Variables en el Blended Learning y la Educación

2021 ◽  
Author(s):  
Jairit Garavit
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Blended Learning ◽  
Education And Training ◽  
International Perspective ◽  
Pedagogical Practices ◽  
Distance Learners ◽  
E Learning ◽  
Learning Platforms ◽  
And Training

The in-depth purpose of this research expressed as a chapter is to show a specific and very current description of the existing pedagogical practices and the forms of distribution for blended or distance education, also called Blended Learning in e-learning platforms with a focus on lifelong learning. In such a way that, the concepts of distance education and training and mixed learning of the student in the same training are clarified. The chapter also outlines the most important challenges for future and current distance learners and provides suggestions for possible measures for states and governmental and non-governmental entities in charge of higher education and training to address these challenges. However, they also present examples based on experience and research of working methods and measures that work well for qualitative distance education. This part is followed by an international perspective, from a more visionary perspective, there are discussions of how to find ways and alternatives to organize higher education and how they could potentially offer new paths to higher education throughout the country. Finally, a series of conclusions and recommendations.

scholarly journals Assessing Distance Learning in Higher Education during the COVID-19 Pandemic

2020 ◽  
Vol 2020 ◽  
pp. 1-13
Author(s):  
Selwa El Firdoussi ◽  
Mohamed Lachgar ◽  
Hind Kabaili ◽  
Abdelali Rochdi ◽  
Driss Goujdami ◽  
...  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Descriptive Analysis ◽  
Response Analysis ◽  
Public And Private ◽  
Face To Face ◽  
Qualitative Response ◽  
E Learning ◽  
Learning Platforms ◽  
And Training

This qualitative study is an investigation and assessment of distance learning in Morocco during the COVID-19 pandemic. This research surveyed 3037 students and 231 professors enrolled in different stages of higher education programs. It aims to investigate the limitations of e-learning platforms and how these activities take place at public and private Moroccan universities during the coronavirus confinement. For this purpose, two structured questionnaires were constructed by researchers from different specialties, and the type of data was based on the responses of students and professors from 15 universities. In this paper, we have used three methods: descriptive analysis, regression analysis, and qualitative response analysis. As a data analytics tool, Microsoft Power BI was used to analyze data, visualize it, and draw insights. In this study, both professors and students stated that online learning is not more interesting than ordinary learning and professors need to provide at least 50% of their teaching in face-to-face mode. Recommendations at teaching and technical levels, such as the need for technical support and training in the use of these tools, were provided to enhance and promote distance education in Morocco. The contribution of this paper comes as a result of data analysis obtained from a survey conducted in some famous Moroccan universities.

scholarly journals The development of a framework for blended learning in the delivery of Library and Information Science curricula at South African universities

2015 ◽  
Author(s):  
◽  
Mogiveny Rajkoomar
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
South African ◽  
Teaching And Learning ◽  
Education And Training ◽  
Research Approach ◽  
Pedagogical Issues ◽  
South African Universities ◽  
Learning Interventions ◽  
And Training

The core interest in blended learning lies in the need to provide more engaged learning experiences while recognizing the potential of ICTs which has a profound impact on all aspects of life including the Library and Information Service (LIS) field. This doctoral study was undertaken with the objective of exploring the educational and pedagogical issues in blended learning for the development of a framework for designing and implementing blended learning in the delivery of LIS curricula in South African universities. The target populations for this study included, LIS educators from higher education institutions in South Africa offering LIS education, LIS students from these institutions exposed to blended learning interventions and facilitators of blended learning (individuals in institutional teaching and learning units) from the various institutions offering LIS education and using blended learning. The study adopted a mixed method research approach using a fully mixed dominant status design to explore and understand the phenomenon of blended learning at a more detailed level by using qualitative follow-up data (for example, interviews with LIS educators and institutional facilitators of blended learning and focus group discussions with LIS students) to explain and explore the results of a largely quantitative Web survey. The theoretical framework that underpinned the study involved various learning theories, learning styles as well as blended learning models relating to the higher education environment. The key findings of the study reveal that blended learning remains a complex concept with no clear consensus on the key components that need to be blended, how much of each component to blend and the criteria that are needed for the interventions to be regarded as blended learning. This flexibility, to an extent, allows for institutions to tailor the concept and maximise the potential of blended learning while still being responsive to the diverse student populations at South African higher institutions. The framework for blended learning in the delivery of LIS curricula at South African universities proposed by this study is generated from the theories informing this study; the literature reviewed; existing frameworks for blended learning such as Khan’s octagonal framework and the Community of Inquiry (CoI) framework; the findings of this study; the researcher’s own educational experiences; and, is grounded in the larger field of higher education. The use of blended learning has the potential to transform LIS education and training by encouraging LIS educators to reflect on their teaching and learning practices and to use the proposed framework as a guideline to design and implement pedagogically sound blended learning interventions for LIS education and training.

