Blended learning spaces: Synchronous blending. (original) (raw)

Forum Blended learning spaces: Synchronous blending

2011

Sapporo Gakuin University Discussions of blended learning (BL) have generally failed to account for the synchronous combination of computer-mediated and face-to-face interactions that can occur within a blended learning space (BLS). is paper provides an overview of BLS use by a department of teachers at a Japanese university specializing in foreign language learning. Data was collected via a teacher questionnaire (n = , response rate = %) and follow-up interviews. Compared to non-BLS lessons, BLS lessons had diff erent lesson goals, diff erent patterns of interaction, diff erent types of homework, more variety of media, and more variety of input and output. BLS lessons also showed signs of increased learner autonomy and motivation.

The optimum blend: Affordances and challenges of blended learning for students.

Technology is changing paradigms in education rapidly and teachers are caught unguarded due to lack of professional training in this aspect. This study reflects the perceptions of nine ELT instructors with M.A TEFL degrees and with over six years of professional experience. Despite the lack of formal professional training as part of their pre-service teacher education, these instructors need to cope with the demands of this transition in daily implementation. Data were collected through semistructured interviews, open-ended questionnaires and field notes. An inductive analysis approach was used to analyze the data and emergent patterns of data were used to develop coding categories. Results indicated that respondents held positive views about the role of educational technology for enriching language instruction. However, they also acknowledged the challenges faced and emphasised the need for ICT training not only for teachers but also for students. It is concluded that participants make use of technology to teach academic and linguistic skills in an integrated skills approach, encourage students to construct knowledge, expose students to life-long learning skills and strategies, cater for different students who have different learning styles, find and create teaching materials, develop skills through exposure to existing on-line sources and create a motivating environment that is conducive for learning.

BLENDED LEARNING – A BOON OR BANE FOR TEACHER-LEARNER

The concept of liberalization, privatization and globalization in our country has opened up the boundaries to become a part of global village. Our country should bring out some changes in our traditional education system to provide the right content, in the right format, to the right people at the right time for quality and timely education. This can be achieved only when we transform our conventional education system as per the needs of society and economic status in the world. New innovations like the use of information and communication techniques (ICT) have made it imperative to adopt a new approach and Blended learning can be a key to success to meet global standards. It has been observed that at Lingaya's University, the use of this approach in the classrooms that require the physical co-presence of teacher and students has produced good results. The author tries to explore the possibilities of its use in our educational institutions discussing its pros as a boon and cons as a bane, justifying the title while adaptation into current conceptions, helps in engage students to attain academic success, combining online learning and face-to-face instruction effectively and ultimately throwing light on the uses of blended learning in the beginning and suggesting its expansion to ensure quality and accountability and socialization. Blended learning has become a buzzword and is in demand in corporate as well as academic fields and it is likely to emerge as the predominant model for the students in future.

Blended Learning Research and Practice

Handbook of Open, Distance and Digital Education, 2022

The strategic integration of online and in-person learning modalities (referred to as blended learning) is becoming increasingly popular in primary, secondary, post-secondary, and corporate contexts. Some have even called blended learning (BL) the "new normal" in education. This chapter addresses five important questions for scholars interested in contributing to research in this domain. First, how are scholars defining BL? Second, what are some of the common models of BL being used in higher education and K-12 learning environments? Third, what is happening with BL research and practice in different regions of the world? Fourth, what research frameworks have been developed by BL scholars and what are other common frameworks that scholars have borrowed from other

The Successful Incorporation of Blended Learning into the Language Curriculum

A phenomenon attracting increasing attention in language curricula is the infusion of technology into traditional, face-to-face (FTF) language instruction. Nevertheless, computer-assisted language learning (CALL) still lacks a body of qualitative research on the notion of blended learning (BL). Particularly, what is lacking is information regarding teachers' perceptions of blended learning, or the roles they are expected to play in such mixed environments; without an understanding of these issues, the creation of new and effective BL curricula is extremely difficult (Grgurovic,2010). That said, much research has been conducted comparing learning outcomes in traditional and blended foreign language classes, although the various socio-cultural (external) and psychological (internal) aspects governing the successful transition of both teachers and learners from FTF to online learning remain unexamined (White,2006). This literature review consequently focuses on the infusion of technology into the language curriculum, specifically in relation to BL, with three purposes in mind: to a) exemplify teacher perspectives on BL; b) their effective transition from FTF to technologically-enhanced instruction; and c) examine those factors which are identified as the reasons for teachers having effectively implemented the technological components into a blended curriculum.

