Active Blended Learning in an Undergraduate English for Academic Purposes Program

2021 ◽  
pp. 122-148
Author(s):  
Chris Harwood
Keyword(s):  
Blended Learning ◽  
Student Perceptions ◽  
Book Club ◽  
English For Academic Purposes ◽  
Book Clubs ◽  
Student Survey ◽  
American University ◽  
Academic Reading ◽  
Online Book ◽  
Scaffolding Strategies

This chapter presents a multi-method qualitative study of an active blended learning (ABL) activity in an undergraduate English for academic purposes program at a North American university. The purpose of the study was to understand how instructors facilitated ABL in five online book clubs. The community of inquiry (CoI) framework is used to analyze the comments and posts in the book clubs. This data is discussed with data from interviews with three case study students and four book club instructors and data from a CoI student survey. The findings indicate that instructor book selection, questions, scaffolding strategies, modelling, and manner significantly mediated student perceptions regarding their engagement, participation, and interaction in the ABL activity, specifically whether students scaffolded each other's learning, read extensively, and practised academic reading strategies. Implications of how instructor pedagogy mediated student perceptions about their participation and learning in the ABL activity are then presented.

A Blended Learning Approach to Academic Writing and Presentation Skills

2016 ◽  
Vol 3 (2) ◽  
pp. 33-55 ◽  
Author(s):  
Satu Tuomainen
Keyword(s):  
University Students ◽  
Blended Learning ◽  
Student Perceptions ◽  
Academic Writing ◽  
English For Academic Purposes ◽  
Face To Face ◽  
Teaching Context ◽  
Common Learning ◽  
Learning Options ◽  
Blended Course

AbstractBlended learning is a common learning mode in higher education which combines the use of online and face-to-face classroom learning. The use of blended learning for English for Academic Purposes (EAP) with non-native university students, however, can pose challenges from the methods and materials to the student perceptions. This article describes the blended learning implementation of an EAP course for academic writing and presentation skills and how the students perceived the blended course mode, methods, workload, learning atmosphere and challenges. Results indicate that non-native university students appreciated blended learning for the EAP course and found the flexibility and convenience of blended learning beneficial to their EAP learning. This encourages the further development of blended learning options for EAP writing and presentation skills as students no longer require the extensive classroom teaching context but instead adapt well to self-regulated and reflective learning of EAP.

scholarly journals Efficacy of Video-Based Forearm Anatomy Model Instruction for a Virtual Education Environment

2022 ◽  
Vol 9 ◽  
pp. 238212052110632
Author(s):  
Miraal S. Dharamsi ◽  
D. Anthony Bastian ◽  
Heather A. Balsiger ◽  
Joel T. Cramer ◽  
Ricardo Belmares
Keyword(s):  
Student Perceptions ◽  
Online Teaching ◽  
Virtual Education ◽  
Muscle Model ◽  
Student Survey ◽  
Significant Difference ◽  
Wet Lab ◽  
Group 2 ◽  
The Impact ◽  
Group 1

INTRODUCTION As virtual education becomes more widespread, particularly considering the recent COVID-19 pandemic, studies that assess the impact of online teaching strategies are vital. Current anatomy curriculum at Paul L. Foster School of Medicine consists of self-taught PowerPoint material, clinical vignette-centered team-based learning (dry lab), and prosection-based instruction (wet lab). This study examined the impact of video-based muscle model (VBMM) instruction using a student-designed forearm muscle model on anatomy quiz scores and student perceptions of its effectiveness with regards to learning outcomes. METHODS Students divided into Group 1 (54 students) and Group 2 (53 students) were assessed prior to and following a 3.5-minute video on anterior forearm compartment musculature using the muscle model. Group 1 began by completing a pretest, then received VBMM instruction, and then completed a posttest prior to participating in the standard dry lab and 1 hour wet lab. Group 2 completed the wet lab, then received the pretest, VBMM instruction, and posttest prior to participating in the dry lab. Both groups took an identical five-question quiz covering locations and functions of various anterior forearm muscles each time. RESULTS Mean scores were higher than no formal intervention with exposure to VBMM instruction alone (0.73 points, P = .01), wet lab alone (0.88 points, P = .002), and wet lab plus VBMM instruction (1.35 points, P= <.001). No significant difference in scores was found between instruction with VBMM versus wet lab alone ( P = 1.00), or between either instruction method alone compared to a combination of the two methods ( P = .34, .09). Student survey opinions on the VBMM instruction method were positive. CONCLUSION VBMM instruction is comparable to prosection-based lab with regards to score outcomes and was well received by students as both an independent learning tool and as a supplement to cadaveric lab. When compared to either instruction method alone, the supplementation of VBMM with cadaveric prosection instruction was best. VBMM instruction may be valuable for institutions without access to cadaveric specimens, or those looking to supplement their current anatomy curriculum.

