Blended Learning

2014 ◽  
pp. 69-89 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Variation Theory ◽  
Face To Face ◽  
Learning Modalities ◽  
Structure And Dynamics ◽  
Online Distance Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Blended Course

Blended learning provides an opportunity to rethink the ways in which instructors and learners use face-to-face and online distance learning modalities. Sometimes, this opportunity is missed and the resulting blended course is no more than a mechanical mix that serves pragmatic purposes but fails to reshape learning. This chapter rethinks the structure and dynamics of blended learning experiences and considers what it might mean to use different teaching/learning modalities. It explores the possibilities, challenges, and design of blended learning from a perspective of variation theory. It also reviews strategies to make explicit the differences in structure and dynamics of face-to-face and online distance environments that are encountered by the learner and suggests the benefits and limitations of such strategies.

scholarly journals Online-Based Distance Learning During Covid-19 Pandemic at Primary School

2021 ◽  
Vol 3 (2) ◽  
pp. 208-217
Author(s):  
Tenika Illananingtyas
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Primary Schools ◽  
Educational Institution ◽  
Analysis Data ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Online Distance Learning ◽  
Online Distance

The Indonesian government is currently facing a Covid-19 pandemic that is still beyond its control. From print media to electronic media, the mass media continues to report on the number of victims infected with this virus, and the number is declining. One of the predictive steps to prevent the spread of this virus is to maintain social distancing. As a formal educational institution, the school responded quickly to this situation. The school does not hope that by changing the face-to-face learning mode, the virus will spread in its environment. I.e. through distance learning or online learning (online). Therefore, this is the task of the teacher, that is, to be able to create various activities in online learning that can attract students' interest in learning. Especially learning English requires not only theory, but also a lot of practice. Therefore, interactive learning in the form of activities is required to allow students to actively participate in the online learning process. This research aims to obtain important information about the effectiveness of online distance learning (PJJ) for primary schools in Kediri City. The research methods used descriptive qualitative methods to 20 respondents. According to the analysis data, the research results show that online distance learning for elementary schools is considered to be quite effective.

scholarly journals How Prepared are Malaysian Nurses for Online Distance Learning?

10.28945/2650 ◽  
2003 ◽  
Author(s):  
Zoraini Wati Abas ◽  
Nafsiah Shamsuddin ◽  
Kai Lit Phua
Keyword(s):  
Distance Learning ◽  
Nursing Students ◽  
Healthcare Team ◽  
Full Time ◽  
Online Program ◽  
Developed Country ◽  
Face To Face ◽  
Cohort Group ◽  
Online Distance Learning ◽  
Online Distance

Malaysia is moving towards a developed country status and it is imperative that the healthcare provided be at a higher standard than it is today. As members of the healthcare team, nurses play an essential role in the provision of healthcare. As such it is timely that nurses’ education be upgraded. As most of them only have a certificate or diploma in nursing, one way to upgrade the nurses is by providing opportunities for a baccalaureate degree. However, due to the shortage of nurses, nurses find it a challenge to enroll in a full-time on-campus programme. One way to help nurses meet the challenge is by providing an online distance learning programme to Malaysian nurses. And, to ensure the success of the online distance learning programme, it was realized that the nursing students need to be adequately prepared for an online learning environment. How much preparation will be determined, among other things, by their prior experience and skill in using technology as well as by their belief and attitude towards online distance learning. A survey was conducted on a cohort group of students during a face-to-face precourse orientation, that is, prior to the start of the online program. The findings of the survey are presented and discussed in the paper and implications for the future are highlighted.

scholarly journals Online Distance Learning Amidst Covid-19 Pandemic Among University Students

2020 ◽  
Vol 16 (3) ◽  
pp. 220
Author(s):  
Muhammad Faizal Samat ◽  
Nur Amalina Awang ◽  
Siti Nor Adawiah Hussin ◽  
Farahiyah Akmal Mat Nawi
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Behavioral Intention ◽  
Intrinsic Value ◽  
Face To Face ◽  
Performance Expectancy ◽  
Effort Expectancy ◽  
Online Distance Learning ◽  
Online Distance ◽  
Effective Use

