scholarly journals From Students’ Questions to Students’ Profiles in a Blended Learning Environment

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Fatima Harrak ◽  
François Bouchet ◽  
Vanda Luengo
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Experience ◽  
Pharmacy Students ◽  
Automatic Annotation ◽  
Online Platform ◽  
Average Students ◽  
Do So

The analysis of students’ questions can be used to improve the learning experience for both students and teacher. We investigated questions (N = 6457) asked before the class by 1st year medicine/pharmacy students on an online platform, used by professors to prepare their on-site Q&A session. Our long-term objectives are to help professors in categorizing those questions, and to provide students with feedback on the quality of their questions. To do so, first we developed a taxonomy of questions then used for an automatic annotation of the whole corpus. We identified students’ characteristics from the typology of questions they asked using K-Means algorithm over four courses. The students were clustered based on the question dimensions only. Then, we characterised the clusters by attributes not used for clustering such as the students’ grade, the attendance, the number and popularity of questions asked. Two similar clusters always appeared (lower than average students with popular questions, and higher than average students with unpopular questions). We replicated these analyses on the same courses across different years to show the possibility to predict students’ profiles online. This work shows the usefulness and the validity of our taxonomy and the relevance of this approach to identify different students’ profiles.

Enhancing the quality of supervision: description and initial outcomes of a blended-learning approach to RANZCP supervisor accreditation

2020 ◽  
pp. 103985622092887
Author(s):  
Stephen Parker ◽  
Nicola Warren ◽  
Sarah Hamilton ◽  
Sidney Cabral ◽  
Jimsie Cutbush
Keyword(s):  
Blended Learning ◽  
Qualitative Content Analysis ◽  
Learning Experience ◽  
Accreditation Process ◽  
Free Text ◽  
Learning Approach ◽  
Supervisor Training ◽  
Competency Based ◽  
Interactive Workshop

Objective: Evaluation of a blended learning adaptation of the accreditation process for supervisors in the Royal Australian and New Zealand College of Psychiatrists’ (RANZCP) Competency-Based Fellowship Program. Method: The adaption of the accreditation process is described, and a mixed-methods approach was taken in its evaluation. Descriptive statistics are presented for participant responses to and engagement with interactive workshop elements. The Wilcoxon signed ranks test was applied to examine the change in participants’ confidence in their understanding of the expectations of a supervisor at the commencement and conclusion of the workshop. Free text evaluative responses were subject to qualitative content analysis. Results: Most participants expressed a preference for the blended learning workshop format and indicated that live polling improved the learning experience. Additionally, participants expressed greater confidence in their understanding of the expectations of the supervisor role following workshop completion. Conclusions: The blended learning approach to supervisor training was preferred by participants and may provide a model to be adopted by other training committees and institutions.

scholarly journals Blended Learning: Study of a formative assessment in the flipped classroom model

2020 ◽  
Vol 8 (2) ◽  
pp. 1-7
Author(s):  
Juliana Souza
Keyword(s):  
Blended Learning ◽  
Formative Assessment ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Learning Model ◽  
Formative Assessments ◽  
The Other ◽  
Learning Study ◽  
Online Environment ◽  
Online Platform

Summative and formative assessments are important for students' learning pathway. The article analyzes the blended learning model in the Entrepreneurship discipline, in two classes from the perspective of a learning experience as formative assessment, applied in the online platform. The study pointed out that students' access to content increases when participation is stimulated through a formative activity in the online environment. In the class of 54 students, 37 students performed the activity, while in the other class of 76 students, 67 students performed the activity in the online environment.

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

Assessing the Impact of Using Educational Videos in Teaching Engineering Courses

2018 ◽  
Author(s):  
Essam Zaneldin ◽  
Waleed Ahmed
Keyword(s):  
Learning Experience ◽  
Teaching Methodology ◽  
Major Contributor ◽  
International Institution ◽  
Course Content ◽  
Major Shift ◽  
Educational Videos ◽  
The Impact ◽  
Do So

Traditional ways of delivering lectures in classrooms proved to be inadequate and inefficient. Recently, the education sector is witnessing a dramatic progress and is undergoing a major shift. This shift has been influenced largely by technological and pedagogical trends and the greater worldwide access to the Internet. Videos were seen to be a major contributor to the shift in the educational landscape, acting as a powerful agent that adds value and enhances the quality of the learning experience. To be an effective player, videos continue to have a dramatic impact on higher education challenging the traditional way of delivering course content. While some lecturers may be embracing the use of videos in teaching, there are still lecturers who are reluctant to integrate this technology into their teaching methodology or do not have the skills to do so. This paper highlights the use of videos in teaching undergraduate courses in an international institution in order to boost students’ knowledge and enhance their learning experience. Findings of this study will be analyzed and discussed to address the main advantages of this promising initiative.

Quality and Extent of Locum Tenens Coverage in Pediatric Surgical Practices

2015 ◽  
Vol 81 (4) ◽  
pp. 377-380 ◽  
Author(s):  
Tracy L. Nolan ◽  
Jessica J. Kandel ◽  
Don K. Nakayama
Keyword(s):  
Pediatric Surgery ◽  
Surgical Care ◽  
Full Time ◽  
Short Term ◽  
Community Based ◽  
Surgical Workforce ◽  
Strongly Agree ◽  
Do So

