scholarly journals «BLENDED LEARNING» - THE ESSENCE AND FEATURES OF IMPLEMENTATION IN HIGHER EDUCATION

2019 ◽  
Vol 42 (4) ◽  
pp. 33-38
Author(s):  
D. MITSENKO
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Instructional Material ◽  
Online Course ◽  
Pedagogical Practice ◽  
Rotational Model ◽  
Face To Face ◽  
The Common ◽  
Independent Work

The essence of the concept of "blended learning", its main features, varieties, stages of implementation and models of realization are considered in the article. The analysis of modern researches of the problem of the use of blended learning in education, the identification on the basis of its results of the most optimal forms and models of use of "blended learning" is carried out. The expediency of using the classification of American researcher MB Horn, which identifies six models of blended learning, is indicated. Face-to-Face Driver. The educator personally teaches the bulk of the instructional material to the audience. An online course is added to the course as required, which is additional and traditional. "Rotation Model" ("rotational model"). There is a rotation of classroom and independent work of students online. Flexmodel. The course is mostly online. The teacher coordinates the activities of students through the network. Live contacts are made as needed. OnlineLab. The course is taught online, however, not at home alone, but in an equipped classroom under the guidance of a teacher. Self-BlendModel. Students choose courses to study online. The experience of blended learning in higher education is presented. The purpose and comparative capabilities of the common LMS (Learning Management Systems) - Moodle and Google Classroom - are analyzed. Based on the analysis of scientific sources and modern pedagogical practice, it was concluded that blended learning should be used in higher education institutions.

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.

scholarly journals Enhancing Students’ Collaborative Learning Experiences with Laurillard’s Conversational Framework

2020 ◽  
Vol 1 (1) ◽  
pp. 152-167
Author(s):  
Yong Fen Yu ◽  
Neo Mai ◽  
Hew Soon Hin
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Learning Experiences ◽  
Pedagogical Practice ◽  
Face To Face

Collaborative learning (CL) is becoming increasingly recognised as a popular pedagogical practice in higher education that promotes socialization and learning among students. However, the use of collaborative learning does risk placing too much responsibility on the learner and reducing face-to-face interaction with the educator. Therefore, there is a need for educators to find a balance in the interaction and engagement with students to help improve their perceived collaborative learning experiences.

scholarly journals Conceptualising a visual representation model for MOOC-based blended learning designs

2019 ◽  
pp. 1-26 ◽  
Author(s):  
Laia Albó ◽  
Davinia Hernández-Leo
Keyword(s):  
Blended Learning ◽  
Visual Learning ◽  
Online Course ◽  
Learning Design ◽  
Design Elements ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Design Representation ◽  
Representation Model ◽  
Fostering Reflection

This article reports on a study about how massive open online course (MOOC)-based blended learning designs can be visually represented to facilitate their comprehension and sharing. We carried out an iterative co-creation process with different stakeholders to conceptualise a visual learning design representation model within the context of blending MOOCs with face-to-face courses. The data analysed was derived from questionnaires and the generated representations. Results indicate that the representation enabled educators to easily visualise the overall structure of the learning designs and the relationships between the different design elements, providing a context for fostering reflection and decision-making during the planning of MOOC-based blended learning designs.

Application of Gamification to Blended Learning in Higher Education

2019 ◽  
pp. 50-61
Author(s):  
Kamini Jaipal-Jamani ◽  
Candace Figg
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Traditional Instruction ◽  
Teaching Strategy ◽  
Digital Game ◽  
Game Based Learning ◽  
Web Based ◽  
Face To Face ◽  
Gamified Learning

Digital game-based learning (DGBL) has been identified as an effective digital teaching strategy to foster 21st century learning. The inclusion of digital game-based learning in instruction is challenging for educators to structure in higher education learning environments, often because of the lack of coherence with curriculum. Gamification is a recent DGBL strategy that enables the instructor to incorporate the motivational and engagement elements of games in ways that can be adapted to curriculum requirements. Gamification, supported with digital technologies such as web-based tools and learning management systems, offers the instructor the benefits of both face-to-face traditional instruction and online learning. An example of how blended learning in higher education incorporates gamification is presented. Study findings indicate that the blended gamified learning environment motivated learners and promoted cognitive, skill, and attitude development.

Teachers Conceptions and Approaches to Blended Learning

2018 ◽  
pp. 912-934
Author(s):  
Vicki Caravias
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Critical Review ◽  
Research Literature ◽  
Personality Types ◽  
Learning Needs ◽  
Face To Face ◽  
Online Technologies

This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano's Blending with Purpose Multimodal framework. This paper builds upon previous research on blended learning and conceptual framework by Picciano by exploring how objectives from Picciano's framework affect teachers' approaches to both design and teaching in face-to-face and online settings. Research results suggest that teachers use multiple approaches including face-to-face methods and online technologies that address the learning needs of a variety of students from different generations, personality types and learning styles.

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.

