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.

Blended Learning at Ajman University of Science and Technology

2014 ◽  
pp. 218-242
Author(s):  
Ahmed Ankit ◽  
Mirna Nachouki ◽  
Mahmoud Abou Naaj
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Science And Technology ◽  
Learning Approach ◽  
Learning And Teaching ◽  
Face To Face ◽  
Level Of Satisfaction ◽  
Face To Face Learning ◽  
Instructor Satisfaction

Over the past few years, there has been a rapid increase in the development of technology-based learning and teaching. Professors have become more pragmatic in their approach to technology-based media by using it to supplement or to replace traditional face-to-face teaching. Blended learning, which combines both electronic and face-to-face interaction, has gained more ground as midway between distance and face-to-face teaching approaches. Thus, opportunities for both educators and learners have been created. The teaching and learning approach adopted at Ajman University of Science and Technology (AUST) combines an equal balance of traditional face-to-face and videoconference learning, complemented with the use of a learning management system (Moodle). Student and instructor satisfaction is considered the most important factor in measuring the quality of blended learning. The purpose of this chapter is, therefore, to examine student and instructor satisfaction of blended learning at AUST. The chapter demonstrates that the majority of students and instructors hold positive views but are still attached to the traditional face-to-face learning and teaching. They also show that the level of satisfaction may depend on individual experience as well as on the major studied/taught.

Blended Learning at Ajman University of Science and Technology

2015 ◽  
pp. 975-998 ◽  
Author(s):  
Ahmed Ankit ◽  
Mirna Nachouki ◽  
Mahmoud Abou Naaj
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Science And Technology ◽  
Learning Approach ◽  
Learning And Teaching ◽  
Face To Face ◽  
Level Of Satisfaction ◽  
Face To Face Learning ◽  
Instructor Satisfaction

Over the past few years, there has been a rapid increase in the development of technology-based learning and teaching. Professors have become more pragmatic in their approach to technology-based media by using it to supplement or to replace traditional face-to-face teaching. Blended learning, which combines both electronic and face-to-face interaction, has gained more ground as midway between distance and face-to-face teaching approaches. Thus, opportunities for both educators and learners have been created. The teaching and learning approach adopted at Ajman University of Science and Technology (AUST) combines an equal balance of traditional face-to-face and videoconference learning, complemented with the use of a learning management system (Moodle). Student and instructor satisfaction is considered the most important factor in measuring the quality of blended learning. The purpose of this chapter is, therefore, to examine student and instructor satisfaction of blended learning at AUST. The chapter demonstrates that the majority of students and instructors hold positive views but are still attached to the traditional face-to-face learning and teaching. They also show that the level of satisfaction may depend on individual experience as well as on the major studied/taught.

scholarly journals Applying Blended Learning Approach to Teaching English to Master's Students

2019 ◽  
Vol 69 ◽  
pp. 00061
Author(s):  
Anna Kirillova ◽  
Evgeniya Koss ◽  
Inna Usatova
Keyword(s):  
Blended Learning ◽  
Oral Communication ◽  
Learning Model ◽  
Educational Process ◽  
Learning Approach ◽  
State University ◽  
Teaching English ◽  
Master's Students ◽  
Face To Face ◽  
Face To Face Learning

The article focuses on the teaching English to Master's students using blended learning approach. To meet the demand of professional standards teachers at Togliatti State University are to form foreign language communicative competence having just a few academic hours for oral communication. The suggested Project-Based Blended Learning Model is considered to be a solution to this problem. This Model consists of four basic elements: face-to-face learning, a Web 2.0 application LearningApps, MOOC Coursera and Reading Science. The way to implement the Model into educational process is shown. The paper is based on the own unique survey that yields some interesting results which prove the effectiveness of this Blended Learning Model. It gives the opportunity to create the environment for providing a learning pathway and the learning process control.

scholarly journals Learning Effectivenss of Blended Learning in Higher Education Context

2019 ◽  
Vol 4 (2) ◽  
pp. 89-96
Author(s):  
Christiana Sidupa
Keyword(s):  
Blended Learning ◽  
Test Scores ◽  
Test Score ◽  
Learning Approach ◽  
Final Test ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
Face To Face Learning ◽  
Data Collection Technique