World Health Organization declared the coronavirus disease 2019 (Covid-19) outbreak, caused by severe acute respiratory syndrome coronavirus 2 to be a pandemic on March 12, 2020. In response to that, Malaysia has announced movement control order effective on March 18, 2020, leading to the near-total closures of education center. University closures impact not only students, lecturers, and families, but have far-reaching economic and societal consequences. In response to that, Universiti Teknologi MARA (UiTM) has introduced the use of online distance learning and open educational applications and platforms that lecturers can use to reach learners remotely and limit the disruption of education. Even though UiTM has already adopted the integrated face-to-face and online learning approach in the classroom since many years ago, however, the commencement of solely using online learning platform, in the absence of face-to-face meetings is challenging. In addition, it is also crucial to note that the previous study on the determinants of the intention and effective use of online distance learning is scarce. Thus, this study seeks to identify the significant relationship between the intention and the effective use of an ODL among the students. Findings from this study reveals that four out of five determinants (performance expectancy, effort expectancy, social influence, facilitating condition and intrinsic value) found to be significantly relationship with the behavioral intention of the students to use online distance learning. Behavioral intention also was found to be significant with use behavior. Although the intrinsic values (new determinants) has contributed to the theory, it is recommended that the same study will be carry out to the entire of education center, either public or private.   Keywords: Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Condition, Intrinsic Value, Behavior

Students’ Perceptions of the Effectiveness of Online Distance Language Teaching in Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 48 (4) ◽  
pp. 386-397
Author(s):  
Denitza Charkova ◽  
◽  
Elena Somova ◽  
Keyword(s):  
Distance Learning ◽  
English Language ◽  
Teaching Practice ◽  
Group Versus ◽  
Hybrid Education ◽  
Face To Face ◽  
Course Effectiveness ◽  
Online Distance Learning ◽  
Face To Face Instruction ◽  
Online Distance

The present study examined the relation between students’ preferred mode of learning (online, face-to-face, and hybrid) and their opinions about the effectiveness of an online distance learning English language course under the circumstances of the COVID-19 pandemic. The students favoring online distance learning constituted a significantly smaller proportion of the group versus those in favor of face-to-face instruction (p = 0.004). A significant relation was established between the students’ preferred mode of education and their opinions about the course effectiveness (p < 0.001). The students whose preferred form of education was compatible with online distance learning rated the course effectiveness at 93%, those favoring face-to-face education at 58%, and the supporters of hybrid education at 81%. Students’ comments and suggestions for the teaching practice in the post epidemic time are discussed.

scholarly journals An Evaluation into the Role of Online learning in Enhancing the Delivery of an eBusiness related Masters Course

10.28945/2661 ◽  
2003 ◽  
Author(s):  
Evelyn McLellan ◽  
Mark Stansfield
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Face To Face ◽  
Lessons Learnt ◽  
Academic Courses ◽  
Online Distance Learning ◽  
Online Distance ◽  
The University

Within many educational institutions across the world, the delivery of undergraduate and postgraduate courses is being facilitated by online learning technologies. The development and transformation of academic courses for online learning delivery provides a number of opportunities for both the academic institution and prospective students. However, there are a number of important issues that need to be addressed if online learning is to contribute to the educational experience of the student in a positive way and actually enhance teaching and learning as compared with more traditional face-to-face delivery. This paper describes the process of transforming a Masters course in the Management of eBusiness offered by the University of Paisley from a distance learning to an online distance learning course. The paper will identify the main educational theories that informed and influenced the development of the online course as well as identify the main lessons learnt from evaluating the course which has now been running for a number of years. The lessons learnt will be of interest to many people involved in the development and running of online learning courses.

scholarly journals Individual and community learning of academics during the COVID-19 pandemic

