scholarly journals Blended Learning of Physics in the Context of the Professional Development of Teachers

2019 ◽  
Vol 14 (23) ◽  
pp. 17 ◽  
Author(s):  
Lyubov Krasnova ◽  
Viktor Shurygin
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Blended Learning ◽  
Personality Development ◽  
Learning Technology ◽  
Full Time ◽  
Physics Teachers ◽  
Course Structure ◽  
Learning Modules ◽  
E Learning

In line with the improvement of traditional teaching methods, the new ones are intensively introduced at all levels of education. Usually, these are the methods tied with e-learning. Essentially, teachers must be able and ready to create an innovation-driven learning environment contributing to the effective individualization of the learning process. At the same time, each student should achieve the highest possible outcomes standing behind the personality development. This paper introduces the refresher courses designed for the physics teachers. These courses are based on the blended learning technology combining traditional full-time education with the elements of distance learning supported by LMS Moodle. The courses were tested at the Elabuga Institute of Kazan Federal University in 2016-2018. This paper describes the module-based course structure and methods for applying the e-learning modules. The distinctive feature of the course is that the content of the learning modules was designed to deliver different methods for teaching physics and to improve the general cultural competence of a teacher. The analysis of polling results (poll included 89 physics teachers) allowed assessing the efficiency of designed courses in the context of teacher’s professional development, his/her readiness to work in modern learning environment. The research outcomes will be also useful for foreign educational establishments implementing the teacher professional development programs.

scholarly journals UNIVERSITY STUDENTS’ ATTITUDES TOWARDS E-LEARNING

2016 ◽  
Vol 1 (100) ◽  
pp. 2-9 ◽  
Author(s):  
Audronė Dumčienė ◽  
Tomas Saulius ◽  
Audrius Čapskas
Keyword(s):  
Learning Environment ◽  
University Students ◽  
Blended Learning ◽  
Female Students ◽  
Full Time ◽  
Traditional Methods ◽  
Postgraduate Students ◽  
Study Results ◽  
E Learning ◽  
Students Attitudes

Background. E-learning is a new paradigm of modern teaching methods. The aim of the paper was to reveal the university students’ attitudes towards e-learning. Methods. Research sample involved undergraduate (first cycle) and postgraduate (second cycle) students of three different universities, 156 men and 278 women. Questionnaire was comprised of 60 questions and statements. Results. Research reveals that 40% of undergraduates and 42% of postgraduates positively treat e-learning as the method of study content presentation; 23% of undergraduate and 38% postgraduate students believe that study content presented in e-learning environment helps them focus attention; 61% of the undergraduates and 59% of postgraduate students claim that materials accessible in e-learning environment are relevant to their studies. Even 37% of undergraduates and 34% of postgraduates are completely satisfied with their study results achieved by studying materials presented in e-learning environment. Attitudes of male and female students and students from different universities differ significantly (p < .05). About 40% of undergraduate and 36% of postgraduate students believe that studying via e-learning is easier than studying based on traditional methods, 48% and 44% respectively think that it is harder. The majority, i.e. 59% of undergraduates and 52% of postgraduates, prefer blended learning methods. About 42% of first cycle students and 43% of second cycle students disagree or partly disagree with the claim that studies via e-learning and studies based on traditional methods do not differ in respect of their quality; 38% of undergraduate and 42% of postgraduate students believe that e-learning and traditional methods lead to the acquisition of the same competences. Students who have part-time jobs and students who have full-time jobs have significantly different (p < .05) attitudes towards competences acquired via e-learning and via traditional methods. The opinion that the same competences are acquired via e-learning and via traditional methods is more common among full-time workers. Students (45% of undergraduates and 37% of postgraduates) tend to believe that in the e-learning environment studies were organized as professionally, qualitatively and effectively as studies based on traditional methods. This view is opposed by 22% of undergraduate and 30% of postgraduate students. Conclusions. Students treat traditional (“live”) lectures more favourably than autonomous studies in the e-learning environment. They tend to believe that the blended learning method is the most acceptable. Male students’ and female students’ attitudes towards study results in the e-learning environment differ significantly. The majority believe that competences acquired via e-learning and the ones acquired via traditional methods do not differ.