The notion of applying ICT to support traditional learning approach (face-to-face learning) is obviously not new todays. This study aimed to seek the significant difference between the mid test and final test scores of students’ English listening and reading skills. Mid test score represents face-to-face learning approach applied from first meeting whereas final test score represents blended learning approach employed after the mid test. The method used in this study was quantitative.  A random selection of samples was carried out involving 133 first year undergraduates in Jakarta pursuing English as a compulsory course.  Data collection technique used mid and final tests of two English skills: listening and reading. This study revealed that there was a significant difference between the mid test and the post test scores.  

scholarly journals Impact of blended learning approach on students’ achievement and mental effort

2021 ◽  
Author(s):  
Marina Dorocki ◽  
Branka Radulović ◽  
Maja Stojanović ◽  
Olivera Gajić
Keyword(s):  
Blended Learning ◽  
Mental Effort ◽  
Learning Approach ◽  
Teaching Approaches ◽  
Instructional Efficiency ◽  
Face To Face ◽  
Physics Classes ◽  
Face To Face Learning ◽  
Physical Phenomena ◽  
The Impact

Most researchers are interested in investigating the impact of a blended learning approach (BLA) on students’ performance, yet this approach’s instructional efficiency has not yet been quantified. Therefore, this research aims is to determine the impact of teacher-created online Moodle-based materials in combination with face-to-face learning on student achievement and mental effort, i.e., to determine the instructional efficiency of applied teaching approaches at physics classes in high school. For this research, we chose to teach students physical principles of direct current, which involves abstract concepts. Using BLA, students can prepare better for a real experiment in the lab, and this approach also creates a safe environment for the student while providing the ability to demonstrate the learned physical phenomena. The Moodle platform course is developed for this purpose and implemented in a BL environment. Students are gradually guided from easier to more difficult concepts in this research, considering the working memory’s capacity and the teaching material requirements. Our results show that the students who used BLA achieved higher scores on the knowledge test, and they also used less mental effort than students that used a conventional teaching approach. We also show that instructional efficiency for BLA is positive and significantly higher than the instructional efficiency of the conventional approach. This research’s results are primarily designed for physics teachers to understand the effects of the BLA better and apply teaching approaches that respect the principles of cognitive development of a child.

scholarly journals Using Blended Learning in Teacher Training Programs: Perspectives of Pre-service Teachers

2021 ◽  
Vol 11 (2) ◽  
pp. 115
Author(s):  
Phuong Thi Le ◽  
Hien Thu Thi Pham
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Blended Learning ◽  
Quantitative Research ◽  
Training Programs ◽  
Learning Approach ◽  
Face To Face ◽  
Teacher Training Programs ◽  
Face To Face Learning ◽  
Teachers Perspectives

Blended learning (the combination of face-to-face and online learning) has become increasingly favored in teacher education. This learning approach has been identified as an effective method of providing opportunities for pre-service teachers to work in both online and face-to-face environments. This paper employed a quantitative research design to explore the pre-service teachers’ perspectives regarding the use of blended learning in their training programs. This study surveyed 624 pre-service teachers in different fields at multiple universities with teacher training programs in Vietnam. The results revealed that pre-service teachers favored the blended learning method. In addition, teachers engaging in the blended learning approach used teaching methods and technologies appropriately. The study also investigated the relationship between online and face-to-face learning implemented in the blended learning approach. Compared to face-to-face or online learning alone, blended learning was observed to be more effective. In conclusion, Vietnamese pre-service teachers reacted positively and preferred the use of blended learning in their training programs.   Received: 13 November 2020 / Accepted: 19 January 2021 / Published: 5 March 2021

scholarly journals Factors Influencing Students' Performance in the First Computer Programming Course Taught Using Blended Learning Approach

2020 ◽  
Vol 5 (SI3) ◽  
pp. 181-186
Author(s):  
Zulaile Mabni ◽  
Noratikah Shamsudin ◽  
Sharifah Aliman ◽  
Rosmah Abdul Latif
Keyword(s):  
Blended Learning ◽  
Computer Programming ◽  
Publishing House ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Learning Approach ◽  
Cross Sectional ◽  
Face To Face ◽  
Face To Face Learning ◽  
Learning Programming

