scholarly journals A role for virtual outcrop models in blended learning – improved 3D thinking and positive perceptions of learning

2021 ◽  
Vol 4 (2) ◽  
pp. 233-244
Author(s):  
Clare E. Bond ◽  
Adam J. Cawood
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Block Diagram ◽  
Thinking Skills ◽  
Spatial Thinking ◽  
Geoscience Education ◽  
Digital Learning ◽  
Virtual Field ◽  
Geological Map ◽  
Effective Use

Abstract. Virtual outcrop models are increasingly used in geoscience education to supplement field-based learning but their efficacy for teaching key 3D spatial thinking skills has been little tested. With the rapid increase in online digital learning resources and blended learning, most recently because of the global COVID-19 pandemic, understanding the role of virtual field environments in supporting and developing skills conventionally taught through field-based teaching has never been more critical. Here we show the efficacy of virtual outcrop models in improving 3D spatial thinking and provide evidence for positive perceptions amongst participants using virtual outcrops in teaching and learning. Our results show that, in a simple, multiple-choice scenario, participants were more likely to choose the 3D block diagram that best represents the structure when using a virtual outcrop (59 %) compared to more traditional representations, such as a geological map (50 %) or field photograph (40 %). We add depth to these results by capturing the perceptions of a cohort of students, within our full participant set, on the use of virtual outcrops for teaching and learning, after accessing a virtual field site and outcrops which they had previously visited during a day's field teaching. We also asked all participants if and how virtual outcrops could be used effectively for teaching and training, recording 87 % of positive responses. However, only 2 % of participants felt that virtual outcrops could potentially replace in-field teaching. We note that these positive findings signal significant potential for the effective use of virtual outcrops in a blended learning environment and for breaking barriers to increase the equality, diversity and inclusivity of geoscience field skills and teaching.

scholarly journals A role for Virtual Outcrop Models in Blended Learning: improved 3D thinking, positive perceptions of learning and the potential for greater equality, diversity and inclusivity in geoscience

2020 ◽  
Author(s):  
Clare E. Bond ◽  
Adam J. Cawood
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Block Diagram ◽  
Thinking Skills ◽  
Spatial Thinking ◽  
Geoscience Education ◽  
Digital Learning ◽  
Virtual Field ◽  
Geological Map ◽  
Effective Use

Abstract. Virtual outcrop models are increasingly used in geoscience education to supplement field-based learning but their efficacy for teaching key 3D spatial thinking skills has not been tested. With the rapid increase in online digital learning resources and blended learning, most recently because of the global COVID-19 pandemic, understanding the role of virtual field environments to support and develop skills conventionally taught through field-based teaching has never been more critical. Virtual outcrops and virtual field environments have not been evaluated for their effectiveness in teaching and learning in geoscience, however. Here we show the efficacy of virtual outcrop models in improving 3D spatial thinking and provide evidence for positive perceptions amongst participants of using virtual outcrops in teaching and learning. Our results show that in a simple multiple choice scenario, participants were more likely to choose the 3D block diagram that best represents the structure when using a virtual outcrop (59 %), compared to more traditional representations, a geological map (50 %) and field photograph (40 %). We add depth to these results by capturing the perceptions of a cohort of students, within our full participants set, on the use of virtual outcrops for teaching and learning, after accessing a virtual field site and outcrops to which they had previously visited on a day's field teaching. We also asked all participants if and how virtual outcrops could be used effectively for teaching and training, recording 87 % of positive responses. However, only 2 % of participants felt that virtual outcrops could potentially replace in-field teaching. We note that these positive findings signal significant potential for effective use of virtual outcrops in a blended learning environment and for breaking barriers to ensure equality, diversity and inclusivity of geoscience field skills and teaching.

scholarly journals Between the Red and Yellow Windows: A Fine-Grained Focus on Supporting Children’s Spatial Thinking During Play

