Profiling Student Behavior in a Blended Course - Closing the Gap between Blended Teaching and Blended Learning

2016 ◽  
Author(s):  
Nynke Bos ◽  
Saskia Brand-Gruwel
Keyword(s):  
Blended Learning ◽  
Student Behavior ◽  
Closing The Gap ◽  
Blended Course ◽  
Blended Teaching

A Blended Course to Teach Graphical Programming Using LabVIEW

2014 ◽  
pp. 330-340
Author(s):  
Yücel Uğurlu
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Experimental Studies ◽  
Learning System ◽  
Self Assessment ◽  
Graphical Programming ◽  
Certification Test ◽  
E Learning ◽  
The Impact ◽  
Blended Course

In this chapter, the authors introduce a blended learning approach where LabVIEW, an e-learning environment, was integrated into a traditional graphical programming course for engineering students to teach advanced topics and to increase the programming skills of the students. In this course, the students were required to design projects using technology. The students designed small projects and frequently accessed the e-learning system to build real-world applications. The projects that students designed stimulated them to use the e-learning system. The impact of blended learning was evaluated on the basis of student surveys and certification test results. Experimental studies show that blended learning produced higher results in the students’ self-assessment and certification test.

Blended Learning

2014 ◽  
pp. 69-89 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Variation Theory ◽  
Face To Face ◽  
Learning Modalities ◽  
Structure And Dynamics ◽  
Online Distance Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Blended Course

Blended learning provides an opportunity to rethink the ways in which instructors and learners use face-to-face and online distance learning modalities. Sometimes, this opportunity is missed and the resulting blended course is no more than a mechanical mix that serves pragmatic purposes but fails to reshape learning. This chapter rethinks the structure and dynamics of blended learning experiences and considers what it might mean to use different teaching/learning modalities. It explores the possibilities, challenges, and design of blended learning from a perspective of variation theory. It also reviews strategies to make explicit the differences in structure and dynamics of face-to-face and online distance environments that are encountered by the learner and suggests the benefits and limitations of such strategies.

Blended for Student Engagement and Retention

2015 ◽  
pp. 818-835
Author(s):  
Ishmael I. Munene ◽  
Flower Darby ◽  
John J. Doherty
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Face To Face ◽  
Northern Arizona ◽  
Blended Courses ◽  
Learner Centered ◽  
Northern Arizona University ◽  
Face To Face Instruction ◽  
Blended Course

Facetiously described as the “third generation” of distance learning, blended learning is now the new kid on the block in the deployment of technology to support teaching and learning. Its versatility as a pedagogical strategy for creating learner-centered instruction lies in the capacity to exploit the potentials of both the traditional face-to-face instruction and online learning modality in order to provide students with multiple pathways of learning. Yet, developing a blended course to take advantage of these duo capabilities is a monumental challenge for faculty. This chapter presents an analysis of approaches and models employed by faculty at Northern Arizona University to develop and deliver two blended courses as part of the institution's strategy of using technology to enhance undergraduate student engagement and retention. The analysis shows that a multimodal approach that infuses technologies and media and a proactive institutional policy in favor of blended learning, coupled with strategic faculty development, provides the best pathway to developing robust blended courses that are truly learner-centered.

A Blended Course to Teach Graphical Programming Using LabVIEW

2015 ◽  
pp. 299-310
Author(s):  
Yücel Uğurlu
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Experimental Studies ◽  
Learning System ◽  
Self Assessment ◽  
Graphical Programming ◽  
Certification Test ◽  
E Learning ◽  
The Impact ◽  
Blended Course

In this chapter, the authors introduce a blended learning approach where LabVIEW, an e-learning environment, was integrated into a traditional graphical programming course for engineering students to teach advanced topics and to increase the programming skills of the students. In this course, the students were required to design projects using technology. The students designed small projects and frequently accessed the e-learning system to build real-world applications. The projects that students designed stimulated them to use the e-learning system. The impact of blended learning was evaluated on the basis of student surveys and certification test results. Experimental studies show that blended learning produced higher results in the students' self-assessment and certification test.

What is Considered ‘Blended Learning’ in Higher Education?

2013 ◽  
Vol 4 (1) ◽  
pp. 108-116
Author(s):  
Vassilia Stefanou
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
General Description ◽  
The Subject ◽  
Blended Teaching

This paper attempts to explore and critically compare the various definitions given to blended learning, primarily within the area of Higher Education. It starts with a general description of blended learning and its main characteristics, along with the reasons underlying its popularity and the criticism against it. The concepts of ‘blended learning’ and ‘blended teaching’ are compared and contrasted, while possible synonyms and various definitions are presented and analysed. Moreover, the absence of definitions in various papers is also commented, and, finally, opportunities for further research in the subject are identified.

