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Author: Julieta A. Araño-Ocuaman Publisher: ISBN: Category : Computer-assisted instruction Languages : en Pages : 148
Book Description
The purpose of this study was to examine the efficacy of traditional and blended (partially online and partially face-to-face) course delivery methods. This study further examined the impact of using technology to improve student learning by providing meaningful learning in the areas of content delivery, communication and collaboration, evaluation and feedback, and personal learning experiences. Non-traditional students enrolled in an elementary statistics course either delivered as a traditional course or a blended course participated in the study. It was hypothesized that students enrolled in the blended course would perform better and prefer this method of delivery compared to students enrolled in the traditional course. Student knowledge was assessed by test grades, course grades, and post-tests. Analysis of the first two indicators did not support the hypothesis that students in the blended course delivery would perform better than students enrolled in the traditional course delivery method. Contrary to the hypothesis, students in the face-to-face course scored higher in the post-test compared to the students in the blended course. These contradictory results may suggest that the differences in teaching strategies and/or the use of technology have not resulted in a significant change or improvement in the performance of students. Past experience, familiarity with instructional format and types of assessment used may be considerations in the findings obtained. Student perceptions were also measured. Results indicated that students in the blended course were more satisfied with using technology to facilitate and help them improve their learning than students in the traditional course. Students in the blended course had more positives perceptions of their learning experiences than students in the traditional course in the following areas: (a) accessibility and availability of course materials; (b) use of web-based or electronic tools for communication and collaboration; (c) assessment and evaluation; and (d) student learning experiences with real-life applications. The perception of the majority of the students in both courses indicated a positive view of technology use in the classroom. The findings further suggest that student participants would choose blended course delivery as an alternative to face-to-face instruction. Both course delivery methods emerged as enhancing the students' appreciation of the integration of technology and recognizing the role of the teacher as the expert in the classroom, engaging students in meaningful learning. In spite of the emergence of technology in the classroom, the value of traditional instruction was indicated.
Author: Julieta A. Araño-Ocuaman Publisher: ISBN: Category : Computer-assisted instruction Languages : en Pages : 148
Book Description
The purpose of this study was to examine the efficacy of traditional and blended (partially online and partially face-to-face) course delivery methods. This study further examined the impact of using technology to improve student learning by providing meaningful learning in the areas of content delivery, communication and collaboration, evaluation and feedback, and personal learning experiences. Non-traditional students enrolled in an elementary statistics course either delivered as a traditional course or a blended course participated in the study. It was hypothesized that students enrolled in the blended course would perform better and prefer this method of delivery compared to students enrolled in the traditional course. Student knowledge was assessed by test grades, course grades, and post-tests. Analysis of the first two indicators did not support the hypothesis that students in the blended course delivery would perform better than students enrolled in the traditional course delivery method. Contrary to the hypothesis, students in the face-to-face course scored higher in the post-test compared to the students in the blended course. These contradictory results may suggest that the differences in teaching strategies and/or the use of technology have not resulted in a significant change or improvement in the performance of students. Past experience, familiarity with instructional format and types of assessment used may be considerations in the findings obtained. Student perceptions were also measured. Results indicated that students in the blended course were more satisfied with using technology to facilitate and help them improve their learning than students in the traditional course. Students in the blended course had more positives perceptions of their learning experiences than students in the traditional course in the following areas: (a) accessibility and availability of course materials; (b) use of web-based or electronic tools for communication and collaboration; (c) assessment and evaluation; and (d) student learning experiences with real-life applications. The perception of the majority of the students in both courses indicated a positive view of technology use in the classroom. The findings further suggest that student participants would choose blended course delivery as an alternative to face-to-face instruction. Both course delivery methods emerged as enhancing the students' appreciation of the integration of technology and recognizing the role of the teacher as the expert in the classroom, engaging students in meaningful learning. In spite of the emergence of technology in the classroom, the value of traditional instruction was indicated.
Author: Kyei-Blankson, Lydia Publisher: IGI Global ISBN: 1466649135 Category : Education Languages : en Pages : 519
Book Description
Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. Practical Applications and Experiences in K-20 Blended Learning Environments compiles pedagogical strategies and technologies and their outcomes that have been successfully applied in blended instruction. Highlighting best practices as elementary, secondary, and tertiary educational levels; this book is a vital tool for educators who teach or plan to teach in blended learning environments and for researchers interested in the area of blended education knowledge.
Author: Dr. Milani M. Austria Publisher: ISBN: Category : Languages : en Pages : 9
Book Description
The convergence between face-to-face and computer mediated learning environments, also known as blended learning, not just require restructuring traditional class contact hours but also rethinking the course design to optimize student engagement (UNESCO, 2010). In this paper, the experiences of one hundred sixty six (166) online learners from six (6) first-time blended learning courses conducted using Modular Object-Oriented Dynamic Learning Environment (MOODLE) were examined. Adapting the Blended Learning Student Survey Questionnaire by Garrison and Vaughan (2008) and the Presence in Online Community of Inquiry Tool (Swan, et al., 2008), it was revealed that compared to their non-hybrid courses, there is an increase in the amount and quality of interaction between teachers and other students. This is strengthened by positive perceptions to the three types of online presence in the blended courses as expressed by the students. This resulted as well to significant differences in student achievement for some of the blended courses. It is recommended that additional features such as video lectures and more synchronous online communication be incorporated into the redesign of the courses to further develop online understanding and interaction among the participants. Corresponding professional development for the teachers on these features be conducted. Provision of quality internet connection within the university should also be ensured to improve delivery of the courses.
