Learning About Blended Learning Through Students' Experiences

2018 ◽  
pp. 845-868
Author(s):  
Margaret Anne Carter ◽  
Paul Pagliano ◽  
Cecily Knight ◽  
Donna Goldie
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Cost Effective ◽  
The Body ◽  
First Century ◽  
Pedagogical Practices ◽  
Learning Spaces ◽  
Postgraduate Students ◽  
Future Design ◽  
Body Of Knowledge

The digital age together with the political and economic agenda to make higher education more accessible and cost effective are challenging teaching academics worldwide to rethink and redesign their pedagogical practices. The challenges include how to respond to increasingly diverse twenty first century learners who demand flexibility, and the requirements of a more service driven economy. For a program to be successful in higher education's current learnscape, teaching and learning need to optimise students' experiences and learning outcomes. The exploratory study discussed in this chapter investigates seventy-three postgraduate students' experiences with blended learning in guidance and counselling programs in one Australian university with an offshore branch campus in Singapore. The study aims to inform the future design and delivery of teaching and learning within blended learning spaces with a focus on pedagogical practices for student engagement. As such, it contributes to the body of knowledge about learning design that enhances student learning experiences.

scholarly journals Learning about Blended Learning through Students' Experiences

2016 ◽  
pp. 60-83
Author(s):  
Margaret Anne Carter ◽  
Paul Pagliano ◽  
Cecily Knight ◽  
Donna Goldie
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Cost Effective ◽  
The Body ◽  
First Century ◽  
Pedagogical Practices ◽  
Learning Spaces ◽  
Postgraduate Students ◽  
Future Design ◽  
Body Of Knowledge

The digital age together with the political and economic agenda to make higher education more accessible and cost effective are challenging teaching academics worldwide to rethink and redesign their pedagogical practices. The challenges include how to respond to increasingly diverse twenty first century learners who demand flexibility, and the requirements of a more service driven economy. For a program to be successful in higher education's current learnscape, teaching and learning need to optimise students' experiences and learning outcomes. The exploratory study discussed in this chapter investigates seventy-three postgraduate students' experiences with blended learning in guidance and counselling programs in one Australian university with an offshore branch campus in Singapore. The study aims to inform the future design and delivery of teaching and learning within blended learning spaces with a focus on pedagogical practices for student engagement. As such, it contributes to the body of knowledge about learning design that enhances student learning experiences.

scholarly journals Affordances, Architecture and the Action Possibilities of Learning Environments: A Critical Review of the Literature and Future Directions

Buildings ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 76
Author(s):  
Fiona Young ◽  
Benjamin Cleveland
Keyword(s):  
Effective Teaching ◽  
Learning Environments ◽  
Teaching And Learning ◽  
The Body ◽  
Pedagogical Practices ◽  
Great Promise ◽  
Environmental Perceptions ◽  
Learning Spaces ◽  
Affordance Theory ◽  
Effective Teaching And Learning

This paper critically reviews the body of literature on affordances relating to the design and inhabitation of school buildings. Focusing on the influence of learning spaces on pedagogical practices, we argue that links between affordances, architecture and the action possibilities of school-based environments have largely been overlooked and that such links hold great promise for better aligning space and pedagogy—especially amidst changing expectations of what effective teaching and learning ‘looks like’. Emerging innovative learning environments (ILEs) are designed to enable a wider pedagogical repertoire than traditional classrooms. In order to transcend stereotypical understandings about how the physical environment in schools may afford teaching and learning activities, it is becoming increasingly recognised that both design and practice reconceptualisation is required for affordances of new learning environments to be effectively actualised in support of contemporary education. With a focus on the environmental perceptions of architects, educators and learners, we believe affordance theory offers a useful framework for thinking about the design and use of learning spaces. We argue that Gibson’s affordance theory should be more commonly applied to help situate conversations between designers and users about how physical learning environments are conceived, perceived and actioned for effective teaching and learning.

scholarly journals Using Blended Learning to Support the Teaching of English as a Foreign Language

