A Program-Based Approach to Developing and Implementing Blended Instruction

2012 ◽  
pp. 155-175
Author(s):  
Linda S. Brew ◽  
Judith L. Kaplan
Keyword(s):  
Course Design ◽  
Teacher Education Program ◽  
Learning Theories ◽  
Faculty Involvement ◽  
Blended Instruction ◽  
Face To Face ◽  
Asynchronous Instruction ◽  
The Face ◽  
High Level ◽  
A Site

A program-based approach to converting a site-based post-baccalaureate teacher education program to a blended format is described. While the face-to-face version of the program was able to serve a very limited number of prospective students in a predominantly rural area, the blended approach has attracted so many participants that double classes are regularly required to meet demand. Major issues covered include designing curriculum with regard to adult learning theories, balancing synchronous and asynchronous instruction methods, and developing adjunct faculty competencies. Results of a program evaluation based on survey data from students and faculty are included, indicating a high level of satisfaction with learning experiences overall, balanced by requests for improvements in course design and strong faculty involvement in both online and videoconferencing formats.

scholarly journals Perceptions towards Online Counseling among University of Jordan Students

2017 ◽  
Vol 11 (12) ◽  
pp. 68 ◽  
Author(s):  
Adel Tannous
Keyword(s):  
Counseling Services ◽  
Online Counseling ◽  
Online Questionnaire ◽  
Face To Face ◽  
Adequate Information ◽  
Life Problems ◽  
The Face ◽  
University Of Jordan ◽  
High Level ◽  
Use Of Internet

Technology and the use of internet has taken counseling service beyond the face-to-face to online counseling services. Online counseling has been available and widely used as more people are going online. Therefore this research aims to examine the perceptions of University of Jordan students toward online counseling. A sample of 210 respondents were selected to complete online questionnaire that contains two aspects of knowledge about and attitude toward online Counseling. The results of the study indicated that respondents have adequate information about the field of online counseling. However, face to face counseling was not the first preferences for most of the respondents. They have a positive attitude and a high level of preferring toward online counseling, and they believe that online counseling is an essential part of their way to deal with daily life problems. The results also indicated that social media is most effective way that help respondents to get online counseling, and it has tremendous effect on respondent's life. 

Instructor Presence in Online Distance Classes

2010 ◽  
pp. 1216-1219
Author(s):  
Janet Lear
Keyword(s):  
Student Learning ◽  
Instant Messaging ◽  
Online Environment ◽  
Face To Face ◽  
Instructor Presence ◽  
New Knowledge ◽  
The Face ◽  
Online Distance ◽  
A Site ◽  
E Mail

Instructor presence are words that call to mind a professor at the front of a classroom lecturing to a room full of students. Today the image associated with instructor presence is quite different. The vision is one of an individual engaged with the student, leading, and mentoring students, and facilitating classes either visibly in the classroom or invisibly in the online environment. Instructor presence is a broad phrase that refers to the instructor’s jobs of structuring and presenting the materials as well as providing feedback and engaging with the student academically through e-mail, by telephone, or by instant messaging either text or video. The roles are different but the outcome is the same, student learning. Gone are the days where the instructor was the center of the class, lecturing and passing along knowledge to students. Because today’s learner is actively involved in the building of new knowledge, learning is more student-focused. As the environment changes, the instructor assumes a variety of roles from designer to facilitator to mentor. The new roles are the same for both instructors in the face-to-face classroom and instructors in the online environment. Instructors for classes in the online environment cannot just compile a site for the class with materials available to the students. Instructors need to have an online presence as they facilitate the class mentoring students, providing activities, encouraging students, and communicating with student on a regular basis.

What Opinions Do People Have Through the Understanding Concerning High-Level Radioactive Waste Disposal Project?

