scholarly journals The Implementation of Blended Learning in English for Arts Education Program: A Case Study

2020 ◽  
Vol 6 (2) ◽  
pp. 173
Author(s):  
Nindya Primandita Kristianingrum ◽  
Agus Widyantoro
Keyword(s):  
Blended Learning ◽  
Education Program ◽  
Arts Education ◽  
Case Study Research ◽  
Sampling Technique ◽  
Structured Interview ◽  
Lessons Learned ◽  
Independent Learning ◽  
Study Program

This study aims at exploring the blended learning implementation in English for Arts Education Program and reporting lessons learned from the practice. Some theories regarding blended learning adoption and English for Specific Purposes (ESP) were utilized as the theoretical framework. As this case study was conducted in the ESP course in the Arts Education study program of a private university in Yogyakarta, Indonesia, a qualitative case study research design was employed, resulting in an in- depth description of the overall implementation. The data were collected through in-class and online observations, a semi-structured interview, and a focus group discussion (FGD) conducted in two classes employing blended learning, 20 representative students recruited by purposive sampling technique, and the lecturer of the course. The results were analyzed descriptively using content analysis. Based on the analysis, some stages undergone by the lecturer were drawn as they are in line with blended learning adoption stages and framework. Thus, some lessons learned reveal concerns on flexibility and accessibility to technologies and learning sources, a balanced portion of collaborative and independent learning, Information Technology (IT) knowledge, and material clarification and immediate feedback that play significant roles to students’ skill improvement and effectiveness of a blended learning course. This study offers new insights for lecturers, institutions, and students planning to adopt this approach for the findings present consideration of elements required in developing a blended learning course.

scholarly journals Alumni Reflection To The Experience Of Writing Thesis: Case Study Of Alumni Program In Library And Information Studies Brawijaya University

2021 ◽  
Vol 11 (2) ◽  
pp. 101
Author(s):  
Trimo Septiono
Keyword(s):  
Information Literacy ◽  
Learning Process ◽  
Information Science ◽  
Case Study Research ◽  
Literacy Skills ◽  
Independent Learning ◽  
Study Program ◽  
Thesis Writing ◽  
The Impact

The study aims to describe and identify aspects during the thesis writing process. This study uses a qualitative approach with the type of case study research on alumni of the Library and Information Science Study Program Universitas Brawijaya. Then the selection of alumni as informants considers the impact after writing the thesis is completed. The results showed that the reflection of alumni there is a learning process in each stage of thesis writing. The learning process that occurs is quite complex because it is not only done independently but also involves other parties. Independent learning focuses on the process of applying information literacy skills possessed by alumni. Where there is an information management process which is the most important part, because the process affects the decision making for each action. Meanwhile, the involvement of other parties is another role of the thesis as a forum for collaborative learning. Not only that, the whole process forms a new understanding that can be useful across generations.Keywords: Thesis, Reflection, Information Literacy, Knowledge Sharing Practice, Collaborative LearningABSTRAKRefleksi pengalaman alumni merupakan kajian yang bertujuan untuk mendeskripsikan dan mengidentifikasi aspek-aspek selama proses penulisan skripsi. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus pada alumni Program Studi Ilmu Perpustakaan dan Informasi Universitas Brawijaya. Kemudian pemilihan alumni sebagai informan mempertimbangkan dampak yang ditimbulkan pasca penulisan skripsi selesai. Hasil penelitian menunjukkan bahwa refleksi alumni terdapat proses pembelajaran dalam setiap tahapan penulisan skripsi. Proses pembelajaran yang terjadi tergolong kompleks karena tidak hanya dilakukan mandiri tetapi juga melibatkan pihak lain. Pembelajaran secara mandiri menitikberatkan pada proses penerapan kemampuan literasi informasi yang dimiliki oleh alumni. Dimana terdapat proses pengelolaan informasi yang merupakan bagian terpenting, karena proses tersebut berpengaruh pada penentuan keputusan untuk setiap tindakan. Sedangkan untuk pelibatan pihak lain merupakan peran lain dari skripsi sebagai wadah kolaborasi pembelajaran. Tidak hanya itu, secara menyeluruh proses tersebut membentuk pemahaman baru yang dapat bermanfaat lintas generasi.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

Implementation of a Service Management Office Into a World Food Company in Latin America

