Placing Technology in Learner-Centered Design Through Blended Learning in Post-Secondary Education

2018 ◽  
pp. 630-645
Author(s):  
Doug Reid ◽  
John Ewing
Keyword(s):  
Blended Learning ◽  
New Technologies ◽  
Course Design ◽  
University Education ◽  
Post Secondary ◽  
Face To Face ◽  
Course Redesign ◽  
Learner Centered ◽  
Education Courses ◽  
Improve Student Learning

Two university education courses were converted from face-to-face delivery to a blended learning delivery model. Ideally the conversion took place to leverage new pedagogical understandings and new technologies to improve student learning. The redesign of the courses also came about for economic and scheduling reasons. The result of this conversion was the creation of two new blended learning courses that were designed to be learner centered, constructivist, and reflective. In theory, two different courses were created demonstrating the possibilities available when applying theoretical practices to course redesign. In practice, this allowed pre-service teachers to experience a pedagogically appropriate course that they can use as a model later in their own professional practice. It also emphasized the importance of giving learners control of their learning, their time and valuing their input into course design.

Placing Technology in Learner-Centered Design through Blended Learning in Post-Secondary Education

2017 ◽  
pp. 69-84
Author(s):  
Doug Reid ◽  
John Ewing
Keyword(s):  
Blended Learning ◽  
New Technologies ◽  
Course Design ◽  
University Education ◽  
Post Secondary ◽  
Face To Face ◽  
Course Redesign ◽  
Learner Centered ◽  
Education Courses ◽  
Improve Student Learning

Two university education courses were converted from face-to-face delivery to a blended learning delivery model. Ideally the conversion took place to leverage new pedagogical understandings and new technologies to improve student learning. The redesign of the courses also came about for economic and scheduling reasons. The result of this conversion was the creation of two new blended learning courses that were designed to be learner centered, constructivist, and reflective. In theory, two different courses were created demonstrating the possibilities available when applying theoretical practices to course redesign. In practice, this allowed pre-service teachers to experience a pedagogically appropriate course that they can use as a model later in their own professional practice. It also emphasized the importance of giving learners control of their learning, their time and valuing their input into course design.

Blended for Student Engagement and Retention

2015 ◽  
pp. 818-835
Author(s):  
Ishmael I. Munene ◽  
Flower Darby ◽  
John J. Doherty
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Face To Face ◽  
Northern Arizona ◽  
Blended Courses ◽  
Learner Centered ◽  
Northern Arizona University ◽  
Face To Face Instruction ◽  
Blended Course

Facetiously described as the “third generation” of distance learning, blended learning is now the new kid on the block in the deployment of technology to support teaching and learning. Its versatility as a pedagogical strategy for creating learner-centered instruction lies in the capacity to exploit the potentials of both the traditional face-to-face instruction and online learning modality in order to provide students with multiple pathways of learning. Yet, developing a blended course to take advantage of these duo capabilities is a monumental challenge for faculty. This chapter presents an analysis of approaches and models employed by faculty at Northern Arizona University to develop and deliver two blended courses as part of the institution's strategy of using technology to enhance undergraduate student engagement and retention. The analysis shows that a multimodal approach that infuses technologies and media and a proactive institutional policy in favor of blended learning, coupled with strategic faculty development, provides the best pathway to developing robust blended courses that are truly learner-centered.

WeBCEIS - A Scenario for Integrating Web-Based Education into Classical Education

2011 ◽  
pp. 398-414
Author(s):  
Muge Klein ◽  
Daniel Sommer ◽  
Wolffried Stucky
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
University Education ◽  
Traditional Classrooms ◽  
Delivery Methods ◽  
Web Based ◽  
Trade Off ◽  
Classical Education ◽  
Face To Face ◽  
Web Based Education

Web-based education implies many advantages for teachers and learners, such as independence of time and place, personalization, and interactivity, but an important factor in learning, namely, face-to-face communication in traditional classrooms, cannot be adequately emulated. Students in a classical university education would lose many important social interactions in a purely Web-based education scenario, which would have important repercussions on their university education. The trade-off is a “blended learning” scenario, which is the integration of assorted learning delivery methods to benefit from both education scenarios. We are, therefore, arguing for an integration of Web-based and classical education, and present WebCEIS— our blended learning scenario for integrating Web-based education into classical education—looking at the organizational and the technological aspects of teaching and learning, and present our strategy for the implementation of WebCEIS.

