The Vignette TaBLE

2018 ◽  
pp. 259-279
Author(s):  
Susan Elwood ◽  
Robin D. Johnson ◽  
Cary Perales
Keyword(s):  
Blended Learning ◽  
Collaborative Design ◽  
Teacher Candidates ◽  
Learning Experience ◽  
Mobile Technologies ◽  
Promising Practices ◽  
Flipped Instruction ◽  
Preliminary Results ◽  
Mobile Learning Environment ◽  
Micro Learning

This chapter investigates the research and recommendations regarding the collaborative design of the joint, flipped-instruction micro-learning vignettes for classroom mentors and teacher candidates regarding promising practices of flipped instruction within a mobile learning environment. The focus of the chapter relates to pedagogies that incorporate active learning within mobile technologies that are most likely to enhance meaningful learning. The Vignette Team-based, Blended Learning Experience (TaBLE) will be presented, based upon its research-based rationale, design, preliminary results, and future implications.

The Vignette TaBLE

TPACK ◽  
2019 ◽  
pp. 548-568
Author(s):  
Susan Elwood ◽  
Robin D. Johnson ◽  
Cary Perales
Keyword(s):  
Blended Learning ◽  
Collaborative Design ◽  
Teacher Candidates ◽  
Learning Experience ◽  
Mobile Technologies ◽  
Promising Practices ◽  
Flipped Instruction ◽  
Preliminary Results ◽  
Mobile Learning Environment ◽  
Micro Learning

This chapter investigates the research and recommendations regarding the collaborative design of the joint, flipped-instruction micro-learning vignettes for classroom mentors and teacher candidates regarding promising practices of flipped instruction within a mobile learning environment. The focus of the chapter relates to pedagogies that incorporate active learning within mobile technologies that are most likely to enhance meaningful learning. The Vignette Team-based, Blended Learning Experience (TaBLE) will be presented, based upon its research-based rationale, design, preliminary results, and future implications.

scholarly journals Shedding Light on Students’ Technology Preferences: Implications for Academic Development

2015 ◽  
Vol 12 (1) ◽  
pp. 73-87
Author(s):  
Negin Mirriahi ◽  
◽  
Dennis Alonzo ◽  
Keyword(s):  
Blended Learning ◽  
Technology Use ◽  
Course Design ◽  
Online Courses ◽  
Academic Staff ◽  
Learning Experience ◽  
Academic Development ◽  
Mobile Technologies ◽  
Lecture Recordings ◽  
Blended Course

This study built on previous research in 2010 to determine changes to students’ current use of and expectations for future integration of technologies in their learning experience. The findings reveal a continued trend of conservative technology use amongst students but with a growing demand for more integration of technologies for assessment and administrative purposes, podcasts or lecture recordings in flexible and blended course designs. While academic practice has been slow to change, this study reveals a continued need for academic development to focus on strategies that enhance technology adoption amongst academic staff. Students’ preferences from this and the earlier study suggest that they would like more use of technologies, especially mobile technologies for efficient and convenient access to content, communication and assessment that can not only inform academic development and course design for fully online and blended learning courses, but also for the growing number of massive open and online courses (MOOCs) in the education landscape.

Perceptions of Transactional Distance in Blended Learning Using Location-Based Mobile Devices

2017 ◽  
Vol 57 (1) ◽  
pp. 131-169 ◽  
Author(s):  
Nitzan Elyakim ◽  
Iris Reychav ◽  
Baruch Offir ◽  
Roger McHaney
Keyword(s):  
Blended Learning ◽  
Mobile Learning ◽  
Learning Experience ◽  
Field Trips ◽  
Transactional Distance ◽  
Mobile Technologies ◽  
Control Group ◽  
Mediated Learning ◽  
Subjective Perceptions ◽  
Mediated Learning Experience

The current study demonstrates how blended learning using location-based mobile-learning experiences can be improved when student preparation is enhanced with techniques informed by the theory of Mediated Learning Experience (MLE). Our experiment used a sample of 216 junior-high students within the context of school field trips. Tablet computers were custom configured to implement mobile learning with an application dispensing both contextual content and field navigation assignments. A control group prepped for the field trips used traditional information and discussion while an experimental group prepped based on the principles of MLE. Following the experience, students’ subjective perceptions of transactional distance were examined. The findings suggested that those prepared with MLE principles experienced lower transactional distances and, hence, a better outcome. Additionally, gender and thinking style differences were found, highlighting the need to further adapt flexible teaching approaches in mobile-learning environments. Overall, the findings carry significant implications for pedagogic and technological aspects of implementing mobile technologies in education.

