Instructional Design for Class-Based and Computer-Mediated Learning

2009 ◽  
pp. 244-264
Author(s):  
Richard Walker ◽  
Walter Baets
Keyword(s):  
Blended Learning ◽  
Course Design ◽  
Lessons Learned ◽  
Net Generation ◽  
Mediated Learning ◽  
Instructional Approach ◽  
Working Definition ◽  
Computer Mediated ◽  
Student Centred Learning ◽  
Blended Course

Blended learning occupies a prominent place within higher education teaching strategies, yet there is no clear definition for what we mean by this term as an instructional approach. In this chapter, we present a working definition for blended learning that is based around a learner-centred framework, and outline three instructional models for blended course design in support of student-centred learning. We have applied these models to a series of course experiments that were undertaken at two international business schools: Nyenrode Business University (The Netherlands) and Euromed Marseille École de Management (France). Common to each course design was the use of e-tools to solicit and share knowledge for the out-of-class phase of student learning. We discuss the reception of these models by students and their relevance to Net Generation learners in promoting socially active learning through collaboration and experience sharing. Drawing together the lessons learned from these experiments, we present an instructional framework for course designers, focusing on the key phases in the delivery of a blended course and the accompanying instructional responsibilities that underpin this instructional approach.

scholarly journals Design of a blended learning environment: Considerations and implementation issues

2013 ◽  
Vol 29 (1) ◽  
Author(s):  
Nuray Gedik ◽  
Ercan Kiraz ◽  
M. Yasar Ozden
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Time Management ◽  
Course Design ◽  
Research Approach ◽  
Design Development ◽  
Implementation Processes ◽  
Design Considerations ◽  
Critical Issues ◽  
Blended Course

<p>This study identified critical issues in the design of a blended learning environment by examining basic design considerations and implementation issues. Following a design-based research approach with the phenomenological tradition of qualitative research, the study investigated instructor experiences relating to the design, development, and implementation processes of a blended course. The results reveal that the design considerations centred on the pedagogical approach, course organization, materials preparation, interactions, and the instructor's and students' roles. The affordances of the implementation included the arousal of the students' interest and participation, flexibility, time conservation, the ability to track student progress, and the improvement of interaction, collaboration, and communication opportunities. The challenges were increased workload, course and time management, overlaps, and the creation of harmony between the face-to-face and online environments. The overall results show that the critical issues involved context, the pedagogical framework, instructor competency, and technical issues in the blended course design.</p><p> </p>

scholarly journals A Blended Faculty Community of Inquiry: Linking Leadership, Course Redesign, and Evaluation

2013 ◽  
Vol 32 (2) ◽  
Author(s):  
Norman Vaughan ◽  
Randy Garrison
Keyword(s):  
Blended Learning ◽  
Community Of Inquiry ◽  
Lessons Learned ◽  
Student Perspective ◽  
Course Redesign ◽  
Inquiry Process ◽  
Leadership Support ◽  
Community Of Inquiry Framework ◽  
Blended Course

This article describes an institutional course redesign initiative in terms of leadership, support, and preliminary findings, based on the Inquiry Through Blended Learning (ITBL) program created to support faculty engaging in blended course redesign. Garrison, Anderson, and Archer’s (2000) Community of Inquiry framework has been adapted to a blended environment in order to provide faculty participants with opportunities to discuss and reflect on key redesign questions, explore and experience blended learning from a student perspective, and implement and evaluate their own course redesigns. This article describes the inquiry process and the preliminary lessons learned from the implementation of the ITBL program.

scholarly journals Evaluation of Student Experiences in a Developed Blended Learning Course in Engineering

2018 ◽  
Author(s):  
Mohammadali Sepehri ◽  
L. Francisco Vargas M. ◽  
Samer Adeeb
Keyword(s):  
Blended Learning ◽  
Student Experiences ◽  
Instructional Time ◽  
Mediated Learning ◽  
University Of Alberta ◽  
Face To Face ◽  
Student Demographics ◽  
Classroom Space ◽  
Computer Mediated ◽  
The University

Blended learning is an instructional approach where traditional face-to-face instructional time and computer-mediated learning are combined. Higher education institutions are progressively moving towards a blended learning model because of the opportunities that blended learning offers with respect to increasing engaged inquiry in the classroom, the need to use classroom space more efficiently, as well as the need for greater flexibility in scheduling with changing student demographics. The main motivation for implementing a blended learning approach in one of the key engineering undergraduate course in the Civil and Environmental Engineering program at the University of Alberta emerged from a need to improve student engagement and satisfaction.

scholarly journals Students’ perspectives on online and face-to-face components of a blended course design in Health and Kinesiology at a South Western Public University in the USA

2016 ◽  
Vol 13 (1) ◽  
pp. 125
Author(s):  
Wycliffe W. Njororai Simiyu ◽  
Fletcher J. Njororai ◽  
Tejaswini Chanumolu
Keyword(s):  
United States ◽  
Blended Learning ◽  
United States Of America ◽  
Course Design ◽  
The United States ◽  
Public University ◽  
Face To Face ◽  
South West ◽  
The Usa ◽  
Blended Course