2021 ◽  
Vol 14 (1) ◽  
pp. 116-135
Author(s):  
Teresa Lucio-Nieto ◽  
Dora Luz Gonzalez-Bañales
Keyword(s):  
Portfolio Management ◽  
Service Management ◽  
Case Study Research ◽  
Lessons Learned ◽  
It Services ◽  
Service Model ◽  
Implementation Challenges ◽  
Technology Service ◽  
Information Technology Service

Research on service management office (SMO) related with its implementation, challenges, relevance, and outcomes is scarce. The purpose of this case study research is to contribute with the lessons learned from the implementation of an SMO into a big sized company. The lessons include the experience of the company designing and implementing an SMO. A general roadmap and main challenges for the creation of an SMO are presented through the lessons learned of three perspectives: people, processes, and technology. The results in the SMO implementation reveal that it could become a strategic complement for IT services in order to ensure quality, efficiency, and continuous improvement for information technology service management (ITSM). The main changes derived from the SMO implementation were migrate from a function model to a service model, go from management of cost by function to management by service, from an order taker to a focus on business transformation initiatives, from a portfolio management based on applications to a process based on flexible governance.

scholarly journals Guiding Professional Life-long Learning Projects: The Case of an Immersive Blended Learning Certificate | Accompagner des projets professionnels en formation continue : le cas d’un certificat de formation hybride et immersive

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Kalliopi Benetos ◽  
Daniel Peraya
Keyword(s):  
Blended Learning ◽  
Study Program ◽  
Secondary Educators ◽  
Formation Continue ◽  
Post Secondary ◽  
Face To Face ◽  
Life Long Learning ◽  
Training Professionals ◽  
Learning Projects

This case study presents a blended learning study program offered as a continuing education certificate of advanced studies for post-secondary educators and training professionals in the private, non-governmental, and public sectors. This accredited certificate program is unique in that it allows participants to propose and develop their own practical pedagogical projects. Another distinguishing characteristic is that it is offered in blended learning mode, i.e., alternating face-to-face phases with tutored distance learning phases. The pedagogical team includes one professor and one coordinator who supervise the entire program, as well as external instructors who provide individually tailored consulting on participants’ projects. During their studies, participants experience first-hand, the techno-pedagogical solutions proposed through their implementation within the program.

scholarly journals Lessons learnt: examining the use of case study methodology for nursing research in the context of palliative care

2019 ◽  
Vol 24 (6) ◽  
pp. 446-459
Author(s):  
Paula Brogan ◽  
Felicity Hasson ◽  
Sonja McIlfatrick
Keyword(s):  
Palliative Care ◽  
Care Delivery ◽  
Case Study Research ◽  
Lessons Learned ◽  
Research Approach ◽  
Nursing Research ◽  
Case Study Methodology ◽  
Study Research ◽  
Study Methodology

Background An empirical social research approach, facilitating in-depth exploration of complex, contemporary contextualised phenomena, case study research has been used internationally in healthcare studies across clinical settings, to explore systems and processes of care delivery. In the United Kingdom, case study methods have been championed by nurse researchers, particularly in the context of community nursing and palliative care provision, where its applicability is well established. Yet, dogged by conceptual confusion, case study remains largely underutilised as a research approach. Method Drawing on examples from nursing and palliative care studies, this paper clarifies case study research, identifies key concepts and considers lessons learned about its potential for nursing research within the unique and complex palliative and end of life context. Conclusion A case study approach offers nurse researchers the opportunity for in-depth, contextualised understanding of the systems and processes which influence their role in palliative care delivery across settings. However, philosophical and conceptual understandings are needed and further training in case study methodology is required to enable researchers to articulate and conduct case study.

Including Online Discussions Within Campus-Based Students' Learning Environments

2011 ◽  
pp. 21-38 ◽  
Author(s):  
Philippa Gerbic
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Case Study Research ◽  
Influential Factors ◽  
Online Discussions ◽  
Degree Programme ◽  
Study Research ◽  
Computer Mediated ◽  
Educational Potential

Online discussions are now available as a pedagogical option in blended learning environments in universities. Much of the research to date has focused on the characteristics of this computer-mediated environment and its potential for learning and there has been less examination of wider contextual factors. This chapter presents case study research which investigates online discussions as they occur within the broader framework of the learning design or curriculum within a blended environment in a campus-based degree programme. The chapter provides insights into influential factors for undergraduate student learning and makes recommendations for teachers who wish to advance the educational potential of the new communication medium.

