Blended online and face-to-face learning: A pilot project in the Faculty of Education, Eduardo Mondlane University (original) (raw)
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Proceedings of the 12th annual conference on world wide web applications, 2010
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This paper aims to present and reflect on the process of implementation of blended learning in undergraduate courses at the University of Caxias do Sul (UCS), considering guiding principles, monitoring of teachers in action and evaluation stages of such implementation. It features theoretical reflections, reports of teachers who got acquainted to the disciplines and teachers in training, tools for assessment and self-evaluation applied to teachers and students. We propose a method of analysis of blended learning from highlighted possibilities and the discussion on pedagogical conception from educational support. The paper was written under an interactive educational perspective and focuses on the student's role regarding to learning. The pedagogical conception of virtual learning environment is a matter for debate throughout the text, since it is a mediator element for the interaction between the actors involved. Under the same line of thought, debate about the student and the ...
Design and Development of Blended Learning Course: A Pilot Study
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Blended learning is a mix of classroom, self-directed, synchronous, and asynchronous approaches designed to optimise learning outcomes. Hence, it is a combination of online learning and traditional classroom learning intended to deliver educational contents in a personalised nature. It has changed the teacher-centered approach to student-centered approach and has restructured the learner’s role, thereby re-conceptualising and revitalising learning styles. This study provides a comprehensive picture of the short online course developed and delivered while pursuing a Post Graduate Diploma in E-learning Programme of IGNOU and tries to assess the course in terms of planning, development and delivery to support the theoretical postulations. Further, the study also tries to summarise the results of the course offered in the blended mode.
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Proceedings of the 4th International Conference on Software Development For Enhancing Accessibility and Fighting Info-Exclusion (Dsai 2012), 2012
The use of technology can be seen as an innovative challenge to restructure the teaching-learning process and integrate ICT in independent, collaborative and interactive work. The thoughts of 32 teachers and 36 students vis-à-vis a Course Management System from five undergraduate courses were analysed. A systematic content analysis was merged with a multivariate analysis. The results seem to reveal 4 profiles of teachers (i.e., activities-oriented, interaction-oriented, assessment-oriented, and collaboration-oriented) and 3 profiles of students (i.e., interactive learning environment-oriented,-oriented, training-oriented). A proficient LMS seems to require human resilience and versatile to the needs of all users.
Zenodo (CERN European Organization for Nuclear Research), 2021
The persistence of the Coronavirus pandemic, necessitating the need for people to maintain social distance is the climax of series of events that has made the adoption of fully online or blended learning a must in all higher institutions around the world, and Nigeria in particular. When about to introduce blended learning, the instructor is at a crossroad as to what tools to use, as well as when, and how to use them. Following the maxim that says that "experience is the best teacher", the focus of this expository paper is to share some of the experiences gathered in the course of using a learning management system as well as a social networking site in the delivery of a large-class undergraduate course in a SouthWestern Nigerian University. Handwritten records, focus group interviews, and screenshots of activities that took place in the two platforms were used to highlight the experiences on the two learning platforms as well as the challenges encountered. The outcome of the study showed that the Edmodo LMS has many features that make it appropriate for starting blended or fully online programmes in the Nigerian setting. The WhatsApp SNS effectively played a complementary role to the Edmodo LMS. The study recommended that Institutional support for blended learning should include the provision of infrastructure for stable electricity supply and strong internet connectivity; free/subsidized internet access to staff and students, and sponsoring research and development on blended learning.
Blended Learning as an Effort to Improve the Quality of Learning at Universitas Negeri Semarang
Proceedings of the 5th International Conference on Education and Technology (ICET 2019), 2019
The current learning approach paradigm places students as subjects as well as learning objects. It is undeniable that the lecture method cannot be left out of the learning process in higher education. The potential of information and communication technology (ICT) infrastructure in Unnes has huge potential to be utilized as the main supporting means of learning. Many students have smartphone devices that students normally use to communicate with social networks. Departing from the above phenomena, it is important for researchers to implement a learning model that integrates lecture methods, while integrating and utilizing information and communication technology tools. This study aims to determine the blended learning method as an alternative to improving the quality of learning in school management courses. The research method used in this study is the Action Research method. The sample of this study were students who were taking the School Management course at Unnes. Retrieval of data using observation techniques, interviews and document studies. The stages of this research include the stages of planning, implementation, observation and reflection. The implementation of blended learning can be an alternative to improving the quality of learning in school management courses, because 62% of students said it was effective, 36% said it was quite effective and 2% said it was ineffective, and the website (edmodo) was practical for students to operate.