scholarly journals A Blended Learning Experience for Teaching Microbiology

2006 ◽  
Vol 70 (5) ◽  
pp. 120 ◽  
Author(s):  
Pilar Sancho ◽  
Ricardo Corral ◽  
Teresa Rivas ◽  
María Jesús González ◽  
Andrés Chordi ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Experience

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.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Exploring Active Blended Learning Through the Lens of Team-Based Learning

2021 ◽  
pp. 172-192
Author(s):  
Rachel Maxwell ◽  
Roshni Khatri
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Learning Technologies ◽  
Learning Spaces ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
The Core ◽  
Team Based Learning ◽  
Core Concepts

This chapter showcases how the collaborative learning and teaching strategy known as Team-Based Learning™ (TBL) can deliver against the conceptual components within active blended learning (ABL), through exploration of different case studies from the authors' university. It begins by detailing the core concepts and theories underpinning each pedagogic approach before considering how adoption of TBL is consistent with the wider implementation of ABL. Case histories are used to highlight how these approaches enhance the student learning experience and how learning technologies can enable staff to do more of what they value within the classroom. The value of different learning spaces to facilitate TBL and augment the learning experience for both staff and students is considered. Finally, the chapter explores some of the more difficult questions around the lack of broader uptake of TBL within an institution committed to ABL as its standard approach to learning and teaching.

scholarly journals Pemahaman Konsep Geometri dan Self Confidence Mahasiswa Calon Guru Matematika pada Mata Kuliah Pembelajaran Mikro untuk Persiapan Pelaksanaan PPL Di Sekolah

2019 ◽  
Vol 3 (1) ◽  
pp. 75
Author(s):  
Sri Asnawati ◽  
Irmawati Liliana Kusuma Dewi
Keyword(s):  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Quantitative Research ◽  
The Self ◽  
Teaching Skills ◽  
Positive Relation ◽  
Significance Level ◽  
Self Confidence ◽  
The Relationship ◽  
Micro Learning

Penelitian ini bertujuan untuk mengetahui tingkat self confidence mahasiswa, hubungan pemahaman konsep geometri dan self confidence mahasiswa pada mata kuliah Pembelajaran Mikro. Penelitian ini adalah penelitian kuantitatif. Pada mata kuliah Pembelajaran Mikro terdapat 8 keterampilan dasar mengajar, salah satunya adalah keterampilan menjelaskan dimana mahasiswa harus dapat mengorganisasikan konsep geometri transformasi dalam tata urutan yang terencana secara sistematis, sehingga mudah dipahami oleh siswa. Perlu adanya self confidence dalam menyampaikan materi khususnya pemahaman konsep geometri. Hasil penelitian menunjukkan bahwa pada taraf signifikansi 5% diperoleh hubungan yang linier antara pemahaman konsep geometri transformasi dan self confidence mahasiswa calon guru matematika pada mata kuliah Pembelajaran Mikro. Tingkat keeratan hubungan kedua variabel berdasarkan koefisien korelasi berada pada kategori kuat yaitu 0,700. Hubungan kedua variabel tersebut menunjukkan arah positif artinya, peningkatan pemahaman konsep geometri transformasi berbanding lurus dengan self confidence mahasiswa calon guru matematika. Kata kunci: pemahaman konsep geometri, self confidence, pembelajaran mikro.   ABSTRACT This study aims to determine the level of self-confidence of students and relationship between understanding the concept of geometry and self-confidence of students in the Micro Learning subject. This research is quantitative research. In the Micro Learning subject there are 8 basic teaching skills, one of them is the skill to explain where students must be able to organize the geometry concept of transformation in a systematic order planned so that it is easily understood by students. Self confidence is needed in delivering the material, especially understanding the concept of geometry. At a significance level of 5% a linear relationship was found between the understanding of the geometry concept of transformation and the self confidence of mathematics teacher candidates in the Micro Learning subject. The relationship between the two variables based on the correlation coefficient is in the strong category, 0.700. The relationship between these two variables shows a positive relation, it means that as the understanding of geometric concept gets better, the self confidence of mathematics teacher candidates get higher. Keywords: understanding of the concept of geometry, self confidence, micro learning subject.

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