Using Blended Learning to Foster Education in a Contemporary Classroom (original) (raw)
Related papers
Face-to-Face Activities in Blended Learning: New Opportunities in the Classroom?
Proceedings - Academy of Management, 2017
Literacy is defined as the ability to read and write; and these reading and writing must come by learning, and learning, by teaching. But, for a meaningful teaching and learning to be experience, combining traditional face-toface classroom practices with computer mediated activities is not debatable in that, such blended approach will go a long way in reducing the challenges mitigating the zeal towards teaching and learning. Today, there are various available instructional materials that are computer-aided for teaching and learning purposes, which in the past were made of poisonous materials that pose danger to the life of both the teachers and the learners. Apart from all these known facts; two good heads (synergizing traditional face-to-face classroom practices with computer mediated activities) are better than one (sum of their individual effects), so says an adage. In this paper, we set the following as the objectives: 1) to review some learning technologies that are related to blended learning technology; 2) to describe the blended learning models; and 3) to discuss both the advantages and the disadvantages of blended learning. The blended learning principle was mathematically interpreted.
Blended Learning: A New Learning Paradigm in Education
RED'SHINE PUBLICATION, 2022
The modern world is changing at the fastest speed with the advancement of information and communication technology. In this advanced cyber world, the teaching-learning process is also changing fast with the blending of information technology with traditional methods. The face-to-face model of teaching and learning is now being combined with the online mode. Open resources of educational materials and technologies are being used to create online content, which is creating the opportunity to learn anything from anywhere at any time. This blended mode of F2F and online gives more scope to learners in both ways of time and space. Blended learning, in a true sense, provides the opportunity for lifelong learning. But to have this opportunity, one must have access to the required technical support, which is the biggest challenge in our country. In this paper, concepts, models, components, and challenges of blended learning are being discussed.
BLENDED LEARNING: THE FUTURE OF EDUCATION INDUSTRY
Blended learning method refers to " mixing of different learning environments ". It combines traditional face-to-face classroom methods with more modern computer-mediated activities using internet and other advanced technology. Traditional teaching method is most popular method of teaching in Indian school and colleges. Traditional teaching is a must where there is face to face interaction and cannot be eliminated from Indian education culture. Online learning, web based learning, intelligent tutor systems are the new technologies in education. Online learning has unique abilities to provide students with enriched learning experiences, to extend learning beyond the school day, and to support more successful differentiated learning strategies that personalize students' educational experiences. Web based learning has the advantage of learning through animations, multimedia, videos and chats etc. Blended learning is the teaching practice that combines teaching methods from both face-to-face and online learning is an established. The objective of this paper is to explain basics of blended learning, elements and procedure for blended learning, benefits, limitations and challenges for blended learning. While some predict that online classrooms will replace physical classrooms, some expertise suggests that blending online and in-person instruction is more likely to succeed in developing countries. However, very little research has actually been done on the effects of online education or blended learning in Indian continent education environments. In this paper description of blended learning initiative for future learning environment are discussed. Some digital tools to support blended learning, strategy to be adopted for incorporation of blended learning and recommendations for policy making are also given.
Blended Learning - Its Challenges and Future
Procedia - Social and Behavioral Sciences, 2013
Nowadays, the trend of e-learning is increasing day by day and one of the tools to implement this concept is through Blended Learning. This paper gives the overview of the concept of Blended Learning from different perspectives such as the Holistic Perspective, te Educational Perspective, the Pragmatic Perspective, the Corporate Training Perspective and the Chief Learning Officer (CLO) Perspective. It also describes the various blended learning strategies. This paper also discloses the methods used in Blended Learning such as the synchronous instructional method and the asynchronous instructional method, which will help the readers to select the best instructional method. Besides this, the paper also reveals the dimensions of the blended learning approach i.e. blending offline and online learning, self-paced blending and live blending, collaborative learning, and blending structured and unstructured learning. This paper also describes the areas where this technique is beneficial, along with the challenges faced by this technique such as technical Challenges, organizational challenges and instructional design challenges. Then the Blended Learning process is described in terms of its various advantages. Factors that promote successful blended learning are also mentioned in this paper. Finally, some recommendations are suggested for future research.
A Review of Blended Learning for Education
ijsrp, 2018
The purpose of this study is to look at the literature review on Blended Learning. In accordance with the development of learning technology, pedagogy is also growing. Many countries through higher education and schools have implemented this Blended Learning pedagogy. Blended Learning is a combination of two teaching pedagogies which are traditional face to face and E-Learning. This paper also provides the breakdown of both modes of study to determine whether the learning is under Blended Learning or not. This study also states the Blended Learning characteristics to be observed by researchers. The main characteristics are listed as a guideline to practitioners in order to implement Blended Learning in educational practices.
