Blended Learning Revisited

2012 ◽  
pp. 52-66
Author(s):  
Pablo Ortega Gil ◽  
Francisco Arcos García
Keyword(s):  
Blended Learning ◽  
Mobile Learning ◽  
New Ventures ◽  
Learning Management Systems ◽  
Everyday Practice ◽  
Management Systems ◽  
Target Groups ◽  
Learning Management ◽  
Teachers Attitudes ◽  
The Universe

The universe of blended learning started uncertainly, as all new ventures, amid overt resistance of traditionalist teachers, but boosted by the drive of a few enthusiasts that wanted to bring novel perspectives into education. Everyday practice, together with the growing services it is rendering, has turned blended learning into the mainstay of education. The authors review some of the projects they have been carrying out in later years, all of them involving the use of Learning Management Systems for different target groups. They provide details about students’ response, teachers’ attitudes, and parents’ opinions. They also show how their model has grown richer and richer thanks to the feedback obtained from all parts. Finally, future lines of development are suggested, among which mobile learning stands out. A recently launched mobile learning project is summarized.

Blended Learning Revisited

2011 ◽  
pp. 58-72 ◽  
Author(s):  
Pablo Ortega Gil ◽  
Francisco Arcos García
Keyword(s):  
Blended Learning ◽  
Mobile Learning ◽  
New Ventures ◽  
Learning Management Systems ◽  
Everyday Practice ◽  
Management Systems ◽  
Target Groups ◽  
Learning Management ◽  
Teachers Attitudes ◽  
The Universe

The universe of blended learning started uncertainly, as all new ventures, amid overt resistance of traditionalist teachers, but boosted by the drive of a few enthusiasts that wanted to bring novel perspectives into education. Everyday practice, together with the growing services it is rendering, has turned blended learning into the mainstay of education. The authors review some of the projects they have been carrying out in later years, all of them involving the use of Learning Management Systems for different target groups. They provide details about students’ response, teachers’ attitudes, and parents’ opinions. They also show how their model has grown richer and richer thanks to the feedback obtained from all parts. Finally, future lines of development are suggested, among which mobile learning stands out. A recently launched mobile learning project is summarized.

scholarly journals Effectiveness of Blended Learning Using LMS-Edmodo in Teaching Economics at Higher Secondary Level

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Himanshu Tripathi
Keyword(s):  
Blended Learning ◽  
Classroom Instruction ◽  
Learning Management Systems ◽  
Secondary Level ◽  
Management Systems ◽  
Control Group ◽  
Learning Material ◽  
Teaching Economics ◽  
Learning Management ◽  
Experimental Group

Teaching is not a mechanical process. It is an intricate, exacting and a very challenging one. The demand of new technology and uninterrupted global environment could not be met with the only source of classroom instruction. Blended learning is a formal education program in which a student learns at least in part through delivery of educational content with the best features of classroom instruction via digital and online media to personalize learning and to facilitate some element of student control over time, place, path, or pace. Educational methods have become advanced and changed dramatically in the last decade. The revolution in communication technologies, especially after the invention of the internet, has introduced new methods of teaching and new ways of managing education. Various Learning Management Systems, such as WebCT, Black Board and Learning Spaces are now available for these purposes. Both open source and commercial versions of these Learning Management Systems offer combined services such as creating learning material online and its distribution, facilitating communications between various users etc. The availability of Learning Management Systems has enabled stakeholders in creating a platform that aids in web-based teaching in a convenient and flexible manner. The present paper is an experimental study where participants are 80 students from 4 different schools of Trivandrum district of Kerala. 80 students were distributed into two groups, one experimental group consisting of 40 students and another group having the same number of students to be treated as the control group. Pre and post achievement test was conducted in both the groups to know the effectiveness of teaching Macroeconomics at Higher Secondary level using LMS: Edmodo. After analysis researcher found that teaching Economics using LMS: Edmodo is effective as academic achievement of the experimental group in the study is more than the control group.

scholarly journals Learning Platforms in the Context of the Digitization of Education: A Strong Methodological Innovation. The Experience of Latvia

2021 ◽  
pp. 213-221
Author(s):  
Arta Rūdolfa ◽  
Linda Daniela
Keyword(s):  
Knowledge Construction ◽  
Learning Management Systems ◽  
Management Systems ◽  
Technology Enhanced Learning ◽  
Evaluation Tool ◽  
Educational Processes ◽  
Learning Platforms ◽  
Learning Management ◽  
Teachers Attitudes ◽  
Enhanced Learning

