STUDENTS ONLINE INTERACTION IN A BLENDED LEARNING ENVIRONMENT – A CASE STUDY OF THE FIRST EXPERIENCE IN USING AN LMS

2012 ◽  
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Online Interaction

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.

scholarly journals Elementary students’ affective variables in a networked learning environment supported by a blog: a case study / Variables affectives des élèves du primaire dans un contexte d'apprentissage en réseau soutenu par un blogue: une étude de cas

2013 ◽  
Vol 39 (3) ◽  
Author(s):  
Stéphane Allaire ◽  
Pascale Thériault ◽  
Vincent Gagnon ◽  
Evelyne Lalancette
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Elementary Students ◽  
Elementary School Students ◽  
Research Team ◽  
Self Determination ◽  
Networked Learning ◽  
School Students ◽  
Affective Variables

This study documents to what extent writing on a blog in a blended learning environment could influence the affective variables of elementary-school students’ writing. We grounded our framework more specifically in Deci and Ryan’s theory of self-determination. Our research team used both pre and post-tests and we conducted the analysis on the basis of inferential and correlational statistics using SPSS 17®. Results indicate an increase in motivation to write in pupils who used the blog, whereas the number of comments made per post did not seem to have any definitive impact on this subject. Cette étude documente dans quelle mesure l'écriture de blogues dans un contexte d'apprentissage en réseau peut influencer les variables affectives de l'écriture chez les élèves du primaire. Le cadre d’analyse est fondé plus spécifiquement sur la théorie de l'autodétermination (Deci & Ryan, 1985), sur le rapport à l'écriture (Chartrand et Prince, 2009) et sur la théorie transactionnelle de Rosenblatt (1991). L’équipe de recherche a conduit des tests avant et après l’exercice d’écriture afin de mesurer les variables affectives. L’analyse est basée sur des statistiques déductives et corrélationnelles, traitées avec SPSS 17®. L’analyse qualitative est également utilisée pour identifier les intentions d’écriture et les thèmes des messages affichés sur le blogue. Les résultats indiquent une augmentation de la motivation d'écrire chez les élèves ayant utilisé le blogue, tandis que le nombre de commentaires formulés par message ne semble pas avoir eu d’effet décisif.

Case Study

2011 ◽  
pp. 204-216
Author(s):  
Sam Chenery-Morris ◽  
Catherine Theodosius
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Discussion Board ◽  
Personal Recollection

A blended learning environment as utilised in a masters level subject was critiqued through the lenses afforded by Salmon and Goffman. The authors bring perspectives of student and teacher and combine personal recollection with discussion board postings to make sense of the experience and recommendations for teaching in a blended environment.

scholarly journals Transactional distance in a blended learning environment

2004 ◽  
Vol 12 (2) ◽  
Author(s):  
Jon Dron ◽  
Catharine Seidel ◽  
Gabrielle Litten
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Transactional Distance ◽  
Educational Institutions ◽  
Web Based ◽  
Design And Implementation ◽  
Web Based Learning ◽  
Consequent Increase

This paper presents a case study that describes and discusses the problems encountered during the design and implementation of a blended learning course, largely taught online through a web-based learning environment. Based on Moore’s theory of transactional distance, the course was explicitly designed to have dialogue at its heart. However, the reality of systemic behaviours caused by delivering such a course within a group of conventional further and higher educational institutions has led to an entirely unanticipated reversion to structure, with unpleasant consequences for both quality and quantity of dialogue. The paper looks at some of the reasons for this drift, and suggests that some of the disappointing results (in particular in terms of the quality of the students’ experience and associated poor retention) can be attributed to the lack of dialogue, and consequent increase in transactional distance. It concludes with a description and evaluation of steps currently being taken to correct this behaviour.DOI: 10.1080/0968776042000216219

The SUPL Approach

2012 ◽  
pp. 233-254
Author(s):  
Michael Garrett ◽  
Mark McMahon
Keyword(s):  
Occupational Health ◽  
Learning Environment ◽  
Blended Learning ◽  
Underground Mining ◽  
Health And Safety ◽  
Safety Training ◽  
Underground Mines ◽  
Traditional Training ◽  
The Impact

A case study has been undertaken using the SUPL approach to design an occupational health and safety training platform, designated the Fires in Underground Mines Evacuation Simulator (FUMES), to support traditional training for underground mining in order to evaluate the effectiveness of the SUPL approach as a design framework. This chapter offers guidance for the design of future e-simulations using the SUPL approach as well as report on current research and evaluation on the impact of FUMES within a blended learning environment.

Content Developers as Stakeholders in the Blended Learning Ecosystem

2021 ◽  
pp. 124-142
Author(s):  
Adri Breed ◽  
Nadine Fouché ◽  
Nina Brink ◽  
Marlie Coetzee ◽  
Cecilia Erasmus ◽  
...  
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Vital Role ◽  
Digital Platforms ◽  
Learning And Teaching ◽  
Teaching Content ◽  
Teaching Support ◽  
Learning Ecosystem ◽  
Community For Learning

Within the blended learning environment, it is important to consolidate expert content and pedagogy inside and outside the classroom. Subject experts who serve as content developers play a vital role by contributing quality controlled subject content covered by the curriculum, which can be made available to students on digital platforms. However, in developing countries and in communities where resources are limited, good and complementary digital content may not be accessible to all learners. Teachers are often left to their own devices to develop teaching content. When considering Afrikaans language teaching in South Africa specifically, there is a great need within the language community for learning and teaching support. This chapter reports on the role that the Virtual Institute for Afrikaans (VivA) is playing as a content provider of quality Afrikaans linguistic material in the blended learning environment. The aim is to present VivA as a case study or prototype of an independent organisation acting as a key stakeholder in the blended learning ecosystem.

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