Blended Learning

2017 ◽  
pp. 108-125
Author(s):  
Mark B. Russell ◽  
Irene M. Y. Woon ◽  
Stylianos Hatzipanagos
Keyword(s):  
Online Learning ◽  
Educational Leadership ◽  
Change Management ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Strategy ◽  
Online Learning Environments ◽  
Face To Face ◽  
Face To Face Learning ◽  
Faculty And Administrators

Blended Learning should be a deliberately-designed and pedagogically-informed endeavour. Blended Learning integrates (blends) face-to-face learning environments with online learning environments so that learning can occur anyplace and anytime and can transcend the physical boundaries of traditional face-to-face settings. Moving towards successful blended learning does not happen by chance. It requires educational leadership and a supportive change management strategy. Such a strategy should include a vision for innovation, plans for diffusing the innovations and the provision of advice and guidance to faculty and administrators. The chapter offers examples of what is possible through the genre of ‘Cluster Scenarios' and explores some implications for adopting a blended learning strategy for faculty and administrators.

scholarly journals A scale development study for assessing the effectiveness of blended learning environments

2013 ◽  
Vol 3 (3) ◽  
pp. 11-26 ◽  
Author(s):  
Emine Cabı ◽  
Yasemin Gülbahar
Keyword(s):  
Online Learning ◽  
Scale Development ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Reliability And Validity ◽  
Development Study ◽  
Online Learning Environments ◽  
Face To Face ◽  
Development Data

This study is conducted to develop a scale for assessing the effectiveness of blended learning environments based on the features of both face-to-face and online learning environments and provide suggestions for stakeholders. In the process of scale development, data gathered from 314 students were analyzed. The reliability and validity results for collected data were found to be acceptable since they were between or above the expected value. Based on the analysis it is found that the scale is composed of 55 items having a structure of 4 factors. Hence, it can be concluded that "Effectiveness of Blended Learning Environments Scale" is found as reliable and valid, and can measure what it aims to measure. Blended Learning Environment Scale, which was developed and analyzed for reliability and validity throughout this study, is expected to facilitate the further research studies that focused on blended learning environments.

scholarly journals Discussion Forums as a Learning Material in Higher Education Institutions

2021 ◽  
Vol 2 (1) ◽  
pp. 1-9
Author(s):  
Hakan KILINC ◽  
Hakan Altinpulluk
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Group Discussion ◽  
Point Of View ◽  
Learning Material ◽  
Discussion Forums ◽  
Online Learning Environments ◽  
Face To Face ◽  
Online Discussion Forums ◽  
Face To Face Learning

Discussion forums, which have more features among the tools used in the online group discussion process, are the most preferred learning tool in this process. Instructors, from elementary school to college often use online discussion forums to encourage interaction and complex thinking that are not always effective in traditional face-to-face learning situations. Discussion forums are a tool that enables learners to create information, collaborate and interact simultaneously or asynchronously in the online learning environment. In addition, it allows more time for all learners to reflect on their own ideas and respond to other learners in the learning process. However, it is seen that there are not enough studies on the usability of discussion forums, which are an effective learning material used in online learning environments. From this point of view, this study investigates the usability of discussion forums in online learning environments. In this study, in which qualitative research method was used, the opinions of 8 field experts determined by purposeful sampling method were consulted in the context of the use of discussion forums in online learning environments. With the investigation of the usability of discussion forums in online learning environments, it is predicted that the efficiency to be obtained from these environments will increase.

scholarly journals The Effect of Use Of Blended Learning OnMotivation To Learn Mathematics With Collaborative Learning Media Whatsapp And ZoomIn Class X Mipa 3 Upt Sma Negeri 1 Parepare

2021 ◽  
Vol 9 (3) ◽  
pp. 219
Author(s):  
Musdalifa Ibrahim
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Research Method ◽  
Learning Strategy ◽  
Math Learning ◽  
Face To Face ◽  
Qualitative Descriptive ◽  
Biology Learning ◽  
Face To Face Learning ◽  
Descriptive Method