AbstractThe modernization of the education system, the digitalization of the educational environment and learning management systems (LMS), where one of the solutions is learning platforms, are the most urgent directions today’s pedagogical work is taking to reap the benefits of the digital environment. Education quality can be improved in different ways: by changing the content of learning, forms of learning, learning methods and teaching aids; promoting the use of learning platforms in schools; introducing programming and robotics; using learning management systems and other systems. Technologies and digital solutions are transforming the educational landscape in technology-enhanced learning environments. On one hand, there are many possible solutions that provide technology-enhanced learning; while on the other, there is a need to transform educational processes, to transform competence in teaching, to analyze learning outcomes so that technology-enhanced environments can support knowledge construction. The authors of this paper analyze the results of research on learning platforms, in which several research methods were used: systematic literature analyses; development of learning platform evaluation tools; analyses of learning platforms; and surveys on teachers’ attitudes to learning platforms. Altogether 705 teachers expressed their opinion on using learning platforms as a tool for enhancing knowledge construction, providing feedback and analyzing students’ learning results. In this paper, the authors will discuss the results of analyses on nine learning platforms developed in Latvia, conducted using an evaluation tool with 22 criteria and 43 sub-criteria.

Towards Mobile Learning Applications Integration with Learning Management Systems

2010 ◽  
pp. 182-194 ◽  
Author(s):  
Marc Alier Forment ◽  
María José Casany Guerrero ◽  
Jordi Piguillem Poch
Keyword(s):  
Mobile Learning ◽  
New Technologies ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Learning Activities ◽  
Management Systems ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management ◽  
Learning Software

ICT in education innovators are creating new kinds of learning applications using all sorts of new technologies available: Web 2.0, Mobile, Gaming platforms and even Virtual Worlds. Mobile learning applications (m-learning) take advantage of the ubiquitousness of the mobile devices to explore new kinds of ways of learning. Learning Management Systems (LMS) are a consolidated kind of Web based learning software that over the last 15 years have evolved to meet the needs of the learning institution to basic, common online educational platforms. The LMS creates a Web based space for every course (Virtual classroom) that can be used to complement the presence learning activities (Blended Learning) or to fully deliver the course contents (Online Learning). Nowadays most learning organizations have integrated a LMS with their information systems (back-office, academic management, etc.) to a point where all learning activities (virtual and non virtual) have a counterpart (syllabus, assessments, scheduling, etc.) in the LMS virtual classrooms. M-learning is not destined to replace the current Web based learning applications, but to extend it, that is why Mobile Applications will need to be able to integrate with the LMS. It also makes sense to be able to access some of the services of the LMS Virtual Classroom from the mobile device. But, to accomplish this goal might not be a simple task. This chapter analyzes the complexities involved to achieve that goal, and describes some standard interoperability architectures and related research and development projects that will allow this kind of interaction between the LMS and the m-learning applications.

scholarly journals Incorporating Mobile Learning into Athletic Training Education

2009 ◽  
Vol 4 (4) ◽  
pp. 152-156 ◽  
Author(s):  
Emily Davie
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Athletic Training ◽  
Mobile Learning ◽  
Learning Management Systems ◽  
Athletic Training Education ◽  
Management Systems ◽  
Personal Digital Assistants ◽  
E Learning ◽  
Learning Management

Objective: To introduce and present techniques for incorporating mobile learning into athletic training education. Background: The matriculation of digital natives into college has stimulated the identification and development of new teaching and learning strategies. Electronic learning (e-learning), including the use of learning management systems, has been combined with traditional classroom lectures and lab activities to address the needs of these technologically savvy students. Learning management systems offer valuable options to students, but still rely on a computer terminal to interface with the material. Restrictions on when and where a student can “plug-in” to learn places limitations on e-learning. Mobile learning (m-learning) is a sub-set of e-learning that uses hand-held devices to allow flexibility in learning at any time and any place. M-learning involves the use of mobile devices such as mobile phones, personal digital assistants (PDAs), and portable media players for the purposes of acquiring and disseminating knowledge. A variety of methods have been identified for incorporating m-learning into higher education. Articles regarding the use of m-learning, specifically in health care education, are limited. Description: Descriptions of m-learning applications in higher education are presented. Examples of techniques are offered to aid the athletic training instructor in implementing the m-learning principles into the classroom and clinical settings. Application: Athletic training education lends itself well to m-learning. Athletic training students can utilize mobile devices to prepare for an upcoming class session, participate during class, review and study course materials, communicate with teachers and peers, enhance clinical education, and document clinical experiences.

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