Current Research in Blended Learning

Handbook of Distance Education, 2019

This chapter synthesizes current research related to blended (hybrid) learning environments that combine online and face-to-face instruction. Research data highlights growth trends in blended learning implementation across higher education, K-12, and corporate training sectors. The development of models and theory to guide researchers is developing at a much slower pace. Current research is presented related to institutional issues (change and adoption, access to learning, cost effectiveness), student issues (learning effectiveness, engagement, satisfaction) and faculty issues (adoption, satisfaction and workload, professional development). The chapter ends with recommendations for future research related to blended learning environments.

Blended Learning: Issues Related to Successful Implementation

2021

This study explores the underlying theoretical principles that provide the basis for the design and implementation of blended learning classes. It discusses how online meetings and face-to-face sessions can be integrated in today's classrooms. Many studies and experiences have been reviewed in accordance with the preparation, implementation and evaluation of blended Learning classes. A summary of collected knowledge shows that blended learning has been favorable in today's educational environment. Most studies show that once infrastructure and technological tools are provided, many problems such as crowded classrooms and students' motivation toward learning will be settled via the utilization of Blended Learning. Moreover, the positive and comfortable Blended Learning environments will change the attitudes of students and teachers toward learning and teaching as time and place of lessons will not be a difficulty for both. However, achieving the benefits of Blended Learning models will not yield their fruits unless reviewing matters of training, planning and legislation are done.

Effect of Implementation of Blended Learning on the Learning of Students and Teachers

The use of Blended Learning (BL) in education has increased significantly during the past decade. This thesis investigates the use of BL with students in an intensive educational program. The purpose was to investigate how to prepare teachers to create a productive BL environment for their students. Finally, the study sought to discover how students experienced the teacher's practice and behavior and the extent to which these factors affected student perceptions of the course and BL environment in general. A mixed-methods approach was employed which involved quantitative and qualitative data collection from 26 students and one teacher. The findings indicate that the teachers needed a fairly minimal amount of pedagogical and technical training to employ BL successfully. Collaborative planning also proved very beneficial, together with technical and pedagogical support throughout the course. Students were found to work more autonomously and focused while becoming more responsible for their own learning. This enabled the teachers to better provide personalized assistance, keep better track of student progress, and cover more materials. Students also liked learning in the BL environment and indicated they would prefer this to more conventional classes. Lastly, teacher practice and behavior was found to have minimal influence on student perceptions of the BL environment though some results suggested that teacher experience might be a predictor of student satisfaction with their teachers. 4

Pre-Service Language Teachers’ Reflections on the Implementation of a Blended-Learning Environment

Turkish Online Journal of Qualitative Inquiry, 2014

The study investigated pre-service language teachers' reflections about a 20-week blended-learning environment. An online social presence training developed by Hauck and Warnecke (2012) was introduced to the face-to-face practicum course during the fall term and the pre-service teachers were immersed in an online learning environment where they can practice their newly acquired skills during the spring term. The course was also a combination of pedagogical and technical training as the pre-service teachers not only learned how to use different tools to participate online, but also experienced using them for teaching and learning purposes whilst constantly reflecting on their practice. The design of this study was a descriptive case study. 42 pre-service language teachers participated in this study during the fall semester and 25 during the spring semester of 2012-2013 academic year. Canvas was used as the learning management system in which the participants created audio/visual or written introductions and weekly discussions on the discussion board. The data collection included online forum participations and journal entries per participant at certain intervals throughout the course to obtain participants' ongoing reflections about the course. The results obtained from an analysis of the participants' journal and forum entries indicated that social presence training enhanced their awareness towards the active use of the online platform; however, the design of the task affected the level of motivation and communication among the preservice language teachers. The discussion emphasizes the significance of the interrelationship between task design and the maintenance of participation in a blended-learning environment.

Using Blended Learning to Foster Education in a Contemporary Classroom

kwantlen.ca

A new era of technology is bringing promising prospects, accompanied by numerous new challenges for educators. Traditional methods, such as face-to-face teaching, are experiencing substantial transformations by utilizing these innovative technologies, many of which are instructional tools. To understand the complimentary opportunities and challenges, it will be beneficial to understand the new tools primarily based on computers, multimedia, internet and online interactive techniques. Leading contemporary solutions can be classified firstly as e-learning, an asynchronous technique using only innovative technologies without a real class for teaching, and secondly as blended learning, employing mixture of synchronous and asynchronous techniques by means of both face-to-face, online, and offline methods for instruction. This paper briefly reviews the different stages of admittance of new tools as a means of instruction based on the literature and our own experience with blended learning. Analysis of contemporary solutions, e-learning and blended learning will be presented along with their strengths and limitations. This paper suggests schemes to merge innovative technologies with traditional techniques that include design assessment, financial, technical and human requirement. Authors recommend keeping the spirit of traditional techniques alive without losing the extra edge that can be accomplished by augmenting traditional techniques with the latest technology development. Furthermore, it is an effort to encourage readers to brainstorm further to take full advantage of different techniques to enhance educational experience of the learner.