The Blended Learning Ecosystem of an Academic Institution in Greece

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.

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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.

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

International Journal of Quality Assurance in Engineering and Technology Education ◽

10.4018/ijqaete.2011070105 ◽

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.

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Factors affecting students’ engagement with online content in blended learning

Kybernetes ◽

10.1108/k-10-2018-0559 ◽

2019 ◽

Vol 48 (7) ◽

pp. 1500-1515 ◽

Cited By ~ 3

Author(s):

Alka Dwivedi ◽

Prasoom Dwivedi ◽

Samo Bobek ◽

Simona Sternad Zabukovšek

Keyword(s):

Higher Education ◽

Blended Learning ◽

Holistic Approach ◽

Strategic Decision ◽

Online Content ◽

Content Type ◽

Factors Affecting ◽

Approach To Learning ◽

Face To Face ◽

E Learning

PurposeIncreasing use of information and communication technology (ICT) in education has, along with other consequences, shifted the context from teacher-centric to student-centric. These changes pose fresh challenges to the prevalent education systems all over the world, which already have fallen short of the expectations. The purpose of this study is to show that e-learning is not only about ICT following a holistic approach to learning which embeds systemic approach and learning loops but also about students and teacher’s actions in ICT-enabled learning environment. This study investigates the importance of engagement of students and teachers in blended learning with a focus on factors which affect this engagement.Design/methodology/approachBased on systems theory and socio-technological approach to e-learning, the paper documents an experiment which was carried out in a higher education institution. Postgraduate students of one course were divided into two groups. Instructor of the first group was not required to engage with the online content and had to deliver his course in a traditional face-to-face format. Instructor of the second group continuously spent time on the learning management system (LMS), developing more content, participating in online discussions and responding to students. LMS tracked the online activity of both the instructors, and semi-structured interviews of students were conducted.FindingsBased on behaviour of 152 students of a postgraduate programme, students’ time spent online is directly proportional to the instructor’s online time, promptness of instructor’s response to online activities queries of students increased student engagement, the students’ engagement increases if the online content is related to the syllabus but engagement is not the same as the face-to-face lectures in the class.Research limitations/implicationsThe research was conducted in India and is based on the behaviour of instructors and students in India. It was focussed on engagement issues of blended learning, while other issues of blended learning have not been in the focus of the research.Practical implicationsThe research is important for the practice of higher education, and the result of the study can be taken into consideration while developing online courses for students enrolled in higher education.Social implicationsIf higher education institutions take a strategic decision to use ICT in e-learning, engagements of participants and factors affecting engagement are crucial for the better quality of education. In such a way, blended learning fulfils requirements of a holistic approach to learning.Originality/valueDespite the fact that e-learning as a way to deliver academic content has been extensively researched, there are not many studies focussed on engagement issues in blended learning, and even fewer studies have been conducted in an experimental way which allow in-depth research.

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Implementasi Teori Pembelajaran Blended Learning dalam Menyeimbangkan Kapabilitas Belajar pada Era Digital (Studi Kasus di Prodi PAI Universitas Alma Ata Yogyakarta)

An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial ◽

10.36835/annuha.v7i1.343 ◽

2020 ◽

Vol 7 (1) ◽

pp. 33-51

Author(s):

Abdul Rohman

Keyword(s):

Blended Learning ◽

Learning Theory ◽

Cognitive Strategies ◽

Verbal Information ◽

Face To Face ◽

Learning Patterns ◽

Learning Capabilities ◽

E Learning ◽

The University

Blended learning learning pattern is a combination of conventional learning patterns and e-learning. The concept of blended learning applied at the University of Alma-ata uses the WEB system with a composition of blended learning patterns, 75% for conventional learning and 25% for e-learning. The implementation of the blended learning theory in balancing learning capabilities includes two classifications. Learning capabilities include five aspects, namely verbal information, cognitive strategies, intellectual skills, attitudes and motor skills. The five capabilities are divided into two classifications of blended learning theory, namely verbal information and cognitive strategies included in the classification of e-learning, this is because it places more emphasis on the knowledge aspect. Then the three other aspects fall into the classification of conventional learning, this is because the conventional learning process is carried out directly and face-to-face between educators and students, educators become a central figure in learning and play a role not only in conveying science but as explained by Alghazali, educators are al -mudaris, al-mualim, al-muaddib and al-walid.

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B-learning Quality: Dimensions, Criteria and Pedagogical Approach

European Journal of Open Distance and E-Learning ◽

10.2478/eurodl-2014-0004 ◽

2014 ◽

Vol 17 (1) ◽

pp. 56-75 ◽

Cited By ~ 7

Author(s):

Paula Peres ◽

L. Lima ◽

V. Lima

Keyword(s):

Learning Environment ◽

Blended Learning ◽

Online Courses ◽

Quality Criteria ◽

Pedagogical Issues ◽

E Learning ◽

Quality Dimensions ◽

Enhanced Learning ◽

Complete Framework

Abstract Measuring the quality of a b-learning environment is critical to determine the success of a blearning course. Several initiatives have been recently conducted on benchmarking and quality in e-learning. Despite these efforts in defining and examining quality issues concerning online courses, a defining instrument to evaluate quality is one of the key challenges for blended learning, since it incorporates both traditional and online instruction methods. For this paper, six frameworks for quality assessment of technological enhanced learning were examined and compared regarding similarities and differences. These frameworks aim at the same global objective: the quality of e-learning environment/products. They present different perspectives but also many common issues. Some of them are more specific and related to the course and others are more global and related to institutional aspects. In this work we collected and arrange all the quality criteria identified in order to get a more complete framework and determine if it fits our b-learning environment. We also included elements related to our own b-learning research and experience, acquired during more than 10 years of experience. As a result we have create a new quality reference with a set of dimensions and criteria that should be taken into account when you are analyzing, designing, developing, implementing and evaluating a b-learning environment. Besides these perspectives on what to do when you are developing a b-learning environment we have also included pedagogical issues in order to give directions on how to do it to reach the success of the learning. The information, concepts and procedures here presented give support to teachers and instructors, which intend to validate the quality of their blended learning courses.

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Blended Learning Internationalization from the Commonwealth

Cases on Globalized and Culturally Appropriate E-Learning ◽

10.4018/978-1-61520-989-7.ch007 ◽

2011 ◽

pp. 141-167

Author(s):

Shelley Kinash ◽

Susan Crichton

Keyword(s):

Higher Education ◽

International Students ◽

Blended Learning ◽

Teaching And Learning ◽

Lessons Learned ◽

Learning Approaches ◽

Face To Face ◽

University Systems ◽

E Learning ◽

The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

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Blended Learning Internationalization from the Commonwealth

Cases on Cultural Implications and Considerations in Online Learning ◽

10.4018/978-1-4666-1885-5.ch006 ◽

2012 ◽

pp. 101-132

Author(s):

Shelley Kinash ◽

Susan Crichton

Keyword(s):

Higher Education ◽

International Students ◽

Blended Learning ◽

Teaching And Learning ◽

Lessons Learned ◽

Learning Approaches ◽

Face To Face ◽

University Systems ◽

E Learning ◽

The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

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

Journal of Education and Training Studies ◽

10.11114/jets.v5i3.2118 ◽

2017 ◽

Vol 5 (3) ◽

pp. 211 ◽

Cited By ~ 1

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".

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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>

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