Learning Strategy and Students’ Perception of Different Learning Options in a Blended Learning Environment - A Case Study of a First Year Engineering Course

2013 ◽  
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Strategy ◽  
First Year ◽  
Learning Options

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.

scholarly journals Clicker Supported Team-Based Learning Environment: A Qualitative Study

2018 ◽  
Vol 14 (09) ◽  
pp. 98 ◽  
Author(s):  
Gülsüm Aşıksoy
Keyword(s):  
Engineering Students ◽  
Learning Strategy ◽  
Student Perception ◽  
Interactive Learning Environments ◽  
Structured Interview ◽  
First Year ◽  
Application Process ◽  
Content Analysis Method ◽  
Team Based Learning

In recent years Clicker technology has been widely used at universities to provide interactive learning environments<em>. </em>It is used with suitable pedagogic approaches to obtain the expected learning outcome. The aim of the study is to specify student views about the environment developed as a result of the integration of Team-based learning strategy and clicker technology in education. The participants are 30 first-year engineering students taking Physics I at Near East University. A case study design was used in this research. After overviewing the literature, the researcher prepared a semi-structured interview form to collect the data. İnterviews at the voluntary base was given after a five-week application process. The data were analyzed through content analysis method. The findings indicated that student perception of clicker supported Team-Based learning was positive. The students admitted that this environment enhanced their learning and they even made suggestions. This study can help educationalists integrate clicker technology in Team-Based learning strategy.

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.

Developing Independent Learning Skills for Postgraduate Students through Blended Learning Environment

2013 ◽  
Vol 15 (1) ◽  
pp. 36-50 ◽  
Author(s):  
Ing Liang Wong
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Learning Technologies ◽  
Independent Learning ◽  
Learning Skills ◽  
Postgraduate Students ◽  
Building Assessment ◽  
Teaching Learning

Independent learning is a critical learning strategy in higher education, especially in the blended learning environment (BLE). This paper investigates the relevance and suitability of enhanced teaching, learning and assessment (TLA) activities within the BLE and evaluates how these can help postgraduate students to become independent learners at Glasgow Caledonian University. The existing TLA activities of Building Assessment module were reviewed, curriculum redesigned and constructively aligned to learning outcomes. An online survey was carried out to evaluate the appropriateness of TLA activities in developing students’ independent learning skills. Students’ responses on their preferences for module delivery were investigated. Success of TLA activities depends on students’ experience and their familiarity with these activities. Most students agreed that, the use of formative assessment and learning technologies in the BLE was able to develop their independent learning skills; however these activities should be designed and structured properly, with learning supports provided by tutors.

scholarly journals Online lecture recordings and lecture attendance: Investigating student preferences in a large first year psychology course

2016 ◽  
Vol 9 (1) ◽  
pp. 55 ◽  
Author(s):  
Alexandra Yeung ◽  
Sadhana Raju ◽  
Manjula D. Sharma
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Psychology Students ◽  
First Year ◽  
Intention To Use ◽  
Learning Resources ◽  
Student Preferences ◽  
Lecture Recordings ◽  
Online Lecture ◽  
Psychology Course

<p>While blended learning has been around for sometime, the interplay between lecture recordings, lecture attendance and grades needs further examination particularly for large cohorts of over 1000 students in 500 seat lecture theatres.  This paper reports on such an investigation with a cohort of 1450 first year psychology students’ who indicated whether they frequently attended lectures or not. The division helped ascertain differences and similarities in preferences for utilising online recordings.  Overall, non-frequent attendees were more likely not to use lecture recordings (48.1%) to make up a missed lecture than frequent attendees (34.3%). Surprisingly, in the last week of semester, 29% of students reported not yet accessing lecture recordings. Students had the intention to use lecture recordings as they envisaged these to be helpful for learning and commented that they would be adversely affected if recordings were not available. In fact, students are passionate about lecture recordings. Analytics show that after lecture 7, each lecture recording attracted 600 or less unique visits (hits) supporting the finding that most students make strategic use of learning resources available within the blended learning environment.</p>

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

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