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 INFLUENCE OF TECHNOLOGY TYPE ON DEVELOPMENT OF INSTRUCTIONAL MATERIALS FOR DISTANCE EDUCATION

2021 ◽  
Vol 1 (1) ◽  
pp. 60-74
Author(s):  
Hannah Njoki
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Virtual Learning Environment ◽  
Instructional Materials ◽  
Empirical Literature ◽  
Learning Technology ◽  
E Learning ◽  
Technology Type

Purpose: no one technology can support all types of teaching and learning at a distance – the most effective approach is to combine a range of technologies. Using multiple technologies ensure that all learning styles are catered for and that significant opportunities for interaction between the learner and the tutor are provided. The general objective of the study was to evaluate influence of technology type on development of instructional materials for distance education. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: From the study findings, it is concluded that learning through experience influences the creation of new values which become attitudes that have a strong impact on teacher's behavior towards e-learning technology. Therefore, the attitude and values are singled out as a separate category as well, linking together certain factors that influence them. Because of the manner of academic teaching process, the most commonly used is blended learning model where a course instructor chooses the e-learning technology based on certain elements. The practice has shown that creating a blended learning environment is not easy and that course instructors have problems in many stages of designing the virtual learning environment, from the analysis of the course requirements, analysis of the student requirements, application of instructional design model, e-learning technology use, not understanding the concept of the quality of e-learning process and many other factors.. Recommendations: The study recommends that is a need for more courses should be integrated in distance learning so as to cover all the courses offered to students. There is also need for students to enroll in practical classes for computer training. This will enable the less net savvy students to brace up so as to avoid being left behind by others. There is no doubt that a lot of pressures are facing our students when it comes to distance learning technology adoption, especially distance barrier. There is therefore, need for e-learning to be fully put in place to enable the group of students that their homes are far away from the school to participate in classes even when they are not able to make it to school. Finally, there should be availability of ICT infrastructure, the absence or inadequacy of which will totally hamper the idea of e-learning adoption in universities. There should be provision of computers and high bandwidth to enable the easy flow of classes online

scholarly journals Usage of Distance and Blended Learning in Educating School Librarians

2021 ◽  
Author(s):  
Michaela Banek Zorica ◽  
Šonja Spiranec ◽  
Nikolaj Lazić
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
New Technologies ◽  
Learning System ◽  
Traditional Learning ◽  
Full Time ◽  
School Librarians ◽  
Part Time Students ◽  
Part Time ◽  
E Learning

Paper shows the case study of transforming traditional learning environment (based on teacher-centred instruction), to the blended learning environment (based on student-centred instruction) using Open Source Learning Management Systems, like Moodle. Special attention was on the advantages in usage of this tool in educating LIS professionals. Authors try to investigate whether new technologies help and motivate students master the necessary knowledge, especially when applied to the mandatory courses. Differences in motivation and access to the studies between the full-time and part-time students are also compared. Data fo theevaluation have been gathered through numerous satisfaction surveys and interviews with the students of Department of Information Sciences, Faculty of Humanities and Social Sciences, University of Zagreb, both full-time and part-time, as well as through the analysis of the data from the faculty’s e-learning system.  

THE FEATURES OF ORGANIZING BLENDED LEARNING USING LMS MOODLE

2018 ◽  
pp. 43-50 ◽  
Author(s):  
E. V. Karmanova
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Training ◽  
Educational Process ◽  
Learning Technology ◽  
Full Time ◽  
Educational Organizations ◽  
Teaching Materials ◽  
The World

The technology of blended learning is one of the modern trends in education both in the world and in Russia. The article explores the various possibilities of blended learning technology. As a means of implementing online learning, it is proposed to use LMS Moodle, which is widely used among educational organizations. The categorization of the main elements of Moodle from the perspective of the organization of pedagogical control, forms of presentation of teaching materials is presented. Examples of the use of basic resources and elements of Moodle in the educational process are given. The interactive properties of individual elements those allow you to more effectively implement online learning in blended learning technology are revealed. An approach is proposed to understand the essence of blended learning technology as a technology that allows to activate a student’s activities in the framework of full-time education by using online training and transferring (from full-time education) those activities that students are able to implement in the absence of a teacher.

