Blended Learning Design and Practice

2017 ◽  
pp. 167-178 ◽  
Author(s):  
Pete Sharma
Keyword(s):  
Blended Learning ◽  
Learning Design ◽  
Design And Practice

scholarly journals Engaging diverse student audiences in contemporary blended learning environments in Australian higher business education: Implications for Design and Practice

2015 ◽  
Vol 19 ◽  
Author(s):  
Graeme Pye ◽  
Dale Holt ◽  
Scott Salzman ◽  
Emilia Bellucci ◽  
Luisa Lombardi
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Online Teaching ◽  
Learning Design ◽  
Complex Environments ◽  
Teaching Online ◽  
Business Context ◽  
Diverse Student ◽  
Design And Practice ◽  
Education Business

This research reports on a student audience engaging in an Australian university’s undergraduate commerce program core unit that is offered across three separate geographic campus locations and online. The research extends upon work undertaken on student engagement in online settings and lies in the domain of blended learning design and practice in the Australian higher education business context. Findings, inter alia, are presented across six major student engagement dimensions as applied to the interplay between online and located/campus learning (i.e. Online Active Learning, Online Social Interaction, Online Collaboration, Online Teaching, Online Assessment, and Online Contact with Staff). Implications for blended learning design, eLearning and practice in such complex environments are examined.

scholarly journals Investigating different patterns of student engagement with blended learning environments in Australian business education: Implications for design and practice

2018 ◽  
Vol 22 ◽  
Author(s):  
Graeme Pye ◽  
Dale Holt ◽  
Scott Salzman
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Student Perceptions ◽  
Online Teaching ◽  
Learning Design ◽  
Survey Analysis ◽  
Teaching Online ◽  
Business Context ◽  
Diverse Student ◽  
Design And Practice

This research reports on a diverse student audience engaging in an Australian university’s undergraduate commerce program core unit which was offered across three separate geographic campus locations and online. The research extends upon work undertaken on student engagement in online settings and lies in the domain of blended learning design and practice in the Australian higher education business context. The research adopted a dual-period surveying approach aimed at comparing patterns of student engagement within a major business subject offered in two different trimesters in one academic year. The survey analysis compared student perceptions of engagement with the subject and identified significant variations in patterns of engagement based on key background and demographic factors. Findings, inter alia, are presented across seven major student engagement dimensions as applied to the interplay between online and located/campus learning (i.e. Online Active Learning, Online Social Interaction, Online Collaboration, Online Teaching, Online Assessment, Online Relevance, and Online Contact with Staff). Implications for blended learning design, eLearning and practice in such complex environments involving diverse student audiences are examined.

scholarly journals Conceptualising a visual representation model for MOOC-based blended learning designs

2019 ◽  
pp. 1-26 ◽  
Author(s):  
Laia Albó ◽  
Davinia Hernández-Leo
Keyword(s):  
Blended Learning ◽  
Visual Learning ◽  
Online Course ◽  
Learning Design ◽  
Design Elements ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Design Representation ◽  
Representation Model ◽  
Fostering Reflection

This article reports on a study about how massive open online course (MOOC)-based blended learning designs can be visually represented to facilitate their comprehension and sharing. We carried out an iterative co-creation process with different stakeholders to conceptualise a visual learning design representation model within the context of blending MOOCs with face-to-face courses. The data analysed was derived from questionnaires and the generated representations. Results indicate that the representation enabled educators to easily visualise the overall structure of the learning designs and the relationships between the different design elements, providing a context for fostering reflection and decision-making during the planning of MOOC-based blended learning designs.

Towards Blended Learning Designs Fostering Adults' Social Capital

2019 ◽  
pp. 55-80
Author(s):  
Celine Cocquyt ◽  
Anh Nguyet Diep ◽  
Chang Zhu ◽  
Maurice De Greef ◽  
Tom Vanwing
Keyword(s):  
Social Capital ◽  
Instructional Design ◽  
Adult Education ◽  
Adult Learners ◽  
Blended Learning ◽  
Adult Educators ◽  
Learning Design ◽  
Information And Communication ◽  
Ubiquitous Presence ◽  
Practical Recommendations

In responding to the ubiquitous presence of information and communication technology (ICT) in the educational landscape, blended learning has been increasingly adopted in adult education. While adult educators and practitioners face challenges due to such pedagogical shifts in instructional design, they are also encouraged to underscore the emancipatory values of adult education to contribute to the global social exclusion combat. Thus, it is of particular significance to examine how different elements of the blended learning design can result in social outcomes for adult learners. By deconstructing the blended learning design into specific online and general supportive factors, the present chapter sheds more light on the question: How does learning in a blended environment contribute to adult learners' social capital? On top of that, practical recommendations for instructors are put forward.

Training Teachers for E-Learning, Beyond ICT Skills Towards Lifelong Learning Requirements

2011 ◽  
pp. 83-95 ◽  
Author(s):  
Olga Díez
Keyword(s):  
Adult Education ◽  
Teacher Training ◽  
Blended Learning ◽  
Lifelong Learning ◽  
Virtual Environments ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Learning Design ◽  
Ict Skills ◽  
E Learning

This chapter describes an experience in teacher training for e-learning in the field of adult education. It takes into account the models offered by flexible lifelong learning as the proper way to develop training for teachers in service, considering the advantages of blended learning for the target audience. The chapter discusses the balance between mere ICT skills and pedagogical competences. In this context the learning design should always allow that the teachers in training integrate in their work ICT solutions that fit to the didactic objectives, renew teaching and learning methodology, facilitate communication, give place to creativity, and allow pupils to learn at their own pace. By doing so, they will be closer to the profile of a tutor online, as a practitioner who successfully takes advantages of the virtual environments for collaborative work and learning communication.

Teaching Design and Practice of a Project-Based Blended Learning Model

2020 ◽  
Vol 12 (1) ◽  
pp. 33-50 ◽  
Author(s):  
Yanrong Tong ◽  
Kinshuk ◽  
Xuefeng Wei
Keyword(s):  
Blended Learning ◽  
Teaching Experiment ◽  
Project Based Learning ◽  
Teaching Model ◽  
Practical Application ◽  
Single Chip ◽  
Teaching Mode ◽  
Design Idea ◽  
Design And Practice ◽  
Self Learning

Project-based learning (PBL) and Blended Learning (BL) have been widely used in universities. There are some empirical teaching researches on PBL in the BL environment for some specific courses, but for the combination of PBL and BL, there is as yet no universal teaching model. This article puts forward a new universal teaching mode: Project-Based Blended Learning (PBBL) and describes a teaching experiment in applying PBBL. Firstly, the design idea of PBBL is discussed. Secondly, taking a course on Single Chip Microcomputers (SCM) as an example, the strategies of selecting, designing and controlling the core teaching elements are given, and the complete implementation plan and concrete methods are described. The teaching case shows that the PBBL gives full play to the advantages of BL and PBL, and can effectively improve students' abilities of self-learning, practical application and innovation.

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