Assessment in Blended Learning: A Framework for Design and Implementation

2008 ◽  
Author(s):  
Ma Xiufang ◽  
Ke Qingchao
Keyword(s):  
Blended Learning ◽  
Design And Implementation

Theoretical Rationale for Designing a Blended Learning Teachers' Professional Development Program

2014 ◽  
pp. 673-688
Author(s):  
Charalambos Mouzakis ◽  
Haralampos Tsaknakis ◽  
Chrysanthi Tziortzioti
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Blended Learning ◽  
Development Program ◽  
Learning Outcome ◽  
Professional Development Program ◽  
Theoretical Rationale ◽  
Face To Face ◽  
Design And Implementation ◽  
Teachers Professional Development

This chapter explores the underlying theoretical principles that provided the basis for the design and implementation of a professional development program for informatics teachers in Greece. A blended learning model was adopted combining live workshop meetings, face-to-face in-lab training sessions and online videoconferencing sessions. The framework of constructivism and experiential learning was used as a theoretical rationale for the combination of face-to-face activities with online learning experiences. It is shown that a blended learning design based on the principles of constructivism and experiential learning pedagogy can provide vital tools for the creation of an active environment for informatics teachers' professional development. Also, it appears that a promising direction for further investigation, in terms of improving the learning outcome based on the same theoretical principles, is the more detailed design of the sequence of learning activities and a closer look at the development of communities of practice among teachers.

The Role of Librarians in Blended Courses

2018 ◽  
pp. 122-138
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Blended Learning ◽  
Student Learning ◽  
Community Of Inquiry ◽  
Academic Librarians ◽  
Ict Literacy ◽  
Design And Implementation ◽  
Blended Courses

This chapter investigates the intersection of instructional design and implementation, blended learning, ICT literacy, and academic librarians within higher education. Using the TPACK, pedagogy 2.0, and community of inquiry models, the chapter explains how librarians can help academic instructors design blended courses that effectively address physical and intellectual access to a wide variety of resources, especially digital materials, in order to optimize student learning.

A Blended Learning Approach to Course Design and Implementation

2009 ◽  
Vol 52 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Natasa Hoic-Bozic ◽  
Vedran Mornar ◽  
Ivica Boticki
Keyword(s):  
Blended Learning ◽  
Course Design ◽  
Learning Approach ◽  
Design And Implementation

scholarly journals Implementing and Evaluating a Blended Learning Format in the Communication Internship Course

10.28945/2299 ◽  
2015 ◽  
Vol 14 ◽  
pp. 217-235
Author(s):  
Christina M Smith
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Sense Of Community ◽  
Student Interaction ◽  
Learning Approaches ◽  
Course Structure ◽  
Face To Face ◽  
Design And Implementation ◽  
Pedagogical Design ◽  
High Level

The use of blended learning is well suited for classes that involve a high level of experiential inquiry such as internship courses. These courses allow students to combine applied, face-to-face fieldwork activities with a reflective academic component delivered online. Therefore, the purpose of this article is to describe the pedagogical design and implementation of a pilot blended learning format internship course. After implementation, the pilot class was assessed. Results of the survey and focus group revealed high levels of student satisfaction in the areas of course structure, faculty-student interaction, and application of theory to the “real-world” experience undertaken by students during the internship. Lower levels of satisfaction with the course’s academic rigor and a sense of community were also reported. Notably, students with experience in blended learning expressed lower levels of overall satisfaction, but reported higher levels of satisfaction with the course’s rigor and sense of community. The paper concludes by offering implications for instructors seeking to implement blended learning approaches.

scholarly journals Transactional distance in a blended learning environment

2004 ◽  
Vol 12 (2) ◽  
Author(s):  
Jon Dron ◽  
Catharine Seidel ◽  
Gabrielle Litten
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Transactional Distance ◽  
Educational Institutions ◽  
Web Based ◽  
Design And Implementation ◽  
Web Based Learning ◽  
Consequent Increase