The Blended Learning Ecosystem of an Academic Institution in Greece

2010 ◽  
Vol 5 (3) ◽  
pp. 14-35 ◽  
Author(s):  
Mara Nikolaidou ◽  
Chryssa Sofianopoulou ◽  
Nancy Alexopoulou ◽  
Kostas Abeliotis ◽  
Vassilis Detsis ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Academic Institution ◽  
Academic Environment ◽  
Face To Face ◽  
Learning Capabilities ◽  
E Learning ◽  
Learning Ecosystem ◽  
Enhanced Learning

Blended learning has been recognized as the most promising emerging trend in higher education, offering new capabilities, as it may significantly enhance the interaction and communication between instructors and students. The challenge of blended learning is to balance weaknesses and strengths of face-to-face and e-learning teaching environments and effectively combining them to provide enhanced learning capabilities. Its success should benefit instructor-student relation. To this end, the authors adopt ecosystem-based approach to model the blended learning environment and identify its constituents, i.e., instructors, students, consultants, technology. and their evolving relations. The proposed concept was utilized to explore the potential of blended learning in the academic environment. A study was conducted at Harokopio University of Athens over a period of three years to explore the relations between blended learning ecosystem constituents, focusing on instructor -student relation.

scholarly journals ENSURING THE QUALITY OF UNIVERSITY EDUCATION IN CONDITIONS OF BLENDED AND DISTANCE LEARNING

2020 ◽  
pp. 7-13
Author(s):  
Svitlana Martynenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Natural Extension ◽  
Learning Technologies ◽  
Educational Process ◽  
University Education ◽  
Face To Face ◽  
Distance Learning Technologies

In modern conditions of reforming the system of higher education, the introduction of time-based blended and distance learning, the mission of higher education is to ensure the efficiency and quality of university education. Therefore, the problem of using blended and distance learning technologies becomes relevant, which, taking into account the peculiarities of the conduct, should ensure the quality of educational services for students. Blended learning is defined as a hybrid of traditional face-to-face and online learning so that instruction occurs both in the classroom and online, and where the online component becomes a natural extension of traditional classroom learning. The article highlights the peculiarities of the introduction of mixed and distance learning at the university, analyzes and clarifies the essence and content of the concepts of « blended learning», «distance learning», identifies the main approaches, methodical principles underlying the organization of the educational process, the priority tasks and advantages of the introduced forms of education are singled out, the tendencies of their development are outlined, in particular in modern conditions. The methods, organizational forms and means used during blended and distance learning are described, specific examples of their introduction at Kyiv International University are given, as well as the schematic structure of the methodical system of the proposed forms of education that ensure the quality of university education. It is proved that blended and distance learning solves the problems of individualization, intensification and optimization of education, is the most effective evolution of the traditional model of learning7

scholarly journals Alfabetização em Foco: uma Análise Comparativa entre Instituições de Ensino Superior

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Elaine Cristina Ferreira de Oliveira ◽  
Mara Rosana Pedrinho ◽  
Adriane Orenha Ottaiano
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Teacher Training ◽  
Online Courses ◽  
Education Institution ◽  
Online Course ◽  
Literacy Curriculum ◽  
Reading And Writing ◽  
Face To Face ◽  
The Face

O trabalho versa sobre os conteúdos relacionados ao tema alfabetização?, presentes nas disciplinas nos cursos de Pedagogia, nas modalidades presencial e à distância. De cunho documental, esta pesquisa tece algumas considerações acerca da formação dos docentes, no que tange a cursos para professores nas modalidades presencial e a distância (EaD). Apresenta uma análiseacerca do rol de atividades presentes por estas instituições, além do estudo das grades e disciplinas ofertadas no que diz respeito à leitura e escrita de alunos. Os resultados indicam que a instituição de ensino superior presencial possui mais matérias sobre alfabetização (um total de treze disciplinas) em relação à faculdade de ensino a distância (seis disciplinas). Estas e outras considerações complementares são explicitadas ao longo do presente artigo.Palavras-chave: Formação docente, Alfabetização, Conteúdo curricular.Literacy on focus: a comparative analysis between Institutions of Higher EducationAbstractThis study deals with the content related to the theme "literacy" present in the disciplines of a face-to-face as well as a distant and online course of Pedagogy. The research begins with a brief historical revisitation of higher education and teacher training, regarding face-to-face as well as distant and online courses for teachers. It also presents an analysis that shows the activities carried out by these institutions, besides the study of the syllabus and disciplines that focus on students reading and writing. The results show that the face-to-face institution has more subjects on literacy (thirteen subjects in all) in comparison to the distant education institution (six subjects). This finding and others shall be explained throughout this paper.Keywords: Teacher Training, Literacy, Curriculum content.

scholarly journals The Effectiveness of Online Based Learning in Universities During the Covid-19 Pandemic

2021 ◽  
Vol 5 (4) ◽  
pp. 670
Author(s):  
Yari Dwikurnaningsih ◽  
Marinu Waruwu
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Blended Learning ◽  
Assessment Instruments ◽  
Analysis Model ◽  
Attitude Assessment ◽  
Face To Face ◽  
Qualitative Descriptive ◽  
Planning Implementation ◽  
Face To Face Learning

The Covid-19 pandemic has had an impact on the management of learning in universities. Face-to-face learning has shifted to online-based learning. This study aims to analyze the effectiveness of online-based learning in higher education in terms of aspects of planning, implementation, evaluation, constraints and strategies towards new habits. The research method used quantitative-qualitative descriptive. Data collection techniques used interviews and open-closed questionnaires, the results of which were processed qualitatively by using Miles and Huberman's qualitative data analysis model and quantitative data analysis using mean, categorization and percentage calculations. The population of this study was 1,117 students, while the sample was taken randomly as many as 366 people. Interviews were conducted on 9 lecturers. The results of this study indicate that 1) planning, implementation and evaluation of online based learning get an assessment with a good category, 2) online based learning obstacles can be overcome with a blended learning model strategy, practical courses are carried out face-to-face, choosing materials and courses online, online learning is done through virtual face-to-face, attitude assessment using various instruments, and lecturers giving assignments according to the number of credits for the course. Thus, online based learning in higher education needs to be improved through blended learning models, face-to-face practical courses, attitude assessment instruments with various alternatives, selection of materials and courses online or offline and assignments according to the number of credits.

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