Reflective Practice, Professional Learning, and Educational Partnerships

2011 ◽  
pp. 188-203
Author(s):  
Chris Brook ◽  
Graeme Lock
Keyword(s):  
Blended Learning ◽  
Reflective Practice ◽  
Performance Management ◽  
Professional Learning ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Learning Experience ◽  
Theory And Practice ◽  
Educational Partnerships ◽  
Learning Program

In light of current interest in teacher education, this chapter presents an outcome of a study that sought to explore ways that the classroom practices and status of teachers might be improved. The enquiry used a model of professional learning that incorporated blended learning, reflective practice, performance management processes, authentic experiences, and tertiary learning to encourage change in classroom settings. Teacher insights were explored and their classroom practices analysed to identify any change in teacher behaviours that might be attributed to participation in the learning program. Findings suggest that teachers are largely dissatisfied with conventional approaches to professional development believing them to be separate from the classroom experience and ineffective in bring about change. However, teachers in this study found that a blended learning setting that fostered an intentional connection between theory and practice and collaborative learning provided a strong learning experience that translated to change in classroom practice.

scholarly journals Mathematics teachers’ reflective practice and the quality of their instruction.

2012 ◽  
Vol 31 (1) ◽  
Author(s):  
A. Barbara Posthuma
Keyword(s):  
Effective Teaching ◽  
Reflective Practice ◽  
Mathematics Teachers ◽  
Effective Teachers ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Teaching Of Mathematics ◽  
Recall Level

Researchers and theorists differ whether teachers’ reflection on their classroom practices and teaching mathematics effectively are linked or not. This study aims to align the benefits of reflective practice with the quality of education and the learning of mathematics. A qualitative case study was conducted with five mathematics teachers at a high school in a rural area of the Free State. Data were collected by conducting interviews and observing lesson presentations. The reflective aspect was evaluated by employing Lee’s (2005) three levels of reflection – ‘recall level’, ‘rationalisation level’ and ‘reflective level’. The quality of the teachers’ mathematics instruction was compared to the principles for effective teaching set by Anthony and Walshaw (2009). The study found that there was indeed a link between the teachers’ reflective classroom practice and their effectiveness in facilitating the learning of mathematics. The teachers who were more reflective in the preparation and presentation of their lessons, were also evaluated to be more effective teachers than those who were less reflective. The results of the study have implications for the professional development of practising teachers – not only due to the fact that teachers should be trained and encouraged to reflect on their teaching and the learning of mathematics, but also because they have to discuss the effective teaching of mathematics cooperatively with their fellow teachers.

scholarly journals Improving the English skills of native Japanese using artificial intelligence in a blended learning program

2019 ◽  
pp. 327-333
Author(s):  
Hiroyuki Obari ◽  
Stephen Lambacher
Keyword(s):  
Artificial Intelligence ◽  
Blended Learning ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Native Speakers ◽  
Learning Experience ◽  
Private University ◽  
Business Majors ◽  
Learning Program

A constructivist approach to language learning can motivate students by activating their brains to create new knowledge and reflect more consistently and deeply on their language learning experience. The present study focused on assessing the use of the Artificial Intelligence (AI) speakers Google Home Mini and Amazon Alexa as part of a Blended Learning (BL) environment to improve the English skills of two groups of native Japanese undergraduates. The participants were 47 native speakers of Japanese, all third-year business majors at a private university in Tokyo. Pretest and posttest Test of English for International Communication (TOEIC) scores, as well as results from a post-training survey, were used in evaluating the overall effectiveness of the program. Gains in TOEIC scores indicated the BL program incorporating AI speakers improved the students’ overall English skills, particularly listening comprehension. The results suggest the integration of AI, along with social media and 21st-century skills, may be an effective way to improve the English language proficiency of adult L2 learners.

scholarly journals A MOOC-BASED COMPUTER SCIENCE PROGRAM FOR MIDDLE SCHOOL: RESULTS, CHALLENGES, AND THE COVID-19 EFFECT

2021 ◽  
Author(s):  
Shai Perach ◽  
Giora Alexandron
Keyword(s):  
Middle School ◽  
Blended Learning ◽  
Computer Science ◽  
Undergraduate Students ◽  
Learning Experience ◽  
School Closure ◽  
Preliminary Evaluation ◽  
Learning Program ◽  
Self Regulated Learning ◽  
K 12

In an attempt to pave the way for more extensive Computer Science Education (CSE) coverage in K-12, this researchdeveloped and made a preliminary evaluation of a blended-learning Introduction to CS program based on an academicMOOC. Using an academic MOOC that is pedagogically effective and engaging, such a program may provide teacherswith disciplinary scaffolds and allow them to focus their attention on enhancing students' learning experience and nurturingcritical 21st-century skills such as self-regulated learning. As we demonstrate, this enabled us to introduce an academiclevel course to middle-school students.In this research, we developed the principals and initial version of such a program, targeting ninth-graders in science-trackclasses who learn CS as part of their standard curriculum. We found that the middle-schoolers who participated in theprogram achieved academic results on par with undergraduate students taking this MOOC for academic credit. Participatingstudents also developed a more accurate perception of the essence of CS as a scientific discipline.The unplanned school closure due to the COVID19 pandemic outbreak challenged the research but underlined theadvantages of such a MOOC-based blended learning program above classic pedagogy in times of global or local crises thatlead to school closure. While most of the science track classes seem to stop learning CS almost entirely, and the end-of-yearMoE exam was discarded, the program's classes smoothly moved to remote learning mode, and students continued tostudy at a pace similar to that experienced before the school shut down.

