E-Learning for ICT Group Work in a Blended Learning Environment

2011 ◽  
Vol 1 (2) ◽  
pp. 50-60
Author(s):  
Lisa Soon ◽  
Campbell Fraser
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Group Work ◽  
Learning Tools ◽  
Education Students ◽  
Face To Face ◽  
Study Approach ◽  
Assessment Tasks ◽  
Information And Communication ◽  
E Learning

How does e-learning support group work in university information and communication technology (ICT) education within a blended learning environment? While face-to-face interaction was possible for on-campus student group work, distance education students could only perform their group work online. This research adopted a qualitative case study approach. It explored the e-learning use by students in a core subject ‘Software Development’ in a Bachelor of ICT program with three group work assessments. The findings indicate that, while technology could effectively help students to collaborate in their group work and assessment tasks, some technological features in the learning management system are highly subject to constant enhancement, due to the nature of the subject requirements and the need to facilitate frequent technology-mediated interactions in some situations. A model of group work collaboration is developed to explain the need for a new design and development of features in e-learning tools.

E-Learning for ICT Group Work in a Blended Learning Environment

2012 ◽  
pp. 1079-1090
Author(s):  
Lisa Soon ◽  
Campbell Fraser
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Group Work ◽  
Learning Tools ◽  
Face To Face ◽  
Study Approach ◽  
Assessment Tasks ◽  
Information And Communication ◽  
E Learning

How does e-learning support group work in university information and communication technology (ICT) education within a blended learning environment? While face-to-face interaction was possible for on-campus student group work, distance education students could only perform their group work online. This research adopted a qualitative case study approach. It explored the e-learning use by students in a core subject ‘Software Development’ in a Bachelor of ICT program with three group work assessments. The findings indicate that, while technology could effectively help students to collaborate in their group work and assessment tasks, some technological features in the learning management system are highly subject to constant enhancement, due to the nature of the subject requirements and the need to facilitate frequent technology-mediated interactions in some situations. A model of group work collaboration is developed to explain the need for a new design and development of features in e-learning tools.

The Blended Learning Ecosystem of an Academic Institution in Greece

2010 ◽  
Vol 5 (3) ◽  
pp. 14-35 ◽  
Author(s):  
Mara Nikolaidou ◽  
Chryssa Sofianopoulou ◽  
Nancy Alexopoulou ◽  
Kostas Abeliotis ◽  
Vassilis Detsis ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Academic Institution ◽  
Academic Environment ◽  
Face To Face ◽  
Learning Capabilities ◽  
E Learning ◽  
Learning Ecosystem ◽  
Enhanced Learning

Blended learning has been recognized as the most promising emerging trend in higher education, offering new capabilities, as it may significantly enhance the interaction and communication between instructors and students. The challenge of blended learning is to balance weaknesses and strengths of face-to-face and e-learning teaching environments and effectively combining them to provide enhanced learning capabilities. Its success should benefit instructor-student relation. To this end, the authors adopt ecosystem-based approach to model the blended learning environment and identify its constituents, i.e., instructors, students, consultants, technology. and their evolving relations. The proposed concept was utilized to explore the potential of blended learning in the academic environment. A study was conducted at Harokopio University of Athens over a period of three years to explore the relations between blended learning ecosystem constituents, focusing on instructor -student relation.

scholarly journals A Web-based Blended Learning Environment for Programming Languages: Students’ Opinions

2017 ◽  
Vol 5 (3) ◽  
pp. 211 ◽  
Author(s):  
Mustafa Yağci
Keyword(s):  
Data Collection ◽  
Learning Environment ◽  
Blended Learning ◽  
Programming Languages ◽  
Learning Goals ◽  
Data Collection Tool ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
E Learning

A learning environment which increases the desire and efforts of students to attain learning goals leads to greater motivation and success. This study examines the negative and positive opinions of students regarding the effectiveness of the learning process and students’ success in a computer programming course in which face-to-face and web-based e-learning methods were blended. The study, for which the case study method is used, was carried out over a 12 week period with the participation of 44 students. A data collection tool consisting of open-ended questions was applied to the participants at the end of the process. The replies given by the participants to the data collection tool were analyzed using qualitative analysis techniques. At the end of the research, the evaluation and satisfaction scores of the students regarding the web-based blended learning environment were found to be positive to a high degree. The positive opinions of the students were focused particularly around four themes, namely "facilitating learning through the learning environment"; "providing interaction opportunities"; "encouraging research", "video support for the course". Negative opinions were gathered around the themes of "lack of sufficient teaching time", "experiencing technical failures", "course badly scheduled" and "comprehensiveness of the course content".

