Blended Learning in a Digital Library Learning Programme

2013 ◽  
pp. 238-249
Author(s):  
Sirje Virkus
Keyword(s):  
Blended Learning ◽  
Digital Library ◽  
Teaching And Learning ◽  
Virtual Learning Environment ◽  
Open Educational Resources ◽  
Virtual Collaboration ◽  
Student Groups ◽  
Information Studies ◽  
Systèmes D’Information

This chapter introduces a blended learning approach within a joint international Erasmus Mundus master programme on Digital Library Learning (DILL) at the Institute of Information Studies (IIS) of Tallinn University. IIS has experimented with technology-based teaching and learning methods and tools since the early 1990s. The DILL programme has been designed to offer ways to integrate traditional strategies with methods offered by the current technology for teaching and learning. The pedagogic approach used advocates using a variety of technology and media for content delivery, communication, collaboration, and student support to meet the needs of diverse student groups and improve the quality of teaching. The chapter introduces using the virtual learning environment, social media tools, open educational resources, and video interactions with remote experts within this programme. A virtual collaboration initiative (Entrepreneurship Seminar on European Virtual Venturing) between the Ecole Supérieure d'Informatique, Réseaux et Systèmes d'Information (ITIN) in Cergy-Pontoise, France, and IIS in Spring 2010 and 2011 within the Human Resource Management Module of this programme is also considered.

MOOC and Blended Learning Models

2018 ◽  
pp. 276-288 ◽  
Author(s):  
Teresa Torres-Coronas ◽  
María-Arántzazu Vidal-Blasco
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Education Institution ◽  
Learning Models ◽  
Undergraduate Level ◽  
Strategic Approach ◽  
Current Experience

Interest is growing in educational designs that blend MOOCs with on-campus teaching and researchers are seeking to incorporate the spirit of a MOOC into a hybrid model. This article reports on the current experience of a higher education institution embarking on blended learning models. The aim of this article is to present a case study and to discuss the strategic approach to integrating a MOOC at undergraduate level. The evaluation strategy of this experience uses surveys and focus groups to interpret the results and the perspective of the various stakeholders. The analysis synthesizes the opinion of the main stakeholders – the institution, the students and the academic staff – and shows that in addition to improving the financial viability of MOOCs, blended learning models improve the quality of students' education, strengthen students' academic performance, and encourage academic staff to constantly innovate their teaching and learning process.

scholarly journals Blended teaching and learning methods in nursing and midwifery education: A scoping review of the literature

2021 ◽  
Vol 9 (1) ◽  
pp. 100-114
Author(s):  
J.P. Ndayisenga ◽  
Y. Babenko-Mould ◽  
Y. Kasine ◽  
A. Nkurunziza ◽  
D. Mukamana ◽  
...  
Keyword(s):  
Nursing Education ◽  
Blended Learning ◽  
Scoping Review ◽  
Teaching And Learning ◽  
Sub Saharan Africa ◽  
Learning Approaches ◽  
Midwifery Education ◽  
Face To Face Learning ◽  
Quality Of Nursing

Background: Blended learning (BL) is defined as the combination of both traditional face-to-face learning and synchronous or asynchronous e-learning approaches. The aim of this scoping review was to explore the literature to obtain a broad understanding of the use of BLin nursing and midwifery education in general, in Sub-Saharan Africa (SSA), and in particular Rwanda.Methods: The literature published between 2010 and 2019 were reviewed from six electronic databases using keywords including blended learning, nursing education, midwifery education, higher education, SSA, and Rwanda. Arksey and O'Malley's framework was used in this review.Results: The initial search identified 1,283 records. Eleven articles were selected for this review after the application of predetermined inclusion criteria. Almost all reviewed articles indicated that the integration of BLmethods improved the quality of nursing and midwifery education in general, and in SSAcountries including Rwanda.Conclusions: Initial research in this area highlights that moving from traditional classroom-delivered programs to the BLapproach is feasible and can promote the quality of nursing and midwifery standards of education. This scoping review highlights a paucity of research on BL in nursing and midwifery education, particularly in SSAcountries. Keywords: Blended learning, nursing and midwifery education, SSA, Rwanda

Teacher Practices in Using Learning Analytics to Enhance Learning in Blended Online Studies