The prevalence and quality of locum tenens coverage in pediatric surgery have not been determined. An Internet-based survey of American Pediatric Surgical Association members was conducted: 1) practice description; 2) use and frequency of locum tenens coverage; 4) whether the surgeon provided such coverage; and 5) Likert scale responses (strongly disagree, disagree, neutral, agree, strongly agree) to statements addressing its acceptability and quality (two x five contingency table and χ2 analyses, significance at P < 0.05). Three hundred sixteen of 1163 members (27.2% response rate) responded. One-fourth (24.1%) used a locum tenens regularly. Reasons were long-term inability to recruit a full-time surgeon (35.2%) and short-term vacancies (32.4%). One-fifth (20.4%) did locum tenens work; one-fourth (27.0%) plan to do so in the future. Two-thirds (64.2%) believe that surgical care in a locum tenens situation does not provide the same level of care as a full-time community-based surgeon. Most support locum tenens for short-term coverage (87.3%) and recruitment problems (72.1%), but not long-term vacancies (38.8%; P < 0.001) or permanent coverage (27.0%; P < 0.001). Locum tenens coverage is an established feature of pediatric surgery. Most view it as a stopgap solution to the surgical workforce shortage.

Fuzzy cognitive mapping of LMS users’ Quality of Interaction within higher education blended-learning environment

2015 ◽  
Vol 42 (21) ◽  
pp. 7399-7423 ◽  
Author(s):  
Sofia B. Dias ◽  
Sofia J. Hadjileontiadou ◽  
Leontios J. Hadjileontiadis ◽  
José A. Diniz
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Cognitive Mapping ◽  
Fuzzy Cognitive Mapping

scholarly journals DESIGNING SELF-REGULATED LANGUAGE LEARNING STRATEGY INSTRUCTIONAL PROGRAM IN A BLENDED LEARNING ENVIRONMENT FOR PRE-SERVICE TEACHERS IN CHINA

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Aminah Ma Ping ◽  
Qiao Hong
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Language Learning ◽  
Learning Strategy ◽  
Learning Experience ◽  
Strategy Instruction ◽  
Design Guidelines ◽  
Instructional Program ◽  
Teacher Preparation Program ◽  
Foundation Design

Self-Regulated Learning (SRL) is considered a useful framework for strategy instruction. Teachers play a key role in designing and implementing strategy instruction; however, strategy instruction in teacher preparation program has been given less concern. Factors such as curriculum constraints, transmissive style of teaching strategies in the classroom etc. put strategy instruction in teacher education in a rather difficult position. Thus, with theoretical basis of SRL, this study proposes an alternative approach of strategy instruction in a blended learning environment to offer some insights into a strategy instructional program for teacher training. It is expected to provide an experiential and active learning experience for pre-service teachers to promote their own use of strategies in language learning as well as their knowledge of learning strategy and strategy instruction. The current article presents the results of needs analysis and describes the program’s theoretical foundation, design guidelines and outlines the program structure. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0791/a.php" alt="Hit counter" /></p>

scholarly journals Analisis Kebutuhan Pengembangan Blended Learning Terintegrasi Strategi PBLRQA (Problem-Based Learning and Reading, Questioning & Answering) pada Pembelajaran Biologi

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Hasmunarti Hasmunarti ◽  
Arsad Bahri ◽  
Irma Suryani Idris
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Interactive Media ◽  
Problem Based Learning ◽  
Descriptive Research ◽  
Use Of Technology ◽  
Technological Developments ◽  
Biological Learning ◽  
Technology In Learning

Abstract.  Global demands require the world of education to always adjust technological developments towards efforts to improve the quality of education. This study aims to determine the potential and needs of lecturers and students in biology classroom, which will be used as a base in the development of blended learning integrated with PBLRQA strategy (Problem-Based Learning and Reading, Questioning & Answering) on biology classroom. This research was a descriptive research. The results of this study showed that lecturers and students need a learning environment that integrates technology in learning, allowing students to communicate and obtain information from various sources. The use of technology in learning with blended learning integrated with PBLRQA strategy can create the learning environment more effective, efficient, and interesting, suitable with students' interest in the use of interactive media such as laptops and smartphones. By using technology, abstract material in biology can be more easily understood and problems related to biological learning expected to be resolved. Keywords: blended learning, PBLRQA, flipped class, biology learning.

scholarly journals B-learning Quality: Dimensions, Criteria and Pedagogical Approach

2014 ◽  
Vol 17 (1) ◽  
pp. 56-75 ◽  
Author(s):  
Paula Peres ◽  
L. Lima ◽  
V. Lima
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Online Courses ◽  
Quality Criteria ◽  
Pedagogical Issues ◽  
E Learning ◽  
Quality Dimensions ◽  
Enhanced Learning ◽  
Complete Framework

Abstract Measuring the quality of a b-learning environment is critical to determine the success of a blearning course. Several initiatives have been recently conducted on benchmarking and quality in e-learning. Despite these efforts in defining and examining quality issues concerning online courses, a defining instrument to evaluate quality is one of the key challenges for blended learning, since it incorporates both traditional and online instruction methods. For this paper, six frameworks for quality assessment of technological enhanced learning were examined and compared regarding similarities and differences. These frameworks aim at the same global objective: the quality of e-learning environment/products. They present different perspectives but also many common issues. Some of them are more specific and related to the course and others are more global and related to institutional aspects. In this work we collected and arrange all the quality criteria identified in order to get a more complete framework and determine if it fits our b-learning environment. We also included elements related to our own b-learning research and experience, acquired during more than 10 years of experience. As a result we have create a new quality reference with a set of dimensions and criteria that should be taken into account when you are analyzing, designing, developing, implementing and evaluating a b-learning environment. Besides these perspectives on what to do when you are developing a b-learning environment we have also included pedagogical issues in order to give directions on how to do it to reach the success of the learning. The information, concepts and procedures here presented give support to teachers and instructors, which intend to validate the quality of their blended learning courses.

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