The Blended Learning Ecosystem of an Academic Institution in Greece

2012 ◽  
pp. 173-194 ◽  
Author(s):  
Mara Nikolaidou ◽  
Chryssa Sofianopoulou ◽  
Nancy Alexopoulou ◽  
Kostas Abeliotis ◽  
Vassilis Detsis ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Academic Institution ◽  
Academic Environment ◽  
Face To Face ◽  
Learning Capabilities ◽  
E Learning ◽  
Learning Ecosystem ◽  
Enhanced Learning

Blended learning has been recognized as the most promising emerging trend in higher education, offering new capabilities, as it may significantly enhance the interaction and communication between instructors and students. The challenge of blended learning is to balance weaknesses and strengths of face-to-face and e-learning teaching environments and effectively combining them to provide enhanced learning capabilities. Its success should benefit instructor-student relation. To this end, the authors adopt ecosystem-based approach to model the blended learning environment and identify its constituents, i.e., instructors, students, consultants, technology. and their evolving relations. The proposed concept was utilized to explore the potential of blended learning in the academic environment. A study was conducted at Harokopio University of Athens over a period of three years to explore the relations between blended learning ecosystem constituents, focusing on instructor -student relation.

scholarly journals Remote Learning Environment: Transition to Remote Education

2021 ◽  
pp. 1-13
Author(s):  
Nataliya SAMOYLENKO ◽  
Ludmila ZHARKO ◽  
Alexandra GEORGIADI ◽  
Maria SHEVCHENKO
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Transitional Period ◽  
Degree Programs ◽  
Learning Tools ◽  
Information And Communication ◽  
E Learning

The study identifies the peculiarities of e-learning in the transitional period in secondary vocational and higher education in self-isolation mode, caused by COVID-19. In this research, the authors aim to determine the capabilities of online learning tools and Information and Communication Technologies (ICT) implemented in the academic process for all levels of Higher Education: Bachelors / Masters Degree Programs.

Innovative Approaches in Teaching and Learning for Sciences

2018 ◽  
pp. 229-251 ◽  
Author(s):  
Lin Lin Chua ◽  
Adeline Yoke Yin Chia ◽  
Phelim Voon Chen Yong
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Successful Implementation ◽  
Learning Tools ◽  
Self Directed Learning ◽  
Face To Face ◽  
Learner Centered ◽  
E Learning ◽  
Directed Learning ◽  
Undergraduate Science

It is a challenging task to produce science graduates who are successful academically as well as competent in various life-long skills that are needed for a successful career. To innovate the learning process and promote skill development, students should be encouraged to practise self-directed learning via online learning materials and e-learning tools, in addition to attending the conventional face-to-face lectures. In this chapter, the importance of a shift in the teaching and learning paradigm from teacher-centered to learner-centered learning is highlighted. The methods and approaches behind a successful implementation of blended learning for undergraduate science programs are discussed. Various e-learning tools and appropriate e-learning activities that can promote the development of self-directed and collaborative learning are also described in detail.

scholarly journals Building a Virtual Learning Environment to Foster Blended Learning Experiences in an Institute of Application in Brazil

Open Praxis ◽  
2017 ◽  
Vol 9 (1) ◽  
pp. 109 ◽  
Author(s):  
Andrea Da Silva Marques Ribeiro ◽  
Esequiel Rodrigues Oliveira ◽  
Rodrigo Fortes Mello
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Basic Education ◽  
Postgraduate Education ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Practices ◽  
Education Students ◽  
Educational Models ◽  
Face To Face

Blended learning, the combination of face-to-face teaching with a virtual learning environment (VLE), is the theme of this study that aims at describing and analyzing the implementation of a VLE in the Institute of Application Fernando Rodrigues da Silveira, an academic unit of the State University of Rio de Janeiro. This study’s main contribution is to reflect on the complexity of the institute that comprises schooling for basic education students and teacher education, from elementary school to postgraduate education. The wide scope of the institute encompasses face-to-face and non-presential activities, in different proportions, depending on the educational segment. Thus, starting from the assumption that blended learning teaching processes foment more student-centered educational models and facilitate interactions between individuals, a collaborative way was chosen as the VLE development method, contributing to pedagogical practices that favor meaningful learning. The VLE design was developed to meet the different needs and demands of the different educational segments. Currently there are 295 registered users. However, there are no registered basic education students so far. This can be justified by the fact that the VLE is relatively new to the community, and the participation of basic education students in the VLE depends on their teachers’ enrolment and use of the VLE itself.

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 Utilizing a Facebook closed group for EFL e-learning environment: Students’ views

2021 ◽  
Vol 8 (3) ◽  
pp. 1026-1044
Author(s):  
Martha Nandari Santoso
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Online Classes ◽  
Online Class ◽  
Face To Face ◽  
Closed Group ◽  
E Learning ◽  
Group A ◽  
Display Quality

This study was conducted out of the researcher’s teaching reflection while teaching English as a foreign language (EFL) online class during the pandemic of COVID-19, a time when face-to-face courses had to be converted to online classes. Her choice of educational tool for her EFL e-learning environment utilized a Facebook closed group. Her experiences in utilizing a Facebook closed group for her EFL e-learning environment and the students’ views were the main topics of this study. Eighteen EFL freshmen participants were selected in this study. The researcher used data from a questionnaire with some closed and open-ended questions. The findings indicated that the students found the Facebook closed group a comfortable, practical, and useful e-learning environment. The students’ familiarity with the interface helped them to immediately focus on the class activities instead of learning how to use the tool. Most students viewed the Facebook closed group as positive for class interactions, creative work, opinions, and express feelings. A few dislike voices were related to the display quality of Facebook, the asynchronous and silent communication on Facebook. Accordingly, utilizing a Facebook closed group might be worth considering for learners who have not been adequately prepared with the technology for joining an online class. 

Sign in / Sign up

Export Citation Format

Share Document