2021 ◽  
Vol XII (3 (36)) ◽  
pp. 155-168
Author(s):  
Karolina Walczak - Człapińska ◽  
Gabriela Dobińska ◽  
Katarzyna Okólska
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Distance Learning ◽  
Academic Education ◽  
Community Learning ◽  
Face To Face ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance ◽  
Empirical Material

The article presents a reconstruction of crisis coping strategies adopted by academics during the changes in higher education resulting from the SARS-Cov-2 virus pandemic. This analysis is part of a wider research project entitled “Academic Education during the Covid-19 Pandemic.” In our research, we used a focus interview to learn about e-learning experiences of lecturers and students. Due to limitations in face-to-face meetings, the interviews were conducted via the Microsoft Teams application, which significantly improved the process of consolidating the empirical material. Academic teachers from various research centers in Poland participated in the research. An important point in the team data analysis was the clear presence of community in the strategies undertaken by online distance learning at universities.

Teaching Picture Storybooks via E-learning Platforms

2017 ◽  
Vol 4 (2) ◽  
pp. 44-57
Author(s):  
Miloš Blahút
Keyword(s):  
Distance Learning ◽  
Classroom Environment ◽  
Educational Process ◽  
Face To Face ◽  
Wide Range ◽  
E Learning ◽  
Picture Story ◽  
Learning Platforms ◽  
Online Distance Learning ◽  
Online Distance

AbstractThe picture storybooks have gone through a major transformation since their modern versions appeared in the 1950si. Modern and postmodern picture story books “have a great potential with their flexibility, based on a great variety of picture-text interplay, a wide range of themes, richness of aims and functions” (Bobulová, et al., 2003, p. 88-89). In the online distance learning course, education will be carried out on the basis of interaction between the learner and material (stored and exchanged in Moodle Platform, for instance), and between other participants in the educational process, that is, the instructor and other learners. The advantage of teaching children’s literature, especially picture story books, via E-learning platforms, is twofold: firstly, readers take their time to go through the reading materials and work on their own; secondly, it gives them space and time to prepare for the task assigned by the instructor appropriately and effectively by paying close attention to all the details, which, due to shortage of time allocated in face-to-face education (classroom environment) would be impossible. This paper presents not only advantages of such learning, but also sample tasks learners may encounter while participating in the online distance learning.

scholarly journals What the EdTech Experience in Refugee Camps Can Teach Us in Times of School Closure. Blended Learning, Modular and Mobile Programs Are Key to Keeping Disadvantaged Learners in Education

Challenges ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 19
Author(s):  
Eilis Tobin ◽  
Carola Hieker
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Lived Experience ◽  
School Closure ◽  
Small Scale ◽  
Learning Technology ◽  
Refugee Camps ◽  
Online Distance Learning ◽  
Online Distance ◽  
Context Specific

COVID-19 is reshaping education. UNESCO estimates that at the peak in April 2020 COVID-19 disrupted the education of 1.5 billion enrolled learners in schools and universities in 190 countries. This period of unparalleled educational interruption has prompted a rapid reaction, a move to explore online distance learning solutions. Simultaneously, it has exposed the challenges and complexity of distance learning utilising Educational Technology (EdTech). Despite the many technological innovations, these challenges are not new to refugee learners, their educators and remote learning technology providers. In this article, the authors sought to explore frontline practitioners’ ‘lived experience’ of providing education utilising EdTech when education is disrupted by forced displacement. A small scale, explorative, qualitative study was conducted with educators in refugee camps and urban settings, in Greece, Jordan, Kenya and Rwanda, prior to the pandemic. Expert interviews revealed that EdTech programmes cannot be a stand-alone solution. Blended learning programmes that are context-specific, modular, optimised for mobile technology and delivered by trained and supported teachers are the most effective. The article ends with a reflection on how these findings can be applied globally when learning is disrupted by whatever means and lead to an equitable and sustainable recovery for all.