Blended Learning and Applying New Tools and Services of E-Learning Support
Manuscripts and correspondence are invited for publication. You can submit your papers via web submission, or E-mail to computer@davidpublishing.com. Submission guidelines and web submission system are available at Abstract: The strengths and weaknesses of different online technologies and learning methods have been examined by combining the blended learning program with practical work on institutional e-learning projects. There are differences between the traditional e-learning system and the new E-Learning 2.0 training. At present time, the new technologies provided by Web 2.0 better correspond to the needs of both students and teaching staff. The new Web 2.0 allows the "promoting of individual creativity", together with the "use of collective intelligence". A comparison of the two development stages of the e-learning tools has been completed and the advantages of E-Learning 2.0 are shown. The main components of Web 2.0 are provided and the use of wiki as an up-to-date collaboration tool for on-line teamwork is shown.
2022
The use of blended learning in higher education settings has been increasing over the years. It is acknowledged by Williams and Williams (2009) that the application for bachelor's and master's education has been on a rise. Blended learning itself is defined as the incorporation between technology and pedagogical practice. According to O'Connor, Mortimer and Bond (2011), blended learning is a mix between the traditional and new educational approaches in which course materials are supplemented through computer and online-based learning. Garrison and Kanuka (2004) simply state that blended learning is a combination of face-to-face teaching and online learning experience. The use of the approach varies in higher education and provides diverse benefits. It could be illustrated by the utility of video communication technology (Smyth, 2011), cutting-mobile systems (Shen, Wang and Pan, 2008) to web delivery course materials (Macedo-Rouet, Ney, Charles & Lallich-Boidin, 2009). Studies present convincing evidence of the benefits of blended learning. It offers flexibility as stated by Chung and Davis (1995 as cited in Lim & Moris, 2009) that students have a preference in choosing course resources and instructional process and time flexibility. The combination of time and cost-effectiveness reflects in the approach as well. Lothridge, Fox and Fynan (2013) note that as there are a funding limitation and advanced technology, it is vital to ensure learning material is reacmore hable faster and affordable. Moreover, students do attain an advantage of blended learning application in university. Smyth (2011) presents a new model of blended learning on the use of video communication technology encouraging constructive and transformative learning. In the perspective of university students, blended learning appears to be supportive. Drawing from the view of 1431 students, López-Pérez, Pérez-López and Rodríguez-Ariza (2011) affirm that the application of blended learning has encouraging benefits in the dropout number decrease and improving students' grade. Through content reception utilities, students are able to take part in the broadcast, asking questions, make a recommendation and receive direct interaction from tutors by Using cutting-mobile system (Shen et al., 2008). Despite the presented benefits and positive impacts, however, blended learning draws few drawbacks in its application in higher education. Minimum interaction between students and
Blended Learning (New Approach in Instruction)
Academic Journal of Psychological Studies, 2019
Learning is one of the most human characteristics and with the increase in human knowledge; the need for more studies in learning becomes more prominent. Blended learning is a mixture of face-to-face and non-face to face (electronic) instruction. This approach aims to use various resources and tools such as multimedia software, simulation, conferences, DVDs, books, homework, virtual classrooms, internet labs, groups and forums to help students in better learning. Today, electronic learning is starting to replace the traditional learning methods. On the other hand, many studies show that electronic learning has several disadvantages and can't replace to the traditional learning methods. Therefore despite of the advantages and limitations of both methods, educational experts have attempted to combine these two methods; believing that blended instruction can be an effective solution. This novel educational approach attempts to use various tools and resources for better learning. In order to support the necessary infrastructures for blended electronic learning approach, it is necessary to use information and communication technology tools. This requires policy-making, legislation and regulations in order to facilitate the participation of faculty members in educational planning and improving the physical environment of universities.
Blended learning in online teaching. Design strategies and future developments
2021
The contribution intends to look at blended learning from an unusual point of view, beyond its being an increasingly widespread option for face-to-face teaching, to consider it as a constitutive element of a completely online educational path. There are reasons to believe that blended activities, within a predominantly online educational path, acquire a specific meaning in relation to areas such as the presence of the educator in online contexts, the interactions between students, teachers and contents, the motivation to learn, etc. The research question is as follow: the blended activities in an online learning course can be designed in the same way as with students following face to face teaching? The contribution proposes a research design, to answer the research question expressed above, with the participation of teachers and students involved in face to face activities during their online degree courses of a Italian telematic university.