scholarly journals Introduction to Blended Learning Practices

2011 ◽  
pp. 1-19 ◽  
Author(s):  
Elizabeth Stacey ◽  
Philippa Gerbic
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Professional Learning ◽  
Professional Education ◽  
Teaching And Learning ◽  
University Teaching ◽  
Learning Practices ◽  
Emerging Trends ◽  
Key Issues ◽  
The Impact

Blended learning is now part of the learning landscape in higher education, not just for campus-based courses but for courses designed for students studying at a distance as well as for communities of professional learning and practice. The impact of this concept in university teaching and learning can be seen in the appearance of practice focused texts for example, Littlejohn and Pegler (2007) and, more recently, Garrison and Vaughan (2008). Blended learning is now constantly positioned as one of the emerging trends in higher education (e. g. Allen, Seaman and Garrett, 2007; Graham, 2006; Garrison and Kanuka, 2004) and therefore is of particular strategic importance in the future of universities, their students and teachers as well as in the widening community of professional education and training. As an introduction to this book, this chapter will review the growing literature about blended learning and will discuss some of its key issues. The authors begin by introducing the concept of blended learning and its many meanings and attempt to clarify the definitional discussion. Issues in teaching and learning in both campus based and distance settings are then described followed by a discussion of the way blended learning provides a process for establishing communities of learning and practice, particularly for professional learning. Much of the literature about professional learning and learning communities has only just begun to identify aspects of blended learning practices as significant in their field, a gap this book is helping to fill.

Technologies, Teaching, and Learning in Higher Education

Education ◽  
2019 ◽  
Author(s):  
Jason M. Lodge
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Grey Literature ◽  
University Teaching ◽  
Technology In Teaching ◽  
Key Issues ◽  
Primary Focus ◽  
Impact Of Technology ◽  
High Level ◽  
The Impact

Among all of the activity and commentary about the impact of technology on higher education, there is, unfortunately, not a high proportion of this work that could be described as rigorous or logically sound. There is a tendency for scholars and commentators to take either an overwhelmingly positive position or a skeptical position on the use of teaching technologies, either seeing them as a silver bullet to solve all educational problems, or as a direct route to a hellish, dystopian future. The focus of this bibliography is the subset of journals, books, and articles that are based on sound evidence, are well argued, and are therefore of high quality and high possible utility. As such, the emphasis is on what is known, rather than on conjectures about the utopian or dystopian versions of the future of higher education. The primary focus is on the role and impact of technologies on teaching and student learning. The bibliography is aimed at providing a high-level overview of teaching technologies in higher education from the perspective of sound, evidence-informed pedagogy. The entries in this bibliography also only include those from peer-reviewed outlets (with one key exception). As grey literature tends toward baseless claims and is based more on opinion and conjecture than sound evidence, it has been left out of this bibliography. Also left out are high-level, sensationalist publications written by former university presidents, consulting firms, or star economists and management professors (again with one exception). As these well-known publications tend to make gross generalizations based on little evidence about how teaching and learning actually work, they are of no real use and have therefore not been included. Looking across all the entries provided here, it is evident that many of the key issues that currently occupy those involved in the conceptualization, research, and implementation of technology in teaching in higher education have been of interest for some time. Many of the seminal articles and topics were published a decade or more ago. While there is probably a case for fresh, systematic reviews and possible reconceptualizations of the role technologies are playing in university teaching, the long-established theories still provide a solid basis for understanding current issues. There has, in fact, possibly been a tendency to ignore these theories in favor of the latest trend or tool. So while it may appear that many of the sources cited in this bibliography are out of date, that is far from the case. It is not the new, shiny technologies that should drive innovation in university teaching, but rather the rigorous and scholarly contributions that have stood the test of time. It is those contributions that make up much of the literature included here.

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

scholarly journals What do university teachers do all day (and often into the night)?'

2010 ◽  
Vol 7 (1) ◽  
pp. 5-23
Author(s):  
Josie Arnold ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Personal Narrative ◽  
University Research ◽  
Learning Activities ◽  
University Teaching ◽  
University Teachers ◽  
Definition Of ◽  
The University ◽  
The Impact

Teaching and the student experience are interlocked. This paper takes a personal look at the pleasures and pressures of teaching in contemporary higher education. In doing so it adds to the definition of teachers’ work in higher education, surveys some of the creative and positive sides of University teaching and shines a light upon the impact of increased commercialisation and managerial approaches upon academic work. It focuses upon the teaching and learning activities that academics undertake in the service of the university, including the research that adds to and updates their own knowledge, and hence underpins their teaching, so as to enable and enrich the learning journeys of their students. This paper has been written as a personal narrative, as what I have come to call a ‘subjective academic narrative’. The ‘subjective’ refers to acknowledgement of the inevitability of the personal being an integral part of research; the ‘academic’ refers to the analytical and the intellectual ambience in which university research takes place; and the ‘narrative’ refers to the story, that is, the way in which we re-tell all of our research. Above all, this paper contributes to a sense of understanding some of the elements of teaching that are involved in student engagement.

