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Search Results: 1 - 10 of 14078 matches for " Blended Learning "
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Using Blended Learning to Ensure Consistency and Quality in Multiple Course Sections
Karen Perrin,Laura Rusnak,Shenghua Zha,David Lewis
Journal of the Research Center for Educational Technology , 2009,
Abstract: The purpose of this paper is to provide stakeholders (academic administrators, instructional designers, instructors, and students) with one university’s experience with managing multiple sections of the same course, by using a series of instructional techniques that ensures consistent, high-quality, blended courses. Many universities are tasked with teaching multiple sections of foundational courses to large numbers of students. How do administrators and instructors ensure that each stakeholder’s needs and requirements are being met satisfactorily? This paper addresses the issues that arise when trying to satisfying the needs of all stakeholders, the role that blended learning plays, and the strengths and challenges of utilizing blended learning and future considerations. It develops a model that uses five strategies for ensuring course consistency, including personnel structure, communication, course design and consistency, assessment and evaluation, and technological and professional development support. Finally, this paper includes a just-in-time tool (Appendix A) that can be used by administrators to address the challenges of incorporating blended learning.
Using a Blended Approach to Teach Research Methods: The Impact of Integrating Web-Based and In-Class Instruction
Mary McVey
Journal of the Research Center for Educational Technology , 2009,
Abstract: This study explored using a blended format (both in-class and online components) for teaching undergraduate research methods. A Traditional section met in-person twice weekly for 75 minutes (50 minute lecture with 25 minute group work). A Blended section had the same format for the first 4 weeks, but then switched to a single, 75-minute lecture per week with all group activity shifted to Web-based discussions and online homework sets. Comparisons of exam scores indicated no difference on the midterm but Blended students significantly outperformed those in the Traditional section on the final exam. Students in the Blended section also actively participated in online discussions and maintained close contact with the instructor. These results suggest the integration of online components may help improve student performance.
Introduction to the Special Issue on Blended Learning, Part II
Karen Swan
Journal of the Research Center for Educational Technology , 2009,
Abstract: In this second part of the special issue, the articles are concerned with blended learning at the program level. It is also international in nature, including articles about blended programs in Ireland and Pakistan, as well as programs from West Virginia, Michigan and Illinois. The variety of blends and lessons learned from these program implementations should be of interest to those considering blended delivery as well as blended learning veterans.
Introduction to the Special Issue on Blended Learning
Karen Swan
Journal of the Research Center for Educational Technology , 2009,
Abstract: I invite you to consider the promise of blended learning as you explore the articles in this special issue of RCETJ which will be offered in two parts. This, the first of the two, focuses on blended learning at the class level. The next part, to be offered in the summer, will be primarily concerned with blended programs. Articles in the first part of the special issue are summarized below.
The Saga of Two Professors Co-Teaching a Blended Course
Murray Blank,Conrad Boyle
Journal of the Research Center for Educational Technology , 2009,
Abstract: This is a serious, but somewhat light-hearted, description of what and how two rather senior, and rather seasoned, professors approached a blended course (even though their self-interests were heavily involved), and a summarization of their "lessons learned" including some how-to suggestions.
Design and Implementation of Inquiry-Based, Technology-Rich Learning Activities in a Large-Enrollment Blended Learning Course
Donna J. Charlevoix,Sara T. Strey,Catrin M. Mills
Journal of the Research Center for Educational Technology , 2009,
Abstract: We propose that the key to creating an effective learning experience in a blended environment with over 100 students is to strategically embed learning activities into the curriculum. Inquiry-based, technology-rich learning activities give students many of the same benefits of community as experienced in a small, traditional class. Technology-based learning activities during in-class meetings assisted in the development of community within student teams. Out-of-class technology-based learning activities leveraged multimedia online resources and provided the means for inquiry-based student learning. Students reported positive experiences with the learning activities. Content knowledge was equivalent to courses without comparable learning activities; however, students developed better application skills, relating theoretical concepts to real-life events.
Is Blended Learning Making Us Stupid, Too?  [PDF]
Ray Archee
Open Journal of Social Sciences (JSS) , 2015, DOI: 10.4236/jss.2015.39010

The title of this paper echoes Nicholas Carr’s (2008) article, Is Google Making Us Stupid?, which evoked heated debate around the issue of whether the Internet was having negative effects upon human concentration and learning. While this paper agrees that blended learning has the same issues as the Internet, blended learning is under the control of organizations, institutions, instructors and students. Whether our brains are being changed for better or worse is not the critical question, but how much confidence we ascribe to blended learning. This paper argues that blended learning should be regarded as blended teaching because the phrase comprises a contested assumption. Educators, by their selection of traditional and online media, have complete control over this teaching, but students, in the end, are the ultimate arbiters of their own learning.

