Searching for Answers to Hybrid Approaches in Communication and Learning Environments

2020 ◽  
pp. 226-240
Author(s):  
Michael Anthony Brown Sr.
Keyword(s):  
Social Media ◽  
Blended Learning ◽  
Learning Environments ◽  
Communication Skills ◽  
Hybrid Approach ◽  
Asynchronous Learning ◽  
Geographical Distance ◽  
George Santayana ◽  
Face To Face ◽  
Hybrid Approaches

This examination focuses on hybrid approaches and highlights two in particular: blended learning and the hybrid shift. Blended learning can support online and face-to-face (F2F) students equally by providing similar learning experiences. Incorporating synchronicity is recommended as a way to address the limitations of asynchronous learning resident in the proposed hybrid approach. Synchronicity is connecting two or more people in related educational events at the same time. Another approach, the “hybrid shift,” features faculty design content and structure with a focus on being thoughtful, engaging, and intentional in promoting learning, effective collaboration, critical thinking, and communication skills. George Santayana said, “those who cannot remember the past are condemned to repeat it.” This is relevant in that social media grew, in part, out of a need to overcome communication limitations of geographical distance and time. This examination looks closely at hybrid approaches and offers some answers for educational implications.

WIRE

2010 ◽  
pp. 149-159 ◽  
Author(s):  
Yih-Ruey Juang
Keyword(s):  
Data Structure ◽  
Blended Learning ◽  
Learning Environments ◽  
Communication Skills ◽  
Learning Achievement ◽  
Web Based ◽  
Warm Up ◽  
Face To Face ◽  
Face To Face Learning ◽  
Structure Class

Much research has shown that the blended learning can effectively enhance the motivation, communication skills, and learning achievement compared with teaching in a single form. However, a crucial issue in blended learning is how to integrate each blended format, media and experience into a coherent learning model, and then to keep interaction between teacher and students either in or outside the classroom. This study introduces a highly interactive strategy for blended learning that incorporates web-based and face-to-face learning environments into a semester course through answering the warm-up questions before class, interactive teaching in class, and review and exercise after class. By the empirical study in a ‘Data Structure’ class, most students made progress in learning achievement and gain more motivation and interaction within the class.

Social Communication

2018 ◽  
Vol 8 (1) ◽  
pp. 20-34
Author(s):  
Michael A. Brown Sr.
Keyword(s):  
Social Media ◽  
Social Communication ◽  
Geographic Distance ◽  
George Santayana ◽  
Media Environment ◽  
Face To Face ◽  
The Past ◽  
Hybrid Approaches ◽  
Computer Mediated ◽  
Computer Mediated Communications

Scholars continue to analyze the past, present and future of computer mediated communications (CMC) in an attempt to make sense of the pervasive social media environment in which people operate today. George Santayana said, “those who cannot remember the past are condemned to repeat it.” Social media grew, in part, out of a need to overcome communication limitations of geographical distance and time. in the process, human connection has suffered and some may even long for a way to close the geographic distance or approximate face-to-face interactions. this examination looks at hybrid approaches to social communication.

scholarly journals Breaching Learners’ Social Distancing through Social Media during the COVID-19 Pandemic

2021 ◽  
Vol 18 (21) ◽  
pp. 11012
Author(s):  
Muhammad Zaheer Asghar ◽  
Ayesha Iqbal ◽  
Pirita Seitamaa-Hakkarainen ◽  
Elena Barbera
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Academic Performance ◽  
Blended Learning ◽  
Learning Environments ◽  
Science Teacher Education ◽  
Group Development ◽  
Equation Modeling ◽  
Face To Face ◽  
Media Usage

Higher education has been shifted toward blended learning during the COVID-19 pandemic. An increase in social media usage intensity and reduced face-to-face interaction due to the COVID-19 pandemic urged instructional communication researchers to revisit the dynamics of learners’ group development in terms of their socialization and academic performance during the COVID-19 crisis. This research aimed to determine the mediating role of social media sociability between face-to-face socialization and academic performance of higher education students in blended learning environments during the COVID-19 pandemic. It was also the aim of the study to determine the moderating effect of social media usage intensity on social media sociability. A cross-sectional survey was conducted with the students (n = 340) enrolled in science teacher education departments of universities in Pakistan. Partial least squares structural equation modeling (PLS-SEM) was used for multivariate analysis. Results revealed that face-to-face socialization gave an essential start to develop a learning group. However, when face-to-face socialization was reduced due to the COVID-19 pandemic, it was mediated by social media usage in blended learning environments to increase their socialization and academic performance during the crisis. The findings of the study are useful for higher education institutions to adopt social media strategies for students’ socialization during the crisis.