scholarly journals A CASE STUDY ON BLENDED LEARNING IN ENGINEERING EDUCATION

2017 ◽  
Author(s):  
Jeffrey Harris ◽  
Charles Park
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Learning Problem ◽  
Thermal Energy Conversion ◽  
Classroom Space ◽  
Online Lectures ◽  
Hands On ◽  
Hands On Learning

This paper explores a case study of implementing blended learning in a third-year engineering course. In “Mechanical and Thermal Energy Conversion Processes”, blended learning was implemented by flipping the classroom (i.e. reversing the roles of lectures and homework) for selected units of the course. While flipping an entire course can be a significant undertaking, it can be much easier to take a blended approach and only flip lectures on selected topics. Many studies on flipped classroom learning have focused on the production of online lectures and active learning methods; often these case studies have overlooked the mechanisms to bring homework into the classroom. In this case study, homework was adapted into a variety of in-class activities, composed of hands-on learning, problem solving, and classroom discussions. In addition, a variety of classroom space types were used to conduct these activities. In this paper, the successes, challenges, and lessons learned for each type of activity and classroom space are discussed. Strategies for student engagement and acceptance of blended learning are also discussed.

scholarly journals Using an inquiry-based approach to enhance grade 3 learners’ basic science concepts development

2021 ◽  
Vol 16 (3) ◽  
pp. 1065-1072
Author(s):  
Zukiswa Nhase ◽  
Chinedu I.O. Okeke ◽  
Christian Sunday Ugwuanyi
Keyword(s):  
Basic Science ◽  
Cultural Theory ◽  
Case Study Research ◽  
Structured Interview ◽  
Language Of Instruction ◽  
Interpretive Case Study ◽  
Interview Guide ◽  
Science Concepts ◽  
Grade 3

This study explored Grade 3 teachers’ use of an inquiry-based approach to mediate the development of basic science concepts among learners within the socio-cultural theory. This study adopted interpretive case study research of the qualitative type, using a sample of four (4) female teachers who use the home language of learners as the language of instruction. Data were collected using a semi-structured interview guide and observational schedule which was properly validated. Analysis of data was achieved through thematic data analysis. The result of the study revealed that the foundation phase teachers are aware of the importance of the use of the inquiry-based approach in mediating the development of basic science concepts by the learners, but only one out of the four participants implemented it. Thus, it was recommended that there should be a provision of further professional development spaces that promote a community of practice in using an Inquiry-Based Approach in the Foundation Phase.   Keywords: Basic science concepts, Grade 3 teachers, Foundation Phase, Inquiry-Based approach

scholarly journals THE ROLE OF BUDGETING PROCESS IN FINANCIAL PERFORMANCE: A CASE STUDY OF BUGISU COOPERATIVE UNION LTD MBALE, UGANDA

2017 ◽  
Vol 1 (5) ◽  
pp. 31
Author(s):  
Chris Masakala ◽  
Edwin Omol ◽  
Fred Wauyo ◽  
James Okumu
Keyword(s):  
Financial Performance ◽  
Case Study Research ◽  
Sampling Technique ◽  
Face Validity ◽  
Validity Data ◽  
The Hierarchical Structure ◽  
Budgetary Control ◽  
Frame Work ◽  
Budgeting Process

Purpose: The study examined the relationship between the budgeting process and the financial performance of Bugisu Cooperative union Ltd.Methodology: Case study research design was applied. The instruments used were given to two experts to comment on the ambiguity, difficulty and relevancy of questions to ensure construct content and face validity. Data was collected using self-administered questionnaires and analyzed using Statistical package for social sciences (SPSS Version 10). Population was selected using the Sloven’s formula on 80 staff who actively participates in the budgeting process of Bugisu Cooperative Union Ltd. These were selected using a proportionate stratified and simple random and sampling technique and determined using the data from response to 67 questionnaires.Results: From the results in the regression coefficient table it was observed that financial performance is influenced by budgeting process. This was indicated by (Beta of 0.268) and (Sig =0.033<0.05), meaning that financial performance is influenced by employee participation by 26.8%. This implies that other factors that affect financial performance are 73.2%.The results suggest that the budgeting process was appropriate, financial performance was acceptable and that there was a positive relationship between the budgeting process and the financial performance.Unique contribution to theory, practice and policy: Basing on the findings the researcher recommended the following: the level of participation be upheld and strengthened, have regular and periodic meetings to provide feedback, budgeting process for the different units be conducted in a workshop/meeting to enhance participation, much emphasis to be put on the budgetary control and creation of a self-governance frame work that subdivides the hierarchical structure into smaller self-management units

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