scholarly journals A Case Study of the Introductory Psychology Blended Learning Model at McMaster University

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Faria Sana ◽  
Barbara Fenesi ◽  
Joseph A Kim
Keyword(s):  
Blended Learning ◽  
Introductory Psychology ◽  
First Year ◽  
Learning Models ◽  
Student Body ◽  
Post Secondary ◽  
Face To Face ◽  
Course Scheduling ◽  
Mcmaster University

This paper provides a brief review of blended learning as a didactic method, and discusses the issues and challenges of using blended learning models in post-secondary education. Blended learning refers to mixed modes of instruction that combine traditional face-to-face classroom teaching methods and online learning materials. The paper will address challenges faced by large classrooms with a diverse student body, and the ways blended learning models can help alleviate those concerns (i.e. technologically savvy students, the need for course scheduling flexibility). In addition, a case study of blended learning in higher education in the context of a unique first year Introductory Psychology program at McMaster University will be discussed. Lastly, the important learning benefits offered by blended learning systems, along with the potential barriers to their implementation will be addressed. Cet article présente un bref compte rendu de l’apprentissage hybride en tant que méthode didactique. Il traite des problèmes et des enjeux relatifs à l’utilisation des modèles d’apprentissage hybride dans le domaine de l’enseignement postsecondaire. L’apprentissage hybride renvoie aux modes d’enseignement mixtes qui combinent les méthodes d’enseignement traditionnel en présentiel et l’accès à des documents d’apprentissage en ligne. L’article traite des difficultés rencontrées dans les grands groupes comprenant une diversité d’étudiants et des façons dont les modèles d’apprentissage hybride peuvent contribuer à atténuer ces préoccupations (c.-à-d. les étudiants calés en technologie, la nécessité d’une offre de cours souple). De plus, l’article traite d’une étude de cas sur l’apprentissage hybride dans l’enseignement supérieur dans le cadre de la première année d’un programme d’introduction à la psychologie à l’Université McMaster. Enfin, l’article aborde les importants avantages offerts par les systèmes d’apprentissage hybride ainsi que les obstacles potentiels à leur mise en œuvre.

scholarly journals Guiding Professional Life-long Learning Projects: The Case of an Immersive Blended Learning Certificate | Accompagner des projets professionnels en formation continue : le cas d’un certificat de formation hybride et immersive

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Kalliopi Benetos ◽  
Daniel Peraya
Keyword(s):  
Blended Learning ◽  
Study Program ◽  
Secondary Educators ◽  
Formation Continue ◽  
Post Secondary ◽  
Face To Face ◽  
Life Long Learning ◽  
Training Professionals ◽  
Learning Projects

This case study presents a blended learning study program offered as a continuing education certificate of advanced studies for post-secondary educators and training professionals in the private, non-governmental, and public sectors. This accredited certificate program is unique in that it allows participants to propose and develop their own practical pedagogical projects. Another distinguishing characteristic is that it is offered in blended learning mode, i.e., alternating face-to-face phases with tutored distance learning phases. The pedagogical team includes one professor and one coordinator who supervise the entire program, as well as external instructors who provide individually tailored consulting on participants’ projects. During their studies, participants experience first-hand, the techno-pedagogical solutions proposed through their implementation within the program.

An Investigation into Learners’ Motivation in an Online Environment

2006 ◽  
Vol 3 (2) ◽  
pp. 46-58
Author(s):  
Marielle Patronis
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Process ◽  
Traditional Classroom ◽  
First Year ◽  
Online Environment ◽  
Online Interaction ◽  
First Year Students ◽  
Face To Face

This case study aims to investigate the forces and barriers to learners’ motivation in a blended learning environment. This study uses an online forum as a vehicle for useful interaction among learners and as an extension of traditional classroom face-to-face meetings. 48 first-year students in a UAE university participated in this study. A series of data were obtained through questionnaires and feedback from the students, which were subsequently analyzed and compared to the existing literature. The results revealed that online interaction can enhance learners’ motivation and engagement in the learning process.

