What the Future Might Hold for Online and Blended Learning Research

2015 ◽  
pp. 173-194 ◽  
Author(s):  
Charles D. Dziuban ◽  
Anthony G. Picciano
Keyword(s):  
Blended Learning ◽  
The Future ◽  
Learning Research

The Cambridge Guide to Blended Learning for Language Teaching

2015 ◽  
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Case Studies ◽  
Course Design ◽  
Language Teaching ◽  
Language Teachers ◽  
The Future ◽  
Learner Interaction ◽  
Training Courses

The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.

scholarly journals FORMING THE INNOVATIVE ACTIVITY COMPETENCESS IN THE PROCESS OF TRAINING STUDENTS IN ENGINEERING GRAPHICS

2020 ◽  
pp. 29-39
Author(s):  
V.M. Arapov ◽  
◽  
G.N. Egorova
Keyword(s):  
Innovative Activity ◽  
Theory And Practice ◽  
Methodological Issues ◽  
Research Activity ◽  
School Students ◽  
Engineering Graphics ◽  
The Future ◽  
Learning Research

Realization of the formed technical competences in innovative activities is shown. The basis of students’ innovative activities in engineering graphics training is the formation of research and invention competences, development of cognitive and creative activities of students. The learning research activity of students is understood as his/her independent activity resulting in obtaining new, not known before, knowledge under the scientific and methodological guidance of the teacher. The didactic principles are defined, organization and methodological issues, that provide the formation innovative competences of the future engineers, are considered. The expedience of pre-university graphical training of senior school students and annual monitoring of the working programs in the engineering graphics subjects is shown. Formation of the innovative competences can be based on the personal activity approach with application of the principles of independence, theory and practice link, scientificality, motivation, activity and variability.

scholarly journals The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context

2017 ◽  
Vol 10 (6) ◽  
pp. 190 ◽  
Author(s):  
Sarah Al LHassan ◽  
Nadia Shukri
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Female Students ◽  
Proficiency Level ◽  
Level Of Satisfaction ◽  
The Future ◽  
Efl Students ◽  
Students Satisfaction

The present study intended to investigate the effect of utilizing Learning Management System (LMS), Blackboard® on enhancing English as a Foreign Language (EFL) female students’ satisfaction in the Saudi context. It is found that the effectiveness of utilizing the supplementary materials on Blackboard® is leading up to EFL students’ satisfaction. Since, Blended Learning (BL) model could stimulate a classroom setting with activities that are carried out under flexible and engaging manner. The sample consisted of ninety-eight students from proficiency level -104. The data of the study was collected using a questionnaire to identify students’ level of satisfaction. The results revealed that students’ satisfaction was apparent as their positive responses outweighed their negative responses mainly in terms of richness of learning resources, opportunity to interact in foreign language, appropriateness and variety of content, and ease of using Blackboard®. Based on the results, the study recommends considering the positive assets and challenges to plan the future of both teaching and learning English language effectively. The study suggested several areas to be investigated in the future such as examining the motivational behavior of both the teachers and the students and finding out the factors that will affect the environment of BL in EFL.

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

LEARNING SPACE OF THE FUTURE - MOODLE MEETS BLENDED LEARNING

2018 ◽  
Author(s):  
Andrea Niemann ◽  
Manfred Meyer ◽  
Thomas Müller
Keyword(s):  
Blended Learning ◽  
Learning Space ◽  
The Future

Analyzing the Level of Inclusion of Digital Educational Objects in Eskola 2.0

2013 ◽  
pp. 199-219
Author(s):  
Mª Luz Guenaga ◽  
Iratxe Mentxaka ◽  
Susana Romero ◽  
Andoni Eguíluz
Keyword(s):  
Research Group ◽  
Quality Criteria ◽  
Visual Design ◽  
Learning Technology ◽  
Technological Equipment ◽  
Technology In The Classroom ◽  
Content Structure ◽  
The Future ◽  
Learning Research

The Basque Government has published two calls to create digital educational objects for the programme called Eskola 2.0. After having provided schools with technological equipment, these calls aim to increase the use of learning technology in the classroom. More than 300 didactic sequences have been developed, which vary greatly in visual design, content structure, organization, and pedagogical aspects. Even though accessibility is one of the quality criteria, the reality is that they are hardly accessible and inclusive. DeustoTech Learning research group has carried out a survey of the educational objects approved in these calls up to November 2011. The authors evaluated pedagogical and technological aspects to find out how inclusive they are. In this chapter, they provide the results of the survey and propose a set of guidelines for designing more accessible and inclusive objects in the future.

Blended learning: the future for nursing?

2020 ◽  
Vol 29 (16) ◽  
pp. 985-985
Author(s):  
Sam Foster
Keyword(s):  
Blended Learning ◽  
Digital Technology ◽  
Nurse Education ◽  
University Hospitals ◽  
Oxford University ◽  
The Future

Sam Foster, Chief Nurse, Oxford University Hospitals, considers how greater use of digital technology during the pandemic has introduced the profession to different ways of providing nurse education

scholarly journals Development and evaluation of an internet-based blended-learning module in biomedicine for university applicants – Education as a challenge for the future –

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Christian Klümper ◽  
Jörg Neunzehn ◽  
Ute Wegmann ◽  
Benjamin Kruppke ◽  
Ulrich Joos ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Module ◽  
The Future

Pandemic designs for the future: perspectives of technology education teachers during COVID-19

2020 ◽  
Vol 121 (5/6) ◽  
pp. 419-431
Author(s):  
Jillianne Code ◽  
Rachel Ralph ◽  
Kieran Forde
Keyword(s):  
Blended Learning ◽  
Technology Education ◽  
Research Question ◽  
Substantial Effect ◽  
Professional Organization ◽  
Learning Approaches ◽  
Blended Instruction ◽  
Content Type ◽  
The Future ◽  
Specialist Teachers

Purpose The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession? Design/methodology/approach A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006). Findings The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online. Originality/value This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.

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