2020 ◽  
pp. 99-108
Author(s):  
Airina Volungevičienė ◽  
Josep M. ◽  
Justina Naujokaitienė ◽  
Giedre Tamoliune ◽  
Rasa Greenspon
Keyword(s):  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Courses ◽  
Teacher Practices ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Technology Enhanced Learning ◽  
Learning Success

While higher education institutions (HEIs) are exploring innovative ways to enhance and facilitate learning experience of students and so to improve the overall quality of studies, technology enhanced learning (TEL, henceforth) becomes inevitable. Having explored the possibilities and benefits of TEL, HEIs encourage teachers to develop blended online courses in virtual learning environments, to use new tools and solutions available for student learning monitoring and enhancement and to research how these practices are successful and what are the factors that make impact to teaching and learning success. This paper aims to identify teacher practices how the use of learning analytics in virtual learning environment may enhance learners’ engagement in blended online studies in HE.

Blended Learning at Ajman University of Science and Technology

2014 ◽  
pp. 218-242
Author(s):  
Ahmed Ankit ◽  
Mirna Nachouki ◽  
Mahmoud Abou Naaj
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Science And Technology ◽  
Learning Approach ◽  
Learning And Teaching ◽  
Face To Face ◽  
Level Of Satisfaction ◽  
Face To Face Learning ◽  
Instructor Satisfaction

Over the past few years, there has been a rapid increase in the development of technology-based learning and teaching. Professors have become more pragmatic in their approach to technology-based media by using it to supplement or to replace traditional face-to-face teaching. Blended learning, which combines both electronic and face-to-face interaction, has gained more ground as midway between distance and face-to-face teaching approaches. Thus, opportunities for both educators and learners have been created. The teaching and learning approach adopted at Ajman University of Science and Technology (AUST) combines an equal balance of traditional face-to-face and videoconference learning, complemented with the use of a learning management system (Moodle). Student and instructor satisfaction is considered the most important factor in measuring the quality of blended learning. The purpose of this chapter is, therefore, to examine student and instructor satisfaction of blended learning at AUST. The chapter demonstrates that the majority of students and instructors hold positive views but are still attached to the traditional face-to-face learning and teaching. They also show that the level of satisfaction may depend on individual experience as well as on the major studied/taught.

scholarly journals PENELITIAN DAN PENGEMBANGAN KONTEN LMS GOOGLE CLASSROOM MATA KULIAH GEOMETRI UNTUK CALON GURU MATEMATIKA

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Deshinta Puspa Ayu Dwi Argaswari
Keyword(s):  
Research And Development ◽  
Blended Learning ◽  
Mathematics Teacher ◽  
User Satisfaction ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
System Quality ◽  
Course Quality ◽  
Pre Service Teacher