Enhancing Education in the UAE through Blended Learning

2013 ◽  
pp. 194-207
Author(s):  
Rana Tamim
Keyword(s):  
Distance Education ◽  
Blended Learning ◽  
Technological Development ◽  
Course Delivery ◽  
University Professors ◽  
Post Secondary ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Instruction

The advent of technology has changed the landscape in post-secondary academic institutions and technology-enhanced university courses are becoming the norm. While Distance Education was previously restricted to traditional correspondence having limited options for student interaction with the instructor and no interaction with other learners, technology’s progression changed the context drastically. One of the emerging delivery modes is blended learning which combines the advantages of technology enhanced face-to-face instruction and electronic supported learning. The chapter offers a general overview of the influence of technological development on the post-secondary Distance Education sector and presents the advantages of the blended learning approach. Insights are offered from a UAE e-learning University case study while discussing implications for university professors and faculty members pertinent to instructional design and course delivery.

scholarly journals Design for learning – a case study of blended learning in a science unit

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 898
Author(s):  
Roslyn Gleadow ◽  
Barbara Macfarlan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Scientific Practice ◽  
Learning Experience ◽  
Science Students ◽  
Face To Face ◽  
Design For Learning ◽  
Learning Management

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21st century.

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

2013 ◽  
Vol 115 (3) ◽  
pp. 1-47 ◽  
Author(s):  
Barbara Means ◽  
Yukie Toyama ◽  
Robert Murphy ◽  
Marianne Baki
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Classroom Instruction ◽  
Meta Analysis ◽  
Learning Models ◽  
Web Based ◽  
Face To Face ◽  
Learning Conditions ◽  
Face To Face Instruction

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

Refresher Training in Clinical Psychology Supervision

2013 ◽  
pp. 295-317 ◽  
Author(s):  
Nancy El-Farargy
Keyword(s):  
Blended Learning ◽  
Clinical Psychology ◽  
Success Factors ◽  
Continuing Professional Development ◽  
Project Managers ◽  
Supervisor Training ◽  
Face To Face ◽  
Refresher Training ◽  
Supervisory Training

Supervisory training for clinical psychologists is often a pre-requisite for practitioners taking on their first graduate trainee and for seasoned practitioners who require refresher training as evidence for continuing professional development. This case study outlines some supervisory models available within the literature and discusses a blended learning model of supervisor training specifically tailored for seasoned clinical psychology supervisors – with the deliverable being an online course to supplement a face-to-face delivery of supervisory training. In managing the work, a project management methodology is journeyed through, and covers the main context of the case, the e-strategy employed, an overview of the technology used, and the content of both the online and face-to-face components. Success factors surrounding the processes used are discussed, and implications of transition phases are outlined. In implementing an online component of blended learning, such information may support other project managers who may wish to benefit from and replicate any of the processes and tools used.

MOOC and Blended Learning Models

2018 ◽  
pp. 276-288 ◽  
Author(s):  
Teresa Torres-Coronas ◽  
María-Arántzazu Vidal-Blasco
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Education Institution ◽  
Learning Models ◽  
Undergraduate Level ◽  
Strategic Approach ◽  
Current Experience

Interest is growing in educational designs that blend MOOCs with on-campus teaching and researchers are seeking to incorporate the spirit of a MOOC into a hybrid model. This article reports on the current experience of a higher education institution embarking on blended learning models. The aim of this article is to present a case study and to discuss the strategic approach to integrating a MOOC at undergraduate level. The evaluation strategy of this experience uses surveys and focus groups to interpret the results and the perspective of the various stakeholders. The analysis synthesizes the opinion of the main stakeholders – the institution, the students and the academic staff – and shows that in addition to improving the financial viability of MOOCs, blended learning models improve the quality of students' education, strengthen students' academic performance, and encourage academic staff to constantly innovate their teaching and learning process.