Implementation of a Blended Learning Module to Teach Handling, Restraint, and Physical Examination of Cats in Undergraduate Veterinary Training

2021 ◽  
pp. e20200160
Author(s):  
Mirjam B.H.M. Duijvestijn ◽  
Bente M.W.K. Van der Wiel ◽  
Claudia M. Vinke ◽  
M. Montserrat Diaz Espineira ◽  
Harold G.J. Bok ◽  
...  
Keyword(s):  
Physical Examination ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Clinical Training ◽  
Skills Training ◽  
Veterinary Students ◽  
Learning Modules ◽  
Learning Module ◽  
E Learning ◽  
Standard Module

Cats can be easily stressed in a clinical (training) setting and may show unpredictable reactions and patterns of defensive aggression. This can be a complicating factor in undergraduate veterinary training. Inexperienced veterinary students can evoke defensive feline behavior that negatively affects learning outcomes and animal welfare. As a result, restraint techniques and physical examination of cats was hardly practiced in pre-clinical training at Utrecht University. To overcome this, a new blended learning module was developed using a lecture on feline behavior; e-learning modules about feline behavior, handling, restraint, and physical examination skills; and redesigned practical sessions in which live animals and manikins were used. The aim of this study was to investigate how students’ perceptions of competence and confidence changed regarding feline behavior, handling, restraint, and physical examination skills after the new module was implemented. Questionnaires were used for quantitative analysis, and focus groups were used for qualitative analysis. The results show that compared with students who followed the standard module, students who participated in the blended learning module scored higher in feeling confident with handling animals, feeling competent to perform physical examination on cats, and ability to assess whether a cat is stressed. Students with less experience with cats were more likely to show improvement in assessing a cat’s stress level than students who had much experience with cats. The results demonstrate that the blended learning module improves students’ learning outcomes regarding feline skills training and adds to reduction, refinement, and replacement of the use of live cats.

scholarly journals Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

2020 ◽  
Vol 22 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Sinan Keskin ◽  
Halil Yurdugül
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Task Value ◽  
Individual Factors ◽  
E Learning ◽  
The Individual

AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

scholarly journals Pedagogical design in the design of educational materials when creating electronic courses

2021 ◽  
Vol 113 ◽  
pp. 00045
Author(s):  
O.A. Kalimullina ◽  
A.N. Afzalova ◽  
Y.N. Kuznetsova
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Practical Aspect ◽  
Educational Process ◽  
Full Time ◽  
Educational Materials ◽  
University Teachers ◽  
Electronic Environment ◽  
Pedagogical Design ◽  
E Learning

The article indicates the importance of the principles of pedagogical design and pedagogical design in ensuring the effectiveness of e-learning. The author considers the features and advantages of blended learning for both students and university teachers in general, shows the possibilities of using the electronic environment within the framework of full-time and distance learning. The practical aspect of these problems is considered, which is associated with the fact that few teachers are ready to master the latest technologies, design the content and organizational aspects of the digital educational space, adapt the educational process to the requirements of an innovative society, since there are no ideas about the digital educational space as a whole.

scholarly journals Peculiarities of the higher education development in a blended learning environment

2021 ◽  
Author(s):  
Pavlo Chervonyi ◽  
Svitlana Alieksieieva ◽  
Nadiia Senchylo-Tatlilioglu ◽  
Oleksandr Chastnyk ◽  
Nataliia Diomidova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Environment ◽  
Blended Learning ◽  
Continuous Professional Development ◽  
Average Level ◽  
Ict Skills ◽  
Positive Effects ◽  
Ict Use ◽  
Wide Range

Since the early 2000s, the potential of blended learning has been recognized worldwide as a promising trend due to the active technology development and its integration into higher education. Blended learning in higher education is at the development stage, which explains the relevance of research into the problems of higher education transformation through the introduction of technology in pedagogy. This article aims to identify the peculiarities of the higher education pedagogy transformation through the blended learning model. The methodology was based on a statistical, correlational analysis by using The Teaching and Learning International Survey (TALIS) database containing the survey results of 7,823 educators in France and the Netherlands. Results. The study revealed an average level of teacher preparation for blended learning (50.5%) and preparation for ICT use in student learning (48.4%) components inclusion. A significant level of teachers' professional development of ICT skills was revealed (44% take courses). An average level of teachers' unpreparedness both for blended learning (28.9% not ready, 36.6% not prepared enough) and ICT use in practice was established (30.3% - almost not ready, 34.25 - not prepared enough). A positive correlation was established between the components of teachers' preparation for the blended learning environment and the subsequent passage of professional ICT skills development courses. It means that formal education does not guarantee the absence of the need for continuous professional development and the formation of a wide range of ICT skills. Teachers need continuous professional development and new ICT skills. The research identified a synergy of positive effects of ICT skills professional development (interaction of educators united by common problems related to blended learning, technology, etc.; borrowing new ideas, innovations, and practices during professional development; updating professional knowledge; using active shared learning; integrity of professional development structure). Teachers noted that professional development courses were specifically adjusted to their needs.

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