Flipped classroom is an active learning method that encourages students to access study material prior to class time. Ensuring the flipping process took place, understanding how it occurred, and verifying whether it produced positive results has been a challenge for lecturers. In this article, we analyze a flipped classroom scenario through process mining techniques. Process mining was applied to an event log provided by a learning management system that supported a particular undergraduate course offering. The outcomes provide evidence for the flip of the classroom, adding precision and reliability to lecturer analyses.
This article summarizes the main themes and chapters for
The Learner-Centered Instructional Designer
(Stylus Publishing, 2021) and provides a critical evaluation and recommendations for prospective readers. The book consists of 19 short essay-like chapters where 20 experienced instructional designers cover a range of topics related to instructional design consulting in higher education. The various authors share practical strategies and best practices about working with instructors to create online courses.
Blended learning offers adult learners unique opportunities for instructional continuity given work and personal commitments. However, learners participating in blended learning may experience a sense of isolation and/or problems with technology. To address the challenges of a blended program, an expanded orientation, called ?onboarding,? was designed to ensure learners feel connected to their program and clearly understand the programmatic requirements. Onboarding spans six months and includes a series of activities to provide learners with technological, interaction, and self-directed learning skills needed to succeed in a blended program. Results from the evaluation survey reveal that learners feel most engaged with the program through one-to-one interactions with their academic advisors and interactions with peers in an online discussion board. In addition, learners primarily found the onboarding process straightforward and mostly expressed a desire for more explicit instructions. The onboarding, catering to adult learner needs, provides a combination of personal interactions and self-paced activities, offers hands-on experience of the technologies that learners will be using in the program, and contextualizes all the technical activities within programmatic requirements. Providing a comprehensive onboarding process can help returning learners in their transition to blended learning
eLearn Magazine
Special Issue: Beyond Multiple Choice
