Blended learning: the future of occupational learning

2011 ◽  
Vol 7 (2) ◽  
pp. 92-95
Author(s):  
Glenys Bridges
Keyword(s):  
Blended Learning ◽  
The Future ◽  
Occupational Learning

The Cambridge Guide to Blended Learning for Language Teaching

2015 ◽  
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Case Studies ◽  
Course Design ◽  
Language Teaching ◽  
Language Teachers ◽  
The Future ◽  
Learner Interaction ◽  
Training Courses

The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.

scholarly journals The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context

2017 ◽  
Vol 10 (6) ◽  
pp. 190 ◽  
Author(s):  
Sarah Al LHassan ◽  
Nadia Shukri
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Female Students ◽  
Proficiency Level ◽  
Level Of Satisfaction ◽  
The Future ◽  
Efl Students ◽  
Students Satisfaction

The present study intended to investigate the effect of utilizing Learning Management System (LMS), Blackboard® on enhancing English as a Foreign Language (EFL) female students’ satisfaction in the Saudi context. It is found that the effectiveness of utilizing the supplementary materials on Blackboard® is leading up to EFL students’ satisfaction. Since, Blended Learning (BL) model could stimulate a classroom setting with activities that are carried out under flexible and engaging manner. The sample consisted of ninety-eight students from proficiency level -104. The data of the study was collected using a questionnaire to identify students’ level of satisfaction. The results revealed that students’ satisfaction was apparent as their positive responses outweighed their negative responses mainly in terms of richness of learning resources, opportunity to interact in foreign language, appropriateness and variety of content, and ease of using Blackboard®. Based on the results, the study recommends considering the positive assets and challenges to plan the future of both teaching and learning English language effectively. The study suggested several areas to be investigated in the future such as examining the motivational behavior of both the teachers and the students and finding out the factors that will affect the environment of BL in EFL.

Student Perceptions of Online Learning During the Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 1-16
Author(s):  
Jesi Jecsen Pongkendek ◽  
Dewi Satria Ahmar ◽  
Haris Munandar ◽  
Muhammad Fath Azzajjad
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Student Perceptions ◽  
Random Sampling ◽  
Face To Face ◽  
Question Item ◽  
The Future ◽  
Learning Platforms ◽  
Face To Face Learning ◽  
Made In

Due to the COVID-19 pandemic, lectures must be conducted online. This research is a survey research to find out the perception of students in participating in online learning. Survey of Musamus University students in 6 faculties with a total of 262 respondents. Respondents were selected by proportionate stratified random sampling. The instrument used is a questionnaire made in google form with a total of 21 questions. Data analysis was carried out by calculating the percentage of each answer for each question item. Through this research, the results obtained are (1) Students realize online learning is a learning solution during the Covid-19 pandemic; (2) Students are happy with participating in online learning; (3) Students are enthusiastic to complete assignments; (4) Students realize that through the assignment of lecturers their knowledge is increasing; (5) Students find online learning beneficial for them; (6) Students have mastered the use of online learning platforms; (7) Students hope that online learning will no longer be carried out in the future. Students also prefer face-to-face learning compared to blended learning and online learning, but some students have realized that the blended learning model is an alternative in learning that can be applied in the future

LEARNING SPACE OF THE FUTURE - MOODLE MEETS BLENDED LEARNING

2018 ◽  
Author(s):  
Andrea Niemann ◽  
Manfred Meyer ◽  
Thomas Müller
Keyword(s):  
Blended Learning ◽  
Learning Space ◽  
The Future

Blended learning: the future for nursing?

2020 ◽  
Vol 29 (16) ◽  
pp. 985-985
Author(s):  
Sam Foster
Keyword(s):  
Blended Learning ◽  
Digital Technology ◽  
Nurse Education ◽  
University Hospitals ◽  
Oxford University ◽  
The Future

Sam Foster, Chief Nurse, Oxford University Hospitals, considers how greater use of digital technology during the pandemic has introduced the profession to different ways of providing nurse education

scholarly journals Development and evaluation of an internet-based blended-learning module in biomedicine for university applicants – Education as a challenge for the future –

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Christian Klümper ◽  
Jörg Neunzehn ◽  
Ute Wegmann ◽  
Benjamin Kruppke ◽  
Ulrich Joos ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Module ◽  
The Future

Pandemic designs for the future: perspectives of technology education teachers during COVID-19

2020 ◽  
Vol 121 (5/6) ◽  
pp. 419-431
Author(s):  
Jillianne Code ◽  
Rachel Ralph ◽  
Kieran Forde
Keyword(s):  
Blended Learning ◽  
Technology Education ◽  
Research Question ◽  
Substantial Effect ◽  
Professional Organization ◽  
Learning Approaches ◽  
Blended Instruction ◽  
Content Type ◽  
The Future ◽  
Specialist Teachers

Purpose The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession? Design/methodology/approach A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006). Findings The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online. Originality/value This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.

Blended Learning in China

2017 ◽  
pp. 18-38
Author(s):  
Hanrong Wang ◽  
Harry Nuttall
Keyword(s):  
Secondary Schools ◽  
Blended Learning ◽  
Educational System ◽  
Colleges And Universities ◽  
Chinese Government ◽  
Private Institutions ◽  
Policy Makers ◽  
The Future ◽  
Motivation And Learning ◽  
Education In China

Sprouted in the late 1970s, with the direction and support of the Chinese government and the participation of private institutions, blended learning in China has developed quickly and massively. By reviewing the origin, evolution, and current practices of blended learning in the contexts of elementary and secondary schools, colleges, and universities in China, the authors examine the problems, controversies, and issues raised. While the Chinese government still may play an important role in blended learning in the future, private institutions' involvement, learners' motivation, and learning ideology could become more important in promoting and implementing blended learning. How best to use the current educational system and resources to further promote blended learning in China is a challenge to educational practitioners and policy makers. Blended education in china is at the crossroads.

Blended Learning in China

2018 ◽  
pp. 1399-1419
Author(s):  
Hanrong Wang ◽  
Harry Nuttall
Keyword(s):  
Secondary Schools ◽  
Blended Learning ◽  
Educational System ◽  
Colleges And Universities ◽  
Chinese Government ◽  
Private Institutions ◽  
Policy Makers ◽  
The Future ◽  
Motivation And Learning ◽  
Education In China

Sprouted in the late 1970s, with the direction and support of the Chinese government and the participation of private institutions, blended learning in China has developed quickly and massively. By reviewing the origin, evolution, and current practices of blended learning in the contexts of elementary and secondary schools, colleges, and universities in China, the authors examine the problems, controversies, and issues raised. While the Chinese government still may play an important role in blended learning in the future, private institutions' involvement, learners' motivation, and learning ideology could become more important in promoting and implementing blended learning. How best to use the current educational system and resources to further promote blended learning in China is a challenge to educational practitioners and policy makers. Blended education in china is at the crossroads.

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