2020 ◽  
Author(s):  
Hebah Asaad Hamza Sheerah
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
The Body ◽  
Learning Approaches ◽  
Teaching With Technology ◽  
Pedagogical Tool ◽  
Face To Face ◽  
Body Of Knowledge

The recent development in the field of technology in education has led to renewed interest in blending traditional methods of teaching with technology which might enhance language teaching and learning. The purpose of this paper is to review the literature concerning the strengths and weaknesses of blended learning as a technology-enhanced pedagogical tool that combines online and face-to-face instructional activities, on the development of English skills, inclusive of its use in the teaching of English as a Foreign Language (EFL). Furthermore, this article sheds new light on how blended learning allows the learner to become autonomous and engaged in the construction the knowledge, rather than acting as passive absorbers. It is expected that this paper will contribute to enhancing the body of knowledge that exists in the area of blended learning, especially as it applies to the issue of the acquisition of experience in English as a foreign language. It can be concluded that the use of blended learning has the potential to support EFL learning and maximize EFL learners’ opportunities to practice the English language freely at their convenience. There are issues which need to be addressed and, or resolved, such as ensuring that the library facilities are capable of delivering this type of approach, online materials are suitably supportive of the students needed to access them, and the design of blended learning approaches take account of the preferred learning methods of students, and the workload required to be successful.

scholarly journals The Promise of Creativity

2012 ◽  
Vol 6 (1) ◽  
pp. 389-407 ◽  
Author(s):  
Maxine E. Sprague ◽  
Jim Parsons
Keyword(s):  
Real World ◽  
Teaching And Learning ◽  
The Body ◽  
The Real ◽  
Digital World ◽  
Body Of Knowledge ◽  
Imaginative Play ◽  
A Priority ◽  
The Impact

In this paper, the authors discuss creativity and the impact it might have on teaching and learning. The authors believe that imaginative play, at all ages, helps all people (children especially) create healthy environments and spaces that expand their learning. The authors contend that teaching for imagination—which asks little more than creating and trusting an ecological space that engenders it—seldom is considered a priority. Given the emphasis on creativity in the real world and the virtual digital world, the authors believe it is important to add to the body of knowledge through continued research in this field.

scholarly journals Mobile learning and socially constructed blended learning through the lens of Activity Theory

2021 ◽  
Author(s):  
Vickel Narayan ◽  
Thomas Cochrane ◽  
Stephen Aiello ◽  
James Birt ◽  
Mehrasa Alizadeh ◽  
...  
Keyword(s):  
Blended Learning ◽  
Activity Theory ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Socially Constructed ◽  
Policies And Procedures ◽  
Synchronous Learning ◽  
The World

The pandemic has drastically changed the education landscape. The pedagogical practices, policies and procedures ingrained and refined over many years were suddenly rendered less effective. Overnight, new practices, policies and procedures had to be drafted to support teaching and learning. More than a year on, educators have found a new home, new pedagogies and practices have been refined and continue to be, policies and procedures are agile to support a volatile environment academia dwells in during the pandemic era. Building upon the work the Mobile Learning Special Interest Group (MLSIG) presented last year at the conference, we investigate the role mobile learning is and could play in emerging pandemic pedagogies. Eight vignettes are presented from universities around the world that are analysed using Activity Theory to understand the role of mobile devices and social tools for developing blended synchronous learning (BSL) and HyFlex learning.

scholarly journals MÍMESIS E BRICOLER: aproximações conceituais para uma reflexão sobre o ensino das práticas corporais na educação física escolar

2015 ◽  
Vol 22 (1) ◽  
pp. 88
Author(s):  
Admir Soares de Almeida Junior ◽  
Thiago Ferreira de Borges
Keyword(s):  
Teaching And Learning ◽  
Walter Benjamin ◽  
Learning Processes ◽  
The Body ◽  
Pedagogical Practices ◽  
Robinson Crusoe ◽  
Theodor Adorno ◽  
Palabras Clave ◽  
Conceptual Discussion ◽  
The Relationship

