Implementing and Promoting Blended Learning in Higher Education Institutions

2010 ◽  
pp. 70-87 ◽  
Author(s):  
Lixun Wang
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Current Trend ◽  
Face To Face ◽  
Peer Editing ◽  
Academic Reading ◽  
Face To Face Learning

With the rapid development of the Internet, blended learning (online learning plus face-to-face learning) has become a model that more and more higher education institutions are intending to adopt. This chapter first compares various forms and expressions of blended learning adopted by different institutions around the world, and then reports on how blended learning has been implemented and promoted in the English Department at the Hong Kong Institute of Education (HKIEd) using a variety of approaches. Here, a number of projects have been carried out over the past seven years, focusing on the conversion of traditional face-to-face modules into partly face-to-face, partly online modules. In addressing these developments, the Blackboard online learning management system, which has been adopted as the main platform for the delivery of blended learning at HKIEd, is first examined. Then the design of a series of subject-specific Web sites to supplement the Blackboard system and facilitate blended learning is introduced. Finally, the implementation of innovative Wikibook projects is illustrated and discussed. Such Wikibook projects, where students are required to work in groups to write an academic textbook collaboratively online, are highly effective in promoting not only autonomous yet collaborative online academic reading and writing, but also online peer editing. This adds a new dimension to blended learning. Feedback from students shows that they greatly enjoyed the experience of collaborative academic writing through the Wikibook projects, and found that the wiki technology made peer editing much more efficient and effective. All the evidence suggests that blended learning has great potential as a vehicle for teaching and learning and is a notable current trend in higher education.

Implementing and Promoting Blended Learning in Higher Education Institutions

2012 ◽  
pp. 948-965
Author(s):  
Lixun Wang
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Current Trend ◽  
Face To Face ◽  
Peer Editing ◽  
Academic Reading ◽  
Face To Face Learning

With the rapid development of the Internet, blended learning (online learning plus face-to-face learning) has become a model that more and more higher education institutions are intending to adopt. This chapter first compares various forms and expressions of blended learning adopted by different institutions around the world, and then reports on how blended learning has been implemented and promoted in the English Department at the Hong Kong Institute of Education (HKIEd) using a variety of approaches. Here, a number of projects have been carried out over the past seven years, focusing on the conversion of traditional face-to-face modules into partly face-to-face, partly online modules. In addressing these developments, the Blackboard online learning management system, which has been adopted as the main platform for the delivery of blended learning at HKIEd, is first examined. Then the design of a series of subject-specific Web sites to supplement the Blackboard system and facilitate blended learning is introduced. Finally, the implementation of innovative Wikibook projects is illustrated and discussed. Such Wikibook projects, where students are required to work in groups to write an academic textbook collaboratively online, are highly effective in promoting not only autonomous yet collaborative online academic reading and writing, but also online peer editing. This adds a new dimension to blended learning. Feedback from students shows that they greatly enjoyed the experience of collaborative academic writing through the Wikibook projects, and found that the wiki technology made peer editing much more efficient and effective. All the evidence suggests that blended learning has great potential as a vehicle for teaching and learning and is a notable current trend in higher education.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

scholarly journals Conceptual Framework for Teaching Sustainable Development Course in Blended Learning Environment

2021 ◽  
Vol 3 (1) ◽  
pp. 17-23
Author(s):  
Tilagavati Subramaniam ◽  
Muthu Alagan Thangavelu
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Online Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Higher Education Institutions ◽  
Virtual Learning Environment ◽  
Young Generation ◽  
Framework For Teaching