This study aims to determine whether or not there is an effect of using the blended learning strategy in Math online learning via WhatsApp and zoom. This research method uses a qualitative descriptive method. The data in this study were collected through observation, interviews, and documentation. The results obtained indicate that online learning using the WhatsApp and zoom application with the blended learning strategy during the Covid-19 pandemic can provide more enjoyable learning so as to increase student enthusiasm and activity. The conclusion obtained from this study is that the use of the blended learning strategy affects online math learning via WhatsApp and zoom can be an alternative in online biology learning via Whatsapp in conditions that do not allow face-to-face learning

scholarly journals Synkrone online læringsmiljøer – didaktisk design for synkron undervisning understøttet af digitale teknologier

2013 ◽  
Vol 6 (11) ◽  
Author(s):  
Karsten Gynther ◽  
Ove Christensen ◽  
Rasmus Jørnø
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Research And Development ◽  
Learning Environments ◽  
Three Dimensions ◽  
Online Learning Environment ◽  
Online Learning Environments ◽  
Face To Face ◽  
Synchronous Learning ◽  
Synchronous Learning Environments

Synkrone online læringsmiljøer muliggør realisering af en didaktisk praksis, der synkront kobler forskellige kontekster. Forskning i og udvikling af didaktiske principper, som kan guide uddannelsesudviklere og undervisere i deres arbejde med at udvikle didaktiske designs for synkrone læringsmiljøer, er imidlertid kun i sin spæde vorden. I denne artikel introduceres til et overordnet designframework for synkrone onlinelæringsmiljøer samt en række konkrete didaktiske principper, som eksemplificeres med en række designeksempler. Det overordnede framework rummer tre dimensioner i et didaktisk design for synkrone læringsmiljøer, der i kort form kan præsenteres som: a) simulering af tilstedeværelsesundervisning, b) remediering af tilstedeværelsesundervisning og c) innovativ transformation af tilstedeværelsesundervisning.Abstract in EnglishSynchronous online learning environments allow the realization of a didactic practice that creates contextual couplings. Research and development of didactic principles to guide teachers and developers of education in developing designs for synchronous learning environments is however still in its infancy. This article introduces a series of new conceptual tools and didactical principles for online learning environment and includes a general design framework for synchronous online learning environments and concrete didactic principles exemplified through a set of design examples. The framework outlines three dimensions of a didactic design: a) simulation of face-to-face teaching, b) remediation of face-to-face teaching and c) innovative transformation of face-to-face teaching.

scholarly journals Students' Perception on Blended Learning in English Listening and Speaking Class

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Magdalena Kartikasari Tandy Rerung
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Language And Culture ◽  
Face To Face ◽  
Learning Platform ◽  
Face To Face Learning ◽  
Communicative Teaching ◽  
Listening And Speaking

<p>Nowadays, the communicative teaching has been influenced by the development of technology. Becoming interactive teacher would not be enough if it is not supported by technology usage. Online learning in this case has been a powerful tool to help language learners during their learning progress.  It is said that that online instruction raised the good and average student’s reading performance and the performance of the lowest-performing as well. In listening and speaking, online learning can help students improve their pronunciaton as well the comprehension skill. Therefore, the following study is designed to find out the students’ perceptions towards the use of both online and face-to-face learning in listening and speaking classroom. There are 30 students from the 1<sup>st</sup> and 3<sup>rd</sup> semester of English Language and Culture Departement and they joined the class for 1 semester. Online learning platform used was taken from Cambridge Learning Management System integrated with Unlock 2 and Unlock 4 books as the source of learning. The result shows that most of the students see online learning as an alternative tool to help them during their learning process.<strong></strong></p><strong>Keywords: </strong>blended learning, online learning, face-to-face learning, language learning

scholarly journals EFL Learners' Perceptions on Schoology Use in the Reading Class

2021 ◽  
Vol 5 (1) ◽  
pp. 10-26
Author(s):  
Ahmad Ridho Rojabi ◽  
Keyword(s):  
Online Learning ◽  
Reading Comprehension ◽  
Blended Learning ◽  
English Language ◽  
Study Program ◽  
Efl Learners ◽  
Face To Face ◽  
Learning Platforms ◽  
Face To Face Learning ◽  
Share Information

Online learning that is integrated into face-to-face learning called blended learning is believed to be more useful than online learning or face-to-face learning. Schoology is one of the online learning platforms exploited in blended learning that can help teachers to manage classroom information. Schoology allows students and teachers to share information and provides access to content or administrative features of specific courses. This study aims to investigate students' perceptions of blended learning via Schoology in reading class. This is a descriptive study, the participants of this study consisted of 28- second-semester students at the English Language Study Program, Faculty of Tarbiyah, and teacher training IAIN Jember, East Java Indonesia. The Data were collected through questionnaires and interviews. The findings of this study revealed that there were positive perceptions of blended learning via Schoology in the reading comprehension class as well as the positive learners’ attitude. Furthermore, the students agreed that Schoology in blended learning in the reading comprehension class is useful, helpful, and effective. Moreover, from the results of the interviews, there were positive aspects of blended learning via Schoology in reading comprehension which gave more benefits to engage and motivate students’ learning activities, students’ performances, learners’ autonomy, as well as students’ learning outcomes.