scholarly journals Rapid transition to distance learning due to COVID-19: Perceptions of postgraduate dental learners and instructors

2020 ◽  
Author(s):  
Fatemeh Amir Rad ◽  
Farah Otaki ◽  
Zaid baqain ◽  
Nabil Zary ◽  
Manal Al-Halabi
Keyword(s):  
Distance Learning ◽  
Online Survey ◽  
Lessons Learned ◽  
Learning And Teaching ◽  
Face To Face ◽  
Level Of Satisfaction ◽  
Education Community ◽  
Rapid Transition ◽  
Online Distance Learning ◽  
Online Distance

Abstract The outbreak of COVID-19 necessitated abrupt transition from on campus, face-to-face sessions to online, distance learning in higher education institutions. The purpose of this study was to investigate the perceptions of postgraduate dental learners and instructors about the transition to distance learning, including the changes to the learning and teaching and its efficaciousness. A mixed-methods approach to research was utilized. All the instructors and postgraduate learners were invited to participate in the online survey. Quantitative data was analyzed using descriptive and inferential analyses on SPSS for Windows version 25.0, and for the responses to the open-ended questions, multi-staged Thematic Analysis was utilized. Both groups of stakeholders: learners and instructors, were quite satisfied with the rapid transition to distance learning due to COVID-19. Instructors were significantly more satisfied than the learners. The stakeholders adapted well to the change. The perception of the stakeholders regarding the case-based scenarios significantly influenced their level of satisfaction. As perceived by the stakeholders, the transition to distance learning entailed advantages and challenges. Going through the experience equipped the stakeholders with lessons learned and enabled them to develop informed opinions of how best to sustain learning and teaching irrespective of how matters unfold in relation to the pandemic. In conclusion, the worldwide dental education community faced unprecedented challenges due to the onset of COVID-19. Yet, in the grand scheme of things, it is important for decision-makers not to miss-out on the worthwhile opportunities, inherent in the experience, to reinforce curriculums, and maximize the learning and teaching.

scholarly journals How Did the COVID-19 Pandemic Affect Higher Education Learning Experience? An Empirical Investigation of Learners’ Academic Performance at a University in a Developing Country

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Ghada Refaat El Said
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Global Education ◽  
Learning Experience ◽  
Teaching Experience ◽  
Future Application ◽  
Face To Face ◽  
Significant Difference ◽  
Online Distance Learning ◽  
Online Distance

COVID-19 has dramatically reshaped the way global education is delivered. Millions of learners were affected by educational institution closures due to the pandemic, which resulted in the largest online movement in the history of education. With this sudden shift away from classrooms in many parts of the globe, universities had to rapidly shift to virtual and digital strategies. Many believe that the adoption of online distance learning will persist after pandemic. A new hybrid model of education is expected to emerge, and, given the digital divide, new shifts in education approaches could widen equality gaps. This is one of the first empirical studies investigating the effect of the sudden shift from face-to-face to online distance learning due to COVID-19 lockdown at one of the universities in Egypt. Comparison of grades was made between 376 business students who completed a face-to-face course in spring 2019 and 372 students who completed the same course but fully online via distance learning mode in spring 2020 during the lockdown. T-test was conducted to compare grades of quizzes, course work, and final exam for the two groups. Chi-square test was used to compare grade distribution for both groups. The effect of gender, credit hours, age, and CGPA was assessed. The results suggested that there was no statistically significant difference in students’ grades. In addition, the unplanned and rapid move to online distance learning at the time of pandemic did not result in a poor learning experience as was expected. The study also included a survey of 435 students and interviews with a sample of professors about their learning and teaching experience during the lockdown. The results of this study provide specific recommendations for universities, instructors, and higher education portal designers about future application of online distance learning. Since Egypt decided to make the shift to online distant learning in all future higher education plans, the results of this research would be especially vital for universities in Egypt and other developing countries. If administered correctly, this shift could lead to a larger learner population, more cost efficiencies, and more university revenue.

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