Higher Education in the Post-COVID Era

2021 ◽  
pp. 126-142
Author(s):  
Priyanka Amrut Kokatnur ◽  
Srishti Agarwal ◽  
Aparna Sameer Dixit
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Communication Systems ◽  
Learning Approach ◽  
Higher Education System ◽  
Learning Practices ◽  
New Form ◽  
New Vision ◽  
Teaching Learning ◽  
The Impact

With the changing time, the innovative technologies and communication systems have given a new vision to the education sector. The growing number of young people has brought attention to the higher education system to build a new form of learning. The new perspectives towards education systems have brought a blend of virtual as well as traditional modes of learning, known as “blended learning.” The purpose of this chapter is to understand the impact of COVID-19 on teaching learning practices of higher education institutes (HEI) and to understand the influence of a blended learning approach on attitude and behavioral aspects of the learners and teaching professionals.

Use of ICT and Student Learning in Higher Education

2012 ◽  
Vol 2 (2) ◽  
pp. 37-49
Author(s):  
Rodney Arambewela ◽  
Dilanthi Koralagama ◽  
Shyamali Kaluarachchi
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Added Value ◽  
University Teaching ◽  
Successful Implementation ◽  
Technology In Teaching ◽  
Learning Orientations ◽  
The Impact

The use of Information and Communication Technologies (ICT) in Higher Education (HE) and the capabilities of the internet have added value to university teaching and learning. It has also tested the resolve of universities to maximise the benefits of technology integration amidst increasing class sizes, student expectations, cultural diversity and mobility of students. Understanding how students learn and devising appropriate student centred instruction and learning are considered essential to the successful implementation of ICT and allied technologies in teaching and learning. Supported by the findings of an empirical study conducted in an Australian university on student learning orientations and perceptions of course delivery, this article discusses the challenges faced by universities in the integration of technology in teaching for better learning outcomes. The study indicates that technology and learning contexts have a profound influence on student learning orientations of deep or surface learning and students seem to have mixed feelings about the impact of technology in teaching and learning.

scholarly journals A Study on the Impact of COVID-19 Pandemic in African Universities

2021 ◽  
pp. 208-212
Author(s):  
Elijah Isanda Omwenga ◽  
Peter M. F. Mbithi ◽  
John N. Muthama ◽  
John Mwarabu Chone
Keyword(s):  
Higher Education ◽  
University Students ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Policy Formulation ◽  
University Teaching ◽  
Teaching Staff ◽  
Higher Education System ◽  
The Impact

This paper presents a study on how University students, lecturers, administrators and managers perceive the impacts of the of COVID-19 crisis on various aspects of University teaching and learning in Africa, and particularly in Kenya. The sudden closure of campuses as a preventive measure to community transmission shifted face-to-face classes to virtual learning modes. With a sample of 1,236 University students and staff from 18 universities in Kenya and Nigeria, the study reveals that amid the worldwide lockdown and transition to online learning, expectation by 44% of the students were met. Students were mainly concerned about issues to do with internet connectivity, computing devices and electrical power. In addition, utilising e-Learning tools and platforms for effective student engagement posed limitations of accessibility and affordability for many students. The teaching staff on the other hand were mainly concerned with access to the teaching resources, conducting online teaching, capacity to handle the online mode of teaching, devices and eContent development. The pandemic has exposed the shortcomings of the current higher education system and the need for enhanced policy formulation and implementation on digital infrastructure to adapt to the rapidly changing education ecosystem of the world. In the post-pandemic situation, the use of eLearning and virtual education may become an integral part of the higher education system. Key factors influencing students’ satisfaction with the role of their University are also identified as internet access, quality of e-content and e-content development. Policymakers, stakeholders and higher education institutions in Africa may benefit from these findings while formulating policy recommendations and strategies to support University teaching and learning during this and any future pandemics. Universities need to plan the post-pandemic education and research strategies to ensure student learning outcomes and standards of educational quality.

scholarly journals Fleksibilitas Belajar Mengajar Melalui Metode Blended Learning

2013 ◽  
Vol 2 (2) ◽  
pp. 146
Author(s):  
Fandianta Fandianta ◽  
Guardian Yoki Sanjaya ◽  
Widyandana Widyandana
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Health Education ◽  
Blended Learning ◽  
Professional Education ◽  
Teaching And Learning ◽  
Positive Impact ◽  
New Paradigm ◽  
Significant Difference ◽  
E Learning

Background: E-learning as a new paradigm in modern education, is an alternative learning model than just face to- face. As simply, e-learning is defined as learning to use the electronic media, which aims to increase knowledge and performance. Studying by using e-learning is important to build the education sector in Indonesia, particularly as an effort to improve equity and access in education, particularly in health domain. Implementing of e-learning in health education are very relevant to the concept of continuing medical /health education that leads to continuous professional education. However, the higher education in Indonesia is still slightly to implement learning-based electronic systems. Several studies have shown the enthusiasm of higher education in using e-learning. The benefits and differences of using e-learning need to be carefully evaluated, especially for health education. This study analyzed the use of e-learning for teaching and learning in health education. In addition, identifying the barriers of e-learning for students.Method: The study was conducted in Poltekkes Kemenkes Palembang involving second-year Nursing students. A quasi-experimental approach was used for two groups of students, 1) e-learning users (treatment) and 2) non e- learning users (control), who were taking the Health Promotion subject. The data were collected using a pre-post tests and questionnaires. Data was analysed quantitatively and qualitatively.Results: Pre-post test results showed a significant difference to the increasing of students’s knowledge who is participating in e-learning compared with conventional learning (p <0,05). There is a positive perception of the discussion, assignments, quizzes / exams, and the availability of teaching materials amongst the students who are participating in e-learning.Conclusion: Blended learning method provide a positive impact on teaching and learning in nursing students. This method should be considered as a complement to conventional learning.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

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