The Blended Learning Classroom

2008 ◽  
pp. 57-80
Author(s):  
Karen García ◽  
Renata Suzuki
Keyword(s):  
Blended Learning ◽  
Social Software ◽  
Development Activity ◽  
Face To Face ◽  
Professional Development Activity ◽  
Use Of Resources ◽  
Use Of Technology ◽  
Online Tools ◽  
Course Material

This blended learning classroom (BLC) case study identifies and describes successful procedures and methodologies that widen the use of online tools in virtual environments. It provides a systematic and organized access to the plethora of free social software available online for the development of collaborative learning activities. The goal of this particular BLC professional development activity was to offer a face-to-face group of English teachers in Venezuela the opportunity to meet members of an international community of practice (CoP) and together review a packaged learning course material online. Blended technology, the mix and match of available tools, served to display the wide use of resources and each person’s skills. By exploring online tools, participants gained an opportunity for learning about both educational theory and the use of technology. The experience described here shows a prototype of future pathways towards educational content use and development.

Blended Learning by Gamification in a Second-Year Introductory Engineering Design Course

2018 ◽  
Author(s):  
Alyona Sharunova ◽  
Ahmed Ead ◽  
Christopher Robson ◽  
Misha Afaq ◽  
Pierre Mertiny
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Engineering Design ◽  
Rapid Development ◽  
Post Secondary ◽  
Face To Face ◽  
Learning Platform ◽  
Before And After ◽  
Second Year ◽  
Face To Face Instruction

With the rapid development of engineering and new demands of contemporary employers, post-secondary institutions have to adapt, improve and enhance engineering curricula to ensure that recent graduates possess appropriate levels of technical and professional skills and multilateral abilities for a successful start in industry. As industrial technologies, tools, and processes evolve, so must teaching methodologies and approaches, which significantly changes the structure of engineering courses. To ensure that students not only master technical knowledge but also develop their professional, interpersonal, cognitive and computer skills, engineering curricula have begun to shift from a classic instruction format to a blended learning format. Blended learning, the strategy of combining regular face-to-face instruction with online learning and/or other out-of-class-activities, is increasingly used in post-secondary education and disciplines and can take different forms depending on the course needs and desired learning outcomes. This paper reviews the recent implementation of blended learning in the form of gamification of a second-year introductory engineering design course using a commercial online learning platform. The reasoning, methodology, process and the results of student surveys before and after the online game are discussed along with suggested improvements.

scholarly journals University ESL Instructors’ Reflections on the Use of Blended Learning in their Classrooms

2021 ◽  
Vol 2 (1) ◽  
pp. 25-35
Author(s):  
Said Ibrahim ◽  
Fauziah Ismail
Keyword(s):  
Blended Learning ◽  
English Language ◽  
Technological Infrastructure ◽  
Face To Face ◽  
Mixed Methods Case Study ◽  
Positive Attitudes ◽  
Attitudes Towards Technology ◽  
Language Classrooms ◽  
Face To Face Instruction

Blended learning has been adopted in many universities worldwide since it combines the advantages of both online learning and face to face instruction. In this paper, the researcher reports on the quantitative segment of a mixed-methods case study that was conducted in a public university in Malaysia with the aim of investigating the ESL instructors’ reflections on the implementation of blended learning in their English language classrooms. More specifically, the researcher was interested in identifying the factors that enhance the implementation of blended learning and the challenges that seem to hinder an effective blended learning environment.   The quantitative data of the study were collected by a survey questionnaire, which was distributed to at least 30 English language instructors. Nineteen instructors responded to the questionnaire, and the data were analyzed by descriptive statistics via the statistical package for social science (SPSS). Findings show that while experience with technology and positive attitudes towards technology were identified as main factors enhancing the implementation of blended learning; workload and technological infrastructure were found to be the major challenges. The study signifies the need to address technology and workload related issues in order to effectively implement blended learning to promote ELT at tertiary level.  

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