Games-Based E-Learning

2009 ◽  
pp. 910-924 ◽  
Author(s):  
Thomas Connolly ◽  
Mark Stansfield
Keyword(s):  
Higher Education ◽  
Learning Experiences ◽  
Education And Training ◽  
Learning Technologies ◽  
Future Trends ◽  
Substantial Benefit ◽  
E Learning ◽  
And Training ◽  
The Way

This chapter introduces games-based e-learning as a means of providing enriching and stimulating learning experiences within higher education and training. It highlights how e-learning has evolved and the developments that have opened the way for games-based e-learning, giving examples of specific applications. The authors hope that through gaining a better understanding of the implications, challenges and barriers to games-based e-learning, educators, practitioners and developers will be able to make better use of and gain substantial benefit from these exciting learning technologies. Finally, the chapter will identify what the authors believe to be future trends in relation to e-learning and games-based e-learning.

Games-Based E-Learning

2011 ◽  
pp. 42-56 ◽  
Author(s):  
T. Connolly
Keyword(s):  
Higher Education ◽  
Learning Experiences ◽  
Education And Training ◽  
Learning Technologies ◽  
Future Trends ◽  
Substantial Benefit ◽  
E Learning ◽  
And Training ◽  
The Way

This chapter introduces games-based e-learning as a means of providing enriching and stimulating learning experiences within higher education and training. It highlights how e-learning has evolved and the developments that have opened the way for games-based e-learning, giving examples of specific applications. The authors hope that through gaining a better understanding of the implications, challenges and barriers to games-based e-learning, educators, practitioners and developers will be able to make better use of and gain substantial benefit from these exciting learning technologies. Finally, the chapter will identify what the authors believe to be future trends in relation to e-learning and games-based e-learning.

Universalized Workplace Education

2010 ◽  
pp. 40-65
Author(s):  
Karim A. Remtulla
Keyword(s):  
Distance Education ◽  
Adult Education ◽  
Adult Learners ◽  
Information And Communication Technologies ◽  
Education And Training ◽  
Workplace Education ◽  
Knowledge Based ◽  
Global Workforce ◽  
E Learning ◽  
And Training

This chapter looks at the socio-cultural implications of universalized education for workers. A universalized education for workers by workplace e-learning happens through hypermedia-centric, constructivist-based workplace e-learning that configures technologies, constructivism, and instructors, for a knowledge-based workplace. Workplace e-learning for workplace adult education and training has changed over the past decade with respect to the changes and complexities of the learning process. This is especially true given the growing prevalence of information and communication technologies (ICTs). Distance education in the tertiary sector is looked at to see what is revealed from workplace adult education and training encounters with workplace e-learning. This raises questions about workplace e-learning for a global workforce. Workplace e-learning epitomizes a constructivist practice in the workplace; heavily based on European and Western industrialized values; and, remains unconcerned with the culturally specialized adult learning needs and goals of a diverse, global, and multi-facetted, cohort of adult learners. Looking primarily at the constructivist turn in distance education, perspectives of epistemology, ontology, and pedagogy, are referenced that support this trend. The universalizing ramifications of this hypermedia- centred, constructivist trend in workplace e-learning for workplace adult education and training are concerning for a global and diverse cohort of adult learners, who will come to represent the workforce in the future. Technique is increasingly used as the omnibus answer for all learners’ needs and goals. ‘Technology’ increasingly replaces epistemology and ontology as the singular perspective for authentic learning. Some of the unseen, conformist, and persuasive effects of technology, constructivism, and instructors, are now problematized for a global workforce.

