Digital resources in academic teacher activities in a blended learning framework

2021 ◽  
pp. 442-460
Author(s):  
Tatiana B. Pavlova
Keyword(s):  
Blended Learning ◽  
Digital Resources ◽  
Learning Framework ◽  
Academic Teacher

The Management of Teaching in Online and Blended Learning Applied in the Project “Modern Competences of Academic Teachers – the Key to Modern Higher Education Institutions” – Acronym MOCAT

2021 ◽  
Vol 29 (4) ◽  
pp. 390-401
Author(s):  
Roxana Stefanescu ◽  
◽  
Mariana Iatagan ◽  
Cristian Uta
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Teaching Methodology ◽  
Teaching Competencies ◽  
Training Materials ◽  
Wide Range ◽  
Academic Teachers ◽  
Academic Teacher

The management of teaching is connected and could be increased by using a wide range of different methods especially when we refer to Online and Blended learning. In the first part, the paper is aiming at reviewing the literature regarding the concepts and benefits of Online and Blended learning. Based on this considerations, 8 partner universities from 8 countries jointly developed the Project “Modern competences of academic teachers – the key to modern Higher Education Institutions (HEI)” – Acronym MOCAT. The paper underlines the goals and achievements of the MOCAT project that proposes a conceptual process to increase the management performance in teaching. The paper shows in an organized manner the main deficiencies that are altering the teaching competencies of academic teachers and in connection with this, the project offers solutions to improve the methodological competency of the teachers regarding the development and use of modern approaches. The outcomes of the project consist in the development and implementation of a Multicultural Model of an Academic Teacher Competencies and in 10 online courses that represent modern training materials in the field of teaching methodology. In the end are exposed the way the results of the project can be evaluated in time as well as the anticipated effects of the project implementation.

scholarly journals Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics

2011 ◽  
Vol 27 (2) ◽  
Author(s):  
David L. Neumann ◽  
Michelle M. Neumann ◽  
Michelle Hood
Keyword(s):  
Blended Learning ◽  
Student Learning ◽  
First Year ◽  
Negative Attitudes ◽  
Learning Framework ◽  
Integration Of Technology ◽  
Statistics Course ◽  
Real World Applications ◽  
Computer Based ◽  
Enhance Student Learning

<span>The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the use of such applications during lectures from the student's perspective. The technology used included multimedia, computer-based simulations, animations, and statistical software. Interviews were conducted on a stratified random sample of 38 students in a first year statistics course. The results showed three global effects on student learning and engagement: showed the practical application of statistics, helped with understanding statistics, and addressed negative attitudes towards statistics. The results are examined from within a blended learning framework and the benefits and drawbacks to the integration of technology during lectures are discussed.</span>

Hooked on Mathematics

2016 ◽  
pp. 243-262
Author(s):  
Dora Andrikopoulos ◽  
Matina Katsiyianni
Keyword(s):  
Blended Learning ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Evaluation Tool ◽  
Flexible Learning ◽  
Middle School Math ◽  
Learning Framework ◽  
Technology In Teaching ◽  
Specific Unit

Within a flexible-learning framework, blended learning offers a unique opportunity to fully amalgamate pedagogy and technology in teaching and learning. It may also lead to significant enhancements and integrations of curriculum design. This chapter discusses the implementation of the i2Flex methodology, which is a type of blended learning, in a math classroom at ACS Athens, Greece. The definitions of the methodology are stated and the classroom applications are described. A middle school math teacher and the Math Studio coordinator designed a specific unit of work in mathematics in order to convert it to i2Flex delivery. The classroom atmosphere is described in detail, and a range of considerations about the methodology is discussed. Finally, the Community of Inquiry (CoI) framework is discussed as an evaluation tool of the methodology for the success of the methodology.

A Differentiated Approach to Mathematics

2021 ◽  
pp. 396-405
Author(s):  
Dora Andrikopoulos ◽  
Matina Katsiyianni
Keyword(s):  
Blended Learning ◽  
Mathematics Classroom ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Classroom Teachers ◽  
Instructional Models ◽  
Learning Potential ◽  
Flexible Learning ◽  
Instructional Techniques ◽  
Learning Framework

How can classroom teachers maximize the learning potential of their students? How can teachers, at the same time, attend to their students' differences? Students' readiness, interests, and learning profiles are the main targets for successful and meaningful learning. This chapter discusses all the above-mentioned characteristics of learners and focuses on the different approaches and instructional models in a Mathematics classroom. Having in mind a flexible learning framework that accommodates the needs of today's learners, the authors discuss and present applicable classroom instructional techniques, techniques that offer unique opportunities to fully amalgamate pedagogy by modifying learning experiences in the three areas of content, process, and product. The reader of this chapter will also get the chance to be exposed to the i2Flex methodology, which is a type of blended learning and has been born and developed at ACS Athens, Greece.

scholarly journals Problems of integration of pedagogical technologies and digital resources in the educational process