scholarly journals Guiding Professional Life-long Learning Projects: The Case of an Immersive Blended Learning Certificate | Accompagner des projets professionnels en formation continue : le cas d’un certificat de formation hybride et immersive

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Kalliopi Benetos ◽  
Daniel Peraya
Keyword(s):  
Blended Learning ◽  
Study Program ◽  
Secondary Educators ◽  
Formation Continue ◽  
Post Secondary ◽  
Face To Face ◽  
Life Long Learning ◽  
Training Professionals ◽  
Learning Projects

This case study presents a blended learning study program offered as a continuing education certificate of advanced studies for post-secondary educators and training professionals in the private, non-governmental, and public sectors. This accredited certificate program is unique in that it allows participants to propose and develop their own practical pedagogical projects. Another distinguishing characteristic is that it is offered in blended learning mode, i.e., alternating face-to-face phases with tutored distance learning phases. The pedagogical team includes one professor and one coordinator who supervise the entire program, as well as external instructors who provide individually tailored consulting on participants’ projects. During their studies, participants experience first-hand, the techno-pedagogical solutions proposed through their implementation within the program.

Blended Learning by Gamification in a Second-Year Introductory Engineering Design Course

2018 ◽  
Author(s):  
Alyona Sharunova ◽  
Ahmed Ead ◽  
Christopher Robson ◽  
Misha Afaq ◽  
Pierre Mertiny
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Engineering Design ◽  
Rapid Development ◽  
Post Secondary ◽  
Face To Face ◽  
Learning Platform ◽  
Before And After ◽  
Second Year ◽  
Face To Face Instruction

With the rapid development of engineering and new demands of contemporary employers, post-secondary institutions have to adapt, improve and enhance engineering curricula to ensure that recent graduates possess appropriate levels of technical and professional skills and multilateral abilities for a successful start in industry. As industrial technologies, tools, and processes evolve, so must teaching methodologies and approaches, which significantly changes the structure of engineering courses. To ensure that students not only master technical knowledge but also develop their professional, interpersonal, cognitive and computer skills, engineering curricula have begun to shift from a classic instruction format to a blended learning format. Blended learning, the strategy of combining regular face-to-face instruction with online learning and/or other out-of-class-activities, is increasingly used in post-secondary education and disciplines and can take different forms depending on the course needs and desired learning outcomes. This paper reviews the recent implementation of blended learning in the form of gamification of a second-year introductory engineering design course using a commercial online learning platform. The reasoning, methodology, process and the results of student surveys before and after the online game are discussed along with suggested improvements.

scholarly journals The search for meaningful e-learning at Canadian universities: A multi-institutional research study

2014 ◽  
Vol 15 (6) ◽  
Author(s):  
Vincent Salyers ◽  
Lorraine Carter ◽  
Alanna Carter ◽  
Sue Myers ◽  
Penelope Barrett
Keyword(s):  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Instructional Designers ◽  
Institutional Research ◽  
Predictive Capacity ◽  
Post Secondary ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

<p>While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n= 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where e-learning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended.</p>

scholarly journals ENSURING THE QUALITY OF UNIVERSITY EDUCATION IN CONDITIONS OF BLENDED AND DISTANCE LEARNING

2020 ◽  
pp. 7-13
Author(s):  
Svitlana Martynenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Natural Extension ◽  
Learning Technologies ◽  
Educational Process ◽  
University Education ◽  
Face To Face ◽  
Distance Learning Technologies

In modern conditions of reforming the system of higher education, the introduction of time-based blended and distance learning, the mission of higher education is to ensure the efficiency and quality of university education. Therefore, the problem of using blended and distance learning technologies becomes relevant, which, taking into account the peculiarities of the conduct, should ensure the quality of educational services for students. Blended learning is defined as a hybrid of traditional face-to-face and online learning so that instruction occurs both in the classroom and online, and where the online component becomes a natural extension of traditional classroom learning. The article highlights the peculiarities of the introduction of mixed and distance learning at the university, analyzes and clarifies the essence and content of the concepts of « blended learning», «distance learning», identifies the main approaches, methodical principles underlying the organization of the educational process, the priority tasks and advantages of the introduced forms of education are singled out, the tendencies of their development are outlined, in particular in modern conditions. The methods, organizational forms and means used during blended and distance learning are described, specific examples of their introduction at Kyiv International University are given, as well as the schematic structure of the methodical system of the proposed forms of education that ensure the quality of university education. It is proved that blended and distance learning solves the problems of individualization, intensification and optimization of education, is the most effective evolution of the traditional model of learning7

scholarly journals Teaching Naked: How Moving Technology Out of Your College Classroom will Improve Student Learning