Pedagogy Reconsidered in a Multimodal Blended Environment

2010 ◽  
pp. 299-316
Author(s):  
Barbara O'Byrne
Keyword(s):  
United States ◽  
Distance Education ◽  
Blended Learning ◽  
Longitudinal Analysis ◽  
The United States ◽  
Course Delivery ◽  
Learner Centered ◽  
The Impact ◽  
Blended Course ◽  
Depth Interviews

Blended course delivery has wide applications across diverse educational settings. By definition, it is multimodal and involves multiple delivery formats. However, scant research has examined the impact of multimodal, blended delivery on university pedagogy. This chapter makes the case for close examination of the theoretical and pedagogical foundation of blended learning and proposes that research is needed to establish and validate the constructivist principles associated with blended learning. A longitudinal analysis of surveys and in-depth interviews with instructors from a distance education graduate school in the United States identified and contextualized features of learner-centered pedagogy linked to blended learning.

scholarly journals Academic writing MOOCs – a blended learning approach

2020 ◽  
Vol 88 ◽  
pp. 02010
Author(s):  
Maria Rudneva ◽  
Nailya Valeeva ◽  
Rdouan Faizi
Keyword(s):  
Blended Learning ◽  
Academic Writing ◽  
Mixed Model ◽  
Learning Trajectory ◽  
Learning Approach ◽  
Model Learning ◽  
Language Classes ◽  
Approach To Teaching ◽  
Blended Course

The paper discusses a blended learning approach to teaching academic writing using an externally created MOOC fully incorporated into the existing pedagogic design. The authors intend to demonstrate potentials and limitations of mixed model learning in the ESP classroom. To this day there has been little research of repurposing MOOCs for language classes, as they are usually more practical and interactive. However, the authors believe that the online component of the blended course creates an additional dimension for language acquisition and allows to address numerous general issues on academic writing which are not traditionally discussed in ESP/EAP classes. Based on the results of the case study conducted at RUDN university, the study outlines numerous benefits of blended learning trajectory. However, the investigation revealed a few challenges, some of which can be easily remedied, whereas others are of more problematic nature.

scholarly journals A BLENDED LEARNING IN ICT USED FOR IMPROVING ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 3 (6) ◽  
pp. 796
Author(s):  
Asti Gumartifa ◽  
Finza Larasati ◽  
Syafira Aurelia
Keyword(s):  
Blended Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Face To Face ◽  
The Past ◽  
Ict Use ◽  
Learning Platform ◽  
Information And Communication ◽  
Blended Course

The technology of information and communication (ICT) has evolved in the sector of education. Many elements have dramatically changed exponentially over the past three decades. It can modify and simplify the development of learning activities. Thus, Google Classroom will provide a blended learning platform in the education aspect. Google Classroom provides various things simpler for teachers to conduct learning practices effectively and efficiently, not the expected learning just in class, but even outside the classroom. It is revolutionizing schooling, thus the combination of mixed-method learning is also needed by each school. The advent of blended is among the most significant outcomes of the revolution. Learning which incorporates the essence of face-to-face and ICT use is needed in the era of 4.0. This article discusses existing theories, and empirical evidence relating to the essence of blended learning and Google Classroom in ELT. This research is used to create teachers’ broad mind widely to the use of Google Classroom as the blended course in English Language Teaching.

scholarly journals Enhancing Students’ Blended Learning Experience through Embedding Metaliteracy

2019 ◽  
Vol 2019 ◽  
pp. 1-8 ◽  
Author(s):  
Jieming Ma ◽  
Chili Li ◽  
Hai-Ning Liang
Keyword(s):  
Blended Learning ◽  
Information Technologies ◽  
Learning Experience ◽  
Literacy Skills ◽  
Pedagogical Issues ◽  
Comprehensive Model ◽  
Interactive Communication ◽  
Continuous Growth ◽  
Face To Face ◽  
Blended Course

As the push for a diversified use of information technologies in higher education teaching continues, a growing number of colleges and universities have come to adopt blended learning which combines traditional face-to-face lectures with online instruction to create flexible approaches of delivering content that are consistent with the requirements of new digital economy. At the same time, university students are required to have continuous growth in literacy skills. Metaliteracy is a comprehensive model for information literacy that can enhance blended learning experience. Embedding metaliteracy learning in a blended course is considered as a feasible approach to empower students in blended learning. Combining an analysis of data gathered through a survey administered at Xi’an Jiaotong-Liverpool University, a Sino-UK institution located in China, this paper reports the results of an investigation into the pedagogical issues including the metaliteracy learning experience of using an interactive communication environment and the benefits and challenges of integrating practices of metaliteracy with blended learning.

Instructional Design for Class-Based and Computer-Mediated Learning

2009 ◽  
pp. 244-264
Author(s):  
Richard Walker ◽  
Walter Baets
Keyword(s):  
Blended Learning ◽  
Course Design ◽  
Lessons Learned ◽  
Net Generation ◽  
Mediated Learning ◽  
Instructional Approach ◽  
Working Definition ◽  
Computer Mediated ◽  
Student Centred Learning ◽  
Blended Course

Blended learning occupies a prominent place within higher education teaching strategies, yet there is no clear definition for what we mean by this term as an instructional approach. In this chapter, we present a working definition for blended learning that is based around a learner-centred framework, and outline three instructional models for blended course design in support of student-centred learning. We have applied these models to a series of course experiments that were undertaken at two international business schools: Nyenrode Business University (The Netherlands) and Euromed Marseille École de Management (France). Common to each course design was the use of e-tools to solicit and share knowledge for the out-of-class phase of student learning. We discuss the reception of these models by students and their relevance to Net Generation learners in promoting socially active learning through collaboration and experience sharing. Drawing together the lessons learned from these experiments, we present an instructional framework for course designers, focusing on the key phases in the delivery of a blended course and the accompanying instructional responsibilities that underpin this instructional approach.

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