Learning Through Collaborating

2018 ◽  
pp. 50-64 ◽  
Author(s):  
Nurzihan Hassim
Keyword(s):  
Collaborative Learning ◽  
Blended Learning ◽  
Learning Technologies ◽  
First Century ◽  
Digital Learning ◽  
Gen Y ◽  
Twenty First Century Learning ◽  
Collaborative Learning Environment ◽  
The Times ◽  
The University

Blended learning technologies have created opportunities to diversify teaching and enrich learning experiences for Malaysian university students. At Taylor's University, the establishment of the X-Space as a “living” classroom offered students an engaging experience beyond digital learning to support “TiMeS” a Moodle-based courseware at the university. The X-Space rooms are equipped with modern designs that divide students in clusters yet encourage mobility among its users and allow course instructors to experiment and apply innovative tools to fully utilize this collaborative learning environment. This chapter examines the experiences of integrating the TiMeS platform with the physical environment of X-Space. The pedagogy intends to fulfill the university's mission in creating industry-ready graduates and the expectations Gen-Y students to propel forward to twenty-first century learning.

Blended Learning in Higher Education

2018 ◽  
pp. 290-306 ◽  
Author(s):  
Simon Kang'ethe Ngigi ◽  
Elizabeth A. Obura
Keyword(s):  
Blended Learning ◽  
Opportunity To Learn ◽  
Learning Technologies ◽  
Blended Instruction ◽  
Factors Affecting ◽  
Learning Techniques ◽  
E Learning ◽  
University Course ◽  
The University ◽  
Open The Doors

Online and blended instruction offers learners a unique opportunity to learn ubiquitously without being limited to the constraints of time and distance. Additionally, these pedagogies have the potential to open the doors of the university to a wider audience, provide choices for non-traditional students, and extend services to populations that would otherwise not be able to attend the classes on campus. However, complementing traditional teaching with blended learning techniques in a traditional university course presents various challenges. This chapter identify gaps in the factors affecting blended learning in the digital age. Based on the findings, the authors argue that instructors can rely on e-learning technologies to implement blended learning model by redesigning some lectures into new online learning activities, such as tutorials, self-testing exercises, and online group collaborations.

On Using Wiki as a Tool for Collaborative Online Blended Learning

2010 ◽  
pp. 511-521
Author(s):  
Steve Wheeler
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Collaborative Learning ◽  
Blended Learning ◽  
Learning Environments ◽  
Group Dynamics ◽  
Social Software ◽  
Cognitive Tool ◽  
Learning Context ◽  
The University

This chapter explores the use of the wiki and its role as a cognitive tool to promote interaction and collaborative learning in higher education. The importance of the software to enable student created content, storage, and sharing of knowledge is reviewed. This chapter provides an evaluation of some of the affordances and constraints of wikis to promote critical thinking within a blended learning context. It assesses their potential to facilitate collaborative learning through community focused enquiry for geographically separated students and nomadic learners. One particular focus of the chapter is the development of new digital literacies and how students present their written work in wikis. The chapter also examines group dynamics within collaborative learning environments drawing on the data from a study conducted at the University of Plymouth in 2007, using wikis in teacher education. Finally, the chapter highlights some recent key contributions to the developing discourse on social software in what has been termed ‘the architecture of participation.’

scholarly journals Blended Learning Environments in Inclusive Education at the University

2020 ◽  
Vol 15 (21) ◽  
pp. 145
Author(s):  
Yaqun Zhang ◽  
Fayruza Rebrina ◽  
Fairuza Sabirova ◽  
Julia Afanaseva
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Inclusive Education ◽  
Educational Process ◽  
Digital Learning ◽  
Education Development ◽  
Current State ◽  
The University ◽  
Digital Learning Environments

The modern education system in most countries is built on providing equitable education opportunities to all people, regardless of the limitations they have. There are no significant problems in primary and secondary inclusive education, while most traditional higher education models are not sufficiently adapted to the needs of people with learning disabilities. Thus, it has been replaced by a blended learning model built on new digital learning environments in recent years. The aim of the article is to study the blended learning environment of inclusive educa-tion systems in China and Russia. The article presents the findings of a “The Global Learner Survey”, conducted on behalf of Pearson in May 2019 by The Harris Poll. The survey involved over 11,000 learners aged 16-70 across nine-teen countries. Additionally, statistics on the higher education development in Russia and China were used. The analysis of the current state of higher education in Russia and China, as well as the development of a blended learning environ-ment, shows the positive effect as that it allows students with limited educational opportunities to integrate into the educational and public life of the university and implement all types of rehabilitation along with the educational process.

