BLENDED FOREIGN LANGUAGE LEARNING WITH INCREASED ONLINE COMPONENT: HYBRIDIZATION STRATEGIES AND EDUCATIONAL TECHNOLOGIES

2020 ◽  
pp. 75-87
Author(s):  
Е.А. Алексеева ◽  
С.Ю. Бурякова
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Foreign Language ◽  
Blended Learning ◽  
International Cooperation ◽  
Course Design ◽  
Project Development ◽  
Survey Results ◽  
The Impact ◽  
Selection Of

Постановка задачи. В недавних докладах ОБСЕ, Юнеско, Международной ассоциации университетов была предпринята попытка осмысления влияния пандемии Covid-19 на сферу высшего образования. Более широкое использование смешанного обучения рассматривается в этих документах как один из потенциальных путей развития преподавания в университетах. Опираясь на официальные рекомендации, авторы статьи обосновывают необходимость создания адаптивного курса иностранного языка для профессионального общения для магистров программы «Языковое сопровождение проектной деятельности в сфере международного сотрудничества» в формате смешанного обучения с преобладанием онлайн-компонента. Результаты. Для анализа потребностей и опыта изучения иностранного языка в онлайн-формате среди студентов и преподавателей было проведено анкетирование, в результате которого были выявлены технические, методические и личностные факторы риска, которые следует учитывать в процессе дизайна курса. Кроме того, на основе анализа научных статей и рекомендаций университетов авторы отбирают принципы, лежащие в основе курса, а также подходы и технологии, определяющие логику его реализации. Выводы. Смешанное обучение как переходный формат между традиционным очным и дистанционным онлайн-обучением имеет большой потенциал в образовательном пространстве пост-ковид. Как показали результаты анкетирования, студенты, имеющие опыт изучения иностранного языка для специальных целей в формате смешанного обучения, в большей степени удовлетворены качеством онлайн-обучения в период действия ограничительных мер, связанных с распространением Covid-19. Вместе с тем технические и методические факторы оказывают определяющее влияние на эффективность смешанного обучения. Их следует учитывать уже на этапе планирования курса посредством описания четких технологий освоения учебного материала и тщательного отбора онлайн-инструментов. В результате анализа результатов анкетирования и обзора научных источников авторы определяют подход, принципы и технологии, лежащие в основе курса «Лингвистическое сопровождение профессиональной деятельности» для магистров, обучающихся по программе «Языковое сопровождение проектной деятельности в сфере международного сотрудничества». Statement of the problem. Recent reports from the OSCE, UNESCO, and the International Association of Universities have attempted to comprehend the impact of the Covid-19 pandemic on higher education. A broader use of blended learning is seen in these documents as one of the potential ways for developing university teaching. Based on official recommendations, the authors of the article substantiate the need to create a course of the French language for occupational purposes for students of the MA program "Language support for project development in the field of international cooperation" in a blended learning format with extensive online component. Results. A survey was conducted among the MA students and teachers in order to carry out needs analyses and analyse the feedback about the experience of learning a foreign language online during the lockdown due to Covid-19 pandemic in Russia. The results allowed to identify technical, methodological and personal risk factors that should be taken into account in the course design process. In addition, the review of scientific articles and recommendations of universities supported the process of selection of the principles underlying the course, as well as the approaches and technologies that determine the logic of its implementation. Conclusions. Blended learning as a transition between traditional face-to-face and distance online learning has great potential in the post-covid higher education. As the survey results has shown, students who have experience in learning a foreign language for occupational purposes in a blended learning format were more satisfied with the quality of online learning during the lockdown related to the spread of Covid-19. At the same time, technical and methodological factors have a decisive influence on the effectiveness of blended learning. They should be imperatively taken into account at the planning stage of the course design. This can be achieved by describing stages of delivery, clear instruction and a careful selection of online tools. The survey results and litterature review allowed to determine the approach, principles and technologies that underlie the course of French for occupational purposes for MA students of the program "Linguistic support for project development in the field of international cooperation."

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Creating blended learning experiences requires more than digital skills

2019 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Bettina Kathrin Schwenger
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Active Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Research Review ◽  
Learning Design ◽  
Digital Literacies ◽  
Tertiary Institutions

