Using Blended Learning and Emerging Technologies to Transform the Adult Learning Experience

2016 ◽  
pp. 329-353
Author(s):  
Leslie Cordie ◽  
Maria Martinez Witte ◽  
James E. Witte
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Learning Experience ◽  
Future Research ◽  
Online Learners ◽  
Face To Face ◽  
Definition Of

Faculty are increasing the use of emerging technologies in their classrooms and are recognizing the value of blending face-to-face and online learning to meet educational needs. Blended learning is defined as combining face-to-face and online learning formats. This chapter discusses the definition of blended learning and how it is affecting adult learning experiences and classroom settings. This chapter also addresses faculty and instructional design practices that can be used for blended learning and to continue promoting a positive teaching and learning environment for both face-to-face and online learners. Future research efforts can be focused on faculty development and academic support to continue fostering blended learning and meeting the needs of today's learners.

Using Blended Learning and Emerging Technologies to Transform the Adult Learning Experience

2018 ◽  
pp. 2140-2165
Author(s):  
Leslie Cordie ◽  
Maria Martinez Witte ◽  
James E. Witte
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Learning Experience ◽  
Future Research ◽  
Online Learners ◽  
Face To Face ◽  
Definition Of

Faculty are increasing the use of emerging technologies in their classrooms and are recognizing the value of blending face-to-face and online learning to meet educational needs. Blended learning is defined as combining face-to-face and online learning formats. This chapter discusses the definition of blended learning and how it is affecting adult learning experiences and classroom settings. This chapter also addresses faculty and instructional design practices that can be used for blended learning and to continue promoting a positive teaching and learning environment for both face-to-face and online learners. Future research efforts can be focused on faculty development and academic support to continue fostering blended learning and meeting the needs of today's learners.

Using Blended Learning and Emerging Technologies to Transform the Adult Learning Experience

2018 ◽  
pp. 2198-2223
Author(s):  
Leslie Cordie ◽  
Maria Martinez Witte ◽  
James E. Witte
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Learning Experience ◽  
Future Research ◽  
Online Learners ◽  
Face To Face ◽  
Definition Of

Faculty are increasing the use of emerging technologies in their classrooms and are recognizing the value of blending face-to-face and online learning to meet educational needs. Blended learning is defined as combining face-to-face and online learning formats. This chapter discusses the definition of blended learning and how it is affecting adult learning experiences and classroom settings. This chapter also addresses faculty and instructional design practices that can be used for blended learning and to continue promoting a positive teaching and learning environment for both face-to-face and online learners. Future research efforts can be focused on faculty development and academic support to continue fostering blended learning and meeting the needs of today's learners.

scholarly journals Design for learning – a case study of blended learning in a science unit

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 898
Author(s):  
Roslyn Gleadow ◽  
Barbara Macfarlan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Scientific Practice ◽  
Learning Experience ◽  
Science Students ◽  
Face To Face ◽  
Design For Learning ◽  
Learning Management

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21st century.

Internet-Based Remote Laboratories as a Part of a Blended Learning Environment

2012 ◽  
pp. 128-154 ◽  
Author(s):  
Miladin Stefanovic ◽  
Milan Matijevic ◽  
Vladimir Cvjetkovic
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Practical Training ◽  
Web Based ◽  
Face To Face ◽  
Remote Laboratories ◽  
The Right ◽  
And Training

Blended learning is a mixture of online learning and face-to-face activities. Online learning suffers from a lack of practical and laboratory work which is mandatory for learning in many specific fields. Adult training is also mainly focused on knowledge related to specific useful competencies and practical skills so practical training is an inseparable part of adult learning and training. Web laboratories with remotely controlled laboratory experiments should provide a necessary practical component in the concept of online learning. There are many different classifications, implementations and usages of web laboratories. This chapter deals with web laboratories, trying to define a framework for the development of web laboratories, to define pre-requests, architecture and software realization of web based laboratories and to find the right blend. This chapter also presents the contribution of web laboratories in blended learning and other possible benefits for the concept of blended learning for adults.

Evaluating Learning Experience through Educational Social Network Support in Blended Learning

2016 ◽  
pp. 1-16
Author(s):  
Marva Mirabolghasemi ◽  
Noorminshah A. Iahad
Keyword(s):  
Social Network ◽  
Blended Learning ◽  
Social Presence ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Research Literature ◽  
Course Management Systems ◽  
Face To Face ◽  
Network Support ◽  
Social Network Support

The Community of Inquiry (CoI) model has been used for exploring various aspects of blended learning courses using technology such as Course Management Systems (CMSs). However, there is a lack of research literature evaluating CoI in environments where students use an educational social network in addition to a CMS and face to face teaching and learning. This study investigates a learning experience in blended learning that combines the usage of a CMS, Edmodo, which is an educational Social Network Site (SNS) and face to face teaching and learning. The results have shown a significant relationship and prediction of overall learning experience in relation to teaching, cognitive and social presence in blended learning. Moreover, social presence is the most significant factor to predict the overall learning experience of students.