2021 ◽  
Author(s):  
Н.П. Гончарук ◽  
Е.И. Хромова
Keyword(s):  
Blended Learning ◽  
Academic Discipline ◽  
Wide Distribution ◽  
Educational Process ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Technology ◽  
Advanced Training ◽  
Learning Models ◽  
Digital Resources

Актуальность статьи обусловлена проблемами, связанными с необходимостью разработки эффективных способов интеграции педагогических технологий и открытых образовательных ресурсов (ООР) в образовательном процессе. В статье раскрыты перспективы и преимущества использования ООР и массовых открытых онлайн-курсов (МООК), показана их роль в развитии и непрерывном обновлении компетенций в области использования цифровых технологий в образовании. Цель статьи заключается в оценке потенциала ООР, выявлении основных проблем интеграции педагогических технологий и цифровых ресурсов в образовательном процессе, систематизации барьеров использования открытых образовательных ресурсов, разработке способов преодоления трудностей цифровой трансформации учебного процесса. Анализ проведенного опроса преподавателей позволил определить особенности применения ООР в образовательном процессе вуза; выявить группы барьеров, с которыми сталкиваются преподаватели в использовании ООР. В качестве важного дидактического средства интеграции образовательных и открытых цифровых ресурсов рассматривается технология смешанного обучения. Описаны варианты проектирования моделей смешанного обучения, которые были разработаны и внедрены в программах повышения квалификации преподавателей КНИТУ. Проанализированы результаты реализации моделей смешанного обучения, которые различаются приемами использования ООР для изучения учебной дисциплины, а также степенью реструктуризации образовательного процесса. Полученные результаты исследования позволили предложить рекомендации по проектированию моделей смешанного обучения, по разработке методической поддержки ООР, которые являются инновационными инструментами широкого распространения и использования образовательных материалов. Статья предназначена для преподавателей вузов и организаций, осуществляющих повышение квалификации педагогических работников. The relevance of the article is due to the problems associated with the need to develop effective ways to integrate pedagogical technologies and open educational resources (OER) in the educational process. The article reveals the prospects and advantages of using OER and massive open online courses (MOOCs), shows their role in the development and continuous updating of competencies in the use of digital technologies in education. The purpose of the article is to assess the potential of OER, identify the main problems of integrating pedagogical technologies and digital resources in the educational process, systematize the barriers to using open educational resources, and develop ways to overcome the difficulties of digital transformation of the educational process. The analysis of the survey of educators made it possible to determine the features of the use of OER in the educational process of the university; identify groups of barriers that educators face in using OER. Blended learning technology is considered as an important didactic means of integrating educational and open digital resources. Variants of designing blended learning models are described, which were developed and implemented in advanced training programs for educators of KNRTU. The results of the implementation of blended learning models are analyzed, which differ in the methods of using OER for studying an academic discipline, as well as in the degree of restructuring of the educational process. The results of the study allowed us to propose recommendations for the design of blended learning models, for the development of methodological support for OER, which are innovative tools for the wide distribution and use of educational materials. The article is intended for educators of universities and organizations that provide advanced training for educational workers.

Developing a Collaborative ELearning Construction Framework for Blended Learning

2012 ◽  
pp. 115-127
Author(s):  
Xin Bai
Keyword(s):  
Life Cycle ◽  
Learning Environment ◽  
Blended Learning ◽  
Knowledge Sharing ◽  
Emerging Technologies ◽  
Future Directions ◽  
Learning Framework ◽  
Full Life Cycle ◽  
Full Life

This paper identifies and discusses some benefits, challenges, and barriers that face instructors in adopting a collaborative elearning construction environment for blended learning. It also proposes several suggestions for what can be done to promote knowledge sharing. The author goes through a full-life cycle of designing and developing SCORM-conformant elearning that allows instructors to harness the power and affordance of emerging technologies to develop a blended learning environment. The author discusses the evaluation of such a collaborative blended learning framework and outlines its future directions.

Developing an Autonomous Language Learning Framework in a Blended Learning Environment

2013 ◽  
pp. 150-170
Author(s):  
Helen W. M. Yeh
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Language Learning ◽  
Traditional Classroom ◽  
Autonomous Learning ◽  
Learning Framework ◽  
Computer Mediated ◽  
English Competence ◽  
Traditional Classroom Teaching ◽  
Roles Of Teacher

Educational technologies in language learning has undergone a shift from learner’s interaction with computers to interaction with other humans via the computer, and now moves towards the blended learning where traditional classroom teaching methods and computer-mediated activities are combined. However, the effectiveness of the blended learning is still inconclusive. The present chapter examines the effectiveness of autonomous language learning programmes in a blended learning environment and presents a framework that was derived from the programme. The framework describes the roles of teacher, the learning construction, and the learning process for autonomous language learning, and suggests a number of techniques that teachers can use to formulate their teaching plans for the blended learning. Findings revealed that students had favorable attitudes towards the autonomous language learning, the blended learning, and the programme, which could not only motivate them to continue autonomous learning but also improve their English competence.

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