Student Perceptions of Online Learning During the Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 1-16
Author(s):  
Jesi Jecsen Pongkendek ◽  
Dewi Satria Ahmar ◽  
Haris Munandar ◽  
Muhammad Fath Azzajjad
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Student Perceptions ◽  
Random Sampling ◽  
Face To Face ◽  
Question Item ◽  
The Future ◽  
Learning Platforms ◽  
Face To Face Learning ◽  
Made In

Due to the COVID-19 pandemic, lectures must be conducted online. This research is a survey research to find out the perception of students in participating in online learning. Survey of Musamus University students in 6 faculties with a total of 262 respondents. Respondents were selected by proportionate stratified random sampling. The instrument used is a questionnaire made in google form with a total of 21 questions. Data analysis was carried out by calculating the percentage of each answer for each question item. Through this research, the results obtained are (1) Students realize online learning is a learning solution during the Covid-19 pandemic; (2) Students are happy with participating in online learning; (3) Students are enthusiastic to complete assignments; (4) Students realize that through the assignment of lecturers their knowledge is increasing; (5) Students find online learning beneficial for them; (6) Students have mastered the use of online learning platforms; (7) Students hope that online learning will no longer be carried out in the future. Students also prefer face-to-face learning compared to blended learning and online learning, but some students have realized that the blended learning model is an alternative in learning that can be applied in the future

Blended Learning

2011 ◽  
pp. 85-87
Author(s):  
Kathleen P. King
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Delivery System ◽  
The Other ◽  
Face To Face ◽  
Technological Context ◽  
Face To Face Learning

Blended learning goes by several names, the other major one being hybrids. What is meant by these various terms is that more than one delivery system is being used for one course. And in most cases educators are referring to face-to-face learning and online learning being paired in some combination when they use the term blended learning in a technological context.

WIRE

2010 ◽  
pp. 149-159 ◽  
Author(s):  
Yih-Ruey Juang
Keyword(s):  
Data Structure ◽  
Blended Learning ◽  
Learning Environments ◽  
Communication Skills ◽  
Learning Achievement ◽  
Web Based ◽  
Warm Up ◽  
Face To Face ◽  
Face To Face Learning ◽  
Structure Class

Much research has shown that the blended learning can effectively enhance the motivation, communication skills, and learning achievement compared with teaching in a single form. However, a crucial issue in blended learning is how to integrate each blended format, media and experience into a coherent learning model, and then to keep interaction between teacher and students either in or outside the classroom. This study introduces a highly interactive strategy for blended learning that incorporates web-based and face-to-face learning environments into a semester course through answering the warm-up questions before class, interactive teaching in class, and review and exercise after class. By the empirical study in a ‘Data Structure’ class, most students made progress in learning achievement and gain more motivation and interaction within the class.

Through the Eyes of Students and Faculty

2016 ◽  
pp. 557-584
Author(s):  
Maysaa Barakat ◽  
Debra N. Weiss-Randall
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Educational Leadership ◽  
Learning Environments ◽  
Social Exclusion ◽  
Research University ◽  
Attrition Rates ◽  
Face To Face

Online enrollments have been growing substantially faster than overall higher education enrollments. It is argued that online learning can help address issues of educational inequity, poverty, and social exclusion. The momentum is moving towards online learning, and universities are pressured to develop more online options for their students in order to stay relevant and provide needed flexibility. On average, courses that are delivered online have higher attrition rates than regular face-to-face courses. There are numerous challenges and difficulties in developing online learning environments without sacrificing the quality of learning. This case study examines the development, delivery, and evaluation of online learning through the eyes of students and faculty of an educational leadership department in a Southeast research university.

Sign in / Sign up

Export Citation Format

Share Document