scholarly journals Innovation to Enhance Blended Learning Experience: Applying Google Sites in Higher Education

2014 ◽  
Vol 6 (1) ◽  
pp. 17-24
Author(s):  
Budi Harsanto
Keyword(s):  
Blended Learning ◽  
Web 2.0 ◽  
Learning Experience ◽  
Ease Of Use ◽  
Faculty Members ◽  
The Internet ◽  
Learning Program ◽  
Agreement Rate ◽  
Experience Survey ◽  
Share Information

Internet has influences numerous aspects in our life, including our learning process. Interest in the internet as a media to enhance learning experience in education operations has increased over the last decade. The recent web era termed as web 2.0. In web 2.0 era, users have the convenience to design their own website without need of learning complicated programming language. Combination between offline and online learning is known as blended learning. Innovations related with blended learning are emerging. The purposes of this paper are to elaborate the features of Google Sites that are useful for blended learning and to share users experiences from utilize Google Sites as tools of blended learning program at Faculty of Economics and Business University of Padjadjaran (FEB Unpad), Bandung, Indonesia. Users are often inhibited in creating or maintaining a website because of the complexity challenge. Google Sites, known for its tag line“create, collect and control”, offers ease of use in this regard. Faculty member and student can use this tool to interact. Users experience survey was conducted involving 84 users (78 students and 6 faculty members) to elaborate response of users, both faculty members and students. Results suggest that highest agreement rate was attained that Google site is helpful in share information. The lowest aggrement rate was found in “Google site useful for online discussion”.

scholarly journals Blended Learning Case Study: “New to the Leadership Role”

2019 ◽  
Vol 12 (2) ◽  
pp. 79
Author(s):  
Ruben Weiser
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Leadership Role ◽  
The Self ◽  
Working Environment ◽  
Learning Approach ◽  
Learning Program ◽  
Leadership Program ◽  
Face To Face ◽  
Self Learning

<p>The blended learning „Leadership Program“ is a clever combination of self-learning and face-to-face-teaching periods. Heart of the self-learning period are interactive exercises and multimedia eLearning videos. A moderator, who leads trough every section of the eLearning, ensures a strong involvement for the participants. With the help of valuable play scenes with real actors, the participants get encouraged to question their own behavior in daily business. In addition, there are graphically animated explainer videos and highly qualified interactive learning exercises.</p><p>The eLearnings contain also transfer-exercises, which empower participants to adapt new learning contents easily to their working environment and gain valuable experiences.</p><p>The blended learning “Leadership Program” contains, beside the eLearning videos, two face-to-face teaching periods. These periods are very important for the learning experience, because they put focus on self-reflection and refer to the transfer-exercises from the eLearnings. The trainer discusses with the participants their experiences, encourages them to share their findings from the self-learn period and provides feedback and advices. The face-to-face teaching is not about delivering knowledge, this happens during the self-learning period, it is about strengthen it.</p><p>In the blended learning approach, the trainer is a learning companion, who guides participants through the different learning periods. Therefore, the trainer is always available for guidance during the self-learning period. The participants can get back to them over phone or email. All trainers have a special certificate, which enables them to teach with our blended learning approach. They know all eLearnings and transfer-exercises very well. Furthermore, a trainer guideline was specially developed for every blended learning program. This is possible due to our cooperation with the training company “Pawlik”, which gives us the opportunity to work with 150 specialized and highly certified trainers.</p><p>Self-learning and face-to-face teaching periods are framed by webinars. In the first session the participants get a detailed overview about the blended learning approach and its structure. In addition, they have the opportunity to introduce their self and get to know each other. The blended learning journey ends with two coaching calls, where the trainer offers support to the participants, in case they struggle to put their learnings into practice.</p><p>Our blended learning “Leadership Program” can be booked over Pink University. There are no extra bookings required for the trainers.  It is structured in modules and can be adapted easily to customer needs.</p>

Developing New Literacies through Blended Learning

2011 ◽  
Vol 2 (3) ◽  
pp. 32-49
Author(s):  
Deborah Kitchener ◽  
Janet Murphy ◽  
Robert Lebans
Keyword(s):  
School Districts ◽  
Professional Learning ◽  
Classroom Practice ◽  
Learning Program ◽  
Northern Ontario ◽  
Working Definition ◽  
Use Of Technology ◽  
Teacher Professional ◽  
Definition Of ◽  
The Impact

This article reports on the implementation and impact of two blended models of teacher professional learning that promote innovative classroom practice and improved literacy and numeracy in six school districts in Ontario, Canada. The Advanced Broadband Enabled Learning Program (ABEL), situated at York University in Toronto, Ontario, Canada, transforms how teachers learn and teach through a strategic blend of face-to-face interaction, technological tools and resources, online interaction and support. Learning Connections (LC), its sister project, uses the same model to improve literacy and numeracy in school districts. Research into the impact of both programs reveals increased student engagement and achievement, enhanced teacher efficacy, and improved results in literacy and numeracy. This report presents the findings from two participant surveys conducted in one large suburban board just north of Toronto, and one large rural board in Northern Ontario, and demonstrates how the working definition of literacy that teachers use in the classroom is being transformed by their use of technology in the classroom.