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

2011 ◽  
pp. 24-64 ◽  
Author(s):  
Panagiotes S. Anastasiades
Keyword(s):  
Adult Education ◽  
Blended Learning ◽  
Adult Students ◽  
Learning Environments ◽  
Learning Technologies ◽  
Asynchronous Learning ◽  
New Learning Environments ◽  
And Migration ◽  
The University ◽  
Teachers Training

This chapter focuses on the designing and development of blended learning environments for adult education, and especially the education of teachers. The author argues that the best combination of advanced learning technologies of synchronous and asynchronous learning is conducive to the formation of new learning environments, which, under certain pedagogical conditions, will adequately meet the special needs of adult students. Particular emphasis is given to the designing and development of a pedagogical blended learning model based on the principles of transformation adult theory and constructivism. This model implements advanced learning technologies in a pedagogical context, aiming at the formation of a collaborative blended learning environment, which will encourage critical thinking and reflection, providing the necessary conditions for a polymorphic distant education for teachers. Finally, we present a case study of a blended environment of teachers’ training designed by the Center of Intercultural and Migration Studies (E.DIA.M.ME.) at the University of Crete.

scholarly journals Developing learner autonomy in a grammar class

2012 ◽  
Vol 36 (4) ◽  
pp. 49
Author(s):  
Simon Cooke
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Styles ◽  
Language Learning ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Learning Patterns ◽  
Collaborative Learning Environment ◽  
The University

Traditionally, grammar classes have tended to follow a teacher-led, prescriptive curriculum with students given little opportunity to demonstrate understanding, or lack of it, on a given topic before being asked to tackle the next grammar point in a textbook. The university class under study made such an approach even more challenging by being open to students from a variety of year groups and language learning backgrounds. With a view to establishing a class which could allow students of all levels to examine the weaknesses in their grammar and share learning patterns, the curriculum was adjusted to allow for the variety of levels and encourage autonomous learning of grammar. The resulting classes made for a dynamic and collaborative learning environment which allowed students the freedom to examine and share a variety of learning styles of grammar points relevant to their English levels. 伝統的に文法の授業は教師に主導される規範的なカリキュラムに従う傾向がある。残念なことに、この方法では教科書の次の文法項目へと進む前に、現在の文法項目に対しての理解度を学生が示す機会がほとんどない。大学で様々な学年や学力の学生で構成されたクラスを教える場合、文法項目の理解度の差がより一層顕著になる。本論では、様々な学力の学生全員が、自身の文法の苦手分野を見つけ、新たな学習方法を互いに共有することができるようなクラスづくりを目指した。様々な学力に対応し、自律的な文法学習を促進するようにカリキュラムを調整した。このような形式のクラスは、学生に各自の文法の弱点を見つけ、様々な学習スタイルを共有する自由を与え、さらに活動的で、協働的な学習環境を形成する。

scholarly journals STUDENT AND INSTRUCTOR SATISFACTION AND ENGAGEMENT WITH BLENDED LEARNING IN CHEMICAL ENGINEERING DESIGN

2019 ◽  
Author(s):  
Marnie Vegessi Jamieson ◽  
John M Shaw
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Chemical Engineering ◽  
Digital Learning ◽  
Course Structure ◽  
University Of Alberta ◽  
Student Cohorts ◽  
Self Assessments ◽  
Instructor Satisfaction ◽  
The University

  Abstract – The capstone Chemical Engineering Course was used to pilot blended learning as part of an ongoing digital learning initiative at the University of Alberta. A blended learning course structure was designed, implemented, evaluated, and redesigned using a Canadian Engineering Accreditation Board (CEAB) Graduate Attribute (GA) based continuous improvement process over a two-year pilot period. Graduate Attributes were measured using student self-assessments, instructor assessments, and through an arms length study on student engagement and satisfaction conducted with student cohorts. This contribution focuses on the results of independent interviews conducted with student cohorts during the pilot period, instructor interviews, and the data analysis of the student satisfaction and engagement surveys. Instructors were satisfied with the increased interaction with students during class time even with increased enrollment. Student satisfaction was higher for students with lower self reported GPAs, and student engagement improved in the second year of the pilot. Details of these and other outcomes are presented and discussed.  

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