The Blended Learning Classroom

2008 ◽  
pp. 57-80
Author(s):  
Karen García ◽  
Renata Suzuki
Keyword(s):  
Blended Learning ◽  
Social Software ◽  
Development Activity ◽  
Face To Face ◽  
Professional Development Activity ◽  
Use Of Resources ◽  
Use Of Technology ◽  
Online Tools ◽  
Course Material

This blended learning classroom (BLC) case study identifies and describes successful procedures and methodologies that widen the use of online tools in virtual environments. It provides a systematic and organized access to the plethora of free social software available online for the development of collaborative learning activities. The goal of this particular BLC professional development activity was to offer a face-to-face group of English teachers in Venezuela the opportunity to meet members of an international community of practice (CoP) and together review a packaged learning course material online. Blended technology, the mix and match of available tools, served to display the wide use of resources and each person’s skills. By exploring online tools, participants gained an opportunity for learning about both educational theory and the use of technology. The experience described here shows a prototype of future pathways towards educational content use and development.

The Blended Learning Classroom

2010 ◽  
pp. 834-851
Author(s):  
Karen García ◽  
Renata Suzuki
Keyword(s):  
Blended Learning ◽  
Social Software ◽  
Development Activity ◽  
Face To Face ◽  
Professional Development Activity ◽  
Use Of Resources ◽  
Use Of Technology ◽  
Online Tools ◽  
Course Material

This blended learning classroom (BLC) case study identifies and describes successful procedures and methodologies that widen the use of online tools in virtual environments. It provides a systematic and organized access to theplethora of free social software available online for thedevelopment of collaborative learning activities. The goal of this particular BLC professional development activity was to offer a face-to-face group of English teachers in Venezuelathe opportunity to meet members of an international community of practice (CoP) and together review a packaged learning course material online. Blendedtechnology, the mix and match of available tools, served to display the wide use of resources and each person’s skills. By exploring online tools, participants gained an opportunity for learning about both educational theory andthe use of technology. The experience described here shows a prototype of future pathways towards educational content use and development.

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.

Refresher Training in Clinical Psychology Supervision

2013 ◽  
pp. 295-317 ◽  
Author(s):  
Nancy El-Farargy
Keyword(s):  
Blended Learning ◽  
Clinical Psychology ◽  
Success Factors ◽  
Continuing Professional Development ◽  
Project Managers ◽  
Supervisor Training ◽  
Face To Face ◽  
Refresher Training ◽  
Supervisory Training

Supervisory training for clinical psychologists is often a pre-requisite for practitioners taking on their first graduate trainee and for seasoned practitioners who require refresher training as evidence for continuing professional development. This case study outlines some supervisory models available within the literature and discusses a blended learning model of supervisor training specifically tailored for seasoned clinical psychology supervisors – with the deliverable being an online course to supplement a face-to-face delivery of supervisory training. In managing the work, a project management methodology is journeyed through, and covers the main context of the case, the e-strategy employed, an overview of the technology used, and the content of both the online and face-to-face components. Success factors surrounding the processes used are discussed, and implications of transition phases are outlined. In implementing an online component of blended learning, such information may support other project managers who may wish to benefit from and replicate any of the processes and tools used.

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.

scholarly journals Teknologi Blended Learning Mahasiswa Di Kota Batam Dengan Metode Unified Theory Of Acceptance And Use Of Technology

2020 ◽  
Vol 5 (2) ◽  
pp. 229
Author(s):  
Hendi Sama
Keyword(s):  
Blended Learning ◽  
Technology Acceptance ◽  
Learning By Doing ◽  
Learning Technology ◽  
Unified Theory ◽  
Research Activity ◽  
Face To Face ◽  
Facility Conditions ◽  
Use Of Technology ◽  
The City