O artigo ora apresentado considera a centralidade do corpo nas práticas pedagógicas das aulas deEducação Física, buscamos aproximar dois conceitos teoricamente distantes, mas visivelmente “corporais”: o demímesis – a partir de Walter Benjamin (1995) e Theodor Adorno (2009) - e o de bricoler, tendo como referência asreflexões de Claude Levi-Strauss (1989). Após uma discussão conceitual, apresentamos uma análise de parte dofilme “O Homem Sexta-feira”, especialmente quando Robinson Crusoé tenta ensinar Sexta feira o que é o esporte.Assim, procuramos pensar nas relações entre professores e alunos. Acreditamos que tais conceitos podem nosajudar a pensar a autonomia dos alunos nas aulas de educação física, rompendo com uma tradição nos processosde ensino e aprendizagem baseados numa relação unidirecional “mestre-discípulo”.Palavras-chave: Mimesis. Bricoler. Corpo. Educação. Professores. Alunos. MÍMESIS AND BRICOLER: conceptual approaches to reflect on the teaching ofbody practices in physical educationAbstract: In this paper, it is considering the centrality of the body in the pedagogical practices of physical educationclasses, we seek closer two concepts theoretically distant, but visibly “corporal”: the mimesis - from WalterBenjamin (1995) and Theodor Adorno (2009) - and the bricoler taking reference to the reflections of Claude Levi-Strauss (1989). After a conceptual discussion, we present analysis of one part of the film, “Men Friday”, especiallywhen Robinson Crusoé tries to teach Friday’s man what is the sport. Then we think of the relationship betweenteachers and students. We believe that these concepts can help us to think the autonomy of students in physicaleducation classes, breaking with a tradition in teaching and learning processes based on a “oneway” to relationship“master-disciple”.Keywords: Mímesis. Bricoler. Body. Education. Teachers. Students. MÍMESIS Y BRICOLER: enfoques conceptuales para una reflexión sobre la enseñanzade las prácticas corporales en la Educación Física de la EscuelaResumen: En el presente artículo, teniendo en cuenta la centralidad del cuerpo en las prácticas pedagógicasen las clases de Educación Física, buscar más acerca de dos conceptos teóricamente distintos, mas visiblemente“corporales”: el de mímesis, de Walter Benjamin (1995) y Theodor Adorno (2009) y el concepto de bricoler, enreferencia a las reflexiones hechas por Claude Levi-Strauss (1989). Después de la discusión conceptual, presentamosun análisis de parte de la película “El hombre de Viernes”, especialmente cuando Robinson Crusoé tratandode enseñar a Viernes lo que es el deporte. Así, tratemos de pensar en las relaciones entre profesores y alumnos.Creemos que estos conceptos pueden ayudarnos a pensar la autonomía de los alumnos en las clases de educaciónfísica, provocando una ruptura con la tradición en los procesos de enseñanza y aprendizaje basadas en la relaciónunidireccional “maestro- discípulo”.Palabras clave: Mimesis. Bricoler. Cuerpo. Educación. Profesores. Estudiantes.

Mobile Portals

2011 ◽  
pp. 587-593
Author(s):  
Ofir Turel ◽  
Alexander Serenko
Keyword(s):  
Service Providers ◽  
Mobile Services ◽  
The Body ◽  
First Century ◽  
Mobile Service ◽  
Service Users ◽  
International Telecommunication Union ◽  
International Telecommunication ◽  
Body Of Knowledge ◽  
High Penetration

The diffusion of mobile services is one of important technological phenomena of the twenty-first century (Dholakia & Dholakia, 2003). According to the International Telecommunication Union,1 the number of mobile service users had exceeded 1.5 billion individual subscribers by early 2005. This represents around one-quarter of the world’s population. The introduction of .mobi, a new top-level domain,2 is expected to further facilitate the usage of mobile services. Because of their high penetration rates, mobile services have received cross-disciplinary academic attention (e.g., Ruhi & Turel, 2005; Serenko & Bontis, 2004; Turel, Serenko & Bontis, 2007; Turel, 2006; Turel & Serenko, 2006; Turel & Yuan, 2006; Turel et al., 2006). While the body of knowledge on mobile services in general is growing (Krogstie, Lyytinen, Opdahl, Pernici, Siau, & Smolander, 2004), there seems to be a gap in our understanding of a basic, yet important service that mobile service providers offer, namely mobile portals (m-portals).

