scholarly journals Using Learning Analytics to Predict Academic Success in Online and Face-to-Face Learning Environments

2017 ◽  
Author(s):  
Lisa Janine Berry
Keyword(s):  
Academic Success ◽  
Learning Environments ◽  
Learning Analytics ◽  
Face To Face ◽  
Face To Face Learning ◽  
Predict Academic Success

Blended Learning

2017 ◽  
pp. 108-125
Author(s):  
Mark B. Russell ◽  
Irene M. Y. Woon ◽  
Stylianos Hatzipanagos
Keyword(s):  
Online Learning ◽  
Educational Leadership ◽  
Change Management ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Strategy ◽  
Online Learning Environments ◽  
Face To Face ◽  
Face To Face Learning ◽  
Faculty And Administrators

Blended Learning should be a deliberately-designed and pedagogically-informed endeavour. Blended Learning integrates (blends) face-to-face learning environments with online learning environments so that learning can occur anyplace and anytime and can transcend the physical boundaries of traditional face-to-face settings. Moving towards successful blended learning does not happen by chance. It requires educational leadership and a supportive change management strategy. Such a strategy should include a vision for innovation, plans for diffusing the innovations and the provision of advice and guidance to faculty and administrators. The chapter offers examples of what is possible through the genre of ‘Cluster Scenarios' and explores some implications for adopting a blended learning strategy for faculty and administrators.

WIRE

2010 ◽  
pp. 149-159 ◽  
Author(s):  
Yih-Ruey Juang
Keyword(s):  
Data Structure ◽  
Blended Learning ◽  
Learning Environments ◽  
Communication Skills ◽  
Learning Achievement ◽  
Web Based ◽  
Warm Up ◽  
Face To Face ◽  
Face To Face Learning ◽  
Structure Class

Much research has shown that the blended learning can effectively enhance the motivation, communication skills, and learning achievement compared with teaching in a single form. However, a crucial issue in blended learning is how to integrate each blended format, media and experience into a coherent learning model, and then to keep interaction between teacher and students either in or outside the classroom. This study introduces a highly interactive strategy for blended learning that incorporates web-based and face-to-face learning environments into a semester course through answering the warm-up questions before class, interactive teaching in class, and review and exercise after class. By the empirical study in a ‘Data Structure’ class, most students made progress in learning achievement and gain more motivation and interaction within the class.

Fostering Communities of Inquiry and Connectivism in Online Technical Communication Programs and Courses

2020 ◽  
Vol 51 (1) ◽  
pp. 11-30
Author(s):  
Yvonne Cleary
Keyword(s):  
Learning Environments ◽  
Technical Communication ◽  
Online Program ◽  
Online Learners ◽  
Graduate Course ◽  
Face To Face ◽  
Online Higher Education ◽  
Communication Programs ◽  
Face To Face Learning ◽  
Communities Of Inquiry

In increasingly online higher education environments, instructors must develop positive and community-oriented learning environments, equivalent to, if different from, face-to-face learning experiences. Connectivism and communities of inquiry are complementary theories that facilitate the design and development of online learning and enable online learners to connect with peers. This article discusses two pedagogical interventions that encourage connectivism and foster communities of inquiry in online technical communication programs: (a) a face-to-face orientation workshop at the beginning of an online program and (b) a peer-review activity in a research methods graduate course. The article explains the development, deployment, and evaluation of the activities.

scholarly journals The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments

2017 ◽  
Vol 5 (9) ◽  
pp. 146 ◽  
Author(s):  
M. Betul Yilmaz
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Learning Environments ◽  
The Other ◽  
Academic Procrastination ◽  
Face To Face ◽  
Logical Regression ◽  
Exam Scores ◽  
Face To Face Learning ◽  
The University

The relation between assignment and exam performances of the university students and their academic procrastination behaviors in distance and face-to-face learning environments was investigated in this study. Empirical research carried out both in face-to-face and online environments have generally shown a negative correlation between academic procrastination and academic performance. However, the effect of academic procrastination on assignments in distance learning setting has not been analyzed extensively. To understand the interaction between academic procrastination and the learning environment; assignment and exam performances of eighty-eight university students in face-to-face (FtF) and distance learning (DL) environments were investigated. According to the findings of the study, students’ academic procrastination and assignment scores were negatively correlated in both environments but especially in DL setting. Contrary to this, academic procrastination and exam scores were correlated to each other only in FtF environment. On the other hand, there was no correlation between total assignment and exam scores for DL group, while a medium positive correlation was found in FtF group. The findings of binary logical regression analysis demonstrated that predictive value of the DL environment for assignment score is much stronger than academic procrastination behavior of students.

scholarly journals The Opinions of Field Experts on Usability of Internet of Things Technology in Open and Distance Learning Environments

2022 ◽  
Vol 18 (1) ◽  
pp. 0-0
Keyword(s):  
Distance Learning ◽  
Internet Of Things ◽  
Learning Environments ◽  
Sampling Method ◽  
Face To Face ◽  
Purposeful Sampling ◽  
Open And Distance Learning ◽  
Face To Face Learning ◽  
Internet Of Things Technology ◽  
The Internet Of Things

Within the scope of this study, it is aimed to determine the usability of the Internet of Things Technology in open and distance learning environments. In this context, the phenomenology method was used in order to get the opinions of field experts. The criterion sampling method, which is one of the purposeful sampling methods, was used in determining the participants. As a criterion, it is taken into account that the participants are experts in the field of open and distance learning. In this context, 8 field experts contributed to the study. The findings obtained at the end of the study, internet of things technology; It clarifies how it can be used in traditional face-to-face learning environments and open and distance learning environments, what benefits it can provide, what are its limitations, its future usage trends, and how it can be used outside of learning environments.