Penelitian dan pengembangan konten LMS Google Classroom pada mata kuliah geometri untuk calon guru matematika memiliki tujuan untuk mengetahui proses, hasil, dan kualitas dari LMS Google Classroom pada pembelajaran Geometri dengan metode Blended Learning yang sesuai dengan kebutuhan calon guru matematika. Untuk mengetahui proses dan hasil, penelitian dan pengembangan konten  dilakukan mengikuti tahapan penelitian dan pengembangan Plomp. Kemudian kualitas hasil LMS dievaluasi menggunakan standar MTebe dan Raisamo yang terdiri dari aspek kualitas mata kuliah, kualitas sistem, penggunaan LMS, kepuasan pengguna, dan kebermanfaatan. Metode penelitian dan pengembangan terdiri dari invesigasi awal, desain, realisasi, tes-evaluasi-revisi, dan implementasi. Hasil dari penelitian dan pengembangan ini adalah sebuah LMS Google Classroom yang telah lengkap dengan konten Geometry. Konten telah divalidasi oleh ahli dan diujicobakan pada subyek bukan sampel. Setelah itu, LMS diimplementasikan dan diperoleh hasil yang menunjukkan evaluasi terhadap kualitas LMS. Evaluasi menunjukkan kualitas aspek mata kuliah bernilai 3.66 dari 4, kualitas sistem 3.72 dari 4, kualitas kepuasan pengguna 3.16 dari 4, kualitas pengunaan LMS 3.29 dari 4, dan kualitas kebermanfaat 3 dari 4. Beberapa respon diperoleh dari penerapan penelitian ini yaitu dengan mahasiswa dapat belajar lebih baik dengan tersedianya semua materi, video, dan silabus di LMS, selain itu pembelajaran menjadi transparan. Hal ini kemudian penting untuk mahasiswa calon guru karena pengalaman ini membantu membentuk keyakinan tentang pembelajaran. Mahasiswa juga menyatakan kualitas sistem LMS Google Classroom baik dan mahasiswa menyukai tampilan sederhana di LMS, notifikasi pengingat tugas, serta kemudahan untuk mengumpulkan tugas dalam berbagai format.The Research and development (R&D) of LMS Google Classroom of Geometry course for mathematics teacher candidates aims to know and describe the process, result, and quality of the LMS Google Classroom in geometry course for the blended learning model which is appropriate for mathematics teacher candidates’ needs. To answer the process and result of LMS, the research and development followed the R &D steps of Plomp. After that, the quality of the LMS is evaluated using the MTebe & Raisamo standard which consists of these aspects: course quality, system quality, learner satisfaction, LMS use, and perceived benefits. The R&D methods consist of these steps: initial investigation, design, realization, test-evaluation-revision, and implementation. The result of this R&D is a complete form of LMS Google Classroom for Geometry Course. The content is validated by experts and is tested into teaching and learning geometry for non-sample or non-participants. After that, the LMS is implemented in the Geometry course and the quality is being evaluated. The evaluation result shows that the course quality got a score of 3.66 out of 4, system quality scored 3.72 out of 4, user satisfaction scored 3.16 out of 4, user quality scored 3.28 out of 4, and benefit quality scored 3 out of 4. Other qualitative responses show that the pre-service teacher likes the LMS because it shows all of the content, video, and syllabus so the pre-service teacher able to learn better. Other than that, the pre-service teacher agreed that the availability of all materials made them know the purpose and expected result of the course. Therefore, the course becomes transparent and it is important for giving this example for the pre-service teacher so they change beliefs about teaching. The pre-service teacher also agreed that the system quality of LMS google classroom is helpful especially for the simple design of the LMS, notification reminders of the assignment, and the easiness of submitting the assignment by various formats.

scholarly journals Developing Tri Kaya Parishida Based Blended Learning Media Using Adobe Captive for Probstat Courses

2019 ◽  
Vol 3 (3) ◽  
pp. 157
Author(s):  
I P. Oktap Indrawan ◽  
M. Indra Wira Pramana ◽  
K. Dwi Hendratma Gunawan
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Significant Difference ◽  
Before And After ◽  
Probability And Statistics ◽  
Statistics Courses

The objectives of this study ware to: (1) Design TKP based BLM that was based on the needs of students and lecturers for probability and statistics courses at the Informatics Management Department of Politeknik Ganesha Guru; (2) Measure the quality of TKM based BLM that was based on the needs of students and lecturers for probability and statistics courses in the Informatics Management Department of Politeknik Ganesha Guru; (3) Determine student and lecturer responses to the implementation of the TKM based BLM that was based on the needs of students and lecturers for probability and statistics courses in the Informatics Management Department of Politeknik Ganesha Guru; (4) Determine student learning outcomes before and after the implementation of the TKP based BLM in the teaching and learning process. The research conducted at the Politeknik Ganesha Guru. The subjects of the study were students and lecturers at the Politeknik Ganesha Guru who volunteered in the product trials and run trials in this study. The object of this research was the TKM based BLM developed for the Probstat course. The type of research chosen was Research and Development (R&D). Based on the Result and Discussion, it could be concluded that: (1) the TKM based BLM product was developed based on the needs of students and lecturers for probability and statistical courses through the R&D method; (2) the quality of BLM based TKP products scored 91.33, qualified as very good, provided by the content experts and media experts rated the product 91.67 qualified it as very good; (3) students and lecturers responses to the implementation of the TKM based BLM were given an average score of 97.92 qualified as very good; (4) there is a significant difference between the pretest and posttest trials using the TKM based BLM (sig. 0,000 <0.005), an increase in the value of the pretest value 33.74 to 73.6 posttest.

