scholarly journals Implementation of a Flexible Learning Study Programme in a Blended-Learning Design: Results from the First Two Cohorts

2019 ◽  
pp. 1-9
Author(s):  
Claude Muller ◽  
Reinhild Fengler
Keyword(s):  
Blended Learning ◽  
Learning Study ◽  
Learning Design ◽  
Flexible Learning ◽  
Instructional Videos ◽  
Study Programme ◽  
Self Study ◽  
University Of Applied Sciences ◽  
E Learning ◽  
Study Format

Zurich University of Applied Sciences (ZHAW) launched the flexible learning study format FLEX, a blended learning design allowing students increased flexibility as to when and where they study. FLEX reduces classroom time by about half, while adding an e-learning environment for self-study that includes instructional videos. An analysis of the first two cohorts in the assessment level showed that the new study format was broadly accepted and that students using the FLEX format achieved exam results equivalent to students in the conventional learning format.

scholarly journals Learning Effectiveness and Students’ Perceptions in A Flexible Learning Course

2018 ◽  
Vol 21 (2) ◽  
pp. 44-52 ◽  
Author(s):  
Claude Müller ◽  
Michael Stahl ◽  
Mark Alder ◽  
Maximilian Müller
Keyword(s):  
Learning Style ◽  
Learning Effectiveness ◽  
Classroom Learning ◽  
Flexible Learning ◽  
Instructional Videos ◽  
Learning Time ◽  
Content Assessment ◽  
Learning Path ◽  
E Learning ◽  
Study Format

Abstract With flexible learning, students gain access and flexibility with regard to at least one of the following dimensions: time, place, pace, learning style, content, assessment or learning path. Zurich University of Applied Sciences (ZHAW) has launched a new flexible learning study format called FLEX, a blended learning design allowing students to be more flexible as to when and where they study. It reduces classroom learning time, replacing some of it with an e-learning environment for self-study that includes instructional videos. In a pilot phase, we conducted a semi-experimental study on the learning effectiveness of FLEX. Students’ perceptions of the new study format FLEX were found to be positive. In addition, the final test results of students in the FLEX programme were similar to those of other students, despite classroom learning time was reduced by about half.

Training Teachers for E-Learning, Beyond ICT Skills Towards Lifelong Learning Requirements

2011 ◽  
pp. 83-95 ◽  
Author(s):  
Olga Díez
Keyword(s):  
Adult Education ◽  
Teacher Training ◽  
Blended Learning ◽  
Lifelong Learning ◽  
Virtual Environments ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Learning Design ◽  
Ict Skills ◽  
E Learning

This chapter describes an experience in teacher training for e-learning in the field of adult education. It takes into account the models offered by flexible lifelong learning as the proper way to develop training for teachers in service, considering the advantages of blended learning for the target audience. The chapter discusses the balance between mere ICT skills and pedagogical competences. In this context the learning design should always allow that the teachers in training integrate in their work ICT solutions that fit to the didactic objectives, renew teaching and learning methodology, facilitate communication, give place to creativity, and allow pupils to learn at their own pace. By doing so, they will be closer to the profile of a tutor online, as a practitioner who successfully takes advantages of the virtual environments for collaborative work and learning communication.

scholarly journals Web-based and interactive Italian blended learning course: embedded apps and tools in a structured learning process

2020 ◽  
pp. 15-20
Author(s):  
Laura Capitani
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Interactive Learning ◽  
Structured Learning ◽  
Distance Learners ◽  
Learning Materials ◽  
Web Based ◽  
Study Programme ◽  
Self Study ◽  
Traditional Courses

‘Web-based and Interactive Italian’ is a detailed and progressive programme developed by the author for the Maastricht University Language Centre. The course started in 2013, with the intention of catering for the variability in the number of students following the regular courses, as well as broadening the language offer using blended learning. The eight interactive tutor-led Skype sessions are preceded by 80 hours of self-study per level. Starting from a flipped classroom approach, it is structured in three consecutive learning steps. It makes use of existing language apps and tools, like Babbel2 and Quizlet3, and of a manual book used at the intermediate levels, as well as bespoke web-based and interactive learning materials as preparation for the oral sessions. The course is still running successfully and represents an effective alternative to traditional courses, offering distance learners the possibility of completing the whole study programme from A1 to B2.