<p><strong>Introduction:</strong> The current higher education environment in the United States of America (USA) and worldwide is focused on providing people an opportunity to access a quality education at a competitive price and one that is flexible enough to meet the needs of a diverse student demographic. It is therefore necessary for course delivery methods to accommodate these diverse needs without sacrificing rigor necessary for accreditation due to the diverse backgrounds, occupations, and time constraints of students in today’s environment</p><p><strong>Purpose:</strong> The purpose of this study was to establish the students’ perception of the online and face-to-face components of a blended course design at a South Western Public University in the USA.</p><p><strong>Methods and material</strong>: The sample of this study consisted of 200 students drawn from four different blended courses in the Department of health and Kinesiology at a medium sized public university in South West of USA. A modified questionnaire from Sitter et al., (2009) with 19 questions was used to collect responses from students. The survey instrument employed a 5-point Likert scale ranging from strongly agree (5), to strongly disagree (1). </p><p><strong>Results</strong>: Majority of the students have a positive view of the blended learning including the online and face-to-face components. A consistent minority of the students expressed disagreement especially pertaining to technology-based communication, preferred mode of delivery, online discussion participation and grade scores.</p><p><strong>Discussion</strong>: Although the majority of students perceived blended learning and its components positively, there is need for instructors to address the communication, technology, and online learning facilitation challenges if all learners are to learn effectively.</p><p><strong>Conclusions and recommendations</strong>: It is clear that the majority of students are ready and have accepted blended learning course designs at this medium sized public university in south west of the United States of America and therefore there is room for expansion of the initiative to benefit more students.</p>

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.

Using Blended Principles to Bridge the Gap between Online and On-Campus Courses

2015 ◽  
pp. 1185-1197 ◽  
Author(s):  
Panagiota Gounari ◽  
Apostolos Koutropoulos
Keyword(s):  
Blended Learning ◽  
Course Design ◽  
Institutional Support ◽  
Safety Net ◽  
College Campuses ◽  
Blended Courses ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
Blended Course

Blended learning, and its relative HyFlex (Hybrid Flexible), are garnering up a lot of attention these days from both academics and administrators on college campuses. Organizations like the Sloan Consortium offer training in Blended Course Design; free Massive Online Open Courses (MOOC) such as BlendKit provide ways for educators to start thinking about and begin implementation of blended course design. Despite the pedagogical benefits, not all institutions are equipped to handle blended courses, instructors are not ready to jump on the blended bandwagon if there is no institutional support, and on-campus students are not very comfortable with it yet. One proposed way to ease the transition into blended learning is to combine two sections of the same course, one running online, and one running on-campus. In this chapter, the authors describe a pedagogical trial in which they adopted this proposal as a way, based on HyFlex principles, to get students thinking about the benefits of blending two sections, thus bringing in some benefits of blended learning, while retaining the “safety net” that some students feel they need when they sign up for on-campus courses.

Using Blended Principles to Bridge the Gap between Online and On-Campus Courses

2014 ◽  
pp. 178-190
Author(s):  
Panagiota Gounari ◽  
Apostolos Koutropoulos
Keyword(s):  
Blended Learning ◽  
Course Design ◽  
Institutional Support ◽  
Safety Net ◽  
College Campuses ◽  
Blended Courses ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
Blended Course

Blended learning, and its relative HyFlex (Hybrid Flexible), are garnering up a lot of attention these days from both academics and administrators on college campuses. Organizations like the Sloan Consortium offer training in Blended Course Design; free Massive Online Open Courses (MOOC) such as BlendKit provide ways for educators to start thinking about and begin implementation of blended course design. Despite the pedagogical benefits, not all institutions are equipped to handle blended courses, instructors are not ready to jump on the blended bandwagon if there is no institutional support, and on-campus students are not very comfortable with it yet. One proposed way to ease the transition into blended learning is to combine two sections of the same course, one running online, and one running on-campus. In this chapter, the authors describe a pedagogical trial in which they adopted this proposal as a way, based on HyFlex principles, to get students thinking about the benefits of blending two sections, thus bringing in some benefits of blended learning, while retaining the “safety net” that some students feel they need when they sign up for on-campus courses.

scholarly journals The Laureate English Program Taking a Research Informed Approach to Blended Learning

2013 ◽  
Vol 3 (1) ◽  
pp. 45
Author(s):  
Debra Marsh ◽  
Christopher Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Course Design ◽  
Lessons Learned ◽  
Future Research ◽  
Language Program ◽  
Language Programs ◽  
World Class ◽  
English Program

In 2007, the Laureate International Universities network first set out its vision for a world-wide, world-class blended learning English language program. In 2008, five universities took up the challenge with 6,000 participating students. Four years later, 35 institutions with over 60,000 students are following blended or online English language programs, and this figure is expected to reach 100,000 by the end of 2013. Hence, in this article we describe the original thinking behind the implementation of the Laureate English Program (LEP), the consequent decision to roll out blended learning across the network, and the Laureate-Cambridge University Press research partnership. We also identify the need for a research informed approach to the implementation of blended learning, given the significant undertaking and paradigm shift in thinking and approach to language teaching and learning in all aspects of course design and implementation it presents to institutions, their teachers, and their students. The article also describes and presents key lessons learned from a first study involving over 600 students worldwide, and drawing on these lessons learned, presents intended directions for future research.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

Adolescents� Computer Mediated Learning And Influences On Interpersonal Relationships

2010 ◽  
Vol 3 (3) ◽  
pp. 35-43
Author(s):  
Lence Miloseva ◽  
◽  
Thomas Page ◽  
Miika Lehtonen ◽  
Jozefina Marelja ◽  
...  
Keyword(s):  
Interpersonal Relationships ◽  
Mediated Learning ◽  
Computer Mediated
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