scholarly journals A scale development study for assessing the effectiveness of blended learning environments

2013 ◽  
Vol 3 (3) ◽  
pp. 11-26 ◽  
Author(s):  
Emine Cabı ◽  
Yasemin Gülbahar
Keyword(s):  
Online Learning ◽  
Scale Development ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Reliability And Validity ◽  
Development Study ◽  
Online Learning Environments ◽  
Face To Face ◽  
Development Data

This study is conducted to develop a scale for assessing the effectiveness of blended learning environments based on the features of both face-to-face and online learning environments and provide suggestions for stakeholders. In the process of scale development, data gathered from 314 students were analyzed. The reliability and validity results for collected data were found to be acceptable since they were between or above the expected value. Based on the analysis it is found that the scale is composed of 55 items having a structure of 4 factors. Hence, it can be concluded that "Effectiveness of Blended Learning Environments Scale" is found as reliable and valid, and can measure what it aims to measure. Blended Learning Environment Scale, which was developed and analyzed for reliability and validity throughout this study, is expected to facilitate the further research studies that focused on blended learning environments.

Application of Gamification to Blended Learning in Higher Education

2019 ◽  
pp. 50-61
Author(s):  
Kamini Jaipal-Jamani ◽  
Candace Figg
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Traditional Instruction ◽  
Teaching Strategy ◽  
Digital Game ◽  
Game Based Learning ◽  
Web Based ◽  
Face To Face ◽  
Gamified Learning

Digital game-based learning (DGBL) has been identified as an effective digital teaching strategy to foster 21st century learning. The inclusion of digital game-based learning in instruction is challenging for educators to structure in higher education learning environments, often because of the lack of coherence with curriculum. Gamification is a recent DGBL strategy that enables the instructor to incorporate the motivational and engagement elements of games in ways that can be adapted to curriculum requirements. Gamification, supported with digital technologies such as web-based tools and learning management systems, offers the instructor the benefits of both face-to-face traditional instruction and online learning. An example of how blended learning in higher education incorporates gamification is presented. Study findings indicate that the blended gamified learning environment motivated learners and promoted cognitive, skill, and attitude development.

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.

Case Studies of ICT-Enhanced Blended Learning and Implications for Professional Development

2011 ◽  
pp. 239-258
Author(s):  
Gail Wilson
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Learning Environments ◽  
Faculty Members ◽  
Future Research ◽  
Collective Case Study ◽  
Face To Face ◽  
Regional University ◽  
Professional Development For Teachers ◽  
The Face

This chapter draws on a collective case study of six faculty members working in ICT-enhanced blended learning environments at a large regional university in Australia. The chapter identifies seven dimensions of the blended learning environments created by each teacher, with a particular focus on four of these dimensions – the teacher, the online, the resource-based learning and the institutional support dimension. The research showed how individual faculty members worked to blend their courses through their overall approaches to course planning, their focus on combining the strengths of both the face-toface and the online learning environments, and their eagerness to shift their pedagogical approaches to accommodate the best features of both the face-to-face and the online environments. The chapter makes recommendations for professional development for teachers that is effective in preparing them for creating and working in blended learning environments and suggests areas for future research in the area of blended learning.

Benefits and Challenges of Blended Learning Environments

2005 ◽  
pp. 253-259 ◽  
Author(s):  
Charles R. Graham ◽  
Stephanie Allen ◽  
Donna Ure
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Research Literature ◽  
Asynchronous Learning ◽  
State University ◽  
Learning Networks ◽  
Technological Advances ◽  
Education Today ◽  
American Society

The term “blended learning” has become a corporate buzzword in recent years (Lamb, 2001). Recently, the American Society for Training and Development identified blended learning as one of the top ten trends to emerge in the knowledge delivery industry in 2003 (Rooney, 2003). In higher education, the term blended learning is being used with increased frequency in academic conferences and publications. Issues related to the design and implementation of blended learning environments (BLE) are surfacing as technological advances continue to blur the lines between distributed learning and the traditional campus-based learning. Many universities are beginning to recognize the advantages of blending online and residential instruction. The Chronicle of Higher Education recently quoted the president of Pennsylvania State University as saying that the convergence between online and residential instruction was “the single-greatest unrecognized trend in higher education today” (Young, 2002). Along the same lines, the editor of The Journal of Asynchronous Learning Networks is predicting a dramatic increase in the number of hybrid (i.e., blended) courses to include as many as 80-90% of the range of courses (Young, 2002). The article provides an overview of blended learning environments (BLEs) and outlines the most common benefits and challenges identified in the research literature.

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