Improving the Availability of University Offerings for the Business Sector Based on Blended Learning Tools

2021 ◽  
Vol 5 (1) ◽  
pp. 93-103
Author(s):  
Marcin Lis
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Interpersonal Relationships ◽  
Digital Transformation ◽  
Business Sector ◽  
Learning Tools ◽  
Contemporary World ◽  
E Learning ◽  
Educational Offering ◽  
Ubiquitous Presence

In the dynamic contemporary world, characterised by the ubiquitous presence of information and com-munication technologies, the role and tasks of higher education institutions and their links with the so-cial and economic environment keep changing. These institutions also undergo the process of digital transformation and actively respond to the needs of entrepreneurs. Blended learning – a solution which sees the value in building interpersonal relationships while taking advantage of e-learning tools – can significantly increase the availability of an institution’s educational offering for the business sector.

scholarly journals CURRENT STATE AND DEVELOPMENT TRENDS OF E-LEARNING IN CHINA

2021 ◽  
Vol 85 (5) ◽  
pp. 208-227
Author(s):  
Kateryna P. Osadcha ◽  
Viacheslav V. Osadchyi ◽  
Oleg M. Spirin
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Strategies ◽  
Adaptive Learning ◽  
New Technologies ◽  
Learning Technologies ◽  
Chinese Higher Education ◽  
Learning Tools ◽  
Learning Collaborative ◽  
E Learning

The emergence of new e-learning technologies requires a rethinking of their implementation in higher education. To fill this gap, this study analyzes the experience of using and creating e-learning tools in Chinese higher education institutions over the past 5 years. The survey found that the most common educational technologies in Chinese higher education are blended learning, collaborative learning, modified classes, micro-learning and adaptive learning, as well as e-learning tools such as mobile technology and mass open online courses. A survey of university faculty and students explored the practicalities of using e-learning tools in Chinese higher education. The results of the analysis of 20 responses from teachers and 16 responses from undergraduate and postgraduate students showed the following: the teachers have the opportunity to organize e-learning at their university, blended learning is mainly implemented in the learning process, teachers are not limited in choosing e-learning tools: video tools, messengers, social networks and e-learning tools such as Articulate 360 and Adapt. It has been proven that video lectures with a higher level of teacher expression were better than those that had a normal level of teacher expression and only audio, in terms of improving the level of students’ emotional and learning satisfaction. Accordingly, the teacher's facial expression plays a key role in teaching students online. A number of tasks have been proposed that will contribute to the development of e-learning in Chinese higher education. The authors emphasize that in order to develop e-learning in Chinese higher education, it is necessary to pay attention to the following tasks: understanding and studying trends in the ICT development in education; targeting e-learning strategies at improving learning interests; constant monitoring and updating of software and hardware of higher educational institutions for introduction of new technologies in higher education; development and distribution of platforms with simple software interfaces for creating distance learning courses; development of information resources.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

scholarly journals The ABC method as a tool for blended learning course development at Bergen University Library

2021 ◽  
Author(s):  
Pål Steiner ◽  
Ingunn Rødland ◽  
Henry Langseth ◽  
Christian Højbjerg Hansen
Keyword(s):  
Blended Learning ◽  
Course Design ◽  
Original Method ◽  
Educational Institutions ◽  
Learning Tools ◽  
Planning And Design ◽  
Hands On ◽  
University College London ◽  
E Learning ◽  
Abc Method

Embarking on planning and design of new library courses, or just even redesigning them, might be challenging in an everyday busy schedule. Especially if you want to try out new digital applications or features that could give the training an edge towards students, often prejudiced to what they can expect from a traditional library course. Ideally you engage colleagues and even students and faculty members in such a process. But how can you allocate enough time and resources to reach such ambitions? The ABC method, developed at University College London, is an effective, engaging and creative approach. In only 90 minutes groups are able to work together hands-on to create a visual storyboard outlining the type and sequence of learning activities aligned with the course’s learning outcomes. Blended learning and co-creation are often encouraged in course design in many educational institutions these days. The ABC method encourage also library instructors to think about e-learning tools, methods for active learning and opportunities for co-creation. Library courses, in difference from regular courses at universities, if often taught as a “one-shot-session”, and they rarely include formal evaluations. We therefore felt the need to adapt the method to better suit these circumstances. We adjusted both agenda and material, but all ideas and principles follow the original method. Evaluation showed good feedback regarding the proportion of participants who intended to change their course design after attending the workshop. This session will present the basic principles of the ABC-method and our experiences working with this approach to blended course planning.