2014 ◽  
Vol 6 ◽  
Author(s):  
Jose Bowen
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Mental Models ◽  
Course Design ◽  
New Technology ◽  
Student Preparation ◽  
Face To Face ◽  
Class Time ◽  
Online Quizzes ◽  
Improve Student Learning

Technology is changing higher education, but the greatest value of a physical university will remain its face-to-face (naked) interaction between faculty and students. The most important benefits to using technology occur outside of the classroom. New technology can increase student preparation and engagement between classes and create more time for the in-class dialogue that makes the campus experience worth the extra money it will always cost to deliver. Students already use online content but need better ways to interact with material before every class. By using online quizzes and games, rethinking our assignments and course design, we can create more class time for the activities and interactions that most spark the critical thinking and change of mental models we seek.

Asynchronous Online Role-Plays Using a Blended Learning Design

2010 ◽  
pp. 53-71
Author(s):  
Belinda Johnson ◽  
Kathy Douglas
Keyword(s):  
Blended Learning ◽  
Role Play ◽  
Theory And Practice ◽  
University Education ◽  
Learning Approach ◽  
Learning And Teaching ◽  
Face To Face ◽  
Reflexive Practice ◽  
Face To Face Learning ◽  
Design Options

The use of online role-plays has grown in university education as an increasing number of teachers in a variety of discipline areas utilise role-play simulations in the online environment. The focus of this chapter is on design options for asynchronous online role-plays that may assist students to integrate theory and practice and develop skills in reflexive practice. The design options discussed in this chapter adopt a “blended” learning approach where online learning is used to complement face-to-face learning. Five models of online role-plays are discussed and various learning and teaching strategies canvassed to assist those teaching in the human services area to adopt and adapt these design options to meet their curriculum objectives.

scholarly journals A Case Study of the Introductory Psychology Blended Learning Model at McMaster University

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Faria Sana ◽  
Barbara Fenesi ◽  
Joseph A Kim
Keyword(s):  
Blended Learning ◽  
Introductory Psychology ◽  
First Year ◽  
Learning Models ◽  
Student Body ◽  
Post Secondary ◽  
Face To Face ◽  
Course Scheduling ◽  
Mcmaster University

This paper provides a brief review of blended learning as a didactic method, and discusses the issues and challenges of using blended learning models in post-secondary education. Blended learning refers to mixed modes of instruction that combine traditional face-to-face classroom teaching methods and online learning materials. The paper will address challenges faced by large classrooms with a diverse student body, and the ways blended learning models can help alleviate those concerns (i.e. technologically savvy students, the need for course scheduling flexibility). In addition, a case study of blended learning in higher education in the context of a unique first year Introductory Psychology program at McMaster University will be discussed. Lastly, the important learning benefits offered by blended learning systems, along with the potential barriers to their implementation will be addressed. Cet article présente un bref compte rendu de l’apprentissage hybride en tant que méthode didactique. Il traite des problèmes et des enjeux relatifs à l’utilisation des modèles d’apprentissage hybride dans le domaine de l’enseignement postsecondaire. L’apprentissage hybride renvoie aux modes d’enseignement mixtes qui combinent les méthodes d’enseignement traditionnel en présentiel et l’accès à des documents d’apprentissage en ligne. L’article traite des difficultés rencontrées dans les grands groupes comprenant une diversité d’étudiants et des façons dont les modèles d’apprentissage hybride peuvent contribuer à atténuer ces préoccupations (c.-à-d. les étudiants calés en technologie, la nécessité d’une offre de cours souple). De plus, l’article traite d’une étude de cas sur l’apprentissage hybride dans l’enseignement supérieur dans le cadre de la première année d’un programme d’introduction à la psychologie à l’Université McMaster. Enfin, l’article aborde les importants avantages offerts par les systèmes d’apprentissage hybride ainsi que les obstacles potentiels à leur mise en œuvre.

Sign in / Sign up

Export Citation Format

Share Document