Differentiating Instruction to Meet the Needs of Online Learners

2011 ◽  
pp. 114-132
Author(s):  
Silvia Braidic
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Instructional Strategies ◽  
Teaching And Learning ◽  
Online Learners ◽  
Online Learning Communities ◽  
Face To Face ◽  
Differentiating Instruction ◽  
Online Setting ◽  
The One

This chapter introduces how to differentiate instruction in an online environment. Fostering successful online learning communities to meet the diverse needs of students is a challenging task. Since the “one size fits all” approach is not realistic in a face-to-face or online setting, it is essential as an instructor to take time to understand differentiation and to work in creating an online learning environment that responds to the diverse needs of learners. It is our responsibility to ensure that the teaching and learning that takes place online is not only accessible, but of quality. The author hopes that developing an understanding of differentiation and specific instructional strategies to differentiate online will inform the learner of ways to maximize learning by addressing the diverse needs of students.

scholarly journals Blended learning and the language teacher: a literature review

2012 ◽  
Vol 14 (2) ◽  
pp. 163 ◽  
Author(s):  
Jenny Alexandra Mendieta Aguilar
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Language Learning ◽  
Language Teachers ◽  
Future Research ◽  
Computer Assisted ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Innovative Idea ◽  
Effective Models

An innovative idea which is increasingly gaining attention is the infusion of technology into face-to-face language curricular programs.Nonetheless, although “the approach of blending Computer-assisted Language Learning (CALL) applications with face-to-face teaching andlearning is as old as CALL itself” (Neumeier, 2005, p. 163), CALL as a field still lacks qualitative research on blended learning. There is insufficientinformation about teachers’ perceptions and the roles they play in these mixed environments, and without an understanding of these features,it is difficult to create new and effective models (Grgurovic, 2010). Research has been conducted comparing learning outcomes in traditionaland blended foreign language classes, yet the various sociocultural (external) and psychological (internal) aspects that mediate teachers’and learners’ transition from face-to-face to online learning, seem to go unexamined (White, 2006). Throughout this paper, therefore, I reviewliterature on the infusion of technology into the curriculum, specifically in relation to blended learning, so as to a) illustrate teachers’ viewsabout blended leaning and their transition from face-to-face to blended/online instruction; and b) discuss ways in which future research mightprovide an alternative understanding of how language teachers manage the new-work order established by the online learning componentpresent in blended programs.

scholarly journals A Study on Politeknik Tuanku Sultanah Bahiyah Students’ Preparedness Towards Blended Learning in Communicative English

2021 ◽  
Vol 6 (7) ◽  
pp. 336-342
Author(s):  
Navin Kumaran ◽  
Nor Salwa Binti Sulaiman
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Future Research ◽  
Learning Approach ◽  
Statistical Software ◽  
Online System ◽  
Engineering Department

Teaching and learning process heading to different dimension after the rising of technology. Even Malaysian Education Ministry is encouraging educators to practice different teaching process. Since the introduction of the Outcome-Based syllabus at Malaysian polytechnics, students are exposed to new ways of learning. This study purposes to investigate the suitability of the blended learning approach in learning the English language among diploma students of Politeknik Tuanku Sultanah Bahiyah. This learning approach is combination of online learning and traditional methods. In Malaysian polytechnics, online learning is made possible through the Curriculum Information Document Online System (CIDOS). For this study, a total of 80 students were selected from Civil Engineering Department. The responses of the students were elicited through a questionnaire survey. The results were then analyzed descriptively using the statistical software, SPPS version 22. The results of the study indicated that there was a moderate level in students’ preparedness in blended learning of communicative English. Recommendations were provided for future research.

scholarly journals Blended learning in higher education: Three different design approaches

2014 ◽  
Vol 30 (4) ◽  
Author(s):  
Ali Alammary ◽  
Judy Sheard ◽  
Angela Carbone
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Online Teaching ◽  
Learning Experience ◽  
Teaching Resources ◽  
Face To Face ◽  
Blended Courses ◽  
Diverse Student ◽  
Definition Of ◽  
Diverse Student Population

<p class="Abstracttext">Blended learning has been growing in popularity as it has proved to be an effective approach for accommodating an increasingly diverse student population whilst adding value to the learning environment through incorporation of online teaching resources. Despite this growing interest, there is ongoing debate about the definition of the concept of blended learning. As a result, teachers in higher education have developed different understandings of the term and different design approaches have evolved. Selecting the most appropriate design approach for a blended course is a major challenge for many teachers in higher education institutions who are new to the idea of blended learning. This paper aims to provide guidance to help teachers of traditional face-to-face courses in selecting the most appropriate approach to use when designing their blended courses. Firstly, it discusses the different definitions of the term blended learning and how they have resulted in a number of design approaches. It then classifies these approaches into: low-impact, medium-impact and high-impact blends according to the potential changes to the existing teaching program and student learning experience. Finally, it describes the benefits and the challenges of applying each approach and provides recommendations about when and how each approach should be used.</p><p class="Abstracttext"> </p>

scholarly journals A blended learning model supported by MOOC/SPOC, Zoom, and Canvas in a project-based academic writing course

2021 ◽  
pp. 179-197
Author(s):  
Li Zhang ◽  
Yunjie Chen
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Online Courses ◽  
New Approach ◽  
Face To Face ◽  
Management Platform ◽  
Writing Course ◽  
Blended Online Learning

Blended learning has played an important role in teaching English as a second or foreign language around the world. However, little research has been conducted on blended learning that is entirely online owing to the coronavirus pandemic. We aim at exploring the model of blending Massive Open Online Courses (MOOC) and Small Private Online Courses (SPOC), Zoom conferencing, and the Canvas course management platform. The new approach of blended online learning incorporates the pre-class autonomous learning of knowledge in MOOC/SPOC, in-class internalization of knowledge through case studies and discussions on Zoom, and after-class application of knowledge to the completion of a research project. A questionnaire and interviews were conducted to explore learners’ perceptions of the effectiveness of the model. Learners have a positive attitude about the new approach of blended online learning, but still hope that the in-class activities can be implemented face-to-face offline. The model will contribute to teaching and learning with the blended approach against the current coronavirus pandemic.

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