With growing diversity and larger numbers of enrolled students in classes, online learning can open up new possibilities in New Zealand’s tertiary institutions to improve teaching and enhance students’ learning. Tertiary institutions have reacted with changed expectations about pedagogical approaches and practices, by, for example, integrating more online learning technologies, and by reconsidering the course design and learning environment (Conole, 2016; Johnson, Adams Becker, Estrada & Freeman, 2015). Consequently, teachers increasingly teach online as part of a course and need to engage large number of students with a broad range of skills and knowledge, including many who are first in their family to learn formally at tertiary level.   Teachers may work with certain areas of online technologies and digital literacies, for example deposit information online for students to read, but they often do not feel confident to facilitate active learning (Ako & Synapsys, 2018; Boelens, de Wever & Voet, 2017) and to offer tasks that aim to engage students collaboratively online. Kirkwood (2014) points out that teachers question how an online tool can be used but may consider less the rationale for the use of a certain pedagogical strategy for which a tool could be used. Digital literacies are more than gaining isolated technological skills (Johnson et al., 2015) as this presentation will share, based on the findings of a collaboration with two teachers in a first-year undergraduate course in Education. In the presentation, we will discuss recommendations for sustainable teacher development that enable blended learning design with opportunities for students to actively create instead of consuming information and that is likely to enhance their experiences of blended learning. The recommendations include underpinning skills and areas such as supporting learning for Māori and non-Māori students by using online affordances for pedagogical practices to, for example, integrate formative feedback, self-assessment, foster active learning online and independent learning.   References   Ako Aotearoa & Synapsys (2018). Technology in learning: Benchmarking and developing sector capability. Wellington, New Zealand: Ako Aotearoa Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18. doi:10.1016/j.edurev.2017.06.001 Conole, G. (2016). Theoretical underpinnings of learning design. In J. Dalziel (Ed.), Learning design: Conceptualizing a framework for teaching and learning online (pp. 42–62). New York, NY: Routledge. Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon report: 2015 Higher education edition. Austin, TX: The New Media Consortium. Retrieved from https://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/ Kirkwood, A. (2014). Teaching and learning with technology in higher education: Blended and distance education needs ‘joined-up thinking’ rather than technological determinism. Open Learning, 29(3), 206–221.

scholarly journals Conceptual Framework for Teaching Sustainable Development Course in Blended Learning Environment

2021 ◽  
Vol 3 (1) ◽  
pp. 17-23
Author(s):  
Tilagavati Subramaniam ◽  
Muthu Alagan Thangavelu
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Online Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Higher Education Institutions ◽  
Virtual Learning Environment ◽  
Young Generation ◽  
Framework For Teaching

Purposes: This paper presents a conceptual framework for teaching sustainable development courses in an online learning environment in institutions of higher education.  Sustainability development courses are becoming essential in higher education institutions mainly to educate the younger generations who will be part of the community to make it happen. Higher education institutions are experiencing dramatic shift to cater a young generation of prospective students, to integrate technical innovations in teaching practices and to concentrate on increasing concerns about global sustainability issues. There has been little research to promote an innovative learning in the teaching of sustainable development. The goal of this paper was to create a framework for teaching sustainable development in a virtual learning environment (blended learning) due to the lack of a conceptual framework that could direct this implementation. Findings: Hence, the blended learning method is eco-friendly, whereby protects global environmental resources. For hands-on experiences, students will develop projects to make their campus and community more sustainable. In the process, students learn how to analyse sustainability and able to apply online learning knowledge into practice. Implication: The conceptual framework proposed will support all educators in higher education institutions engaged in the promotion of quality online education in this pandemic circumstance to develop an effective online practise that are aligned with the corresponding learning needs, skills and facilities.

scholarly journals THE WAYS OF COOPERATION BETWEEN DOCTORS OF THE UKRAINIAN DIASPORA IN CANADA AND DOCTORS IN UKRAINE IN THE CONDITIONS OF MODERN CHALLENGES

2021 ◽  
pp. 67-72
Author(s):  
Myroslava Marushchenko
Keyword(s):  
International Cooperation ◽  
High Efficiency ◽  
Local Level ◽  
State Regulation ◽  
Political Life ◽  
Practical Training ◽  
Fellowship Program ◽  
Charitable Organizations ◽  
The Impact ◽  
Selection Of

In the article, the current state of cooperation between Canadian Ukrainians and Ukrainian doctors analyzes. The urgency of modern challenges for cooperation is determined, in particular: pandemic restrictions due to the rapid spread of Covid-19 virus and a sharp restriction of direct professional contacts; the politicization of professional international cooperation in the conditions of Russian aggression; bureaucracy on the part of the management of medical institutions of Ukraine, unfinished state regulation of charitable organizations and international cooperation; insufficient development of charity in Ukraine. The activity of the main Cooperation programs between doctors Canadian Ukrainians and Ukrainian doctors is analyzed. The main focus of the article is on the analysis of the effectiveness of the Canadian-Ukrainian Pediatric Fellowship Program. The Medical Director of the Program is Professor James Rutka, and the Program Coordinator is Professor Myroslava Romach. The stages of organizing training meetings within the Program are indicated: planning and preparation for the meeting (goal setting and detailed planning); choice of locations, according to pre-thought-out criteria; the meeting itself (lectures and practical training, joint operations in 7 cities of Ukraine); further observation, assessment of the impact and results of the meeting, as well as planning of long-term cooperation. Analysis of the concrete results of cooperation is one of the most important stages of international cooperation, as it not only increases its efficiency but also ensures the targeted use of funds. It is determined that important factors that increase the effectiveness of interstate programs in the field of medicine are awareness of cooperation at the diplomatic level, coordinated cooperation at the local level, selection of reliable partners for cooperation, systematic contacts, activities, targeted, premeditated assistance, careful selection of applicants, changes in the means of communication in today's challenges. The work of the above-mentioned medical Ukraine Paediatric Fellowship Program can serve as an example of the organization of international cooperation in various directions of social and political life of modern Ukraine, and a guarantee of its high efficiency in clear strategic planning.