This study investigates the factors that influence the students’ performance in the first computer programming course taught using the blended learning approach.  A blended learning model proposed by Hadjerrouit was adapted, which consists of conceptualization, construction, and dialogue phases. The objective of this study is to identify which phase in the adapted blended learning model has an influence on the performance of the students.  A cross-sectional population study with simple random sampling was conducted at Universiti Teknologi MARA (UiTM).  Stepwise multiple linear regression revealed that only the construction phase of the blended learning model was significant towards students’ performance. Keywords: Blended Learning; Face-to-Face Learning; Programming; Online Learning eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2559

From Ubiquitous to Ubiquitous Blended Learning Environments

2020 ◽  
pp. 215-232 ◽  
Author(s):  
Alev Ateş-Çobanoğlu
Keyword(s):  
Blended Learning ◽  
Online Courses ◽  
Ubiquitous Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Information And Communication ◽  
On Line ◽  
Face To Face Learning ◽  
On Line Learning ◽  
Seat Time

As advances in information and communication technology increasingly transform learning and teaching; blended learning and ubiquitous learning concepts have gained attention and become pervasive in 21st century. With the help of recent advances in mobile learning, wireless networks, RFID tags, a new model of blended learning—ubiquitous blended learning—that takes advantage of increasing ubiquity of online devices in online phase of blended learning is considered to gain attention in designing online courses. In this chapter, the author presents a picture of ubiquitous and blended learning studies while focusing on the results of ubiquitous learning and suggesting a rationale for such designs. The author defines ubiquitous blended learning as an instructional design approach that integrates ubiquitous technologies involved on-line and/or virtual learning with face-to-face learning by decreasing seat-time in class and increasing outdoor learning activities to facilitate learning from not just the teacher but from peer to peer and on-line learning communities as well.

Using Blended Learning Approach to Deliver Courses in An Engineering Programme

2016 ◽  
Vol 5 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Richie Moalosi ◽  
Jacek Uziak ◽  
Moses Tunde Oladiran
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Preferences ◽  
Learning Approach ◽  
Mechanics Of Machines ◽  
Learning And Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
The University

The paper discusses how the use of blended learning approach was adopted to deliver a 3rd year Mechanics of Machines course for Mechanical Engineering students at the University of Botswana. The course delivery involved a mix of both face-to-face and Blackboard technology to create an efficient and effective learning environment. A survey of 101 students was conducted over a period of 3 years for the respondents to evaluate their teaching and learning preferences. The results show that students accepted the blended learning approach because of its benefits. More lecturers are encouraged to use blended learning and teaching approaches to promote active, independent and lifelong learning.

scholarly journals Student Readiness in Learning Arabic Language based on Blended Learning

2017 ◽  
Vol 6 (5) ◽  
pp. 83 ◽  
Author(s):  
Norasyikin Osman ◽  
Mohd Isa Hamzah
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Learning And Teaching ◽  
Face To Face ◽  
Student Readiness ◽  
E Learning ◽  
Face To Face Learning ◽  
Readiness To Adopt ◽  
Strongly Agree

Learning with technology or e-learning has been taking place in all areas of education including in learning and teaching of Arabic language. Despite the widespread use of e-learning for Arabic language, in line with the current technological advancements, the role of face-to-face classroom interactions must not be neglected. Face-to-face learning and e-learning have their own strengths.  Hence, a combination of both elements in teaching and learning as afforded by blended learning may be an excellent choice. This study seeks to identify student readiness in learning Arabic language based on blended learning approach among students at university level.  The research took place at University Sultan Zainal Abidin (UniSZA), Malaysia involving 248 students.  The students were asked to answer the distributed questionnaires.  The questionnaires used 1-5 points Likert scale which are strongly not agree, not agree, not sure, agree and strongly agree. The need analysis encompassed the presence of facilities supporting blended learning, the internet and e-learning literacy among students and their readiness to adopt blended learning. The findings highlight the important roles played by both the students and the institution in providing facilities needed to support blended learning. The findings also reported that the existing facilities are in a state of readiness for the implementation of blended learning. The institution provides wireless connection throughout the campus while 96% of the students own a laptop. In addition, students are also discovered to be internet-savvy besides displaying readiness to adopt blended learning. Further studies are recommended in exploring how to design and develop successful blended learning in teaching and learning Arabic language.

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