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401982955 ◽  
Author(s):  
Karri Hedge ◽  
Caroline Cohrssen
Keyword(s):  
Professional Learning ◽  
Teaching And Learning ◽  
Mathematical Thinking ◽  
Critical Role ◽  
Thinking Skills ◽  
Video Data ◽  
Spatial Thinking ◽  
Learning And Teaching ◽  
Fine Grained ◽  
The Moment

With the decline in Australian school children’s mathematics skills, the spotlight is shining on the quality of early childhood mathematics teaching and learning in the preschool years. Spatial thinking—which includes spatial orientation and spatial visualization—contributes to early mathematical thinking and children have the capacity to demonstrate abstract spatial concepts both verbally and nonverbally, yet may be overlooked in practice. This qualitative study analyses selected excerpts from a corpus of video data of 4- and 5-year-old children participating in a 6-week project designed to support children’s spatial thinking skills. A conversation analytic approach is taken to demonstrate children’s spatial thinking made visible through gesture and action. Showing how this is done by analyzing the verbal and nonverbal elements of back-and-forth interactions, with explicit attention to the “how” of intentional teaching, reveals the interrelationship between learning and teaching. In addition, the critical role played by in-the-moment formative assessment of children’s demonstrated spatial thinking and the maximization of opportunities for teachers to support concept acquisition are emphasized. The analysis of authentic interactions thus serves as a provocation for professional learning.

scholarly journals Digital learning designs in physiotherapy education: A systematic review and meta-analysis.

2020 ◽  
Author(s):  
Nina Bjerketveit Ødegaard ◽  
Hilde Tinderholt Myrhaug ◽  
Tone Dahl-Michelsen ◽  
Yngve Røe
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Traditional Teaching ◽  
Digital Learning ◽  
Flipped Classrooms ◽  
Traditional Classroom Teaching ◽  
Meta Analyses ◽  
Physiotherapy Education

Abstract Background: Digital learning designs have the ability to support teaching and learning within higher education. However, the research on digital learning designs within physiotherapy education is limited. This study aims to identify and investigate the effectiveness of digital learning designs in physiotherapy education.Methods: The study was designed as a systematic review and meta-analysis of randomized and non-randomized trials. A search of eight databases on digital learning designs and technology was conducted. Study selection, methodology and quality assessment were performed independently by three reviewers. The included studies were mapped according to the types of digital interventions and studies. For similar interventions, the learning effects were calculated using meta-analyses.Results: Altogether, 22 studies were included in the review (17 randomized controlled trials and five cohort studies). A blended learning design was used in 21 studies, a flipped classroom model in five and a distance learning design in one. Altogether, 10 of the 22 articles were included in meta-analyses, which showed statistically significant effects for flipped classrooms on knowledge acquisition (standardized mean difference [SMD]: 0.41; 95% confidence interval [CI]: 0.20, 0.62) and for interactive websites or applications (apps) on practical skills (SMD: 1.07; 95% CI: 0.71,1.43). The meta-analysis of different interactive websites/apps on knowledge acquisition favoured traditional teaching (SMD: 0.51; 95% CI:-0.80,1.82), but this was not statistically significant. Overall, the effects indicated that blended learning designs are equally as or more effective than traditional classroom teaching to achieve learning outcomes. Distance learning showed no significant differences compared to traditional classroom teaching.Conclusions: The results indicate that digital learning designs in the form of blended learning and distance learning were equally or more effective compared to traditional teaching in physiotherapy education. The meta-analysis revealed a significant effect on student learning in favour of flipped classrooms and interactive websites/apps. However, these results must be confirmed in larger controlled trials. Further, research should investigate how digital learning designs can facilitate students’ learning of practical skills and behaviour, learning retention and approaches to studying as well as references for teaching and learning in digital learning environments.

scholarly journals Sensing the Same Space – Spatial Understanding and Engagement in Higher Education

2019 ◽  
Vol 14 (27) ◽  
pp. 83-97
Author(s):  
Jyri Lindén ◽  
Mikko Kanninen ◽  
Reijo Kupiainen ◽  
Johanna Annala
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Physical Space ◽  
Spatial Thinking ◽  
Digital Learning ◽  
Spatial Understanding ◽  
Starting Point

