report focuses on elements of course design and preliminary findings.

scholarly journals Blended Learning Environments in Inclusive Education at the University

2020 ◽  
Vol 15 (21) ◽  
pp. 145
Author(s):  
Yaqun Zhang ◽  
Fayruza Rebrina ◽  
Fairuza Sabirova ◽  
Julia Afanaseva
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Inclusive Education ◽  
Educational Process ◽  
Digital Learning ◽  
Education Development ◽  
Current State ◽  
The University ◽  
Digital Learning Environments

The modern education system in most countries is built on providing equitable education opportunities to all people, regardless of the limitations they have. There are no significant problems in primary and secondary inclusive education, while most traditional higher education models are not sufficiently adapted to the needs of people with learning disabilities. Thus, it has been replaced by a blended learning model built on new digital learning environments in recent years. The aim of the article is to study the blended learning environment of inclusive educa-tion systems in China and Russia. The article presents the findings of a “The Global Learner Survey”, conducted on behalf of Pearson in May 2019 by The Harris Poll. The survey involved over 11,000 learners aged 16-70 across nine-teen countries. Additionally, statistics on the higher education development in Russia and China were used. The analysis of the current state of higher education in Russia and China, as well as the development of a blended learning environ-ment, shows the positive effect as that it allows students with limited educational opportunities to integrate into the educational and public life of the university and implement all types of rehabilitation along with the educational process.

scholarly journals Implementing and Evaluating a Blended Learning Format in the Communication Internship Course

10.28945/2299 ◽  
2015 ◽  
Vol 14 ◽  
pp. 217-235
Author(s):  
Christina M Smith
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Sense Of Community ◽  
Student Interaction ◽  
Learning Approaches ◽  
Course Structure ◽  
Face To Face ◽  
Design And Implementation ◽  
Pedagogical Design ◽  
High Level

The use of blended learning is well suited for classes that involve a high level of experiential inquiry such as internship courses. These courses allow students to combine applied, face-to-face fieldwork activities with a reflective academic component delivered online. Therefore, the purpose of this article is to describe the pedagogical design and implementation of a pilot blended learning format internship course. After implementation, the pilot class was assessed. Results of the survey and focus group revealed high levels of student satisfaction in the areas of course structure, faculty-student interaction, and application of theory to the “real-world” experience undertaken by students during the internship. Lower levels of satisfaction with the course’s academic rigor and a sense of community were also reported. Notably, students with experience in blended learning expressed lower levels of overall satisfaction, but reported higher levels of satisfaction with the course’s rigor and sense of community. The paper concludes by offering implications for instructors seeking to implement blended learning approaches.

Learning Through Collaborating

2018 ◽  
pp. 50-64 ◽  
Author(s):  
Nurzihan Hassim
Keyword(s):  
Collaborative Learning ◽  
Blended Learning ◽  
Learning Technologies ◽  
First Century ◽  
Digital Learning ◽  
Gen Y ◽  
Twenty First Century Learning ◽  
Collaborative Learning Environment ◽  
The Times ◽  
The University

Blended learning technologies have created opportunities to diversify teaching and enrich learning experiences for Malaysian university students. At Taylor's University, the establishment of the X-Space as a “living” classroom offered students an engaging experience beyond digital learning to support “TiMeS” a Moodle-based courseware at the university. The X-Space rooms are equipped with modern designs that divide students in clusters yet encourage mobility among its users and allow course instructors to experiment and apply innovative tools to fully utilize this collaborative learning environment. This chapter examines the experiences of integrating the TiMeS platform with the physical environment of X-Space. The pedagogy intends to fulfill the university's mission in creating industry-ready graduates and the expectations Gen-Y students to propel forward to twenty-first century learning.

Institutional adoption of blended learning on a budget

2020 ◽  
Vol 34 (7) ◽  
pp. 1203-1220
Author(s):  
Nimer Abusalim ◽  
Mohammad Rayyan ◽  
Marwan Jarrah ◽  
Moayad Sharab
Keyword(s):  
Developing Countries ◽  
Blended Learning ◽  
Student Satisfaction ◽  
Learning Strategies ◽  
Faculty Training ◽  
It Infrastructure ◽  
Content Type ◽  
Institutional Adoption ◽  
Student Centred Learning ◽  
The University

PurposeThis research paper aims to explore blended learning implementation in universities that are on a low budget, essentially determining the more important steps to invest during the initial stage of implementation and investing in costly IT infrastructure or training faculty for student-centred learning and relevant pedagogies.Design/methodology/approachA survey of 254 students at the University of Jordan (UJ) has been administered. Student satisfaction with blended learning is related to the two main variables of IT infrastructure and teacher training for blended learning strategies.FindingsThe results indicate that faculty training has a significantly higher impact on predictability of satisfaction than IT infrastructure. Therefore, low-budget institutions should focus first on helping instructors shift to student-centred styles of pedagogies before making large investments in IT infrastructure.Research limitations/implicationsBecause of the fact that the chosen setting did not completely lack IT infrastructure, the results may need to be retested with at least two individual institutions, one where advanced IT infrastructure is available and one where it is completely lacking. More can also be done to vary the limited location of the study.Practical implicationsThis paper suggests that making costly investments into technology is not a necessary first step during the initial stages of blended learning adoption in developing countries.Originality/valueThis paper addresses the need for more research on blended learning adoption in developing countries with scarce finances and lack of resources sufficient to achieve faculty training and IT infrastructure improvement together. Several universities make costly investments only to lack sufficient blended learning pedagogies which often results in failed blended learning implementation.