In improving the education and teaching process by lecturers in tertiary institutions, learning is carried out using Blended Learning technology. Blended learning is a collaboration and / or a combination of learning that has a traditional nature (learning by doing face-to-face) and learning by utilizing technology or what is referred to as e-learning. The application of Blended Learning technology in universities in Riau Islands province has been carried out in several universities in the city of Batam. Previous research states that there are problems in the application of Blended Learning technology. This study examines how the Acceptance of Blended Learning Technology by Students in the city of Batam with the Unified Theory of Acceptance and use of Technology (UTAUT) method. In carrying out this research activity a quantitative approach is used with a causalistic explanatory research research design. The results of this study reveal that business expectations, performance expectations, social influence, and facility conditions together affect the independent variable Blended Learning Technology Acceptance. This shows that the overall acceptance of Blended Learning Technology among students has been well received

scholarly journals E-mentoring entre Professores e Alunos na EaD: um Estudo de Caso na Graduação em Administração de uma Instituição Pública Federal

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Marcella Arianna Pinto de Oliveira ◽  
Sílvio Luiz de Paula ◽  
José Ricardo Costa de Mendonça ◽  
Andrezza Marianna Pinto de Oliveira
Keyword(s):  
Business Administration ◽  
The Other ◽  
Face To Face ◽  
Mentoring Relationship ◽  
Theoretical Approaches ◽  
Online Tools ◽  
Analysis Theory ◽  
E Learning ◽  
The Relationship

Busca-se neste trabalho sobre Educação a Distância compreender como se configuram as relações de e-mentoring entre professores e alunos no curso de graduação em Administração a distância oferecido por uma instituição pública federal brasileira. Como arcabouço teórico aborda-se o conceito de mentoria, suas características, funções e fases. Aborda-se ainda e-mentoring e Educação a Distância com suas características e relações. Realizou-se um estudo de caso; as técnicas de coleta foram entrevistas online com professores/alunos, observação não participante e análise documental, estudando-se os dados por meio de análise de conteúdo. Os resultados indicam que as relações de mentoria estabelecidas entre tutores e alunos configuram-se como e-mentoring, já que os tutores são mais acessíveis aos alunos e mantêm uma comunicação mais frequente, tanto por meio de diversas ferramentas de comunicação quanto por meio de encontros presenciais, além de fornecer apoio profissional e pessoal aos alunos. Já a relação estabelecida entre professores e alunos se configura como um outro tipo de relação, que não é de mentoria, pois as características não se enquadram nos conceitos desse construto.Palavras-chave: Educação, Educação a Distância (EAD), Ensino superior, Mentoria, E-mentoring. E-mentoring among Professors and Students on E-learning: This Case Study is about a Degree Course of Business Administration at Public InstitutionAbstractIn this research about e-learning, we try to understand how the e-mentoring relationship among Tutors and Students works in a Business Administration course offered at distance by a public Brazilian institution. As theoretical approaches, it is observed the concept of mentoring, its features, functions and phases. It also covers e-mentoring and distance education with its characteristics and relationships. A case study was made, the data collection techniques were an online interview with tutors/students, non-participative observation and documental analysis on content analysis theory. The results demonstrate that the mentoring relationship between Tutors and Students can be defined as e-mentoring: they are accessible to the students and keep intense communication on face-to-face meetings and also by the online tools provided on the course platform. On the other hand, the relationship established by Tutors and Students cannot be defined by e-mentoring due to lack of connections on the e-learning concepts.Keywords: Education, E-learning, Graduation degree, Mentoring, E-mentoring.

scholarly journals University ESL Instructors’ Reflections on the Use of Blended Learning in their Classrooms

2021 ◽  
Vol 2 (1) ◽  
pp. 25-35
Author(s):  
Said Ibrahim ◽  
Fauziah Ismail
Keyword(s):  
Blended Learning ◽  
English Language ◽  
Technological Infrastructure ◽  
Face To Face ◽  
Mixed Methods Case Study ◽  
Positive Attitudes ◽  
Attitudes Towards Technology ◽  
Language Classrooms ◽  
Face To Face Instruction

Blended learning has been adopted in many universities worldwide since it combines the advantages of both online learning and face to face instruction. In this paper, the researcher reports on the quantitative segment of a mixed-methods case study that was conducted in a public university in Malaysia with the aim of investigating the ESL instructors’ reflections on the implementation of blended learning in their English language classrooms. More specifically, the researcher was interested in identifying the factors that enhance the implementation of blended learning and the challenges that seem to hinder an effective blended learning environment.   The quantitative data of the study were collected by a survey questionnaire, which was distributed to at least 30 English language instructors. Nineteen instructors responded to the questionnaire, and the data were analyzed by descriptive statistics via the statistical package for social science (SPSS). Findings show that while experience with technology and positive attitudes towards technology were identified as main factors enhancing the implementation of blended learning; workload and technological infrastructure were found to be the major challenges. The study signifies the need to address technology and workload related issues in order to effectively implement blended learning to promote ELT at tertiary level.  

