The Role of Librarians in Blended Courses

2018 ◽  
pp. 122-138
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Blended Learning ◽  
Student Learning ◽  
Community Of Inquiry ◽  
Academic Librarians ◽  
Ict Literacy ◽  
Design And Implementation ◽  
Blended Courses

This chapter investigates the intersection of instructional design and implementation, blended learning, ICT literacy, and academic librarians within higher education. Using the TPACK, pedagogy 2.0, and community of inquiry models, the chapter explains how librarians can help academic instructors design blended courses that effectively address physical and intellectual access to a wide variety of resources, especially digital materials, in order to optimize student learning.

scholarly journals Exploring Blended Learning in Higher Education: Different Definitions and Teachers’ Perceptions

2020 ◽  
Vol 1 (2) ◽  
pp. 38
Author(s):  
Maslihatul Bisriyah
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Systematic Study ◽  
Teacher Perception ◽  
Inclusion Criteria ◽  
Education Teacher ◽  
Teachers Perceptions ◽  
Blended Courses ◽  
Potential Benefits ◽  
Research Questions

<p>The interest in and research on blended learning have increased and developed in the last two decades. This study addresses the topic of blended learning particularly exploring the different definitions of blended learning and the views of teachers on blended learning courses. By locating papers on blended learning using specific databases, this systematic study appraises peer-reviewed articles published between 2000 and 2019. After examining the full papers, 32 studies are then selected as they meet all inclusion criteria and answer the research questions. The findings of this study indicate that blended learning is not a homogenous concept since it means different thing to different people. Besides, teachers in the blended courses experience several challenges, hence constant supports and persistent effort from all the components including the related institution should be given to achieve the potential benefits of this learning mode.</p><p class="Default">Keywords:</p><p><em>Blended learning, higher education, teacher perception</em></p>

Instructional Design Technology in Higher Education System

2020 ◽  
pp. 812-839
Author(s):  
Lakshmi Sunil Prakash ◽  
Dinesh Kumar Saini
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Design Technology ◽  
Higher Education System ◽  
Creative Learning ◽  
Higher Educational ◽  
Instructional Frameworks

Higher educational Institutions all over the world are grappling with increased student population, several domains of learning and varied disciplines and instructors with varied experiences in using instructional design technologies. The chapter focuses on how it is possible to facilitate instructional design experiences for the stakeholders in higher education for creative learning. The chapter addresses the emergence of Instructional Design Technology (IDT). The role of IDT and its importance in higher educational institutions is studied with current practices in the field. The impact that this field had made in the evolution of instructional frameworks across the different layers of tertiary educational system is studied especially with regard to improving the teaching and learning experiences of educators and students respectively. The role of Creative Learning technologies' is discussed based on the success that these systems have enjoyed in improving instructional design.

Fostering Social Presence in a Blended Learning Faculty Development Institute

2013 ◽  
pp. 374-388
Author(s):  
David S. Goldstein ◽  
Carol Leppa ◽  
Andreas Brockhaus ◽  
Rebecca Bliquez ◽  
Ian Porter
Keyword(s):  
Blended Learning ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Faculty Members ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Course Development ◽  
Hybrid Course ◽  
Blended Courses ◽  
Development Institute

To help faculty develop well-designed blended courses, the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 2000) was used to design and deliver a ten-week Hybrid Course Development Institute (HCDI) for faculty members from a variety of disciplines. The faculty experienced a blended format and developed courses based on the three components of the CoI framework: cognitive presence, teaching presence, and social presence, the last of which is particularly challenging to achieve. This chapter provides an overview of the HCDI structure, content, and assessment, and suggests ways to foster social presence in and beyond a blended learning institute for faculty members.