Purposes: This paper presents a conceptual framework for teaching sustainable development courses in an online learning environment in institutions of higher education.  Sustainability development courses are becoming essential in higher education institutions mainly to educate the younger generations who will be part of the community to make it happen. Higher education institutions are experiencing dramatic shift to cater a young generation of prospective students, to integrate technical innovations in teaching practices and to concentrate on increasing concerns about global sustainability issues. There has been little research to promote an innovative learning in the teaching of sustainable development. The goal of this paper was to create a framework for teaching sustainable development in a virtual learning environment (blended learning) due to the lack of a conceptual framework that could direct this implementation. Findings: Hence, the blended learning method is eco-friendly, whereby protects global environmental resources. For hands-on experiences, students will develop projects to make their campus and community more sustainable. In the process, students learn how to analyse sustainability and able to apply online learning knowledge into practice. Implication: The conceptual framework proposed will support all educators in higher education institutions engaged in the promotion of quality online education in this pandemic circumstance to develop an effective online practise that are aligned with the corresponding learning needs, skills and facilities.

scholarly journals Students' Perception on Blended Learning in English Listening and Speaking Class

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Magdalena Kartikasari Tandy Rerung
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Language And Culture ◽  
Face To Face ◽  
Learning Platform ◽  
Face To Face Learning ◽  
Communicative Teaching ◽  
Listening And Speaking

<p>Nowadays, the communicative teaching has been influenced by the development of technology. Becoming interactive teacher would not be enough if it is not supported by technology usage. Online learning in this case has been a powerful tool to help language learners during their learning progress.  It is said that that online instruction raised the good and average student’s reading performance and the performance of the lowest-performing as well. In listening and speaking, online learning can help students improve their pronunciaton as well the comprehension skill. Therefore, the following study is designed to find out the students’ perceptions towards the use of both online and face-to-face learning in listening and speaking classroom. There are 30 students from the 1<sup>st</sup> and 3<sup>rd</sup> semester of English Language and Culture Departement and they joined the class for 1 semester. Online learning platform used was taken from Cambridge Learning Management System integrated with Unlock 2 and Unlock 4 books as the source of learning. The result shows that most of the students see online learning as an alternative tool to help them during their learning process.<strong></strong></p><strong>Keywords: </strong>blended learning, online learning, face-to-face learning, language learning

scholarly journals EFL Learners' Perceptions on Schoology Use in the Reading Class

2021 ◽  
Vol 5 (1) ◽  
pp. 10-26
Author(s):  
Ahmad Ridho Rojabi ◽  
Keyword(s):  
Online Learning ◽  
Reading Comprehension ◽  
Blended Learning ◽  
English Language ◽  
Study Program ◽  
Efl Learners ◽  
Face To Face ◽  
Learning Platforms ◽  
Face To Face Learning ◽  
Share Information

Online learning that is integrated into face-to-face learning called blended learning is believed to be more useful than online learning or face-to-face learning. Schoology is one of the online learning platforms exploited in blended learning that can help teachers to manage classroom information. Schoology allows students and teachers to share information and provides access to content or administrative features of specific courses. This study aims to investigate students' perceptions of blended learning via Schoology in reading class. This is a descriptive study, the participants of this study consisted of 28- second-semester students at the English Language Study Program, Faculty of Tarbiyah, and teacher training IAIN Jember, East Java Indonesia. The Data were collected through questionnaires and interviews. The findings of this study revealed that there were positive perceptions of blended learning via Schoology in the reading comprehension class as well as the positive learners’ attitude. Furthermore, the students agreed that Schoology in blended learning in the reading comprehension class is useful, helpful, and effective. Moreover, from the results of the interviews, there were positive aspects of blended learning via Schoology in reading comprehension which gave more benefits to engage and motivate students’ learning activities, students’ performances, learners’ autonomy, as well as students’ learning outcomes.