ICT TOOLS IN CBRN TROOPS’ EDUCATION AND TRAINING

2017 ◽  
Vol 186 (4) ◽  
pp. 121-137
Author(s):  
Paweł MACIEJEWSKI
Keyword(s):  
Information And Communication Technologies ◽  
Virtual Worlds ◽  
Education And Training ◽  
Mobile Technologies ◽  
Easy Access ◽  
Information And Communication ◽  
E Learning ◽  
Ict Tools ◽  
Learning Platforms ◽  
And Training

The aim of the article is to prove that Information and Communication Technologies (ICTs) can serve as viable didactic tools in the CBRN troops’ education and training. The analysis of selected case studies reveals that specific competences can be trained with the support of social media, e-learning platforms, virtual worlds, mobile technologies or even augmented reality technologies. The unique qualities of these tools, such as an easy access to the training content, interactivity, or possibility of simulating different scenarios allow for designing a training process tailored both for larger groups and an individual.

scholarly journals Blended Learning Pedagogical Practices: The Challenges to Cultivate New Ways of Teaching in Higher Education Institutions and Universities

2019 ◽  
Vol 9 (1) ◽  
pp. 4178-4184
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Development Program ◽  
Pedagogical Practices ◽  
Ministry Of Education ◽  
Implementation Guidelines ◽  
Teaching In Higher Education ◽  
And Training

This research is to explain and discusses the challenges of implementing blended learning and cultivate new ways of pedagogical practices among higher education institutions and universities. To meet the current research objectives, the study has randomly interviewed 15 educators over Malaysia higher education institutions and universities. This study has carried out interviews with some predetermined questions that aimed to explore the challenges to cultivate new ways of teaching in higher education institutions and universities. Cultivate blended learning integration in teaching and learning or in particular in this context of higher education institutions is a challenging and time-consuming process. The study has highlighted the importance of infrastructure, institution’s management and its support, recognitions and ratings, and training and development program in higher education institutions. On this basis, the findings of this study were in line with the e-learning implementation guidelines issued by the Ministry of Education Malaysia. The study confirmed that the challenges such as infrastructure, institution’s management and its support, recognitions and ratings, and training and developing are the main obstacles in the process of introducing blended learning among higher education institutions and universities.

scholarly journals Transformative Research Paradigm: A Response to SDG 4 by Intensifying Support Scholarships for Deaf and Hard-of-Hearing Students at an Open Distance and E-Learning University

2021 ◽  
Author(s):  
Tonny Matjila ◽  
Petro van der Merwe
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Hard Of Hearing ◽  
Education And Training ◽  
Training System ◽  
Policy Framework ◽  
Research Paradigm ◽  
Transformative Research ◽  
E Learning ◽  
And Training

The landscape of higher education in South Africa is beset with numerous challenges including accommodating students who are Deaf and hard of hearing. The reasonable accommodation in place does not seem to redress the daily challenges faced by these students at an open distance e-learning university despite the policies and legislature in place. The Department of Higher Education and Training in South Africa, through its initiatives such as the Strategic Disability Policy Framework on Disability for the Post-School Education and Training System, aims to fast track and respond to Sustainable Developmental Goal4. This paper argues how the transformative research paradigm may be a response to this mandate. Firstly, the paradigm suggests theories such as the critical disability theory and the transactional distance theory and discusses their relevance in promoting scholarships for disability in open distance e-learning. Secondly, it highlights the transformative assumptions on ontology, epistemology, axiology, and a methodology which are often ignored when developing interventions on disability issues. The ontology helps to understand the reality through the lenses of students who are Deaf and hard of hearing, epistemology deals with acquiring knowledge of the subjects and literature, and axiology deals with the ethical considerations for the said cohort. The transformative mixed-method research deals with the inequalities and makes provisions to include, deal with, and guarantee the integration of qualitative and quantitative data sets.

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