scholarly journals Open Educational Resources as tools to foster equity

2021 ◽  
Author(s):  
Virginia Clinton-Lisell
Keyword(s):  
Culturally Responsive ◽  
Teaching And Learning ◽  
Research Evidence ◽  
Open Educational Resources ◽  
Learning Objectives ◽  
Educational Resources ◽  
Financial Impact ◽  
Student Needs ◽  
Future Directions

Open Educational Resources (OER) are teaching and learning materials that are available without access fees and with licensing that affords innovation through OER-enabled pedagogy. In this chapter, we review the financial impact of OER and research evidence that the quality of OER is comparable to that of commercial materials. This is followed by an explanation of how OER licensing allows instructors to revise materials and how OER can be adapted to be more culturally responsive, effectively aligned with learning objectives, and inclusive of student needs. By promoting access to materials, being adaptable to student needs, and providing diverse communities the opportunity to share their voices and knowledge, OER serve as tools to improve teaching and learning and promote social justice in higher education. We present future directions for OER research and implementation as well as sample initiatives to support the adoption of OER and activities that incorporate OER-enabled pedagogy.

Blended Learning at Ajman University of Science and Technology

2015 ◽  
pp. 975-998 ◽  
Author(s):  
Ahmed Ankit ◽  
Mirna Nachouki ◽  
Mahmoud Abou Naaj
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Science And Technology ◽  
Learning Approach ◽  
Learning And Teaching ◽  
Face To Face ◽  
Level Of Satisfaction ◽  
Face To Face Learning ◽  
Instructor Satisfaction

Over the past few years, there has been a rapid increase in the development of technology-based learning and teaching. Professors have become more pragmatic in their approach to technology-based media by using it to supplement or to replace traditional face-to-face teaching. Blended learning, which combines both electronic and face-to-face interaction, has gained more ground as midway between distance and face-to-face teaching approaches. Thus, opportunities for both educators and learners have been created. The teaching and learning approach adopted at Ajman University of Science and Technology (AUST) combines an equal balance of traditional face-to-face and videoconference learning, complemented with the use of a learning management system (Moodle). Student and instructor satisfaction is considered the most important factor in measuring the quality of blended learning. The purpose of this chapter is, therefore, to examine student and instructor satisfaction of blended learning at AUST. The chapter demonstrates that the majority of students and instructors hold positive views but are still attached to the traditional face-to-face learning and teaching. They also show that the level of satisfaction may depend on individual experience as well as on the major studied/taught.

MOOC and Blended Learning Models

2017 ◽  
Vol 13 (3) ◽  
pp. 88-99 ◽  
Author(s):  
Teresa Torres-Coronas ◽  
María-Arántzazu Vidal-Blasco
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Education Institution ◽  
Learning Models ◽  
Undergraduate Level ◽  
Strategic Approach ◽  
Current Experience

Interest is growing in educational designs that blend MOOCs with on-campus teaching and researchers are seeking to incorporate the spirit of a MOOC into a hybrid model. This article reports on the current experience of a higher education institution embarking on blended learning models. The aim of this article is to present a case study and to discuss the strategic approach to integrating a MOOC at undergraduate level. The evaluation strategy of this experience uses surveys and focus groups to interpret the results and the perspective of the various stakeholders. The analysis synthesizes the opinion of the main stakeholders – the institution, the students and the academic staff – and shows that in addition to improving the financial viability of MOOCs, blended learning models improve the quality of students' education, strengthen students' academic performance, and encourage academic staff to constantly innovate their teaching and learning process.

scholarly journals Blended Learning Perception among Undergraduate Engineering Students

2016 ◽  
Vol 11 (01) ◽  
pp. 54 ◽  
Author(s):  
Tatiana Krasnova ◽  
Ivan Vanushin
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Online Courses ◽  
Virtual Space ◽  
Educational Benefits ◽  
Undergraduate Engineering ◽  
Learner Centered ◽  
Higher Institutions

Technology is constantly evolving in more sophisticated forms giving new opportunities for educators to transfer learning into virtual space. New educational technology trends are associated today with blended learning where traditional methods of teaching merge with online sessions. Blended learning with its learner-centered approach has a potential to enhance the quality of teaching and learning. Russian higher institutions embrace this technology as a strategy to engage and motivate students and thereby augment the learning process. The paper studies students’ engagement and satisfaction with the online courses and their overall perception from learners’ perspective. The findings could serve as a reference point to promote online courses and to achieve considerable educational benefits.

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