2010 ◽  
Author(s):  
Hiroshi Kimura ◽  
Masashi Furukawa ◽  
Daisuke Sugiyama ◽  
Taiji Chida
Keyword(s):  
Public Relations ◽  
Radioactive Waste ◽  
Nuclear Power ◽  
Radioactive Waste Disposal ◽  
High Level Radioactive Waste ◽  
Face To Face ◽  
Lay Persons ◽  
The Face ◽  
Amount Of Knowledge ◽  
High Level

In Japan, the implementation of the high-level radioactive waste (HLW) disposal is one of urgent issues in the situation that Japan will continue the use of nuclear power. But, the lay people may not have the sufficient amount of information and knowledge about HLW disposal to hold their opinions about this issue. In this research, in order to clarify what opinions they will have with enough information and knowledge, we had the face-to-face dialogues about the HLW disposal with 2 or 3 lay persons. The dialogues were conducted 11 times with different lay persons’ groups. In these dialogues, after the lay participants had a certain amount of knowledge about HLW disposal, they became to talk about their opinions to the HLW disposal program in Japan. These opinions included the doubt against the open solicitation to select the siting area in the HLW disposal program of Japan, the emotion like NIMBY, the indication of lack of public relations about HLW disposal, and so on.

Using the How People Learn Framework for Online Course Design in Teacher Education

2010 ◽  
pp. 360-376 ◽  
Author(s):  
Sharon Dole ◽  
Lisa Bloom
Keyword(s):  
Teacher Education ◽  
Course Design ◽  
Online Courses ◽  
Teacher Education Program ◽  
The United States ◽  
Online Programs ◽  
How People Learn ◽  
High Level ◽  
Alternative Routes

The demand for online teacher education programs continues to grow in the United States. Two trends have fueled this dramatic growth for such programs: (1) The shortage of teachers in certain areas has prompted the spread of alternative routes to teacher preparation; (2) The nature of the higher education student in alternative programs has transformed from a traditional to a non-traditional profile. With the growth of online programs comes the need for effective courses. This case study uses the How People Learn (HPL) framework as the conceptual model to examine online courses in a teacher education program for evidence of high level learning outcomes. The case study involved data collection in the form of surveys, interviews and artifacts from four online classes using the HPL framework. Results of the study demonstrate that the HPL framework provides a powerful structure for creating and assessing environments conducive to the work of prospective professionals.

Instructor Presence in Online Distance Classes

2010 ◽  
pp. 1422-1427
Author(s):  
Janet Lear
Keyword(s):  
Student Learning ◽  
Instant Messaging ◽  
Online Environment ◽  
Face To Face ◽  
Instructor Presence ◽  
New Knowledge ◽  
The Face ◽  
Online Distance ◽  
A Site ◽  
E Mail

Instructor presence are words that call to mind a professor at the front of a classroom lecturing to a room full of students. Today the image associated with instructorpresence is quite different. The vision is one of an individual engaged with the student, leading, and mentoring students, and facilitating classes either visibly in the classroom or invisibly in the online environment. Instructorpresence is a broad phrase that refers to the instructor’s jobs of structuring and presenting the materials as well as providing feedback and engaging with the student academically through e-mail, by telephone, or by instant messaging either text or video. The roles are different but the outcome is the same, student learning. Gone are the days where the instructor was the center of the class, lecturing and passing along knowledge to students. Because today’s learner is actively involved in the building of new knowledge, learning is more student-focused. As the environment changes, the instructor assumes a variety of roles from designer to facilitator to mentor. The new roles are the same for both instructors in the face-to-face classroom and instructors in the online environment.Instructors for classes in the online environment cannot just compile a site for the class with materials available to the students. Instructors need to have an online presenceas they facilitate the class mentoring students, providing activities, encouraging students, and communicating with student on a regular basis.