Student Perceptions of Online Learning During the Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 1-16
Author(s):  
Jesi Jecsen Pongkendek ◽  
Dewi Satria Ahmar ◽  
Haris Munandar ◽  
Muhammad Fath Azzajjad
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Student Perceptions ◽  
Random Sampling ◽  
Face To Face ◽  
Question Item ◽  
The Future ◽  
Learning Platforms ◽  
Face To Face Learning ◽  
Made In

Due to the COVID-19 pandemic, lectures must be conducted online. This research is a survey research to find out the perception of students in participating in online learning. Survey of Musamus University students in 6 faculties with a total of 262 respondents. Respondents were selected by proportionate stratified random sampling. The instrument used is a questionnaire made in google form with a total of 21 questions. Data analysis was carried out by calculating the percentage of each answer for each question item. Through this research, the results obtained are (1) Students realize online learning is a learning solution during the Covid-19 pandemic; (2) Students are happy with participating in online learning; (3) Students are enthusiastic to complete assignments; (4) Students realize that through the assignment of lecturers their knowledge is increasing; (5) Students find online learning beneficial for them; (6) Students have mastered the use of online learning platforms; (7) Students hope that online learning will no longer be carried out in the future. Students also prefer face-to-face learning compared to blended learning and online learning, but some students have realized that the blended learning model is an alternative in learning that can be applied in the future

Blended Learning

2017 ◽  
pp. 108-125
Author(s):  
Mark B. Russell ◽  
Irene M. Y. Woon ◽  
Stylianos Hatzipanagos
Keyword(s):  
Online Learning ◽  
Educational Leadership ◽  
Change Management ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Strategy ◽  
Online Learning Environments ◽  
Face To Face ◽  
Face To Face Learning ◽  
Faculty And Administrators

Blended Learning should be a deliberately-designed and pedagogically-informed endeavour. Blended Learning integrates (blends) face-to-face learning environments with online learning environments so that learning can occur anyplace and anytime and can transcend the physical boundaries of traditional face-to-face settings. Moving towards successful blended learning does not happen by chance. It requires educational leadership and a supportive change management strategy. Such a strategy should include a vision for innovation, plans for diffusing the innovations and the provision of advice and guidance to faculty and administrators. The chapter offers examples of what is possible through the genre of ‘Cluster Scenarios' and explores some implications for adopting a blended learning strategy for faculty and administrators.

Blended Learning

2011 ◽  
pp. 85-87
Author(s):  
Kathleen P. King
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Delivery System ◽  
The Other ◽  
Face To Face ◽  
Technological Context ◽  
Face To Face Learning

Blended learning goes by several names, the other major one being hybrids. What is meant by these various terms is that more than one delivery system is being used for one course. And in most cases educators are referring to face-to-face learning and online learning being paired in some combination when they use the term blended learning in a technological context.

Hybrid Learning

2016 ◽  
pp. 1-28
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Approaches ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Definition Of ◽  
Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

Blended Learning by Gamification in a Second-Year Introductory Engineering Design Course

2018 ◽  
Author(s):  
Alyona Sharunova ◽  
Ahmed Ead ◽  
Christopher Robson ◽  
Misha Afaq ◽  
Pierre Mertiny
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Engineering Design ◽  
Rapid Development ◽  
Post Secondary ◽  
Face To Face ◽  
Learning Platform ◽  
Before And After ◽  
Second Year ◽  
Face To Face Instruction

With the rapid development of engineering and new demands of contemporary employers, post-secondary institutions have to adapt, improve and enhance engineering curricula to ensure that recent graduates possess appropriate levels of technical and professional skills and multilateral abilities for a successful start in industry. As industrial technologies, tools, and processes evolve, so must teaching methodologies and approaches, which significantly changes the structure of engineering courses. To ensure that students not only master technical knowledge but also develop their professional, interpersonal, cognitive and computer skills, engineering curricula have begun to shift from a classic instruction format to a blended learning format. Blended learning, the strategy of combining regular face-to-face instruction with online learning and/or other out-of-class-activities, is increasingly used in post-secondary education and disciplines and can take different forms depending on the course needs and desired learning outcomes. This paper reviews the recent implementation of blended learning in the form of gamification of a second-year introductory engineering design course using a commercial online learning platform. The reasoning, methodology, process and the results of student surveys before and after the online game are discussed along with suggested improvements.

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