scholarly journals Blended Learning Perception among Undergraduate Engineering Students

2016 ◽  
Vol 11 (01) ◽  
pp. 54 ◽  
Author(s):  
Tatiana Krasnova ◽  
Ivan Vanushin
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Online Courses ◽  
Virtual Space ◽  
Educational Benefits ◽  
Undergraduate Engineering ◽  
Learner Centered ◽  
Higher Institutions

Technology is constantly evolving in more sophisticated forms giving new opportunities for educators to transfer learning into virtual space. New educational technology trends are associated today with blended learning where traditional methods of teaching merge with online sessions. Blended learning with its learner-centered approach has a potential to enhance the quality of teaching and learning. Russian higher institutions embrace this technology as a strategy to engage and motivate students and thereby augment the learning process. The paper studies students’ engagement and satisfaction with the online courses and their overall perception from learners’ perspective. The findings could serve as a reference point to promote online courses and to achieve considerable educational benefits.

Effects of ICT on Teaching and Learning: A Review of Related Literature

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Benjamin Kwasi Amponsah ◽  
Francis Stonier
Keyword(s):  
Teaching And Learning ◽  
Human Life ◽  
Research Work ◽  
Real Life ◽  
Student Community ◽  
Active And Collaborative Learning ◽  
Learner Centered ◽  
Learning Conditions ◽  
Teaching Learning

The advent of ICT has made monumental changes in the world presently. This digital phenomenon has had effect in every facet of human life or endeavor. The introduction of ICT in education helped to improve the quality of education at the point where teaching and learning eventually became an engaging active process related to real life. The present study intends to collate the findings from a review of array of available literature related to the effects of ICT on education. The 21st century teaching and learning skills emphasize the need to transform the conventional teacher-centered pedagogy to more learner-centered methodology. Active and collaborative learning conditions facilitated by ICT helps to develop a knowledge-centered student community. This research work gives an insight into the use of ICT in the field of education, focusing on its impact on teaching learning process, quality, and accessibility of education, motivating learners, learning environment and students’ academic performance.

A FRAMEWORK FOR BOOSTING THE AUTONOMOUS AND EXPERIENTIAL LEARNING FOR UNDERGRADUATE ENGINEERING STUDENTS UNDER BLENDED LEARNING

2018 ◽  
Author(s):  
David Santillán Sánchez ◽  
Juan Mosquera Feijoo ◽  
Luis Cueto-Felgueroso ◽  
Beatriz González Rodrigo ◽  
Fernando Suárez Guerra ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Blended Learning ◽  
Engineering Students ◽  
Undergraduate Engineering

Quality Preparation of Mathematics and Science Teachers to Integrate ICT

2015 ◽  
pp. 29-53 ◽  
Author(s):  
John Njoroge Mungai
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Sub Saharan Africa ◽  
Development Programs ◽  
Ict Integration ◽  
Learner Centered ◽  
Teacher Professional ◽  
Sub Saharan ◽  
Context Specific

This chapter clearly illustrates that emphasis on preparation of teachers to integrate ICT is gaining momentum in the education sector. Arguably, underpinning this emphasis is the convergence of assertions that ICT integration has the potential to enhance the quality of teaching and learning. Nonetheless, considering that the debate about effective teaching has overtime existed between two tensions, namely learner-centered and teacher-centered approaches, the additional concern now is how best to prepare teachers to integrate ICT. It is shown in this chapter that the best teaching approach is context specific since it facilitates the teachers' capacity to enhance student learning through quality teaching. The chapter reviews Teacher Professional Development programs in Sub-Saharan Africa and discusses what constitutes learner-centered education, ICT integration, and provides findings of a case study on preparation of science teachers using ICT.

Blended for Student Engagement and Retention

2015 ◽  
pp. 818-835
Author(s):  
Ishmael I. Munene ◽  
Flower Darby ◽  
John J. Doherty
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Face To Face ◽  
Northern Arizona ◽  
Blended Courses ◽  
Learner Centered ◽  
Northern Arizona University ◽  
Face To Face Instruction ◽  
Blended Course

Facetiously described as the “third generation” of distance learning, blended learning is now the new kid on the block in the deployment of technology to support teaching and learning. Its versatility as a pedagogical strategy for creating learner-centered instruction lies in the capacity to exploit the potentials of both the traditional face-to-face instruction and online learning modality in order to provide students with multiple pathways of learning. Yet, developing a blended course to take advantage of these duo capabilities is a monumental challenge for faculty. This chapter presents an analysis of approaches and models employed by faculty at Northern Arizona University to develop and deliver two blended courses as part of the institution's strategy of using technology to enhance undergraduate student engagement and retention. The analysis shows that a multimodal approach that infuses technologies and media and a proactive institutional policy in favor of blended learning, coupled with strategic faculty development, provides the best pathway to developing robust blended courses that are truly learner-centered.

MOOC and Blended Learning Models

2018 ◽  
pp. 276-288 ◽  
Author(s):  
Teresa Torres-Coronas ◽  
María-Arántzazu Vidal-Blasco
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Education Institution ◽  
Learning Models ◽  
Undergraduate Level ◽  
Strategic Approach ◽  
Current Experience

Interest is growing in educational designs that blend MOOCs with on-campus teaching and researchers are seeking to incorporate the spirit of a MOOC into a hybrid model. This article reports on the current experience of a higher education institution embarking on blended learning models. The aim of this article is to present a case study and to discuss the strategic approach to integrating a MOOC at undergraduate level. The evaluation strategy of this experience uses surveys and focus groups to interpret the results and the perspective of the various stakeholders. The analysis synthesizes the opinion of the main stakeholders – the institution, the students and the academic staff – and shows that in addition to improving the financial viability of MOOCs, blended learning models improve the quality of students' education, strengthen students' academic performance, and encourage academic staff to constantly innovate their teaching and learning process.

