Realizing the transformational potential of blended learning: Comparing cases of transforming blends and enhancing blends in higher education (original) (raw)
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To Blend or Not To Blend: Online-only and Blended Learning Environments
Issues in Teacher Education, 2009
Increasing curricular demands and the desire to provide meaningful, engaging instruction have pressed teacher educators to review and revise their programs. Many have viewed the assets of online learning as a potential solution to meet the seemingly ever increasing state-and accreditation-mandated course content and competencies. Universities have explored the inclusion of Web based courses for students for several decades. According to Martyn (2003), over 90% of higher education institutions use some type of electronically enhanced learning or "e-learning" option. These options vary between courses that are offered completely "online" to those that include a blend of differing amounts of face-to-face and online contact time. Research comparing student experiences with online-only and blended delivery has often concentrated on graduate students and nontraditional programs. However, the effectiveness of online and blended delivery depends on audience and subject matter (Saunders & Werner, 2002), suggesting that findings based on data from graduate and nontraditional programs may not hold true for undergraduate students in
The current state of research on blended learning can be summarized as "blended is better than virtual and not worse than face-to-face teaching." There are few attempts to define the conditions under which a blended learning setting will enhance or hinder the students' learning process. This paper presents a comparative evaluation of a blended learning course design and a traditional classroom design in a campus-based university setting. Results indicate that contrary to what is typically expected, both pedagogical methods yield very similar results. Findings from this investigation can better inform academe and lead to recommendations for a state of the art "blend 2.0."
The Blended Learning Initiative
Transcultural Blended Learning and Teaching in Postsecondary Education, 2013
This chapter describes a university-wide initiative to develop multiple courses in both online and blended formats. The chapter provides perspectives of the project from three vantage points-administration, assessment, and teaching-and focuses on the blended courses. The administrational aspects of the project, such as how courses were selected and how faculty members were recruited, are briefly described. The assessment, which includes data on faculty and students perceptions as well as student performance and course success, is described in detail. Finally, a case study of a particularly successful course provides a detailed view of best practices for teaching in a blended environment.
Next Generation, Higher Education: Online and blended learning*
The Educational Review, USA, 2019
With advancement in technology, online education has gained popularity in higher education. Many universities are also looking to implement blended courses as a flexible option to learning. With the rise in the next generation learners, implementation of appropriate pedagogies and technologies that suite these learners is highly recommended. This review investigates various trends and innovative ideas for online and blended learning presented in higher education that can be considered as next generation pedagogies. A systematic review was undertaken to explore the trends and the data were evaluated in a descriptive manner. Collectively, the included studies (n=10) revealed innovative ideas for designing courses, implementing curriculum and pedagogies. Strategies that allow flexibility in curriculum, instruction; promote research skills; and provide real-world experience are considered as next generation pedagogies.
Blended Learning at Ajman University of Science and Technology
Global Perspectives, 2014
Over the past few years, there has been a rapid increase in the development of technology-based learning and teaching. Professors have become more pragmatic in their approach to technology-based media by using it to supplement or to replace traditional face-to-face teaching. Blended learning, which combines both electronic and face-to-face interaction, has gained more ground as midway between distance and face-to-face teaching approaches. Thus, opportunities for both educators and learners have been created.