Presence and Perceived Learning in Different Higher Education Blended Learning Environments

Blended learning as “third generation” of distance learning has the potential to offer multimethod instruction through the blend, to leverage the strengths of current online and traditional instructions. Therefore, higher education institutions having recognized the fact that blended learning is beneficial, adopted this alternative approach as a new educational delivery method. The study determined the difference in perceived learning among three different blended learning environments in Malaysian higher education institutions. The data were collected from three public universities in Peninsular Malaysia and the respondents were undergraduate students from these universities. The result showed that the students' presence in classroom meetings contributes to their learning. The results also indicate that high levels of perceived learning were reported by undergraduate student in the blended learning environment face-to-face meeting rather than online sessions.

Download Full-text

Application of Gamification to Blended Learning in Higher Education

Advanced Methodologies and Technologies in Media and Communications - Advances in Multimedia and Interactive Technologies ◽

10.4018/978-1-5225-7601-3.ch005 ◽

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.

Download Full-text

Implementing and Promoting Blended Learning in Higher Education Institutions

Comparative Blended Learning Practices and Environments ◽

10.4018/978-1-60566-852-9.ch004 ◽

2010 ◽

pp. 70-87 ◽

Cited By ~ 6

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.

Download Full-text

Determinants of Students’ Satisfaction with Higher Education Institutions in Face-to-Face and Online Learning Environments

10.1007/978-3-030-89912-7_51 ◽

2021 ◽

pp. 661-673

Author(s):

Ons Al-Shamaileh ◽

Nishara Nizamuddin ◽

Reem Atassi

Keyword(s):

Higher Education ◽

Online Learning ◽

Learning Environments ◽

Higher Education Institutions ◽

Online Learning Environments ◽

Face To Face ◽

Students Satisfaction

Download Full-text

Implementing and Promoting Blended Learning in Higher Education Institutions

Virtual Learning Environments ◽

10.4018/978-1-4666-0011-9.ch505 ◽

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.

Download Full-text

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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph182111012 ◽

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.

Download Full-text

Possibilities of Computer-supported Collaborative Learning in Blended-learning

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2012vol1.61 ◽

2015 ◽

Vol 1 ◽

pp. 415

Author(s):

Lāsma Ulmane-Ozoliņa

Keyword(s):

Higher Education ◽

Collaborative Learning ◽

Blended Learning ◽

Higher Education Institutions ◽

Theoretical Background ◽

Computer Supported Collaborative Learning ◽

Face To Face ◽

E Learning ◽

Learning Options ◽

Learning Analysis

<p>Higher education institutions in Latvia offer blended learning where traditional face to face lectures are combined with e-learning options. Research on blended learning in Latvia is very little. Author offers her view on blended learning analysis in Latvia and possibility to introduce computer-supported collaborative learning as tool to involve students in more active learning and learners’ community building. As theoretical background author uses sociocultural theory and participatory metaphor. Article describes several very important issues to put attention on when starting to introduce CSCL and blended learning in Latvia’s higher education institutions.</p>

Download Full-text

Teaching and Instructional Design Approaches to Enhance Students’ Self‑Directed Learning in Blended Learning Environments

The Electronic Journal of e-Learning ◽

10.34190/ejel.20.18.2.005 ◽

2020 ◽

Vol 18 (2) ◽

Author(s):

Dina Adinda ◽

Najoua Mohib

Keyword(s):

Instructional Design ◽

Data Collection ◽

Blended Learning ◽

Learning Environments ◽

Undergraduate Students ◽

Teaching Approaches ◽

Self Directed Learning ◽

Face To Face ◽

Design Activities ◽

Directed Learning

Thanks to the combination of face‑to‑face and online learning which involve the use of Information and Communication Technology (ICT), blended learning has become a popular approach to support learning in higher education. The main purpose of this study is to identify the teaching and instructional design approaches adopted by lecturers within blended learning environments, and to analyse their effects on students’ self‑directed learning. The sample involves 18 lecturers and their undergraduate students (n= 294) undertaking a blended course in one French university. This research utilised a mixed method approach for data collection, including questionnaires and observations. Firstly, lecturers were invited to declare their teaching approaches and the configuration of their blended learning environments by completing two online questionnaires. Secondly, both face‑to‑face and online observations were conducted with the lecturers to identify the specificity of their instructional design activities. A pre‑post questionnaire was also used to measure students’ self‑directed learning level. Data collection took place over a period of 6 months during the academic year 2017‑2018. The results show that lecturers who adopt student‑centred teaching approaches are not necessarily designing their blended learning courses as a student‑centred learning environment. Also, the results reveal that students' self‑directed learning is significantly developed only in three out of seven student‑centred blended learning courses. Additionally, the results show that lecturers of the students who improved their self‑directed level provided online peer review and online forum discussion activities. The findings indicate that further research is needed both to validate the direct relationship between these kinds of pedagogical activities and the self‑directed learning, and to determine how blended learning environments can better support collaboration and interaction.

Download Full-text

Application of Gamification to Blended Learning in Higher Education

Encyclopedia of Information Science and Technology, Fourth Edition ◽

10.4018/978-1-5225-2255-3.ch282 ◽

2018 ◽

pp. 3238-3247 ◽

Cited By ~ 1

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, offer 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.

Download Full-text

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

Progressio South African Journal for Open and Distance Learning Practice ◽

10.25159/0256-8853/572 ◽

2015 ◽

Vol 37 (1) ◽

pp. 54-67 ◽

Cited By ~ 3

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.

Download Full-text