Evaluating Flexible Learning in Terms of Course Quality

2011 ◽  
pp. 272-281 ◽  
Author(s):  
Betty Collis ◽  
Anoush Margaryan
Keyword(s):  
Social Interaction ◽  
Blended Learning ◽  
Learning Process ◽  
Direct Relationship ◽  
Course Delivery ◽  
Learning Activities ◽  
Flexible Learning ◽  
Course Quality ◽  
Study Materials ◽  
E Learning

Learning becomes more flexible when options are offered to learners, not only about the time and place and pace of learning, but also relating to types and origins of study materials, to forms and quantity of learning activities and assignments, to ways of interacting with others within the course, and to forms of assessment. De Boer (2004) has analyzed flexible course delivery within universities and found that the most flexibility is found in logistic aspects of the course such as flexibility in dates by which assignments must be submitted or flexibility in the location of course meetings, whereas pedagogical flexibility in which the learner can tailor aspects of the learning process itself is still relatively little seen. Within companies, flexible learning is often described as e-learning or blended learning. In an analysis of literature about flexible learning in companies, Margaryan and Bianco (2002) found that e-learning typically involves logistic flexibility at the price of pedagogy: little or no options are available for social interaction, a direct relationship with an instructor, or for choice in types of learning activities and ways of carrying out those activities.

Research and Application of Blended Learning Mode under the Network Environment

2014 ◽  
Vol 687-691 ◽  
pp. 2510-2512
Author(s):  
Li Ma ◽  
Yue Ling Zhao ◽  
Yong Qi Han ◽  
He Long Yu
Keyword(s):  
Blended Learning ◽  
Three Dimensional ◽  
College Teaching ◽  
Learning Study ◽  
Learning Design ◽  
Network Teaching ◽  
Teaching Platform ◽  
Teaching Reform ◽  
Agricultural Application ◽  
Train Of Thought

Blended learning has become an important content of teaching reform in colleges and universities. Blended learning model based on network teaching platform, will provide a new train of thought for the reform of college teaching. This study intends to combine computer agricultural application, on the basis of the basic principle of blended learning, Study the key problems of blended learning and the content of the blended learning design, to provide a reference for design of three-dimensional classroom three-dimensional class under the existing resources environment

scholarly journals E-LEARNING ENVIRONMENT FOR THE REMOTE STUDYIN MATERIAL PROPERTIES COURSES

2014 ◽  
pp. 235-240
Author(s):  
Peter Arras ◽  
Yelizaveta Kolot ◽  
Galyna Tabunshchyk ◽  
Tomas Kozík
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Material Properties ◽  
Course Structure ◽  
Learning Module ◽  
Self Study ◽  
Remote Laboratories ◽  
Computer Aided ◽  
E Learning ◽  
Computer Aided Learning

In this paper a newly developed e-learning environment for the support of the study on Material Properties is presented. It was developed to support the blended learning of the material and shape stiffness. Course structure is organized in HTML content, and virtual and remote laboratories are integrated in the computer aided learning module (CALM), which support both teach ers during the hand-on teaching and students during self-study.

scholarly journals Using blended learning model in improving self-study competence in Physics subject of high school students

2020 ◽  
Vol 4 (1) ◽  
pp. 53-60
Author(s):  
Ngoc Thi Lan Nguyen ◽  
Hien Thi Thu Le ◽  
Nhi Thi Nguyen ◽  
Tuan Minh Dang
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Learning Model ◽  
Learning System ◽  
Physics Teaching ◽  
School Students ◽  
Self Study ◽  
E Learning ◽  
Teaching Physics

