scholarly journals Blended Learning Approach in UAE Higher Education: A Selected Annotated Bibliography

2020 ◽  
Vol 1 (1) ◽  
pp. 13-22
Author(s):  
Olga Samsonova
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Social Networking Sites ◽  
Technology Use ◽  
Annotated Bibliography ◽  
Online Discussions ◽  
Student Centered ◽  
Google Docs ◽  
E Learning ◽  
Blackboard Learn

In the present time, the required value of education can be achieved only by changing the parameters related to technology use and transforming a classroom into a student-centered that meets different students' needs and learning styles. The blended learning (BL) approach to learning has been the object of various studies in the last two decades as a way to achieve the required results.  Many higher educational institutes started to prefer BL over traditional teaching, and the UAE universities are not exceptions. There has been an increased recognition of the fact that more attention needs to be paid to this area. Hence, this selected annotated bibliography aimed to find out and describe the primary outcomes of the BL approach research in this country. Emergent themes from the UAE studies include 1) students' and instructors' technology readiness and their attitudes towards E-learning; 2) students' and instructors' views and experiences with BL approach; 3) BL tools and technologies (mobile learning and social-networking sites); 4) BL resources (Blackboard Learn, video content, online discussions, and Google Docs); 5) impact of BL. Twenty studies have been used for this review. The primary audience for this annotated bibliography is BL researchers.

scholarly journals Implementation of a student-centered approach in blended learning in a higher educational institution

2019 ◽  
Vol 69 ◽  
pp. 00112
Author(s):  
Zh V Smirnova ◽  
O I Vaganova ◽  
E A Eltanskaya ◽  
V G Lizunkov ◽  
L K Parsieva
Keyword(s):  
Blended Learning ◽  
Educational Institution ◽  
Educational Process ◽  
Federal State ◽  
Student Centered ◽  
Starting Conditions ◽  
E Learning ◽  
State Educational

The competence approach and e-learning have changed the role of the teacher in the student's life. In the article, the authors reveal the essence and features of this type of training (mixed). The authors consider the development of a student-centred approach. It is noted that working with the whole group, the teacher organizes the work of each, creating the conditions for the development of students' personal opportunities. Since with the entry into force of the new requirements of the Federal state educational standards, a qualitatively new relationship between the student and the teacher has appeared, the identification of their features and the determination of their role in the educational process have become particularly relevant. The article pays attention to the model of the teacher's activity within the framework of student-centred education and its main elements are noted. The authors identified features of blended learning and tools of electronic platforms that support the development of subject-subject relations between students and teachers. The authors emphasize the need to ensure equal starting conditions for the study of the discipline as a whole and suggest principles that should be followed when implementing the studentcentred approach within the framework of blended learning.

Cognitive Styles, Metacognition and the Design of E-Learning Environments

2003 ◽  
pp. 225-240
Author(s):  
Ray Webster
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Cognitive Styles ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Design And Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
E Learning ◽  
The Individual

This chapter considers the use of cognitive styles and metacognitive skills in the design and development of e-learning environments. Participants involved in a unit in Human Computer Interaction used the results of a Riding’s Cognitive Styles Analysis to assist in the design and development of Web-based Individual Learning Environments (ILEs). Student reflections and cognitive styles results are considered in terms of their impact on the design process. They are also used to consider participants’ metacognitive awareness of their own cognitive and learning styles. It is suggested that the use of cognitive styles in this manner will produce interfaces and environments more suited to the learning requirements of each individual. In addition, the process of reflecting on and using the style results will help develop more metacognitively aware learners. The individual environment and metacognitive awareness are both desirable elements for a student-centered learning system for successfully participating in virtual education.

scholarly journals Digital Immigrants in a Blended Learning Environment: A Case Study in Malaysia

2020 ◽  
Vol 2 (3) ◽  
pp. p28
Author(s):  
Chng Lay Kee ◽  
Jasmine Selvarani Emmanuel
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Blended Learning ◽  
Time Management ◽  
Online Courses ◽  
Current Knowledge ◽  
Digital Immigrants ◽  
Management Skills ◽  
First Semester ◽  
E Learning

In this rapidly changing environment, an increasing number of people are turning towards open distance universities to earn their degrees, develop new skills and acquire current knowledge in order to upgrade themselves in their professions. A number of them who enrol in these blended learning or fully online courses are middle-aged, born or brought up before the widespread use of digital technology. These digital immigrants, being used to traditional classrooms, are not very tech savvy and can be fearful about using technology as part of their learning. This study gives an insight into their learning styles, learning emotions, challenges and experience of using technology in the e-learning process during their first semester at an open distance university. The findings show that regardless of the difficulties and challenges that participants had gone through during the semester, all participants observed some changes in themselves such as the increase of confidence levels, better stress and time management skills, improvement in writing skills and becoming more independent learners with an increased ability to use technological tools for their learning. In addition, even though the learning environment is technology-based, digital immigrants maintain that they still prefer the blended learning mode rather than going completely online.