The Cost-Effect Analysis of Integration of CSIEC System into English Instruction

2014 ◽  
pp. 267-288
Keyword(s):  
Cost Effectiveness ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Cost Effective ◽  
Cost Ratio ◽  
Price Ratio ◽  
Effect Analysis ◽  
Learning Content ◽  
The Cost

This chapter introduces the concept of educational efficiency and its calculating formula to describe the effect, cost, and duration of an educational system composing learners, teachers, and learning content and instructional approaches. Then the formula is used to compare the cost-effectiveness of the blended learning with CSIEC system and that of the traditional teaching and learning approach. Given the fact that the intelligence improvement with CSIEC system is greater than that with the traditional approach and the performance-price ratio of the latest computer and Internet access is increased much, the cost-effectiveness with CSIEC system is much greater than that with the traditional approach. International comparison shows that the effectiveness-cost ratio in the case of blended learning with CSIEC is higher, and the feasibility analysis suggests a cost-effective way to make full use of the investment in education to improve the students' learning performances.

scholarly journals An examination of the views of key stakeholders on the development of learning spaces at a regional university

2015 ◽  
Vol 13 (2) ◽  
pp. 204-222 ◽  
Author(s):  
Barrie James Todhunter
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Design Guidelines ◽  
Learning Spaces ◽  
Content Type ◽  
Personalised Learning ◽  
Regional University ◽  
Key Stakeholders ◽  
The University

Purpose – The purpose of this paper is to examine the degree of alignment between the views of key stakeholders on the development of learning spaces in a new teaching and learning building at a satellite campus of a regional university. Design/methodology/approach – Semi-structured interviews were undertaken with six stakeholders including senior executives, technical staff, academic staff and students. The interviews were transcribed and the data analysed to identify common and differing themes on the part of the respective interviewees in relation to learning spaces in general, and in relation to the new teaching and learning building in particular. Findings – A comprehensive framework should be articulated by the university for its theme of personalised learning so that decisions can be made at lower levels of the university to operationalise the theme across academic and administrative functions. A clear definition of the blended learning pedagogy, which is proposed to be implemented as part of the personalised learning theme, should be articulated. The implications of the blended learning pedagogy for the design of learning spaces should be identified and clear design guidelines for learning spaces should be articulated. Learning spaces in the new building should be reviewed to achieve alignment with the personalised learning framework and the guidelines for learning spaces. Research limitations/implications – As this is a preliminary study with a small number of participants, a qualitative approach was taken to identify the indicative views of representatives of key stakeholders. The findings relate specifically to the context of this study at a regional Australian university. Originality/value – This paper provides valuable insights into how a university’s philosophy on learning spaces manifests itself through creation and implementation of high-level policy and how that is interpreted and actioned by a range of stakeholders across campuses, including staff and students.

scholarly journals 2017 National Institute of Justice Forensic Science Research and Development Symposium

2017 ◽  
Author(s):  
Nicole S. Jones ◽  
Gerald LaPorte
Keyword(s):  
Research And Development ◽  
Forensic Science ◽  
Cost Effective ◽  
Science Research ◽  
The Body ◽  
Policy And Practice ◽  
Body Of Knowledge ◽  
National Institute Of Justice ◽  
Identification Analysis ◽  
Scientific Fields

The 2017 National Institute of Justice (NIJ) Forensic Science Research and Development (R&D) Symposium is intended to promote collaboration and enhance knowledge transfer of NIJ-funded research. The NIJ Forensic Science R&D Program funds both basic or applied R&D projects that will (1) increase the body of knowledge to guide and inform forensic science policy and practice or (2) result in the production of useful materials, devices, systems, or methods that have the potential for forensic application. The intent of this program is to direct the findings of basic scientific research; research and development in broader scientific fields applicable to forensic science; and ongoing forensic science research toward the development of highly discriminating, accurate, reliable, cost-effective, and rapid methods for the identification, analysis, and interpretation of physical evidence for criminal justice purposes.

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