scholarly journals “Face-to-Face Trumps Everything”: An Exploration of Tutor Perceptions, Beliefs and Practice Within Blended Learning Environments

2020 ◽  
Vol 10 (5) ◽  
pp. 147
Author(s):  
Andrew Youde
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Beliefs ◽  
Negative Experiences ◽  
Face To Face ◽  
Part Time ◽  
Beliefs And Practice ◽  
Online Pedagogies

This paper explores the practices of higher education tutors in blended learning contexts. Significantly, the influence of their perceptions on practice was considered by investigating previous teaching and learning experiences, and their views of the affordances blended learning offers adult learners. The analysis was undertaken in relation to these learners’ perceptions of their tutors whilst studying part-time, vocationally relevant degrees, at a distance. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice. Data analysis suggested that all tutors had negative experiences of online learning as students with these perceptions appearing to influence their practice. They generally avoided online pedagogies and adopted alternative approaches to their practice, namely a focus on face-to-face delivery with enhanced learner support, which was found to align with their described pedagogical beliefs. These tutors considered online teaching and learning as a deficit in this context.

Blended Learning in Saudi Higher Education Framework, Implications, and limitations

2021 ◽  
Vol 8 (1) ◽  
pp. 386-392
Author(s):  
Samar Alharbi
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Face To Face ◽  
New Methods ◽  
Modern Era

In the modern era of teaching and learning, the education system witnessed many changes. New methods of teaching and learning are utilised in order to adapt to the growth of technology. Teachers used some teaching methods, such as online teaching, face to face teaching or a combination of both online and face to face known as blended learning (BL) environment. BL has been proven its advantages empirically in many studies. One of the significant advantages is that BL is used as an extended learning environment to reinforce knowledge and make learning more accessible by utilising technology and online resources. However, there are some drawbacks of implementing blended learning, such as the demand of time and teachers' efforts to provide feedback and follow up students. This paper examined the use of BL in higher education. The first part of this paper reviewed some empirical studies in BL.  The second part presented the theoretical framework of using BL. Benefits and challenges of implementing BL in higher education regarding Saudi universities are explained. Lastly, the paper concluded with some critical remarks.

scholarly journals BLENDED LEARNING: STUDENT PERCEPTION OF FACE-TO-FACE AND ONLINE EFL LESSONS

2017 ◽  
Vol 7 (1) ◽  
pp. 64 ◽  
Author(s):  
Brenda M. Wright
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Student Perceptions ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Student Perception ◽  
Classroom Interaction ◽  
Face To Face ◽  
Face To Face Instruction

With the ever-increasing development of technology, online teaching is more readily accepted as a viable component in teaching and learning, and blended learning, the combining of online and face-to-face learning, is becoming commonplace in many higher education institutions. Blended learning is, particularly in developing countries, in its early stages and not without its challenges. Asynchronous online lessons are currently still more prevalent in many areas of South-East Asia, perhaps due to potential difficulty in obtaining strong Internet connections, which may deter educators from synchronous options. Technological media have the potential to broaden the scope of resources available in teaching and to enhance the language learning experience. Although research to date shows some focus on blended learning, literature on distance online teaching seems more prevalent. This study exposed 112 Malaysian undergraduate EFL students' responses to an online lesson as part of an English grammar course, and investigates common student perceptions of the online lesson as compared with face-to-face lessons. Questionnaires using qualitative (Likert scale questions) and quantitative (open-ended questions) approaches provided data for content analysis to determine common student perceptions, with particular reference to motivation and interest. In general, more students associated in-class lessons with higher motivation and more interest, due to better understanding, valued classroom interaction with the lecturer and peers, and input from the lecturer. Students preferring the online lesson cited speed and convenience of study and flexibility of time and place of study as reasons for their choice. Skilful implementation of online lessons can enhance a language course but should not undermine the value of face-to-face instruction with EFL teachers.

scholarly journals Teaching and learning during COVID 19: Perspectives of undergraduate Oral Health students.