Using Social Networking to Enhance Sense of Community in E-Learning Courses

2010 ◽  
pp. 281-304 ◽  
Author(s):  
Steve Chi-Yin Yuen ◽  
Harrison Hao Yang
Keyword(s):  
Social Networking ◽  
Sense Of Community ◽  
Social Networking Sites ◽  
Learning Experience ◽  
Graduate Courses ◽  
Student Centered ◽  
E Learning

This chapter provides an overview and development of sense of community and social networking; discusses the potential uses of social networking in education; and presents a case study that integrates social networking into two graduate courses for the purpose of building a sense of community, improving communications and interactions, and promoting student-centered collaboration. The construction of class social networking sites, the implementation of these networks, and their effects on the students’ learning experience are examined. In addition, an analysis of feedback from students on the value of social networking in learning is included.

Using Social Networking to Enhance Sense of Community in E-Learning Courses

2010 ◽  
pp. 1096-1119
Author(s):  
Steve Chi-Yin Yuen ◽  
Harrison Hao Yang
Keyword(s):  
Social Networking ◽  
Sense Of Community ◽  
Social Networking Sites ◽  
Learning Experience ◽  
Graduate Courses ◽  
Student Centered ◽  
E Learning

This chapter provides an overview and development of sense of community and social networking; discusses the potential uses of social networking in education; and presents a case study that integrates social networking into two graduate courses for the purpose of building a sense of community, improving communications and interactions, and promoting student-centered collaboration. The construction of class social networking sites, the implementation of these networks, and their effects on the students’ learning experience are examined. In addition, an analysis of feedback from students on the value of social networking in learning is included.

scholarly journals Learning styles preferences and e-learning experience of undergraduate dental students

2018 ◽  
Vol 47 (3) ◽  
pp. 175-182 ◽  
Author(s):  
Ana Cláudia DALMOLIN ◽  
Giselle Ariana Otto MACKEIVICZ ◽  
Márcia Thaís POCHAPSKI ◽  
Gibson Luiz PILATTI ◽  
Fábio André SANTOS
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Learning Experience ◽  
Communication Technologies ◽  
Dental Students ◽  
Lower Percentage ◽  
Learning Material ◽  
Information And Communication ◽  
E Learning

Abstract Introduction Education in the health sciences has been undergoing profound changes due to the incorporation of information and communication technologies. Students learn through a variety of approaches, according to their learning styles. Blended learning, which combines technology-aided learning (e-learning) with traditional face-to-face teaching methods, has been found to improve learning outcomes. Objective The aims of the present study were to evaluate the learning styles of undergraduate dental students and their experience towards the use of e-learning. Material and method Two electronic questionnaires were sent to 174 students. The learning styles were determined by the Felder & Soloman Index (ILS), which evaluates the following four dimensions of learning: processing information (active-reflexive); perceiving information (sensorial-intuitive); receiving information (visual-verbal); and understanding information (sequential-global). To determine the e-learning experience we used four questions (Likert scale – five-point) which addressed the experience and the use of information and communication technologies. Result Most students presented a well-balanced style for the active-reflective (60%) and sequential-global (68%) domains. The sensing style (64%) was predominant. A lower percentage presented a global characteristic (9%). We did not find significant differences regarding the age groups (19-21 and 22-33 years) and genders (P>0.05, χ 2). However, in terms of age the difference was significant concerning websites helping in learning (P=0.0363, Mann-Whitney). Conclusion We conclude that the students do not have the same learning styles and e-learning experience. Methods such as blended learning could provide advantages when teaching undergraduate dental students.

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.

E-Learning und Blended Learning

2015 ◽  
Author(s):  
John Erpenbeck ◽  
Simon Sauter ◽  
Werner Sauter
Keyword(s):  
Blended Learning ◽  
E Learning

Teknologi Informasi dan Komunikasi Sebagai Tren Pendidikan Masa Kini dan Masa Datang

EXPLORE ◽  
2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Sriasih Sriasih
Keyword(s):  
Blended Learning ◽  
E Learning

Peluang yang ditawarkan oleh penggunaan TIK dalam pendidikan begitu banyak jumlahnya, sehingga   dapat   mengarah   pada   pengalaman belajar yang lebih baik dan lebih menarik.  Efek ini tidak hanya terbatas pada ruang kelas, tetapi juga transformasi model pendidikan,  contohnya seperti  model  jarak  jauh  ke  model  e-learning atau blended learning  yang menawarkan  pilihan baru  dalam  penyampaian, serta  peluang  baru dalam layanan pelatihan guru dan dukungan lain. Kapasitas TIK untuk membangun  jaringan tanpa batas merupakan kemungkinan pembelajaran inovatif   yang  setara  di  seluruh   wilayah   dan negara. Kemampuan  siswa untuk memanfaatkan TIK sudah menjadi kebutuhan baru untuk sistem pendidikan yang efektif. Kata Kunci: TIK, Teknologi Informasi, Pendidikan.

Sign in / Sign up

Export Citation Format

Share Document