The Scholarship of Teaching Engineering

2009 ◽  
pp. 439-453 ◽  
Author(s):  
A.K. Haghi
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Technological Education ◽  
Learning Centers ◽  
Academic Challenges ◽  
Learning And Teaching ◽  
Pedagogical Training ◽  
Teaching And Learning Centers

In this book chapter, the authors summarize their retrospections as an engineering educator for more than 20 years. Consideration is given to a number of educational developments to which the author has contributed during his career in academia and the contribution made to engineering and technological education. Increasing emphasis is being placed on establishing teaching and learning centers at the institutional level with the stated objective of improving the quality of teaching and education. The results of this study provide information for the revision of engineering curricular, the pedagogical training of engineering faculty and the preparation of engineering students for the academic challenges of higher education in the field. The book chapter provides an in-depth review of a range of critical factors liable to have a significant effect and impact on the sustainability of engineering as a discipline. Issues such as learning and teaching methodologies and the effect of E-development; and the importance of communications are discussed.

Adapting Engineering Education to the New Century

2010 ◽  
pp. 30-41 ◽  
Author(s):  
A. K. Haghi ◽  
B. Noroozi
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Technological Education ◽  
Learning Centers ◽  
Academic Challenges ◽  
Learning And Teaching ◽  
Pedagogical Training ◽  
Teaching And Learning Centers

In this book chapter, the authors summarize their retrospections as engineering educators for more than 20 years. Consideration is given to a number of educational developments to which the authors have contributed during their career in academia and the contribution made to engineering and technological education. Increasing emphasis is being placed on establishing teaching and learning centers at the institutional level with the stated objective of improving the quality of teaching and education. The results of this study provide information for the revision of engineering curricula, the pedagogical training of engineering faculty and the preparation of engineering students for the academic challenges of higher education in the field. The book chapter provides an in-depth review of a range of critical factors liable to have a significant effect and impact on the sustainability of engineering as a discipline. Issues such as learning and teaching methodologies and the effect of E-development; and the importance of communications are discussed.

scholarly journals STUDENTS’ PERSPECTIVES ON ONLINE LEARNING – ARE THEIR EXPECTATIONS MET BY CURRENT TEACHING PRACTICES?

2021 ◽  
Vol LXIX (1) ◽  
pp. 73-91
Author(s):  
Iulia Gonţa ◽  
Cristina Tripon
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Traditional Learning ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students

The challenges of online learning, created by the COVID-19 pandemic, have prompted a significant demand in researching this particular field of education. The adaptation to online learning, unfortunately, was applied in a context of unprepared teachers and students. This situation was caused by the new format of education, which differs significantly from massive open online courses, traditional learning or distance learning. The new hybrid model of education, prompted by the pandemic, has certainly become a trend that could incite future transformations in terms of teaching and learning. To better understand the specifics of this type of online learning, we asked the students (N = 705) from the University POLITEHNICA of Bucharest to express their opinion on their learning experience during the pandemic. The survey included the problems and expectations of the interviewees, and the research results were analyzed in the article. Our goal was to improve educational practices in the virtual educational environment. In this regard, we analyzed the important components of online learning, focusing on the following ones: the quality of the educational resources used to support the content, the improvement of the quality of the teacher- student relationships, time management, online assessment. The article also provides solutions for effective online learning, from the students’ perspective.

scholarly journals Blended teaching and learning methods in nursing and midwifery education: A scoping review of the literature

2021 ◽  
Vol 9 (1) ◽  
pp. 100-114
Author(s):  
J.P. Ndayisenga ◽  
Y. Babenko-Mould ◽  
Y. Kasine ◽  
A. Nkurunziza ◽  
D. Mukamana ◽  
...  
Keyword(s):  
Nursing Education ◽  
Blended Learning ◽  
Scoping Review ◽  
Teaching And Learning ◽  
Sub Saharan Africa ◽  
Learning Approaches ◽  
Midwifery Education ◽  
Face To Face Learning ◽  
Quality Of Nursing

Background: Blended learning (BL) is defined as the combination of both traditional face-to-face learning and synchronous or asynchronous e-learning approaches. The aim of this scoping review was to explore the literature to obtain a broad understanding of the use of BLin nursing and midwifery education in general, in Sub-Saharan Africa (SSA), and in particular Rwanda.Methods: The literature published between 2010 and 2019 were reviewed from six electronic databases using keywords including blended learning, nursing education, midwifery education, higher education, SSA, and Rwanda. Arksey and O'Malley's framework was used in this review.Results: The initial search identified 1,283 records. Eleven articles were selected for this review after the application of predetermined inclusion criteria. Almost all reviewed articles indicated that the integration of BLmethods improved the quality of nursing and midwifery education in general, and in SSAcountries including Rwanda.Conclusions: Initial research in this area highlights that moving from traditional classroom-delivered programs to the BLapproach is feasible and can promote the quality of nursing and midwifery standards of education. This scoping review highlights a paucity of research on BL in nursing and midwifery education, particularly in SSAcountries. Keywords: Blended learning, nursing and midwifery education, SSA, Rwanda

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