The Effects of Instruction Learning Types of Blended Learning on Program Outcomes, Satisfaction and Instructional Climate in Liberal Arts Teaching at Junior College

2011 ◽  
Vol 7 (2) ◽  
pp. 71-96
Author(s):  
Kyung Kim ◽  
Kyungjin Kim ◽  
Hyojin Lee
Keyword(s):  
Blended Learning ◽  
Liberal Arts ◽  
Junior College ◽  
Program Outcomes ◽  
Learning Types ◽  
Instructional Climate

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.

scholarly journals Students’ Perception of Using Digital Badges in Blended Learning Classrooms

2019 ◽  
Vol 11 (7) ◽  
pp. 2151 ◽  
Author(s):  
Li Zhou ◽  
Liwen Chen ◽  
Qinman Fan ◽  
Yueli Ji
Keyword(s):  
College Students ◽  
Blended Learning ◽  
Q Methodology ◽  
Subjective Experience ◽  
Rank Order ◽  
Single Case ◽  
Mainland China ◽  
Junior College ◽  
Digital Badges ◽  
Spring Semester

A digital badge system with a leaderboard ranking was implemented in an 18-week course offered by a Chinese mainland university during the 2018 Spring Semester. Fifty-four junior college students participated in this study, and the learning activities were based on a combination of online and offline methods using the Moodle system. The purpose of the study was to explore these college students’ perception of digital badges in blended learning classrooms as well as their perception of digital badges in general. Q methodology was used in a single case study of the students’ subjective experience of digital badges, and thirty-six Q-statements were selected after a comprehensive reflection of their views of digital badges. The participants were asked to sort the statements to model their opinion in a modified rank-order procedure. Twenty-two valid sorts were entered for the analysis, and three factors were identified to represent groups of participants with similar views. The results are discussed based on the views of students at a local university in mainland China and the way their demographic characteristics related to their perception of digital badges.

Integrating Blended Learning Within Sport Event Management Curriculum

2019 ◽  
Vol 13 (2) ◽  
pp. 105-116 ◽  
Author(s):  
Leeann M. Lower-Hoppe ◽  
Liz A. Wanless ◽  
Sarah M. Aldridge ◽  
Daniel W. Jones
Keyword(s):  
Blended Learning ◽  
Sport Management ◽  
Student Assessment ◽  
Course Evaluation ◽  
Event Management ◽  
Sport Event ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Learning Types ◽  
Management Curriculum

Experiential learning is a critical component of sport management education and industry preparation; however, the inclusion of time-intensive experiential projects can displace content learning. Blended learning integrates face-to-face and online instruction to enable the space to maximize multiple learning types. This article proposes an innovative experiential project that integrates blended learning—implemented in a sport event management course—with reflection and scholarship supporting the pedagogical strategies. The article concludes with implications to optimize blended learning (e.g., multimedia, pedagogical workshops, course evaluation), enhance communication (e.g., office hours, discussion forum, orientation video), and expand student learning outcomes (e.g., reading outlines, video lectures, student assessment).

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.

America's Financial Future, Civic Engagement

2010 ◽  
Vol 43 (02) ◽  
pp. 343-346 ◽  
Author(s):  
Jennifer A. Stollman
Keyword(s):  
Liberal Arts ◽  
Physical Space ◽  
Rocky Mountain ◽  
Junior College ◽  
Student Population ◽  
Navajo Nation ◽  
San Juan Mountains ◽  
Two Year College ◽  
Institutions Of Higher Learning ◽  
Mountain Chain

Institutions of higher learning reflect the philosophies, environments, and resources of their location. Fort Lewis College sits in the San Juan Mountains, a part of the Rocky Mountain chain in southwest Colorado. Throughout its history, the College has successfully transformed itself to suit the needs of its students. Flexibility is demonstrated in frequent changes in focus, curriculum, student population, and programming. Founded as an agricultural high school in 1911, the College transitioned to a two-year college in 1927, implemented an agricultural and mechanic two-year degree program in 1933, assumed junior college status in 1948, and finally, in 1962, became a baccalaureate degree–granting institution that centered its educational objectives around a liberal arts philosophy. Additionally, the College's diverse faculty and student population impact the curriculum and programs. Students of differing classes, ethnicities, regions, and faith traditions share intellectual and physical space. Presently, the student population is just under four thousand, and there are approximately two hundred tenure or tenure-track faculty. Eighteen percent of the student population is native, representing over 125 different nations, but principally the Navajo nation. These statistics require the College to adjust its curricular objectives to suit the intellectual levels and goals of its students.

scholarly journals ENTWICKLUNGSTENDENZEN UND ZUKUNFTSPERSPEKTIVEN NEUER MEDIEN IN DER BILDUNG

2003 ◽  
Vol 4 (3) ◽  
pp. 161-164
Author(s):  
Gerold Blakowski
Keyword(s):  
Cooperative Learning ◽  
New Media ◽  
Blended Learning ◽  
Full Potential ◽  
Dynamic Field ◽  
Different Types ◽  
Efficiency And Effectiveness ◽  
E Learning ◽  
Learning Types ◽  
Potential Efficiency

The usage of new media and learning types is a complex and dynamic field. Simple statements concerning the potential, efficiency and effectiveness of E‐Learning are often based on wrong and undifferentiated premises. These statements are discussed with regard to the different types of E‐Learning. It is pointed out that there is a need for communication and cooperation as it is supported in Tele‐Tutoring and Computer Supported Cooperative Learning. By using these types of learning in combination with blended learning, the full potential of learning with new media can be tapped.

scholarly journals Measuring the Effect of Blended Learning: Evidence from a Selective Liberal Arts College

2016 ◽  
Vol 106 (5) ◽  
pp. 368-372 ◽  
Author(s):  
Aaron Swoboda ◽  
Lauren Feiler
Keyword(s):  
Blended Learning ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Learning Approach ◽  
Online Homework ◽  
Opinion Survey ◽  
Student Opinion ◽  
Blended Courses ◽  
Video Lectures ◽  
Traditional Courses

We compare introductory microeconomics courses that employ a blended learning approach to more traditional control courses at a selective liberal arts college. The blended learning courses required students to complete online homework and watch video lectures before problem-based class sessions, while the control courses used paper homework and primarily traditional lecturing. We use the Test of Understanding in College Economics to measure improvement and use the Student Opinion Survey to control for students' self-reported effort and amount of importance placed on the test. We find that students in the blended courses improve more than those in traditional courses.

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