scholarly journals Implementation of Blended Learning For Early Children in Kindergarten Bina Kebajikan

2021 ◽  
Vol 1 (8) ◽  
pp. 765-770
Author(s):  
Luli Andriany
Keyword(s):  
Early Childhood ◽  
Blended Learning ◽  
Early Childhood Development ◽  
Active Role ◽  
Childhood Development ◽  
Face To Face ◽  
Parental Assistance ◽  
Use Of Technology ◽  
Role Of Parents

The covid 19 pandemic that has hit the whole world has caused changes in various aspects of life, one of which is the world of education from the PAUD/TK, SD, SLTP, SLTA to tertiary levels must take online learning to break the chain of the spread of the covid 19 virus. This research uses the method qualitative (Classroom Action Research) which refers to observations and interviews. The learning carried out for early childhood uses the Blended-Learning method which is an approach using a mixed method between face-to-face and the use of technology for distance learning. Learning using blended-learning is suitable for the development of early childhood learning because teachers can directly interact or face-to-face through online media such as videocall, zoom, and google meet. Where this learning can also increase children's enthusiasm, school from home with parental assistance. The goal is that learning can run effectively and children can understand what the teacher is saying. The results showed that children can interact well, and are enthusiastic about doing activities that will be carried out the same as in schools in general, teachers can see the active role of students in activities, the active role of parents accompanying children at home during activities, teachers can assess directly how the role of the child during the activity, whether it is capable enough or still being helped. So that an assessment is achieved according to aspects of early childhood development.

scholarly journals Blended Learning in a Paragraph Writing Course: A Case Study

2018 ◽  
Vol 2 (3) ◽  
pp. 216-226
Author(s):  
Anggri Muhtia ◽  
Suparno Suparno ◽  
Sumardi Sumardi
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Activities ◽  
Writing Performance ◽  
Face To Face ◽  
Writing Class ◽  
Writing Course ◽  
Specific Formula ◽  
Face To Face Learning

The emergence of online learning offers the opportunities that are not possessed by the traditional face-to-face learning environment. Combining the strengths of the online learning and face-to-face learning, known as blended learning, is believed to enhance the quality of learning. Different subjects may have different designs of blended learning because there is no specific formula for the best practices of blended learning. This paper reports a study investigating the implementation of blended learning in a paragraph writing course. The purposes were to investigate the blended learning activities carried out in the paragraph writing course and to find out the extent to which it affected students’ writing paragraph performance. The participants of this case study, who were selected purposively, involved one lecturer and six students of a paragraph writing class. The techniques for collecting data included interviews, observations, and document analysis, and the data were analyzed using Miles and Huberman’s interactive model. Ten blended learning activities, including five activities in face-to-face settings and five activities online, were identified in the course. The students’ paragraph writing performance seen from the result of final test was satisfying, indicating that the use of blended learning had a positive effect on students’ writing performance.

Screencasting for Mathematics Online Learning

2012 ◽  
pp. 43-59 ◽  
Author(s):  
Birgit Loch
Keyword(s):  
Online Learning ◽  
Management System ◽  
Good Practice ◽  
First Year ◽  
Delivery Mode ◽  
Technology Enhanced Learning ◽  
Face To Face ◽  
Course Material ◽  
Enhanced Learning

This chapter presents a case study of technology integration to support student learning in a first year operations research course at a dual delivery mode university. The course is taken by on-campus and distance students at the same time. It is shown how both groups are treated the same in this course in terms of provision of course material, access to the course learning management system, and to screencasts of live classes and additional explanations. The only difference between the two groups is the on-campus students’ ability to attend live face-to-face classes and to interact with the lecturer. The chapter demonstrates how screencasting is used effectively in online learning. Its objective is to share good practice of technology enhanced learning.

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