The ‘Pleasure Principle’ in Blended Learning Approaches

2012 ◽  
pp. 75-91
Author(s):  
Paul Peachey
Keyword(s):  
Higher Education ◽  
Grounded Theory ◽  
Blended Learning ◽  
Learning Approaches ◽  
Efficient Design ◽  
Efficient Technology ◽  
Pleasure Principle ◽  
Online Technologies ◽  
The Uk

Online technologies were met with initial enthusiasm in the UK following the publication of the Dearing Report (1997). However, this excitement soon became subdued due to disappointing outcomes and unfulfilled expectations regarding the online programmes. Considering the importance that the online component has on a blended learning programme, this chapter argues that the challenge in higher education is to get learners to want to engage as opposed to have to engage and therefore a sense of enjoyment should be added to the blend along with a sound pedagogy and an efficient technology. This chapter endeavours to discern some underlying grounded theory based on classic psychology that might underpin the efficient design of a blended learning programme and offers pragmatic considerations that might help to achieve it.

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.

Educational Online Technologies in Blended Tertiary Environments

2017 ◽  
Vol 13 (3) ◽  
pp. 1-14 ◽  
Author(s):  
Kimberley Tuapawa
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
New Zealand ◽  
Blended Learning ◽  
Tertiary Education ◽  
Structured Interviews ◽  
Online Technologies ◽  
Key Characteristics ◽  
Effective Use

Although educational online technologies (EOTs) present an extraordinary range of higher education opportunities, significant gaps in knowledge about their purpose and functionality may impede levels of adoption. As the demand for online learning grows, it is critical that tertiary education institutes (TEIs) address gaps in knowledge by developing their understandings of EOT applications. This paper aimed to identify, and describe the application of a range of EOTs popularly used in blended tertiary environments (BTEs). Through qualitatively designed semi-structured interviews with 13 blended learning experts from New Zealand, Australia and Canada, and a 5-step analyses of data, it verified the use of 35 different EOTs in BTEs, including Adobe Connect, Blackboard, Facebook, Instagram, and YouTube. Their key characteristics were summarised using a multi-dimensional taxonomy, called the Pentexonomy, which synergised a range of perspectives into a robust, contextualised, and multi-dimensional framework for categorising EOTs. An outline of recommendations for the effective use of some of these EOTs was also provided. As EOTs advance and usage accelerates, the outcomes of this research will assist TEIs in their efforts to keep abreast of EOT developments, make informed choices about EOT use, and contribute to the delivery of relevant, meaningful EOT support.

scholarly journals Video-based learning to enhance teaching of practical microbiology

2020 ◽  
Author(s):  
Katrina Lacey ◽  
J Gerard Wall
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Teaching Assistants ◽  
Undergraduate Teaching ◽  
Learning Approaches ◽  
Laboratory Techniques ◽  
Video Based Learning ◽  
Visual Learners ◽  
Practical Teaching

Abstract Video-based learning is an increasingly important methodology in higher education and has particular value in practical teaching. In order to enhance learning and promote student engagement in our undergraduate microbiology programme, we designed and produced a suite of teaching videos which demonstrate laboratory techniques core to the syllabus. The methods were demonstrated by PhD students and the professionally-produced videos were made widely available via the free YouTube channel Microbiology teaching videos at NUI Galway (https://www.youtube.com/channel/UCsP4xz5aq7sWfR9eXSCd_QQ/), which accumulated over 40 000 views across 47 countries in its first 15 months online. A survey of students who used the videos in their teaching and learning identified a greatly increased understanding of experimental principles and ability to carry out techniques; greater engagement with practical teaching sessions; particular benefits for visual learners; and increased confidence in teaching and in communicating science amongst undergraduate teaching assistants. The videos will be central to microbiology teaching at NUI Galway over the coming decade and will benefit many 3rd level institutions exploring online and blended learning approaches in the coming years.

scholarly journals Blended Learning Internationalization from the Commonwealth

2011 ◽  
pp. 141-167
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

Blended Learning Internationalization from the Commonwealth

2012 ◽  
pp. 101-132
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

Teachers Conceptions and Approaches to Blended Learning

2017 ◽  
pp. 228-250 ◽  
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.

Blended Learning Models

2011 ◽  
pp. 375-382 ◽  
Author(s):  
Charles R. Graham
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Formal Education ◽  
Corporate Training ◽  
Learning Approaches ◽  
Technological Advances ◽  
Information And Communication ◽  
American Society ◽  
Widespread Access

Technological advances and widespread access to information and communication technologies (ICTs) have facilitated the rapid growth of blended learning approaches in both higher education and corporate training contexts. In 2002, the president of Pennsylvania State University expressed his belief that blended learning was “the single greatest unrecognized trend in higher education” (Young, 2002, p. A33). At the same time, the American Society for Training and Development also identified blended learning as one of the top 10 emergent trends in the knowledge delivery industry (Finn, 2002). Since then, the visibility of blended learning environments has increased dramatically in both formal education and corporate training settings. At the third annual Sloan-C Workshop on Blended Learning and Higher Education, Frank Mayadas, the program director for the Alfred P. Sloan Foundation, predicted that “by 2010 you will be hard pressed to find a course that is not blended” (Mayadas, 2006). There is increasing interest in the concept of blended learning as evidenced by greater numbers of books, journal articles, and trade magazine articles that directly address issues related to blended learning. This article will provide an overview of current models of blended learning and provide references to the most recent resources in this emergent area of research and practice.

Active Blended Learning at Scale

2021 ◽  
pp. 106-121
Author(s):  
Andrew Struan
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Course Design ◽  
Education Sector ◽  
Learning Approaches ◽  
Academic Year

This chapter analyses the deployment of active and blended approaches to course design and teaching across one of the largest writing programmes in the British higher education sector. The programme, which teaches and assesses 12,000 students per academic year, adopts an entirely active and blended approach to all elements of its design. This chapter presents the pedagogical underpinnings to the programme, a case study of how the programme has been deployed, and discussion of some key challenges. The chapter establishes that active and blended learning approaches were central to the success of the programme, and that without such pedagogical designs the programme would have failed to meet its essential requirements.

Expanding the Terrain of Online Higher Education Through Active Blended Learning

2021 ◽  
pp. 43-64
Author(s):  
Terra Gargano ◽  
Julia Zeigler
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Blended Learning ◽  
Asynchronous Learning ◽  
Practical Skill ◽  
Learning Approaches ◽  
Online Higher Education ◽  
Communities Of Inquiry

As institutions harness the growing mobility in the lives of students and recognize the expanding terrain of possibilities by incorporating innovative active blended learning approaches, it is imperative to reimagine education itself. Connectivity and active blended learning can open doors for focused interactions, fostering deeper understanding through synchronous and asynchronous learning. The level of attention given by programs to active blended learning can sometimes portend success – programs with strong strategies and methods find ways to flip classrooms, deploy practical skill-based experiences, and design rigorous engagement initiatives. How can more programs take advantage of active blended learning methodologies and approaches to engage communities of inquiry for collaborative learning across borders?

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