Study of Blended Learning in Higher Education and the Role of Social Media Applications With Special Reference to Vietnam

2021 ◽  
pp. 293-306
Author(s):  
Thanh Hong Lam ◽  
Jaheer Mukthar K. P. ◽  
Lanh Thanh Le ◽  
Hien Thanh Le ◽  
Nam Duy Nguyen ◽  
...  
Keyword(s):  
Social Media ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Traditional Education ◽  
Learning Context ◽  
Learning Program ◽  
Blended Courses ◽  
It Resources ◽  
Media Applications

The present study aims to examine the effect of the combination of learning methods, in which diverse IT resources are applied to facilitate study activities of Vietnamese undergraduate students. The main focus of this study is that in the blended learning context of Vietnam education, the combination of various communication means such as F2F and traditional education technologies can enable the level of engagement of students with the blended courses. The study measured the level of students' engagement in the blended learning program, in which physical classrooms and different IT resources are implemented. The authors distinguish two kinds of IT resources: traditional education technologies and social media applications. It is proposed that while F2F classrooms and traditional education technologies can enable students' engagement, which leads to stronger satisfaction and motivation. Meanwhile, social media applications can intensify those relationships.

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 180-197
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

i2Flex and the Community of Inquiry Framework

2016 ◽  
pp. 115-129
Author(s):  
Antonia Fyrigou
Keyword(s):  
Best Practices ◽  
Student Learning ◽  
Community Of Inquiry ◽  
Teaching Methodology ◽  
Need To Evaluate ◽  
Community Of Inquiry Framework ◽  
French Class ◽  
New Generation ◽  
Unique Potential

In this chapter the goal is to describe my implementation of the i2Flex in two consecutive academic years in an attempt to meet more effectively the educational needs of the new generation students. Starting with the description of the i2Flex methodology in an IB French class as a member of the pilot i2Flex faculty at ACS Athens, I will present the instructional (re-)design of my Moodle shell to reflect the new teaching methodology, and the need to evaluate this pilot year via an appropriate framework. Then, I will describe the same class in the second year, from how i2Flex was at this point implemented to how it was evaluated and what data was collected from the students. Finally, the goal is to share under the umbrella of best practices how meaningful and efficient the i2Flex is, taking in consideration the new role of the teacher in and out of class and its unique potential for student learning.

Blended Learning Environments

2011 ◽  
pp. 172-179 ◽  
Author(s):  
Charles R. Graham ◽  
Stephanie Allen
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Research Literature ◽  
State University ◽  
Blended Courses ◽  
Academic Publications ◽  
Education Today ◽  
Trade Magazines ◽  
American Society

The term “blended learning” is being used with increased frequency in academic publications and conferences as well as in industry trade magazines around the world. In 2003, the American Society for Training and Development identified blended learning as one of the top ten emergent trends in the knowledge delivery industry (Rooney, 2003). In higher education, some predict a dramatic increase in the number of hybrid (i.e., blended) courses that will include as many as 80-90% of the range of higher education courses (Young, 2002). Additionally, in a recent Chronicle of Higher Education article, the president of Pennsylvania State University, Graham Spanier, was quoted as saying that the convergence between online and residential instruction was “the single-greatest unrecognized trend in higher education today” (Young, 2002). This article provides an overview of blended learning environments (BLEs) with examples from both corporate training and higher education contexts. It also identifies the most common benefits and challenges related to the use of blended learning environments from the research literature.

Designing Blended Learning Environments

2011 ◽  
pp. 562-570 ◽  
Author(s):  
Charles G. Graham ◽  
Stephanie Allen
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Research Literature ◽  
State University ◽  
Blended Courses ◽  
Academic Publications ◽  
Education Today ◽  
Trade Magazines ◽  
American Society

The term “blended learning” is being used with increased frequency in academic publications and conferences, as well as in industry trade magazines around the world. In 2003 the American Society for Training and Development identified blended learning as one of the top 10 emergent trends in the knowledge-delivery industry (Rooney, 2003). In higher education, some predict a dramatic increase in the number of hybrid (i.e., blended) courses will include as many as 80%- 90% of the range of higher-education courses (Young, 2002). Additionally, in a recent Chronicle of Higher Education article, the president of Pennsylvania State University, Graham Spanier, was quoted as saying that the convergence between online and residential instruction was “the single-greatest unrecognized trend in higher education today” (Young, 2002). This article provides an overview of blended learning environments (BLEs) with examples from both corporate training and higher-education contexts. It also identifies the most common benefits and challenges related to the use of blended learning environments from the research literature.

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