Preparing Teacher Education Students to Use Instructional Technology in an Asynchronous Blended Course

2017 ◽  
pp. 603-619
Author(s):  
Hua Bai
Keyword(s):  
Instructional Technology ◽  
Teacher Candidates ◽  
Course Design ◽  
Education Students ◽  
Face To Face ◽  
Blended Courses ◽  
Group Presentations ◽  
The Face ◽  
Blended Course ◽  
Teacher Education Students

This chapter reports a study that examined the effects of an asynchronous blended instructional technology course on teacher candidates' learning. In this course, the online components and the face-to-face components were blended in a unique way. The limited number of face-to-face meetings were mainly dedicated to course introduction and the students' group presentations. Overall, the students perceived that the online learning activities were effective in helping them to learn about the instructional technology. They were satisfied with the blended mode of this course and reported strong self-efficacy in technology integration. Implications in course design, online interactions and group work in blended courses were discussed.

Feasibility of orthopaedic teleconsulting in a geriatric rehabilitation service

1998 ◽  
Vol 4 (1_suppl) ◽  
pp. 85-87 ◽  
Author(s):  
P Couturier ◽  
J Tyrrell ◽  
J Tonetti ◽  
C Rhul ◽  
C Woodward ◽  
...  
Keyword(s):  
Elderly Patients ◽  
Clinical Signs ◽  
Scar Tissue ◽  
Rehabilitation Service ◽  
Face To Face ◽  
Clinical Investigations ◽  
Telemedicine Consultation ◽  
The Face ◽  
High Level

Fifteen elderly patients participated in a teleconsultation with an orthopaedic surgeon, which was then followed by a conventional, face-to-face consultation. The comparison between the surgeon's ratings for both types of consultation suggested that the telemedicine consultation was satisfactory in terms of the quality of image and sound, the clinical examination and general simplicity. The telemedicine consultations did not generate a need for any additional clinical investigations, although in two cases a face-to-face consultation was necessary to clarify clinical signs (shortening of a limb and scar tissue). The surgeon's rating of his decision level was superior in the face-to-face situation in four cases, and for 11 patients it was equal. Similarly, the surgeon's level of confidence in decision making was superior in the conventional situation for five patients and equal for 10 patients. Patient attitudes towards teleconsulting were favourable. There was a high level of patient satisfaction. Teleconsulting between orthopaedic surgeons and elderly patients therefore appears to be possible, provided that certain technical, clinical and psychological considerations are addressed.

scholarly journals Choose Your Own Adventure: Gamified Course Design in History of Science

2021 ◽  
Vol 12 (2) ◽  
pp. 40-48
Author(s):  
John Stewart ◽  
Kathleen Sheppard
Keyword(s):  
History Of Science ◽  
Teaching And Learning ◽  
Course Design ◽  
Distance Teaching ◽  
Long Distance ◽  
Traditional Grading ◽  
Face To Face ◽  
The Face ◽  
History Of ◽  
Online Format

To combat high dropout rates and low motivation for online courses, we gamified a history of science course. To do so, we used an online educational program called 3DGameLab to convert what had been a well-liked face-to-face lecture and discussion course to an online format, for the purposes of long-distance teaching and learning. Within 3DGameLab, we prepared approximately three times as much content as would be taught in a face-to-face class. Clear tasks and immediate rewards in the form of experience points (XP) contributed to a transparent motivational system as compared to traditional grading. In this course, students completed their assignments asynchronously. Sustaining engagement is challenging in this format due to student self-management, but, with the game mode, students could repeat their attempts to pass a quest (a lesson) until they succeed (submit a passable response). The feedback cycle was short, and we found that students tend to persevere in the face of failure when they get rapid feedback, rather than quit. To test the adaptability of the asynchronous, gamified format, we also designed this course as a hybrid course. Students remained engaged when the feedback was quick, and the tasks were clearly set. We did not perform a quantitative study; the purpose of this article is to share a design study of our methods and subsequent experience with these modalities.

scholarly journals Shifting to blended online learning and its impact on student performance: A case study for students enrolled in economic courses prior to COVID-19 emergency remote instruction

e-mentor ◽  
2020 ◽  
Vol 86 (4) ◽  
pp. 62-71
Author(s):  
Dorina Tila ◽  
Keyword(s):  
Student Performance ◽  
Online Teaching ◽  
Course Design ◽  
Hybrid Courses ◽  
Face To Face ◽  
Student Academic Performance ◽  
The Face ◽  
Blended Online Learning ◽  
Data Informed