The aim of this theoretically oriented review is to examine the role of space and spatial thinking in the changing teaching and learning environments in higher education. The starting point is that educational space is not a pre-set institution or only a physical space but a social construction. As such, space is a crucial element in the learning process and student engagement. In the paper, basic concepts of educational space and spatiality are discussed. The complexity of the relations between spatial understanding and student engagement is demonstrated by referring to a specific drama and theatre course as a case example. The case was a joint master-level course between two European universities (in UK and Finland) where multiple online platforms were used. By the means of the learning space in the case, we discuss the nexus of spaces, comprising a dynamic spatial plurality across the learning environments. Blurring boundaries between formal and informal spaces seems to give room for meaningful and embodied experiences - social, situational and emotional connectedness with students in different places. Formal ICT solutions of digital learning do not automatically pay enough attention to spatial aspects of learning and engagement. Understanding the connections between spatial thinking and the meanings of engagement and senses of belonging brings vital elements to the development of digital learning and learning environments. Parallel with the discussions of the distinctive role of interaction and communication in digital environments, spatial understanding can offer an important contribution to increase understanding of personal meanings of learning. Based on the theoretical reflections of the presented case, bodily experiences of the sense of “sharing a space” appears to interrelate with the feelings of belonging and ownership in learning.

scholarly journals Blended learning pedagogy for teaching and learning Anatomy

2017 ◽  
Vol 06 (03) ◽  
pp. 219-231
Author(s):  
Durairaj Ponraj
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Health Science ◽  
Assessment Tools ◽  
Human Anatomy ◽  
Learning Activity ◽  
Face To Face

Teaching and learning of human anatomy involves cadavers, bones, histology slides, plastinated body parts, anatomy models, visualizing pictures, drawing and memorizing many new Latin terminologies. It is very challenging for faculty members to teach and difficult to learn for any year one student doing medical or health science courses. This paper provides an insight into the use of a blended learning pedagogy using Computer Based Teaching [CBT] along with other tools to create e-Leaming materials for teaching and learning of human Anatomy with better learning outcomes. We focus on four CBTs developed in-house for blended learning by the biological sciences department, namely HistoBox, BoneBox, Heart & Coronary Artery Disease [CAD] and Neuro atlas for Anatomy and Physiology. The survey result on students learning using CBTs showed significant improvements in their learning behavior and assessment grades. The students preferred blended e-Leaming using HistoBox compared with traditional lecture and practical using microscopy, p<0.001. Our student survey revealed that 93% of the students agreed that the BoneBox CBT helped them to understand and learn the subj ects better than the traditional methods. About 88% of the students also agreed that the BoneBox used in blended learning helped them to improve in their practical test grades. 98% of the students rated the BoneBox CBT pedagogy as good and excellent approach for learning with interactive features. The case-scenarios and assessment quizzes used in the CBT improved the higher order critical thinking skills. One interesting finding of the survey showed that students preferred interactive quizzes and assessment tools than game based learning activity. The tools used in our blended learning are YouTube videos, e-books, mobile apps, kahoot, socrative, padiet and articulate storyline2. We use these tools for both synchronous and asynchronous learning activities. Most of the online learning materials are administered online using the “Blackboard” learning management system [LMS]. The department of biological science over time gradually moved away from the traditional 100% face-to-face classroom teaching to at least 30% of online blended learning methods using the CBTs and other e-Leaming materials. We compared the student module evaluation feedback and the students’ performance grade over the past 12 years and found that the use of blended e-Leaming has improved our student module delivery rating and student performance grades. Our module delivery ratings improved from 92.6% in 2004 to 96.4% in 2010 and finally to 99.85% in 2016 There is also a corresponding drop in student failure rates from 14.1% in 2004 to 8.5% in 2010 and finally to about 1.3% in 2016. We propose the use of blended learning pedagogy for teaching and learning Anatomy over traditional 100% face-to-face teaching to improve module delivery and students’ learning outcomes.