Taking a Hard Look at the Soft Skills of Online Course Design and Online Teaching in Higher Education

2017 ◽  
pp. 158-181
Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Course Design ◽  
Soft Skills ◽  
Online Course ◽  
Online Course Design ◽  
Post Secondary ◽  
Online Educators

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.

Constructivist Internet-Blended Learning and Resiliency in Higher Education

2018 ◽  
pp. 1087-1101
Author(s):  
Jennifer L. Penland
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Graduate Students ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Meaningful Learning ◽  
Flexible Schedules ◽  
The Impact ◽  
Education Courses

This chapter focuses on the changes that have occurred recently in the distance education arena and the impact on higher education institutions focusing on undergraduate and graduate students taking these courses. Data were gathered from 164 individual participants enrolled in education courses at Shepherd University during the spring 2013, fall 2013 and spring 2014 semesters from end of course surveys with ten questions focusing on the following areas: when students learn, why students learn and how students learn. Findings suggested; (1) increased enrollment in distance education courses, (2) courses allow for flexible schedules (3) better communication with instructor and (4) more meaningful learning overall for students.

Positive Psychology

2021 ◽  
pp. 191-221
Author(s):  
Christine A. DeLucia
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Emotional Experience ◽  
Well Being ◽  
Mindfulness Practice ◽  
Online Learners ◽  
Area Of Interest ◽  
Interest In Research ◽  
The Impact

The application of mindfulness practice in education has been a growing area of interest in research. Some of the benefits of mindfulness practice in education include increased focus and concentration, decreased stress and anxiety, and improved overall well-being. While mindfulness in education has been studied in preschool, elementary, secondary, and tertiary settings, little research has been done examining the benefits of mindfulness in an online learning environment. As online learning continues to be an emerging trend in higher education, it is important for educators to consider alternative ways to support the holistic needs of online learners. This chapter explores the impact of mindfulness resources on the academic and emotional experience of the online learner.

Implementing and Promoting Blended Learning in Higher Education Institutions

2010 ◽  
pp. 70-87 ◽  
Author(s):  
Lixun Wang
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Current Trend ◽  
Face To Face ◽  
Peer Editing ◽  
Academic Reading ◽  
Face To Face Learning

With the rapid development of the Internet, blended learning (online learning plus face-to-face learning) has become a model that more and more higher education institutions are intending to adopt. This chapter first compares various forms and expressions of blended learning adopted by different institutions around the world, and then reports on how blended learning has been implemented and promoted in the English Department at the Hong Kong Institute of Education (HKIEd) using a variety of approaches. Here, a number of projects have been carried out over the past seven years, focusing on the conversion of traditional face-to-face modules into partly face-to-face, partly online modules. In addressing these developments, the Blackboard online learning management system, which has been adopted as the main platform for the delivery of blended learning at HKIEd, is first examined. Then the design of a series of subject-specific Web sites to supplement the Blackboard system and facilitate blended learning is introduced. Finally, the implementation of innovative Wikibook projects is illustrated and discussed. Such Wikibook projects, where students are required to work in groups to write an academic textbook collaboratively online, are highly effective in promoting not only autonomous yet collaborative online academic reading and writing, but also online peer editing. This adds a new dimension to blended learning. Feedback from students shows that they greatly enjoyed the experience of collaborative academic writing through the Wikibook projects, and found that the wiki technology made peer editing much more efficient and effective. All the evidence suggests that blended learning has great potential as a vehicle for teaching and learning and is a notable current trend in higher education.

Educational Online Technologies in Blended Tertiary Environments

2017 ◽  
Vol 13 (3) ◽  
pp. 1-14 ◽  
Author(s):  
Kimberley Tuapawa
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
New Zealand ◽  
Blended Learning ◽  
Tertiary Education ◽  
Structured Interviews ◽  
Online Technologies ◽  
Key Characteristics ◽  
Effective Use

Although educational online technologies (EOTs) present an extraordinary range of higher education opportunities, significant gaps in knowledge about their purpose and functionality may impede levels of adoption. As the demand for online learning grows, it is critical that tertiary education institutes (TEIs) address gaps in knowledge by developing their understandings of EOT applications. This paper aimed to identify, and describe the application of a range of EOTs popularly used in blended tertiary environments (BTEs). Through qualitatively designed semi-structured interviews with 13 blended learning experts from New Zealand, Australia and Canada, and a 5-step analyses of data, it verified the use of 35 different EOTs in BTEs, including Adobe Connect, Blackboard, Facebook, Instagram, and YouTube. Their key characteristics were summarised using a multi-dimensional taxonomy, called the Pentexonomy, which synergised a range of perspectives into a robust, contextualised, and multi-dimensional framework for categorising EOTs. An outline of recommendations for the effective use of some of these EOTs was also provided. As EOTs advance and usage accelerates, the outcomes of this research will assist TEIs in their efforts to keep abreast of EOT developments, make informed choices about EOT use, and contribute to the delivery of relevant, meaningful EOT support.

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