Abstract Redesigning a Course for Blended Learning Environment
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This article describes a collaborative study of the blended learning approach, designed to pave the way for higher education students to integrate online and face-to-face learning environments in an ―Instructional Technology and Material Development‖ course at the University of Yildiz Technic in Turkey. The purpose of this study is to investigate the students ‘ perceptions of the blended learning environment and to trace the integration between online and face-to-face learning environments. For this purpose, 30 students were given statements on the redesigned course, which they rated on a 5-point Likert scale. To probe more deeply into their positive and negative responses, a focus group discussion was held to gather the students ‘ views. The findings are reveal that the majority of the students (90%) enjoyed being in the blended learning environment. However, improvement in methods of application and online study materials are needed. Additionally, other factors that may be salient...
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This research study was conducted on the prevailing learners' perceptions and preferences towards Blended Learning in Higher Education. This was a case study involving one private University in Kenya. The purpose of the study was to assess the learners' perspectives of Blended Learning, identify their experiences and make recommendations for improvement of program design and delivery. The study design adopted a mixed research approach and was situated within Garrison (2008) theoretical framework of Community of Inquiry (CoL). The research addressed the following research objectives: What are the reasons for choosing the Blended Learning program? What are the learners' perceptions towards the quality of preparation and delivery of blended learning programs? How do learners compare the Blended Learning and traditional classroom learning? What are the suggestions for the future development of Blended Learning? Participants were drawn from cohorts of learners enrolled at different stages of study in the Blended Learning program at the University. A purposive sampling technique was used to identify participants. The participants responded to questionnaire that was emailed to them by their course instructors. The completed questionnaires were subsequently emailed back to the researcher. Analysis of data was done using descriptive and inferential statistics. Pearson-Product moment correlation coefficient was used to describe relationships between variables. The findings from the study indicate that when there is greater social and teaching presence, learner's satisfaction increases. Provision of support in terms of teaching presence and instructional resources needs to be enhanced. Facilitators of Blended Learning courses have to be more proactive and initiate frequent online discussions to enrich their courses.
Developing and Evaluating a Blended Learning Course
The Anthropologist
Blended learning is developing and increasing the usage in all educational institutions especially in higher education. Blended learning have two components, online and face-to-face sessions. Online component needs very careful planning and preparing. The content must be planned before and prepared according to the needs of the students, capacity of the institutions and the subject matter. The main goal of this study was to develop a blended course in an undergraduate course and evaluate the implementation process and the satisfaction of the students. An undergraduate course is redesigned and developed in blended learning context. The course was implemented in 2012-2013 spring semester of a middle-size university in Turkey. Total 54 students completed the course in 14 weeks. Qualitative and quantitative data were gathered to evaluate the course and the satisfaction of the students. The findings revealed that an undergraduate course could be implemented in a blended learning model, students overall satisfaction was high and the content must be developed for all components of the blended learning. Students were mostly satisfied with the interactive content and online quizzes in each module.
Key Issues of Introducing Blended Learning in Higher Education
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After years of research on ICT in education it had been decided at the Faculty of Management (FM) that, by way of a carefully applied experiment, online education was to be fully introduced into a single course -and still partly combined with face-to-face interaction. From the psychological as well as from the sociological perspective, the effects of the so-called blended learning, as investigated among all stakeholders, proved positive by and large. This encouraged further implementation of new teaching methods and enabled technologically as well as pedagogically significant shifts of stress in the conception of some ICT-related courses. Due to an (empirically well proven) overall success it was decided to continue with the introduction of e-learning, stepping up to five blended courses on graduate and post-graduate level in 2005/06 as well as further increasing the intensity and broadening the scope of research activities in the field.