scholarly journals Blended Learning Voice: Students’ Perceptions Of Mid Transitioning Into Digital Needs Of Academic Reading

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Lilies Youlia Friatin ◽  
Etika Rachmawati ◽  
Ratnawati Ratnawati
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Educational Innovation ◽  
Digital Learning ◽  
Academic Reading ◽  
Quality Of Higher Education ◽  
Digital Era ◽  
Voice Students

Blended learning is one of the e- learnings to be concerned its improvement and it can not be apart from the digital learning practices. Moreover, the application of blended learning itself is such of educational innovation in the 21st century era not only in Indonesian setting but also in the worldwide spread. In fact, the deployement of blended learning which is covered by e-learning in Indonesia is not good enough in higher education setting. The present study investigated students’ perception of applying it in an academic reading class as  part of demand in digital era. The descriptive study was employed to analyze the students’ questionnaire toward the application of blended learning during classroom practices with the 30 participants took part in the research. The students’ positive responses and interpretation from students revealed of implementation of it though some troubles occured during teaching and learning process. From the result of the data, it indicates that blended learning can be one of the educators’ choices of classroom practices in order to improve the quality of higher education and it provides  innovation of education in digital era. The study  provides the limitations and pedagogical suggetions.

scholarly journals The Application of “Blended Learning-Rigorous Mathematical Thinking” Model to Improve Students’ Spatial Thinking Ability

2021 ◽  
Vol 3 (3) ◽  
pp. 175-184
Author(s):  
Makmun Hidayat ◽  
Mustadji ◽  
Bachtiar Saiful Bachri
Keyword(s):  
Blended Learning ◽  
Mathematical Thinking ◽  
Thinking Skills ◽  
T Test ◽  
Spatial Thinking ◽  
Control Group ◽  
Test Technique ◽  
Average Value ◽  
Thinking Ability ◽  
The Mean

This research is a quantitative descriptive study that explains the improvement of students' spatial thinking skills after the implementation of the blended learning-rigorous mathematical thinking model, hereinafter referred to as the BL-RMT model. Spatial thinking ability (KBSp) which is measured in this study is related to the mathematics subject in the aspect of geometry. The design of this study used a "Control Group Pretest-Postest Design" with the research sample being class VIII students at Madrasah Tsanawiyah Negeri 2 Sidoarjo. Data collection uses a test technique with an instrument in the form of questions. Data analysis using normalized Gain test (N-Gain Test) andThe t-test was performed using SPSS Independent samples test. The results showed that in the experimental class the mean value of the KBSp pre test is 68.5593 dan the average test post is 83.5593. Tthere is an increase in the average value of 15 digits and if calculated based on the N-Gain formula, a score of 0.477 is obtained in the medium Gain category. While in the control class, the mean of pre-test KBSp was 67.2581 and the mean of post-test was 75.5161. There isan increase in the average value of 8.258 and if calculated based on the N-gain formula, a score of 0.252 is obtained in the low category. Furthermore, based on the results of the t-test on the KBSp pre-test value, the result was 0.375 with a Sig (2-tailed) value of 0.708 > 0.05 ortcount < t table for  = 0.05, meaning that there is no difference between the pre-test scores of the experimental class and the control class or the two groups are homogeneous.

scholarly journals The Effectiveness of Blended Learning Model to Promote Physics Students’ Critical Thinking Skill

2021 ◽  
Vol 10 (3) ◽  
pp. 441
Author(s):  
Bahtiar Bahtiar
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Thinking Skill ◽  
Critical Thinking Skill

Critical thinking skills that are claimed to be in the medium and low categories require special attention. Efforts that can be made to overcome these problems are to use an explicit learning model to develop students' critical thinking skills by considering the integration of technology in the learning process. This study aimed to describe the validity, practicality, and effectiveness of blended learning model in promoting critical thinking skill. This study garnered the data regarding the validity from three validators. The practicality of the learning model was based on the applicability of the learning model, students’ responses and challenges faced throughout the teaching and learning process; while the effectiveness of the learning model was based on the increase of the critical thinking skill. The empirical evidence showed that the average score given by the three validators was 3.7 with the percentage of 90% reliability, which falls into a very valid category. The blended learning model enabled the students to develop their critical thinking skill with the average achievement 0.83 for each indicator of critical thinking. This study concluded that the blended learning model was valid, practical, and effective to promote students’ critical thinking skill. The results of this study can be used as an alternative solution to improving students' critical thinking skills that are relevant to technological developments.