Knowledge Management and Action Learning in Blended Training Activities  [PDF]
Pattama Chandavimol, Onjaree Natakuatoong, Pornsook Tantrarungroj
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.49B010

The purpose of this study is to propose blended training activities by applying the knowledge management techniques and action learning into the training process. The proposed data are from study of the theory, documents, surveys, problems, and needs in knowledge Management and Action Learning to develop blended training techniques. The questionnaires were answered by 261 respondents who are personnel development staffs experienced in designing training courses, organizing these courses, and writing up training projects for government units in Thailand. The process development was brought to discussion with 5 field experts in distance learning, training, instructional design and curriculum development, Educational Technology and Communication, and organization development areas. The data were analyzedbyusing basic statistical techniques such as frequency distribution, percentage, descriptive and open-ended surveys, brought to analyze and categorize the information, then propose the findings. The key findings show that organizing the blended training process consists of 3 steps: pre-training, training, end-of-training. In each step, the blended activities, traditional classroom training, online and E-Learning are used with knowledge management activities and action learning. Then using technology to enhance learning processes such as blogging, chat, discussion boards, e-mail, E-learning courseware, and learning management systems.

Access Strategy for Blended E-learning: An AIOU Case Study
Nazir Sangi
Journal of the Research Center for Educational Technology , 2009,
Abstract: The use of Information and Communication Technologies (ICT) is growing in Distance Education Institutions (DEI). ICT has contributed to effective learning for rural/urban, male/female, ethnic, and remote student groups. In Pakistan, tertiary education is generally restricted to those who can afford it in urban areas. In addition, recent accessibility studies in Pakistan have identified that most students do have access to a range of ICT devices, but with limited Internet access due to problems related to the national ICT infrastructure. An ICT equipped DEI can, however, deliver tertiary education with high levels of interaction to females and underprivileged ethnic groups living in rural and remote areas. Therefore, DEIs need to uncover suitable education delivery models. Blended learning models with multiple access methods for content development and presentation, teacher student interaction, and e-assessment are needed. Blended e-learning is relatively cost effective, and can provide quality education to distant students.Allama Iqbal Open University (AIOU) initiated e-learning in Pakistan about a decade ago, and the program has been continuously evaluated. Owing to its success and cost effectiveness, AIOU planned a major organizational change to incorporate ICT-based blended learning. In the present paper, these ICT-based access models for blended learning are described with multiple accessibility options to provide content delivery over TV, radio, Internet, and video conference-based communications. Progress to date is also highlighted.
Mobile-Learning Potential Effects on Teachers’ Initial Professional Development in Cameroon: Curriculum Perspective  [PDF]
Eric Len-Kibinkiri
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.513132

This study examines the relationship between mobile-learning and teachers’ initial professional development in Cameroon, more specifically the relationship between access to telephone resources and teachers’ professional development, use of multimedia telephone and teachers’ professional development, mobile-learning environment and teachers’ professional development.The incessant penetration of mobile phones in schools, and the need for a teaching strategy that can help institutions address their learning problems motivated the researcher to carry out this study. In order to proceed, three hypotheses were formulated to guide the study. A survey of two hundred (200) student-teachers drawn from three (3) primary government teacher training colleges and three higher teacher training colleges was carried out. Data were collected using a questionnaire. Pearson correlation coefficient, t-test and mediated regression were used to analyse the research hypotheses. Findings revealed that m-learning has a significant influence on teachers’ initial professional development. Results further suggest that attitude towards learning with a multimedia telephone has a direct impact on teachers’ professional development. Based on these findings, recommendations are made to teacher education institutions and education stake-holders to develop a positive attitude towards m-learning, redefined their interaction strategies, above all, adopt teaching and learning strategies that are innovative, dynamic and multidimensional.

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