Cultivating a global professional learning network through a blended-learning program – Levers and barriers to success

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pierre Tulowitzki
Keyword(s):  
Knowledge Transfer ◽  
Blended Learning ◽  
Professional Learning ◽  
Further Education ◽  
Learning Networks ◽  
Learning Program ◽  
Study Program ◽  
Content Type ◽  
The Creation ◽  
Levers And Barriers

PurposeThis article reports on a study around a further education, blended-learning program aiming to establish globally active professional learning networks (PLNs). The questions guiding the research were: (1) What levers and barriers to establishing viable networks are identified by its members? (2) What – if any – indications of knowledge transfer within the networks can be identified?Design/methodology/approachThe networking aspect of the study program was analyzed using semi-structured interviews with its recent participants and graduates (n = 22), with the objective of gaining insights into elements that supported the creation and maintenance of a global, student-centered network and community in the program. Additionally, a document analysis of the master theses of all participants since the start of the program (n = 96) was undertaken to look for indications of knowledge transfers from one cultural and/or geographical setting to another.FindingsBlending online exchanges with face-to-face exchanges was seen as helpful in establishing a sustainable network. Additionally, having a low-barrier communication platform where it was socially acceptable to not only communicate about professional but also informal matters was described by virtually all participants as a promoting exchange and cohesion. Furthermore, about a fifth of all analyzed master theses contained indications of knowledge transfer, with instances of incorporating models or concepts from other contexts being the most prominent occurrence.Originality/valueThe findings offer insights into establishing sustainable blended-learning networks. They elaborate on key elements that supported and hindered the creation and viability of such networks. Furthermore, they highlight the importance of formal but also informal spaces for exchange.

scholarly journals Evaluation of Blended Learning Implementation which is Conditioned to Optimize the Mastery of Student Knowledge and Skills

2018 ◽  
Vol 7 (4.33) ◽  
pp. 195
Author(s):  
Muhammad Rozahi Istambul ◽  
Hari Supriadi ◽  
. .
Keyword(s):  
Information Systems ◽  
Blended Learning ◽  
Learning Process ◽  
Evaluation Method ◽  
Learning Experience ◽  
Learning Program ◽  
Study Program ◽  
Knowledge And Skills ◽  
Face To Face ◽  
Evaluation Approach

Learning process is part of the E-Procurement courses curriculum in Information Systems Study Program at Widyatama University. All this time, in the face-to-face method of learning process, students have not been able to optimize the mastery of knowledge and skills as expected. One of the things that the Information Systems Study Program did to optimize said mastery is applying the blended learning program in e-Procurement courses. This study uses mixed method evaluation approach in evaluating various stages of the process to implement a blended learning program. Meanwhile, the evaluation method used consists of 2 parts of the model namely 1) CIPP, an evaluation carried out on context, input, process, and product, 2) The Flashlight Triad, an evaluation of activities that utilize information technology online. As the final result of evaluating the implementation of blended learning based on observations and research that has been done, there is an optimization of the increase in mastery of students' knowledge and skills, after conducting various activities that are conditioned on face-to-face activities combined with online ones. The results of this evaluation mean that a well-conditioned blended learning program can influence students in terms of motivation, therefore mastering the knowledge and skills of a course can be optimized through the student learning experience.  

scholarly journals Reflective sessions: a tool for teacher empowerment

2005 ◽  
Vol 5 (1) ◽  
pp. 135-160 ◽  
Author(s):  
Maria Cecília Camargo Magalhães ◽  
Maria Antonieta Celani
Keyword(s):  
Reflective Practice ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Teacher Empowerment ◽  
Education Programme ◽  
Educational Process ◽  
School Teachers ◽  
New Type ◽  
Set Up ◽  
The One

The aim of this paper is to discuss to what extent reflective sessions can become a tool for teacher empowerment when included as a component of a reflective teacher education in-service course, and understood as a classroom activity which provides the possibility for a new type of discursive organisation to emerge. The discussion will be of a twofold nature: on the one hand it will focus on the need to provide Brazilian state school teachers of English involved in a continuing education programme with a context conducive to reflective practice and, on the other hand, it will focus on the effectiveness of organizing that context as discussion dyads, so as to create a collaborative set up for participants to examine their classes critically. The aim set for the participants is learning how to evaluate each other's classroom practice by looking at it as a locus of investigation and of theory (de)construction. The paper discusses the educational process evolving from the discussions by analysing the dyads' discourses (Bronckart, 1999), i.e., the linguistic discursive choices that reveal their motives when acting with a pair in order to evaluate their classroom practices critically. This will also shed some light on the level of effectiveness of the tool itself

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