Supporting Sustained Faculty Engagement in Blended Learning

2019 ◽  
pp. 17-35
Author(s):  
Catherine Villanueva Gardner ◽  
Joannah Portman-Daley ◽  
Jeannette E. Riley ◽  
Kathleen M. Torrens
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Student Learning ◽  
Rhode Island ◽  
Teaching And Learning ◽  
Learning Assessment ◽  
Digital Learning ◽  
Faculty Professional Development ◽  
Development Programming ◽  
The University

Faculty professional development in higher education, especially at the intersections of pedagogy and technology, is an essential need given rapid, ongoing changes in technology, as well as the digital learning experiences students bring to college that inform how they learn and how they want to learn. This chapter outlines the implementation of faculty development programs at UMass Dartmouth and the University of Rhode Island that have positively impacted blended teaching and learning practices. The authors discuss best practices of blended learning training courses that can transform faculty thinking about course (re)design and student learning assessment, as well as the need for strong faculty peer mentorship programs to create a culture of collaboration, mentorship, and assessment focused on student retention and learning. As the authors conclude, there is a need for concurrent, intentional faculty development programming, and peer mentoring in order to improve student learning outcomes in the blended learning environment.

scholarly journals Digital learning designs in physiotherapy education: A systematic review and meta-analysis.

2021 ◽  
Author(s):  
Nina Bjerketveit Ødegaard ◽  
Hilde Tinderholt Myrhaug ◽  
Tone Dahl-Michelsen ◽  
Yngve Røe
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Traditional Classroom ◽  
Digital Learning ◽  
Flipped Classrooms ◽  
Traditional Classroom Teaching ◽  
Meta Analyses ◽  
Physiotherapy Education

Abstract Background: Digital learning designs have the potential to support teaching and learning within higher education. However, the research on digital learning designs within physiotherapy education is limited. This study aims to identify and investigate the effectiveness of digital learning designs in physiotherapy education.Methods: The study was designed as a systematic review and meta-analysis of randomized and non-randomized trials. A search of eight databases on digital learning designs and technology was conducted. Study selection, methodology and quality assessment were performed independently by three reviewers. The included studies were mapped according to the types of digital interventions and studies. For similar interventions, the learning effects were calculated using meta-analyses. Results: Altogether, 22 studies were included in the review (17 randomized controlled trials and five cohort studies). A blended learning design was used in 21 studies, a flipped classroom model in five and a distance learning design in one. Altogether, 10 of the 22 articles were included in meta-analyses, which showed statistically significant effects for flipped classrooms on knowledge acquisition (standardized mean difference [SMD]: 0.41; 95% confidence interval [CI]: 0.20, 0.62), for interactive websites or applications (apps) on practical skills (SMD: 1.07; 95% CI: 0.71,1.43) and for students self-produced videos on a practical skill in a cervical spine scenario (SMD: 0.49; 95% CI: 0.06, 0.93). Overall, the effects indicated that blended learning designs are equally as or more effective than traditional classroom teaching to achieve learning outcomes. Distance learning showed no significant differences compared to traditional classroom teaching.Conclusions: The current findings from physiotherapy education indicate that digital learning designs in the form of blended learning and distance learning were equally or more effective compared to traditional teaching. The meta-analysis revealed a significant effect on student learning in favour of flipped classrooms and interactive websites/apps. However, these results must be confirmed in larger controlled trials. Further, research should investigate how digital learning designs can facilitate students’ learning of practical skills and behaviour, learning retention and approaches to studying as well as references for teaching and learning in digital learning environments.

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