Learning analytics som udgangspunkt for refleksion over didaktisk design i blended learning

Anne-Mette Nortvig

doi:10.7146/lom.v9i16.24150

Learning analytics som udgangspunkt for refleksion over didaktisk design i blended learning

Tidsskriftet Læring og Medier (LOM) ◽

10.7146/lom.v9i16.24150 ◽

2016 ◽

Vol 9 (16) ◽

Author(s):

Anne-Mette Nortvig

Keyword(s):

Blended Learning ◽

Learning Analytics ◽

Face To Face

Denne artikel vil tage udgangspunkt i learning analytics, som et nyt felt i forskningen inden for bl.a. it-didaktisk design, og artiklen vil argumentere for, at learning analytics kan og bør bidrage til designrefleksioner. Med udgangspunkt i empiri fra et blended learning-baseret mastermodul ved [X] Universitet vil artiklen præsentere, analysere og diskutere to cases, hvori learning analytics spiller en central rolle. I den ene case undersøges det, hvordan studerende bruger og interagerer med video podcasts som forberedelse til face-to-face undervisning, når podcasten henviser til andre læringsressourcer hhv. fungerer som stand-alone ressource. I den anden case undersøges, – ligeledes gennem learning analytics – hvilken indflydelse øjenkontakt har for de studerendes interaktion med video podcasts og for deres udbytte af dens indhold. Artiklen peger på, hvordan et mix af kvantitative og kvalitative data kan bidrage til at udvide forståelse af studerendes læring og interaktioner med læringsressourcer, og den argumenterer for, at der med inddragelse af learning analytics kan skabes anledning til nye refleksioner over et didaktisk design.

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Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

Online Learning ◽

10.24059/olj.v15i1.188 ◽

2011 ◽

Vol 15 (1) ◽

Cited By ~ 1

Author(s):

Nanette P. Napier ◽

Sonal Dekhane ◽

Stella Smith

Keyword(s):

Blended Learning ◽

Student Performance ◽

Liberal Arts ◽

Faculty Perceptions ◽

Liberal Arts College ◽

Final Exam ◽

Face To Face ◽

Faculty Teaching ◽

Face To Face Instruction ◽

The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

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A Study on Learners’ Readiness and Perceptions of the Implementation of Blended Learning in UiTM Kedah

International Journal of Modern Languages And Applied Linguistics ◽

10.24191/ijmal.v3i2.7640 ◽

2019 ◽

Vol 3 (2) ◽

pp. 41

Author(s):

Robekhah Harun ◽

Zetty Harisha Harun ◽

Laura Christ Dass

Keyword(s):

Blended Learning ◽

Successful Implementation ◽

Learning Approaches ◽

Learner Readiness ◽

Learning And Teaching ◽

Face To Face ◽

Online Assessments ◽

Research Findings ◽

On Line ◽

Learning Institutions

The increase in student enrolment and the need to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.

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USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

Progressio South African Journal for Open and Distance Learning Practice ◽

10.25159/0256-8853/572 ◽

2015 ◽

Vol 37 (1) ◽

pp. 54-67 ◽

Cited By ~ 3

Author(s):

R J Singh

Keyword(s):

Higher Education ◽

South Africa ◽

Distance Learning ◽

Blended Learning ◽

Learning Experiences ◽

Learning Opportunities ◽

Face To Face ◽

E Learning ◽

Face To Face Learning ◽

Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

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