Building Effective Blended Learning Programs (original) (raw)

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.

Blended Learning in Higher Education Challenges and Opportunities

2019

Online and blended instruction offers learners a unique opportunity to learn ubiquitously without being limited to the constraints of time and distance. Additionally, these pedagogies have the potential to open the doors of the university to a wider audience, provide choices for non-traditional students, and extend services to populations that would otherwise not be able to attend the classes on campus. However, complementing traditional teaching with blended learning techniques in a traditional university course presents various challenges. This chapter identify gaps in the factors affecting blended learning in the digital age. Based on the findings, the authors argue that instructors can rely on e-learning technologies to implement blended learning model by redesigning some lectures into new online learning activities, such as tutorials, self-testing exercises, and online group collaborations.

Pedagogical and Design Aspects of a Blended Learning Course

The International Review of Research in Open and Distributed Learning, 2009

Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is ambiguity in the literature and in the field regarding the proper implementation of blended learning and the optimal proportions between online and F2F components in various learning scenarios. The range of contradictory reports in recent literature on the potential of different blended learning models shows the need for more research on specific blended learning courses in order to establish proper standards for effective course design and implementation. The present evaluation study focuses on students’ perceptions of pedagogical and design issues related to a new model for blended learning that was used in a graduate-level course at the Open ...

[PDF]A Blended Learning Experience

2012

Blended (hybrid) learning is one of the approaches that is utilized to help students for meaningful learning via information and communication technologies in educational settings. In this study, Computer II Course which is taught in faculties of education was planned and implemented in the form of a blended learning environment. The data were collected from freshman students of departments of mathematics and primary school education via a semi-structured survey which included open and closed-ended questions at the end of the implementation. The students were taking the course for the first time, and they were introduced with a blended learning environment for the first time with this course. The survey was conducted online and 67 students completed the survey voluntarily, and the data were subjected to content analysis. According to the results, implementing the course especially with electronic activities had positive effects on students from a learning and evaluation perspective. Students stated that the blended learning environment supported their active participation to the course activities and indicated that following the content of the course, homework and projects online was interesting and useful.

Introduction to the Special Issue on Blended Learning

Online Learning, 2019

In April 2008, the University of Illinois-Chicago hosted the Fifth Sloan-C Workshop on Blended Learning and Higher Education. This workshop attracted 180 educational leaders, faculty members, instructional designers and researchers who discussed, shared and considered effective practices in the design and delivery of blended learning environments. Presentations on best practices, lessons learned, and research on the phenomenon of blended learning stoked the discussion for two days.The theme of the workshop, Blending with Purpose, attempted to focus the discussions on the importanceof designing blended learning courses and programs with specific educational goals and objectives in mind. The theme developed out of a growing concern that many faculty were using the latest technology simply for the sake of the using technology without carefully considering the pedagogical benefits and “purpose”. The organizing committee for the workshop also understood that blended learning was not just...

E-Blended Learning Using Web Technology

This paper discusses the program's design and structure, considers the program's impact on academic capacity in Blended learning within the institution, and reflects on future directions for the program and emerging insights into blended learning and participant engagement for both staff and students. E-blended learning is specifically " to provide outstanding learning environments and programs that lead to excellent outcomes for graduates, enabling them to work in and guide a diverse and complex world characterized by increasing change " .

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.

Panel Discussion: The Current State of Blended Learning

2013

Blended learning is defined as a mix of traditional face-to-face instruction and e-learning (Koohang, 2009). Elearnspace (2005, par. 3) states that “Blended learning takes the best of both worlds and creates an improved learning experience for the student. ” Advantages of blended learning has been documented in the literature as convenience, flexibility, improved learning, improved