scholarly journals USE OF E-LEARNING TOOLS ON HIGHER EDUCATION INSTITUTIONS

2020 ◽  
Vol 8 (12) ◽  
pp. 805-810
Author(s):  
Alka Sharma ◽  
◽  
Hina Jain Gupta ◽  
Keyword(s):  
Higher Education ◽  
Quality Education ◽  
Educational Institutions ◽  
Learning Tools ◽  
Higher Educational Institutions ◽  
E Learning ◽  
Higher Educational ◽  
Almost All ◽  
The Impact ◽  
Quantitative And Qualitative Methods

In the last two decades, technology has evolved at a great pace and has influenced almost all spheres of life and education is no exception to it. Nowadays, most of the educational institutions are using various tools and equipments to impart education to the students. This paper has tried to explore the impact of e-education tools on thestudents in higher educational institutions. The sample consists of students enrolled in higher educational institutions. Both quantitative and qualitative methods have been adopted for data collection including questionnaires, semi-structured &open-ended interviews. Use of computer and internet was found to be one of the most important e-learning tools. The findings are expected to assist the higher educational institutions in framing their policies to impart quality education to the students.

Future Developments of E-Modules

2013 ◽  
pp. 147-153
Author(s):  
Alina Christova
Keyword(s):  
Higher Education ◽  
European Union ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Content Structure ◽  
Knowledge And Skills ◽  
Future Developments ◽  
Learning Platform ◽  
Interactive Tools ◽  
E Learning

E-learning tools can be found on an occasional basis in higher education, in particular regarding social sciences. This paper concentrates on envisaged future developments of E-Modules, the innovative e-learning platform on European Union matters created by the Institute for European Studies, which is an autonomous department of the Free University Brussels. First, it provides an overview of the strategy and the concept of E-Modules as well as content, structure and main features of the e-learning tool including best practices and current challenges. The author also explores in depth the role interactive tools and multimedia can play in enhancing the transfer of knowledge and skills to the users of the E-Modules.

The Blended Learning Ecosystem of an Academic Institution in Greece

2010 ◽  
Vol 5 (3) ◽  
pp. 14-35 ◽  
Author(s):  
Mara Nikolaidou ◽  
Chryssa Sofianopoulou ◽  
Nancy Alexopoulou ◽  
Kostas Abeliotis ◽  
Vassilis Detsis ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Academic Institution ◽  
Academic Environment ◽  
Face To Face ◽  
Learning Capabilities ◽  
E Learning ◽  
Learning Ecosystem ◽  
Enhanced Learning

Blended learning has been recognized as the most promising emerging trend in higher education, offering new capabilities, as it may significantly enhance the interaction and communication between instructors and students. The challenge of blended learning is to balance weaknesses and strengths of face-to-face and e-learning teaching environments and effectively combining them to provide enhanced learning capabilities. Its success should benefit instructor-student relation. To this end, the authors adopt ecosystem-based approach to model the blended learning environment and identify its constituents, i.e., instructors, students, consultants, technology. and their evolving relations. The proposed concept was utilized to explore the potential of blended learning in the academic environment. A study was conducted at Harokopio University of Athens over a period of three years to explore the relations between blended learning ecosystem constituents, focusing on instructor -student relation.

scholarly journals Improving Academic Performance Through Blended Learning: The Case of Afghan Higher Education