scholarly journals The Enhancement of Face-To-Face Reading skill at the University of Tabuk Using Internet-Based Reading Activities

2021 ◽  
Vol 3 (8) ◽  
pp. 122-127
Author(s):  
Turky E. Alshaikhi
Keyword(s):  
Learning Environments ◽  
Reading Skills ◽  
Research Question ◽  
Learning Preferences ◽  
Traditional Classrooms ◽  
Face To Face ◽  
Face To Face Learning ◽  
Faculty Of Education ◽  
The University ◽  
Reading Activities

This study aimed to investigate how far internet-based reading activities can enhance learners’ reading skills in face-to-face learning experience at the faculty of education and arts, University of Tabuk in Saudi Arabia, for the Academic Year 2021. This study also examined students' learning preferences, experiences, and participation in traditional and non-traditional classrooms as blended learning has come in vogue at the university due to Covid19 restrictions. This quantitative research consisted of 90 university EFL learners from the faculty of education and arts at Tabuk University. The study employed descriptive statistics to analyze learners’ responses.  The findings showed that internet-based reading activities and peer moderated discussions could enhance learners’ reading skills in the face-to-face EFL classes at the university. Internet-based reading activities also led to greater language output in the other three language skills viz., speaking, listening and writing when these are undertaken in the physical mode. However, gaps exist in their application to student learning preferences and whether they match student preferences for reading activities. Limited literature is existed on following up internet-based reading activities with physical learning in traditional classrooms. A single overarching research question guided this study: How far can the innovative method of internet-based reading enhance learners’ reading in face-to-face learning environments.  The results proved encouraging drills as the previously challenging reading drills were perceived as engaging by the learners after the brief intervention. However, whether the results are temporal or reliable can only be ascertained with larger samples and varied learning environments.

scholarly journals Discussion Forums as a Learning Material in Higher Education Institutions

2021 ◽  
Vol 2 (1) ◽  
pp. 1-9
Author(s):  
Hakan KILINC ◽  
Hakan Altinpulluk
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Group Discussion ◽  
Point Of View ◽  
Learning Material ◽  
Discussion Forums ◽  
Online Learning Environments ◽  
Face To Face ◽  
Online Discussion Forums ◽  
Face To Face Learning

Discussion forums, which have more features among the tools used in the online group discussion process, are the most preferred learning tool in this process. Instructors, from elementary school to college often use online discussion forums to encourage interaction and complex thinking that are not always effective in traditional face-to-face learning situations. Discussion forums are a tool that enables learners to create information, collaborate and interact simultaneously or asynchronously in the online learning environment. In addition, it allows more time for all learners to reflect on their own ideas and respond to other learners in the learning process. However, it is seen that there are not enough studies on the usability of discussion forums, which are an effective learning material used in online learning environments. From this point of view, this study investigates the usability of discussion forums in online learning environments. In this study, in which qualitative research method was used, the opinions of 8 field experts determined by purposeful sampling method were consulted in the context of the use of discussion forums in online learning environments. With the investigation of the usability of discussion forums in online learning environments, it is predicted that the efficiency to be obtained from these environments will increase.

scholarly journals A collaborative design model to support hybrid learning environments during COVID19

2020 ◽  
Author(s):  
Thomas Cochrane ◽  
James Birt ◽  
Neil Cowie ◽  
Chris Deneen ◽  
Paul Goldacre ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Collaborative Design ◽  
Distributed Learning ◽  
Hybrid Learning ◽  
Environment Design ◽  
Resource Guide ◽  
Face To Face ◽  
Learning Environment Design ◽  
Face To Face Learning

COVID-19 has catalyzed online learning environment design across all university disciplines, including the traditionally practice-based disciplines. As we move from a rapid response triage mode of online learning towards a more sustained engagement with a mix of online and face-to- face learning environments (particularly for practice-based learning) we face some unique challenges. This concise paper explores an example of collaborative co-creation and co-design of a resource guide as a response to the challenges of COVID-19 for best practices for designing hybrid learning environments to facilitate distributed learning environments (face-to-face and remote students). The co-creative co-design of the resource guide highlights some of the identified key design principles behind facilitating distributed learning communities.

scholarly journals Development and validation of a scale to measure volition for learning

Open Praxis ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 161
Author(s):  
John M. Keller ◽  
Hasan Ucar ◽  
Alper Tolga Kumtepe
Keyword(s):  
Learning Environments ◽  
Action Planning ◽  
State University ◽  
Validity And Reliability ◽  
Online Learners ◽  
Face To Face ◽  
Confirmatory Factor ◽  
Two Factors ◽  
Face To Face Learning ◽  
Development And Validation

Volition explains the transition from desire, or motivation, to action especially when faced with competing goals. In learning environments, the concept refers to acting with the aim of achieving learning objectives. Despite the importance of volition in learning environments, research has rarely addressed the volition construct. Thus, the purpose of this study was to explore and develop a valid and reliable scale to measure the volition construct in online and face to face learning environments. The data for this research were collected from 594 undergraduate online learners who also took some courses face to face at a state university in Turkey. After analyzing the validity and reliability of the scale, a two-factor, 13-item volition for learning scale was developed. The scale was comprised of two factors: action planning and action control. Confirmatory factor analysis results confirm the factor structure of the scale. Results indicated that the volition for learning scale is a valid and reliable instrument that can be utilized to measure learners’ volition in learning environments.

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