Framework for Evaluating Blended Learning in a University Public-Speaking Course in Singapore

2012 ◽  
pp. 176-201 ◽  
Author(s):  
Linda Fang ◽  
Siew Hoong Chow ◽  
Wai Man Soo
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Blended Learning ◽  
Evaluation Framework ◽  
Flexible Learning ◽  
Working Adults ◽  
Faculty And Administrators ◽  
Working Adult ◽  
The University ◽  
Core Course

SIM University (UniSIM), Singapore’s first privately-funded university, caters to working adults in Singapore. It currently offers over 40 undergraduate and postgraduate degree programmes through its four schools. The university is committed to helping busy working adult learners manage their studies by providing a flexible learning environment. Blended learning is one such initiative. While courses are designed for adult learners to meet the standards set by the curriculum developers and the university, it is imperative that there are ways to indicate that learning has taken place. This paper proposes an evaluation framework to help identify, capture and reflect learning for Speaking With Confidence (COR 157), a blended learning level one core course for undergraduates. This framework would be of interest to adult learners, faculty and administrators.

scholarly journals Designing an online learning environment for the qualification of teachers: the case of the PAS in the University of Perugia

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Floriana Falcinelli ◽  
Mina De Santis ◽  
Maria Filomia
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Environment ◽  
Blended Learning ◽  
Meaningful Learning ◽  
Online Course ◽  
Online Learning Environment ◽  
Metacognitive Skills ◽  
Training Course ◽  
The University

Abstract The purpose of this paper is to analyse the experience of blended learning conducted in the special Path Enabling Course (PAS: training course reserved for staff working in schools for at least 3 years), at the University of Perugia. The research presented aims to investigate whether, and to what extent, the proposed online course has enabled students to experience different forms of meaningful learning, both individually and in groups; and in which courses they have been stimulated by critical thinking, creativity and metacognitive skills.

scholarly journals Perceptions of Saudi Students to Blended Learning Environments at the University of Bisha, Saudi Arabia

2020 ◽  
Author(s):  
Ammar Anas
Keyword(s):  
Saudi Arabia ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Multimedia Learning ◽  
Learning Materials ◽  
Saudi Students ◽  
Learning Platform ◽  
The University ◽  
Blended Course

In this study, a survey is conducted to examine learners’ perceptions and satisfaction towards blended learning environments designed around the transactional and transformational approaches of learning theories in a blended course in the College of Arts & Sciences, Al-Namas, the University of Bisha, Saudi Arabia. The study aims to evaluate students’ perceptions and preferences towards the three components of a blended learning environment: multimedia learning materials, assessment, and interactive activities. A mixed-method of research design is used to collect the data. Quantitative data is collected in the form of 12 Likert items in which 22 Saudi students are asked to evaluate their learning experiences in three categories of the blended learning environment. These categories are multimedia learning materials, assessment, and interactive activities in a blended course on Blackboard, a virtual learning platform used by the University of Bisha to support on-line learning. The researcher’s observation is used to decode, and explain the responses of the participants qualitatively. The result reveals that learners prefer illustrated text materials to video, plain text and audio materials, flexible assessments to non-flexible assessment, and embedded communication tools like WhatsApp, blogging, wikis, collaborative activities, and discussion forum.

scholarly journals Performance on the Readiness of UNITEN Instructors for Blended Learning

2019 ◽  
Vol 9 (1) ◽  
pp. 3636-3639
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Online Discussion ◽  
Student Participation ◽  
Online Collaboration ◽  
The Other ◽  
Flexible Learning ◽  
Motivating Factor

This paper presents a study on the readiness of Universiti Tenaga National (UNITEN) for Blended Learning (BL) from the perspectives of instructors’ motivation. The data in the study have been collected from 25 instructors who have been actively teaching in UNITEN. The results show that the instructors are generally motivated and ready for BL. The most motivating factor is providing flexible learning environment using ICT. The other factors surveyed include interest of student in using technology for learning, willingness of instructor for online discussion, effectiveness of online learning, enrichment of student’s experience via BL and improvement in student participation through online collaboration. This study is concluded with recommendations on the categories of instructor who may need more attention to further improve their readiness.

INDIVIDUALISATION IN FLEXIBLE LEARNING, FROM A POST-POST-FOUNDATIONALIST PERSPECTIVE

2015 ◽  
Vol 37 (2) ◽  
pp. 101-114
Author(s):  
J L Van der Walt
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Best Practice ◽  
Flexible Learning ◽  
Per Se

Most practitioners in the field of flexible learning seem to be sufficiently aware of the importance of catering to the needs of their students. However, it appears that many are rather more conscious of the needs of the students as a group than as individuals per se. Others seem to be rather more concerned about the technology involved. After touching on the foundationalist and non-, post- or anti-foundationalist approaches to the problem of individualisation in flexible learning, the article discusses a number of guidelines for individualisation from a post-post-foundationalist perspective. This is followed by a section in which these guidelines are presented in practical terms. This outline of guidelines reveals that attempting to individualise from this perspective is no simple and straightforward matter, but that there might be practitioners in the field of flexible learning (open distance learning and blended learning) who already are following this approach as a best practice. A post-post-foundationalist approach to individualisation in flexible learning offers practitioners in the field a whole new vocabulary.

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