The paper presents results from research on improving self-study competence of students in Blended Learning model in teaching Physics in high school. The research results are conducted through the design of E-learning system for Physics teaching, propose measures to improve the ability of self-studying Physics for general students according to the blended learning model. Experiment was carried out with 255 high school students in Quang Tri province. The article shows that the blended learning model is perfectly suitable for improving self-study competence for students, contributing to improving the quality of teaching Physics.

scholarly journals Flexible learning with multicomponent blended learning mode for undergraduate chemistry courses in the pandemic of COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chui-Man Lo ◽  
Jie Han ◽  
Emily S.W. Wong ◽  
Chin-Cheung Tang
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Organic Synthesis ◽  
Flipped Classroom ◽  
Course Evaluation ◽  
Flexible Learning ◽  
Content Type ◽  
Face To Face ◽  
Undergraduate Chemistry ◽  
E Learning

Purpose This paper aims to report a case study in flexible learning with multicomponent blended learning mode in an undergraduate chemistry course. Traditional chemistry courses usually include lectures, tutorials and laboratory sections. For a course “Advances in Organic Synthesis” at undergraduate level, it consists of advanced information in organic chemistry such as reaction mechanisms, asymmetric catalysis, retrosynthesis and applications in synthesis of natural products. This course is a difficult subject and requires deep understanding of contents. After learning this course, students should have comprehensive knowledge in advanced strategies of organic synthesis and have an ability to apply them to real cases. This “flexible learning with multicomponent blended learning mode” was implemented by the authors to enhance student engagement and self-motivation in their studies. Design/methodology/approach The authors hoped to enhance students’ engagement in “flexible learning” – a mixed concept with “blended learning” and “flipped classroom” – and called this approach as “multicomponent blended learning mode.” Blended learning combines face-to-face and e-learning components with interactive Web-based components and technical experimental videos were developed. The knowledge integrated in different components provides a natural environment to link the different synthetic methods together, which help students to get a better understanding of the complicated knowledge and strengthen their skills. For flipped classroom, students participated in the case studies of the organic synthesis and shared their findings to other classmates in oral presentations. Findings In this study, both course evaluation score and students’ academic performance in the “multicomponent blended learning mode” were increased significantly when comparing with traditional teaching methods in 2011. It was found that students’ engagement and their self-motivation in learning were enhanced. Originality/value The positive feedback from the students and the enhancement of their academic performance supported the value in this research. Besides, most universities in Hong Kong have suspended all face-to-face classes and conducted all teaching in online mode during COVID-19 outbreak. As the multicomponent blended learning mode of this course has already been conducted for eight cohorts, the authors are confident that this feature can minimize the sudden change in the learning habits for the students. As social factors and individual variations in students’ learning and study mode may affect the learning outcomes, these interactive multicomponent e-learning components in this special period make students excited when they can study and digest the knowledge according to their own pace.

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.

INDIVIDUALISATION IN FLEXIBLE LEARNING, FROM A POST-POST-FOUNDATIONALIST PERSPECTIVE

2015 ◽  
Vol 37 (2) ◽  
pp. 101-114
Author(s):  
J L Van der Walt
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Best Practice ◽  
Flexible Learning ◽  
Per Se

Most practitioners in the field of flexible learning seem to be sufficiently aware of the importance of catering to the needs of their students. However, it appears that many are rather more conscious of the needs of the students as a group than as individuals per se. Others seem to be rather more concerned about the technology involved. After touching on the foundationalist and non-, post- or anti-foundationalist approaches to the problem of individualisation in flexible learning, the article discusses a number of guidelines for individualisation from a post-post-foundationalist perspective. This is followed by a section in which these guidelines are presented in practical terms. This outline of guidelines reveals that attempting to individualise from this perspective is no simple and straightforward matter, but that there might be practitioners in the field of flexible learning (open distance learning and blended learning) who already are following this approach as a best practice. A post-post-foundationalist approach to individualisation in flexible learning offers practitioners in the field a whole new vocabulary.

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