2021 ◽  
Vol 9 (5) ◽  
Author(s):  
Manorika Ratnaweera ◽  
Rohini Khareedi
Keyword(s):  
Higher Education ◽  
Oral Health ◽  
Blended Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
The World ◽  
Better Than

Introduction: COVID -19 has caused disruptions in higher education across the world. Our university adapted a blended model of learning, moving between traditional campus-based sessions and online sessions. Material and Methods: The purpose of this study was to investigate the students’ perceptions of their experience of teaching and learning during the pandemic. An anonymous electronic questionnaire-based survey was sent to students. The data was subject to analysis. Results: 67 students responded to the survey.32.8% of the participants felt face to face sessions were better than online sessions and 37.3% said that face to face and online sessions offer similar benefits. 37.3% preferred live online sessions while 46.3% preferred recorded videos. 40.3% of students reported finding transitioning into practical sessions challenging. 65.7% reported having been moderately impacted by COVID-19. Adaptation to online sessions, the level of engagement, the ability to seek clarifications, preparation for assessments and the ease of transition into practical sessions were all positively correlated to the level of impact by COVID-19 with p<0.05. Conclusion: The adaptability to and acceptability of online teaching and learning sessions has been high. A significant number of participants have reported finding the transitioning into practical sessions challenging. Keywords: COVID-19, Online learning and teaching, blended learning, higher education

scholarly journals Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science

2013 ◽  
Vol 3 (4) ◽  
pp. 59 ◽  
Author(s):  
Perry Hartfield
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Curriculum Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Biomedical Science ◽  
Online Teaching And Learning ◽  
Face To Face

<p>Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments), and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science.</p>

scholarly journals Approaches Using Social Media Platforms for Teaching English Literature Online

2021 ◽  
Vol 7 (2) ◽  
pp. 34
Author(s):  
Azadeh Mehrpouyan ◽  
Elahesadat Zakeri
Keyword(s):  
Social Media ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Literature ◽  
Teaching English ◽  
Learning And Teaching ◽  
Face To Face ◽  
Social Media Platforms ◽  
Online Pedagogies ◽  
The Right

In the modern era of globalization, language and literature learning and comparative literary competencies are inextricably intertwined. Online learning and teaching, and telecollaboration are a great benefit to literature students who do not have face-to-face intercultural opportunities with members of diverse languages, literature, and cultures. Even, online teaching and learning make academics borderless and remove walls. The present study explores principles and new strategies for teaching English literature online. This article addresses how to adopt literary lesson plans for different types of learners, set clear expectations with students, and build rapport and community with students in teaching literature online. This research discusses the right EdTech tools and curricula support and investigates the way to use social media platforms e.g. YouTube as supplementary sources in e-teaching and e-learning for literary content. The results show that online pedagogies can develop Literature educators and students' skills and promote their literary knowledge along with converting a Web-primarily based totally environment into a social network with social media platforms crossing teach, learn and lands, inaccessible areas, and those who have limited instructive supports and facilities for creating equal opportunities.

scholarly journals A PRELIMINARY STUDY ON THE READINESS OF BLENDED LEARNING AMONG LECTURERS AT UNIVERSITI UTARA MALAYSIA

2021 ◽  
Vol 3 ◽  
pp. 57--74
Author(s):  
Fathiyyah Abu Bakar ◽  
Zaimah Abdullah ◽  
Zakiyah Sharif ◽  
Arifatul Husna Mohd. Ariff
Keyword(s):  
Blended Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Survey Method ◽  
Face To Face ◽  
Readiness Level ◽  
Study Population ◽  
High Level ◽  
Learning Institutions ◽  
Universiti Utara Malaysia

The modern way of teaching and learning emphasizes the technology to be embedded in the education system. Thus, higher learning institutions (HLIs) are gradually switching their class delivering method from classroom-based teaching (CBT) to the so-called blended learning approach (BLA). The BLA integrates traditional CBT with the online teaching class. Thus, this study aims to investigate the readiness level towards BLA among lecturers in HLIs. Universiti Utara Malaysia (UUM) lecturers were chosen as a study population, and the sample of 350 lecturers was determined using a proportionate random sampling method. The survey method was used to gather the data, and by utilizing the descriptive statistic, our results suggest that lecturers in HLIs have a high level of readiness towards the BLA. Even though there are limitations, they are keen to participate in the BLA. The findings of this study will help HLIs to understand the readiness level of lecturers towards BLA, explicate how face-to-face and online classes could be integrated besides accommodates the loopholes in the system.

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

scholarly journals Design for learning – a case study of blended learning in a science unit

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 898
Author(s):  
Roslyn Gleadow ◽  
Barbara Macfarlan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Scientific Practice ◽  
Learning Experience ◽  
Science Students ◽  
Face To Face ◽  
Design For Learning ◽  
Learning Management

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21st century.

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