Author: Anthony G. Picciano Publisher: Routledge ISBN: 1134742096 Category : Education Languages : en Pages : 391
Book Description
Blended learning, which combines the strength of face-to-face and technology-enhanced learning, is increasingly being seen as one of the most important vehicles for education reform today. Blended learning allows both teacher and learner access to radically increased possibilities for understanding how we transmit and receive information, how we interact with others in educational settings, how we build knowledge, and how we assess what we have taught or learned. Blended Learning: Research Perspectives, Volume 2 provides readers with the most current, in-depth collection of research perspectives on this vital subject, addressing institutional issues, design and adoption issues, and learning issues, as well as an informed meditation on future trends and research in the field. As governments, foundations, schools, and colleges move forward with plans and investments for vast increases in blended learning environments, a new examination of the existing research on the topic is essential reading for all those involved in this educational transformation.
Author: Francine S. Glazer Publisher: Taylor & Francis ISBN: 1000980049 Category : Education Languages : en Pages : 141
Book Description
This is a practical introduction to blended learning, presenting examples of implementation across a broad spectrum of disciplines. For faculty unfamiliar with this mode of teaching, it illustrates how to address the core challenge of blended learning—to link the activities in each medium so that they reinforce each other to create a single, unified, course—and offers models they can adapt.Francine Glazer and the contributors to this book describe how they integrate a wide range of pedagogical approaches in their blended courses, use groups to build learning communities, and make the online environment attractive to students. They illustrate under what circumstances particular tasks and activities work best online or face-to-face, and when to incorporate synchronous and asynchronous interactions. They introduce the concept of layering the content of courses to appropriately sequence material for beginning and experienced learners, and to ensure that students see both the online and the face-to-face components as being equal in value and devote equal effort to both modalities. The underlying theme of this book is encouraging students to develop the skills to continue learning throughout their lives.By allowing students to take more time and reflect on the course content, blended learning can promote more student engagement and, consequently, deeper learning. It appeals to today’s digital natives who are accustomed to using technology to find and share information, communicate, and collaborate, and also enables non-traditional students to juggle their commitments more efficiently and successfully.
Author: Jean Francois, Emmanuel Publisher: IGI Global ISBN: 1466620153 Category : Education Languages : en Pages : 432
Book Description
Schedule constraints and other complicating factors can make face-to-face educational methods inadequate to the needs of learners. Thus, blended learning has emerged as a compromise that reconciles the need for high-tech and high-touch learning and teaching interactions. Transcultural Blended Learning and Teaching in Postsecondary Education educates readers across nations and cultures and strengthens their understanding of theories, models, research, applications, best practices, and emerging issues related to blended learning and teaching through a holistic and transcultural perspective. This research volume serves as a valued resource for faculty, administrators, and leaders in postsecondary institutions to plan, develop, implement, and evaluate blended learning programs and courses. It also provides researchers with the latest research in transcultural blended learning and teaching theories, findings, best practices, and emerging trends.
Author: Michael B. Horn Publisher: John Wiley & Sons ISBN: 1118955161 Category : Education Languages : en Pages : 336
Book Description
Navigate the transition to blended learning with this practical field guide Blended is the practical field guide for implementing blended learning techniques in K-12 classrooms. A follow-up to the bestseller Disrupting Class by Clayton M. Christensen, Michael Horn, and Curtis Johnson, this hands-on guide expands upon the blended learning ideas presented in that book to provide practical implementation guidance for educators seeking to incorporate online learning with traditional classroom time. Readers will find a step-by-step framework upon which to build a more student-centered system, along with essential advice that provides the expertise necessary to build the next generation of K-12 learning environments. Leaders, teachers, and other stakeholders will gain valuable insight into the process of using online learning to the greatest benefit of students, while avoiding missteps and potential pitfalls. If online learning has not already rocked your local school, it will soon. Blended learning is one of the hottest trends in education right now, and educators are clamoring for "how-to" guidance. Blended answers the call by providing detailed information about the strategy, design, and implementation of a successful blended learning program. Discover a useful framework for implementing blended learning Unlock the benefits and mitigate the risks of online learning Find answers to the most commonly asked questions surrounding blended learning Create a more student-centered system that functions as a positive force across grade levels Educators who loved the ideas presented in Disrupting Class now have a field guide to making it work in a real-world school, with expert advice for making the transition smoother for students, parents, and teachers alike. For educational leaders seeking more student-centered schools, Blended provides the definitive roadmap.
Author: Ng, Eugenia M. W. Publisher: IGI Global ISBN: 1605668532 Category : Computers Languages : en Pages : 464
Book Description
Comparative Blended Learning Practices and Environments offers in-depth analysis of new technologies in blended learning that promote creativity, critical thinking, and meaningful learning.
Author: Julieta A. Araño-Ocuaman
Author: Julieta A. Araño-Ocuaman
Author: Kyei-Blankson, Lydia
Author: Dr. Milani M. Austria
Author: Anthony G. Picciano
Author: Francine S. Glazer
Author: Jean Francois, Emmanuel
Author: Dr. Manichander T.
Author: Michael B. Horn
Author: Ng, Eugenia M. W.
Author: Paul Lam