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

Innovations in Blended-Learning

2014 ◽  
pp. 295-306
Author(s):  
Edith Gotesman ◽  
Miri Krisi
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Blended Learning ◽  
Computer Technology ◽  
English For Academic Purposes ◽  
Traditional Teaching ◽  
Students With Learning Disabilities ◽  
Reading Tests ◽  
Sample Group ◽  
E Learning

This research was born out of a necessity to accommodate students with learning disabilities who study English for Academic Purposes (EAP) at the Ashkelon Academic College in Israel. It was aimed at examining whether a convergence of traditional teaching and computer technology complemented by e-learning could assist students with Learning Disabilities (LD) to bypass their initial disadvantages when it came to studying English. Groups of LD students selected for study were given five regular and two guided reading tests to explore whether the use of blended learning improved the reading comprehension abilities of students in the sample group.

Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities

2019 ◽  
pp. 500-522
Author(s):  
Gina Tovine ◽  
April Fleetwood ◽  
Andrew Shepherd ◽  
Colton J. Tapoler ◽  
Richard Hartshorne ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Communities ◽  
Student Perceptions ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual School ◽  
Design Development ◽  
Florida Virtual School ◽  
K 12

While the growth of blended learning environments in higher education and non-educational settings has continued to increase in recent years, this has not been the case in K-12 settings. Recently, in an effort to explore the viability and effectiveness of K-12 blended learning environments, Florida Virtual School (FLVS) has been piloting blended learning communities in a number of their schools, providing opportunities to explore factors that influence the effectiveness of K-12 blended learning communities. Thus, the purpose of this chapter is to report the results of a study designed to assess conditions that influence the effectiveness of K-12 blended learning communities, and to explore learner, instructor, course, and other factors important to successful blended learning communities. Findings will inform the design, development, and implementation of future K-12 blended teaching and learning environments in an effort to support and strengthen student achievement, the preparation of teachers to facilitate effective blended learning environments.

scholarly journals Active Learning: Subtypes, Intra-Exam Comparison, and Student Survey in an Undergraduate Biology Course

2020 ◽  
Vol 10 (7) ◽  
pp. 185
Author(s):  
Kristen M. McGreevy ◽  
Frank C. Church
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Student Perceptions ◽  
Student Perception ◽  
Positive Trend ◽  
Student Survey ◽  
Learning Methods ◽  
Undergraduate Biology ◽  
Student Comprehension ◽  
Course Material

Active learning improves undergraduate STEM course comprehension; however, student comprehension using different active learning methods and student perception of active learning have not been fully explored. We analyze ten semesters (six years) of an undergraduate biology course (honors and non-honors sections) to understand student comprehension and student satisfaction using a variety of active learning methods. First, we describe and introduce active learning subtypes. Second, we explore the efficacy of active learning subtypes. Third, we compare student comprehension between course material taught with active learning or lecturing within a course. Finally, we determine student satisfaction with active learning using a survey. We divide active learning into five subtypes based on established learning taxonomies and student engagement. We explore subtype comprehension efficacy (median % correct) compared to lecture learning (median 92% correct): Recognition (100%), Reflective (100%), Exchanging (94.1%), Constructive (93.8%), and Analytical (93.3%). A bivariate random intercept model adjusted by honors shows improved exam performance in subsequent exams and better course material comprehension when taught using active learning compared to lecture learning (2.2% versus 1.2%). The student survey reveals a positive trend over six years of teaching in the Perceived Individual Utility component of active learning (tau = 0.21, p = 0.014), but not for the other components (General Theoretical Utility, and Team Situation). We apply our findings to the COVID-19 pandemic and suggest active learning adaptations for newly modified online courses. Overall, our results suggest active learning subtypes may be useful for differentiating student comprehension, provide additional evidence that active learning is more beneficial to student comprehension, and show that student perceptions of active learning are positively changing.

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.

Reading identity: American and Irish Women’s book clubs, culture, and identity

2019 ◽  
Vol 27 (2) ◽  
pp. 128-152
Author(s):  
Christy Craig
Keyword(s):  
United States ◽  
Book Club ◽  
Sense Of Self ◽  
The United States ◽  
Book Clubs ◽  
High Status ◽  
Construction Of Identity ◽  
The Social ◽  
Reading Identity ◽  
Capital Development

This research examines the role of reading and book club attendance in the lives of Irish and American women’s fiction readers who actively participate in women’s book clubs utilizing mixed methodology, including ethnographic observation, participation in book club meetings, and in-depth narrative interviews. Women in Ireland and the United States used reading to develop a sense of self and to learn about the social world, as well as to construct their own identities, often in contrast to expected norms of feminine identity. Women in Ireland utilized reading and book clubs to develop knowledge and understanding; women in the United States were influenced to increase their status in order to potentially secure or retain a high-status romantic partner. At the same time, important key themes relating to social positionality and social networks, capital development, and the construction of identity were similar and central to women in both cultural environments. Reading was deeply entrenched in the identities of the women in this study and attending book clubs allowed them to continue engaging literature, construct identities, and gain knowledge about the world around them.

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