scholarly journals AN INSTRUCTOR’S EXPERIENCE OF IMPLEMENTING BLENDED LEARNING IN ENGINEERING: BENEFITS AND CHALLENGES

2017 ◽  
Author(s):  
Samer Adeeb ◽  
Carol Brown ◽  
Norma Nocente
Keyword(s):  
Blended Learning ◽  
Environmental Engineering ◽  
Learning Approach ◽  
Engineering Analysis ◽  
Student Surveys ◽  
University Of Alberta ◽  
Engineering Program ◽  
Online Videos ◽  
Online Format ◽  
The University

This paper discusses how a blended learning approach was implemented in two courses in the Civil and Environmental Engineering program at the University of Alberta: CivE 398 (Introduction to Continuum Mechanics); and CivE 295 (Civil Engineering Analysis II). During the blend, two approaches were used to convert content to an online format: first was the development of online videos that were used to complement either in-class or laboratory activities. The second approach was the development of an online textbook (https://sameradeeb.srv.ualberta.ca) with interactive examples which replaced a traditional paper textbook. For each approach, the tools that were used along with the associated costs will be presented. Changes to in-class or lab activities will be also be discussed, along with the associated challenges, and perceived advantages of the blended approach, from the instructor perspective. In addition, the preliminary results of student surveys related

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.

scholarly journals Studying the attitude of students of pedagogical areas of preparation for digital transformation in a university

2021 ◽  
Vol 52 (4) ◽  
pp. 94-107
Author(s):  
Egor V. Neborsky ◽  
◽  
Mikhail V. Boguslavsky ◽  
Natalya S. Ladyzhets ◽  
Tatyana A. Naumova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Student Satisfaction ◽  
Digital Technologies ◽  
Digital Transformation ◽  
Educational Process ◽  
Third Party ◽  
Digital Learning ◽  
Digital Environment ◽  
Four Blocks ◽  
The University

The problem of research. The COVID-19 pandemic triggered a sudden transition to distance learning and an intensive development of the university's digital environment, and therefore it is important to assess how successful the rapid digital transformation has been from the point of view of students as one of the stakeholders. The study raises the question of students' understanding of the digital university phenomenon and assessment of interaction with teachers and administration. Materials and research methods. The aim of the study was to identify students' attitudes towards digital transformation at the university and assess the digital environment of their university. Anonymous survey was conducted among 2-3 year students of bachelor's degree in pedagogical areas of training of Moscow State Pedagogical University and Udmurt State University on November 2-14, 2020. 126 respondents took part in the survey. Results and discussion. The study showed that students interpret the concept of “digital university” differently. Comprehension can be classified into four blocks: learning format; digital environment; digital resources; web portal (digital platform). To the question "Can you say about yourself that you are studying at a digital university?" 40% –answered negatively, 33% – positively and 27% – gave their own answer. The survey revealed an generally acceptable level of student satisfaction with the experience of force majeure transition to distance learning during a pandemic. Among the most frequently used digital technologies in the learning process, students noted: Zoom, the information and analytical system of the university, Google Classroom, Moodle, online educational resources of third-party platforms, etc. Students believe that universities need to strengthen technological equipment to improve the quality of educational interaction in the digital environment educational process – 60%; to ensure the continuity of the digital qualification improvement of teachers – 60%; to create an accessible digital educational environment – 49%. 85% of respondents in the future associate their professional activities with the active use of digital technologies. Findings. The results of the study allow us to formulate a number of conclusions. First, students have different understanding of what a “digital university” is, which leads to discrepancies. Secondly, the attitude of students to the digital environment of the university is at a satisfactory level, since only a third of the respondents answered that they can state that they are studying at a digital university. Third, students rate the digital skills of teachers more highly than university administrators. Fourthly, among the most important difficulties faced by students during the period of pandemic distance learning, there were reasons related specifically to the educational process: an increase in the volume of independent work; the unpreparedness of teachers for the transition to full-fledged digital technologies; insufficient educational and personal self-realization in the context of digital learning; decrease in team-group work skills.

Supporting Sustained Faculty Engagement in Blended Learning

2019 ◽  
pp. 17-35
Author(s):  
Catherine Villanueva Gardner ◽  
Joannah Portman-Daley ◽  
Jeannette E. Riley ◽  
Kathleen M. Torrens
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Student Learning ◽  
Rhode Island ◽  
Teaching And Learning ◽  
Learning Assessment ◽  
Digital Learning ◽  
Faculty Professional Development ◽  
Development Programming ◽  
The University

Faculty professional development in higher education, especially at the intersections of pedagogy and technology, is an essential need given rapid, ongoing changes in technology, as well as the digital learning experiences students bring to college that inform how they learn and how they want to learn. This chapter outlines the implementation of faculty development programs at UMass Dartmouth and the University of Rhode Island that have positively impacted blended teaching and learning practices. The authors discuss best practices of blended learning training courses that can transform faculty thinking about course (re)design and student learning assessment, as well as the need for strong faculty peer mentorship programs to create a culture of collaboration, mentorship, and assessment focused on student retention and learning. As the authors conclude, there is a need for concurrent, intentional faculty development programming, and peer mentoring in order to improve student learning outcomes in the blended learning environment.

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