2021 ◽  
Vol 16 (11) ◽  
pp. 104
Author(s):  
Hamidullah Sokout ◽  
Tsuyoshi Usagawa
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Pearson Correlation ◽  
Psychological Theory ◽  
Least Square ◽  
Successful Implementation ◽  
E Learning ◽  
Ordinary Least Square Regression

The last two decades have witnessed a global revolution in educational information that has led to the development and promotion of e-learning. Blended Learning (BL) is an increasingly growing e-learning model with a background in pedagogical and psychological theory that combines both online and traditional activities. In recent years, it has been an emerging trend and has impacted the growth, revenue, learner retention, and academic accreditation in higher education. With current improvements, extensive research, and successful implementation of blended and fully online learning, little research has been done to report the success of transitioning from face-to-face to blended learning or evaluations of e-learning data regarding learners from developing nations, particularly Afghanistan. This study aims to investigate and analyze the effectiveness of educational types (blended vs. traditional) regarding learners’ academic performance, in-class engagement, and satisfaction from the data in six BL courses and four traditional learning (TL) courses. To measure the success, this study used descriptive statistics. Additionally, Welch’s t-test was used to compare BL with TL courses and assess the differences between success and failure levels for both courses. Likewise, the Pearson correlation coefficient, along with an ordinary least square regression, was used to indicate the relationship between the final score and the BL and TL activities, respectively. The study outcome will be used for reporting and feedback for educational parties to value the quality of teaching and learning, enhance learners’ performances, and for the institutionalization of BL in the country.

scholarly journals USING E-LEARNING TOOLS TO PREVENT NEGATIVE EMOTIONAL STATES OF HIGHER EDUCATION APPLICANTS

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Oksana Hrytsuk ◽  
◽  
Yuriy Grytsuk ◽  
Marat Kuznetsov ◽  
Olesia Cherniakova ◽  
...  
Keyword(s):  
Higher Education ◽  
Emotional States ◽  
Learning Tools ◽  
E Learning

scholarly journals AN INTEGRADED APPROACH TO THE STUDY OF A FOREIGN LANGUAGE IN HIGHER EDUCATION

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Vladyslava V. Shcherbytska ◽  
◽  
Inna I. Pysmenna ◽  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Blended Learning ◽  
Approaches To Learning ◽  
Economic Education ◽  
Foreign Languages ◽  
The Internet ◽  
Interactive Games ◽  
E Learning

The article considers the issue of distance learning. The practice of training students at universities of Ukraine shows that the use of traditional forms and methods of training does not provide sufficient knowledge level of the foreign language for graduates. Therefore, it is necessary to seek and use new approaches to learning a foreign language. The transition to distance learning in higher education, due to the pandemic, was an unexpected and serious challenge for both teachers and students. That is why the problem of introducing distance learning in higher education is so important and relevant, especially in the process of learning foreign languages. It is dictated by the new social demands to higher education. Attention is drawn to the fact that distance learning has long been of interest to scientists. In the 21st century, with the advent of computers and the Internet, the spread of distance learning is gaining enormous proportions. A brief analysis of recent research and publications on this issue has been made. Definitions of the concept of “distance learning” are given. Attention is drawn to the fact that there are two concepts of “distance learning” and “complete education”. The term “distance education” is much broader than the term “distance learning”, although they are often used as synonyms. It is noted that there are two types of distance learning: traditional and e-learning (learning through the Internet and multimedia). The spread of e-learning has led to a new direction – blended learning. It is emphasized that the future lies in blended learning, which will increase or decrease offline and online components depending on the capabilities and needs of students. The disadvantages and advantages of distance learning are considered. It is emphasized that distance learning can be used when learning foreign languages at any level. Attention is drawn to the fact that the effectiveness of distance learning in foreign languages depends on the quality of methodological support of each online lesson. It is emphasized that the development of electronic textbooks is one of the leading areas of economic education, which introduced distance learning. There are various types of work that can be used for distance learning of foreign languages. Examples of various interactive games that are used in the process of teaching foreign languages are given. It is noted that the prospects for further research lie in the more active introduction of e-learning in the learning process, especially in the study of foreign languages.

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