This study explores whether student academic performance differs between the face-to-face and online hybrid sections in an undergraduate introductory macroeconomic course offered at a US community college. The data was collected from 414 students enrolled in various sections of the course during five semesters from spring 2016 to fall 2018. The findings show no statistical difference in student performance between face-to-face and online hybrid courses and contribute to the literature specific to the discipline of economics, which unlike other disciplines, has shown discord in findings. The usefulness of such results may extend to US higher education institutions to help them make data-informed decisions about their future investments in online teaching modalities and course design in the discipline of economics.

scholarly journals Pengaruh Kemudahan, Kebutuhan, Kemampuan, Minat terhadap Persepsi Guru dalam Menggunakan Aplikasi Google

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Syahtriatna Djusar ◽  
Taslim Taslim ◽  
Dafwen Toresa
Keyword(s):  
Augmented Reality ◽  
Learning Process ◽  
Ease Of Use ◽  
Public High School ◽  
Cloud Platform ◽  
Face To Face ◽  
Teachers And Students ◽  
The Face ◽  
Face To Face Learning ◽  
A Site

Abstract. Google site is a site that provides various services for various groups of users. Google Site Services are developing along with the development of user needs and the development of Information Technology. One of the services provided by Google Sites is a service in the field of education. Various services related to the world of education on the Google Site are G Suite For Education, Classroom, Tasks, Chromebook, Google Cloud Platform, Virtual & Augmented Reality, and Jamboard. By utilizing applications on the Google Site, learning can be done online, so that if there are obstacles or obstacles in the face-to-face learning process caused by natural disasters, the learning process can still be carried out, where teachers and students do not have to be in one particular learning room. In general, the teachers at Pekanbaru 16 Public High School, have not used the google application in learning. The author will measure the variables that are suspected of influencing teachers not to use applications in learning. The method of this research is to determine the population, determine the variables, and measure the relationship between variables with statistical equations and to use smart pls 3 applications for data processing. Based on the measurement results, it turns out the ease of use of the application variables, needs, abilities, and interests, does not affect the perception of teachers to use the google application.Keywords. Teacher, Google application, Learning, Perception, SmartplsAbstrak.  Situs Google adalah sebuah situs yang menyediakan berbagai layanan untuk berbagai kelompok pemakai. Layanan Situs Google berkembang seiring dengan perkembangan kebutuhan user dan perkembangan Teknologi Informasi. Salah satu layanan yang diberikan oleh Situs Google adalah layanan di bidang pendidikan. Berbagai layanan yang terkait dengan dunia pendidikan yang ada di Situs Google adalah: G Suite For Education, Classroom, Tugas, Chroombook, Google Cloud Platform, Virtual & Augmented Reality dan Jamboard. Dengan memanfaatkan aplikasi pada Situs Google, pembelajaran dapat dilakukan secara daring, sehingga apabila ada kendala atau hambatan pada proses pembelajaran tatap muka yang ditimbulkan oleh bencana alam, maka proses pembelajaran tetap dapat dilakukan, dimana guru dan siswa tidak harus berada di satu ruang belajar tertentu. Secara umum, para guru di SMAN 16 Kota Pekanbaru, belum memanfaatkan aplikasi google dalam pembelajaran. Penulis akan mengukur variabel-variabel yang diduga mempengaruhi guru untuk tidak menggunakan aplikasi dalam pembelajaran. Metode penelitian ini adalah dengan menetapkan populasi, menentukan variabel dan mengukur hubungan antara variabel dengan persamaan statistic dan memanfaatkan aplikasi smartpls 3 untuk pengolahan datanya. Berdasarkan hasil pengukuran, ternyata variabel kemudahan penggunaan aplikasi, kebutuhan, kamampuan dan minat, tidak mempengaruhi persepsi guru untuk menggunakan aplikasi google.Kata Kunci: Teacher, Google Application, Learning, Perception, Smartpls

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