This paper presents a case study that describes and discusses the problems encountered during the design and implementation of a blended learning course, largely taught online through a web-based learning environment. Based on Moore’s theory of transactional distance, the course was explicitly designed to have dialogue at its heart. However, the reality of systemic behaviours caused by delivering such a course within a group of conventional further and higher educational institutions has led to an entirely unanticipated reversion to structure, with unpleasant consequences for both quality and quantity of dialogue. The paper looks at some of the reasons for this drift, and suggests that some of the disappointing results (in particular in terms of the quality of the students’ experience and associated poor retention) can be attributed to the lack of dialogue, and consequent increase in transactional distance. It concludes with a description and evaluation of steps currently being taken to correct this behaviour.DOI: 10.1080/0968776042000216219

Blended Learning Primer

2010 ◽  
pp. 521-538
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Adult Education ◽  
Blended Learning ◽  
Cost Effective ◽  
Research Issues ◽  
Philosophical Foundations ◽  
Design Concepts ◽  
Design And Implementation ◽  
Starting Point ◽  
Instructional Design Principles ◽  
Quality Learning

Whilst the potential of blended learning to provide cost effective and quality learning experiences in adult education is generally acknowledged, deciding ‘what to blend?’ and ‘how to blend?’ is challenging. The design and implementation of blended learning is specific to the learning situation. Given the range of possible learning situations and the wide array of possible tools there are virtually endless possibilities for the blended learning designs. Those first embarking on blended learning ventures are faced with the task of surveying the vast quantity of resulting literature to gain a fundamental understanding of the concept and its implementation. For those beginning to implement blended learning in adult education contexts, this chapter attempts to provide a starting point for further exploration. This chapter seeks to lay foundations for understanding the concept of blended learning by firstly defining the term, and then highlighting key design concepts by discussing appropriate philosophical foundations and instructional design principles. An overview of some of the existing models and frameworks for blended learning in adult education is then given. Finally, some of the advantages and challenges of blended learning are discussed and future directions and research issues are identified.

Blended Learning to Support Alternative Teacher Certification

2015 ◽  
pp. 42-55
Author(s):  
Anika Ball Anthony ◽  
Belinda G. Gimbert ◽  
Rebecca A. Parker
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Continuous Improvement ◽  
Teacher Certification ◽  
Inservice Teacher ◽  
Alternative Teacher Certification ◽  
Inservice Teacher Education ◽  
Design And Implementation ◽  
E Learning ◽  
Research Findings

This chapter reviews literature on the use of e-learning to complement and extend preservice and inservice teacher education. It also provides an in depth example of the design and implementation of blended learning for supporting alternative teacher certification. In light of the example, research findings are summarized. The second part of the chapter provides a discussion on the following strategies that led to the successful use of blended learning in alternative teacher certification and explains how applying them can contribute to effective uses of blended learning in other settings: a) leveraging a network of partners, b) designing blended learning to address needs of multiple learners and organizational entities, c) balancing standardization and customization, and d) conducting evaluation and engaging in continuous improvement.

Blended Learning to Support Alternative Teacher Certification

2014 ◽  
pp. 225-237
Author(s):  
Anika Ball Anthony ◽  
Belinda G. Gimbert ◽  
Rebecca A. Parker
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Continuous Improvement ◽  
Teacher Certification ◽  
Inservice Teacher ◽  
Alternative Teacher Certification ◽  
Inservice Teacher Education ◽  
Design And Implementation ◽  
E Learning ◽  
Research Findings

This chapter reviews literature on the use of e-learning to complement and extend preservice and inservice teacher education. It also provides an in depth example of the design and implementation of blended learning for supporting alternative teacher certification. In light of the example, research findings are summarized. The second part of the chapter provides a discussion on the following strategies that led to the successful use of blended learning in alternative teacher certification and explains how applying them can contribute to effective uses of blended learning in other settings: a) leveraging a network of partners, b) designing blended learning to address needs of multiple learners and organizational entities, c) balancing standardization and customization, and d) conducting evaluation and engaging in continuous improvement.

Sign in / Sign up

Export Citation Format

Share Document