scholarly journals A Multi-Dimensional Hybrid Learning Environment for Business Education: A Knowledge Dynamics Perspective

2021 ◽  
Vol 13 (7) ◽  
pp. 3889
Author(s):  
Ioanna Pavlidou ◽  
Nikolina Dragicevic ◽  
Eric Tsui
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Business Education ◽  
Knowledge Workers ◽  
Hybrid Learning ◽  
Face To Face ◽  
Knowledge Framework ◽  
Knowledge Dynamics ◽  
Hybrid Learning Environment

The main promise of new, digitally enabled and hybrid learning environments is to enable future-ready knowledge workers by equipping them with business and digital competences. However, business education (BE) research often focuses on the problems of instructional design and individual disciplines, rather than on the challenges of developing a holistic knowledge and competences required to ensure students’ long-term employability. This paper, to address this gap, approaches BE as a knowledge dynamics field that consists of rational, emotional and spiritual knowledge and proposes a related framework to serve as a guide for developing and analyzing a hybrid learning environment (HLE) that would support BE. Then, it uses the developed framework in an interview-based study to understand the students’ perceptions of how the implementation of an HLE in postgraduate course stimulated knowledge dynamics for BE. The results show that the HLE stimulated different aspects of knowledge due to the diversity of modes of learning-Face-to-Face (F2F) and online, the diversification of learning sources and the internationalization of the course-level curriculum. These results pave the direction for teachers to use the knowledge framework as a compass for future implementations and evaluations of similar methods.

scholarly journals Doctor of Physical Therapy Education in a Hybrid Learning Environment: Reimagining the Possibilities and Navigating a “New Normal”

2020 ◽  
Author(s):  
Kendra Gagnon ◽  
Brian Young ◽  
Teresa Bachman ◽  
Thomas Longbottom ◽  
Richard Severin ◽  
...  
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Strategies ◽  
Physical Therapist ◽  
Hybrid Learning ◽  
Hybrid Education ◽  
Face To Face ◽  
Physical Therapist Education ◽  
Hybrid Learning Environment ◽  
Therapist Education

Abstract Professional physical therapist education has experienced a transformation over the last few decades, moving to a doctoring profession with more autonomy and a broader scope of practice. These changes have occurred in parallel with systemic and structural changes in health care and higher education, both of which have experienced challenges with improving access and controlling costs, and have become a centerpiece of legislative and political discourse. At the same time, advances in technology have introduced new possibilities in education, with the emergence of online, blended, and “flipped” learning models that supplement or replace face-to-face instruction with distance learning. Hybrid education is a type of blended learning, utilizing both face-to-face and online instructional strategies. In a hybrid learning environment, online content may be delivered synchronously or asynchronously, replacing traditional face-to-face instructional time and reducing “seat time” for students. Recent attention has been brought to online and hybrid/blended learning in physical therapist education in the wake of the COVID-19 pandemic, as programs have been required to abruptly move from face-to-face to remote instruction. Hybrid and other forms of blended learning strategies have been described at the physical therapist education course level. However, there is no literature describing hybrid learning implementation at the physical therapist education program “levels,” and there has been limited discussion on best practices for delivering hybrid, blended, and online instruction in physical therapist education. This perspective provides an overview of hybrid education, describes theoretical frameworks that guide implementation of a hybrid education curriculum, and discusses future directions for hybrid physical therapist education and educational research.

Traditional to Hybrid

2014 ◽  
pp. 387-411
Author(s):  
Rowena Li
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Hybrid Learning ◽  
Psychological Needs ◽  
Face To Face ◽  
Social Media Tools ◽  
Hybrid Learning Environment

Drawn from first-hand teaching and learning experiences, this chapter seeks to explore social media tools and their unique features in adapting traditional face-to-face courses to the hybrid learning environment. It examines the transformed roles of instructors and students, as well as their changing pedagogical, social, and psychological needs. It also demonstrates how social media can be used to meet the challenges of both hybrid and online instruction in higher education. This chapter provides faculty, administrators, and practitioners a better understanding of the roles of the instructors and students in a hybrid setting and also offers guidance to instructors on how to involve social media tools in a hybrid learning environment to enhance students' learning experiences.

Breakthroughs, Breakdowns, and Some Productive Pedagogical Paradoxes of Virtual Learning

2010 ◽  
pp. 142-153
Author(s):  
Vachel Miller ◽  
Kelly Clark-Keefe
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Doctoral Students ◽  
Hybrid Learning ◽  
Virtual Learning ◽  
Virtual Space ◽  
Face To Face ◽  
Transformative Potential ◽  
On Line ◽  
Hybrid Learning Environment

Learning sites in higher education have become more diffuse, diverse, and tangled. As instructors, we can hybridize our encounters with students, meeting them one week in class; another week, in virtual space. Our initial experimentation with hybrid learning has left us face-to-face with breakthroughs, break-downs, and deep pedagogical dillemmas. In this chapter, we voice our emergent sensibilities about the transformative potential—both for our students and ourselves—of inhabiting a hybrid learning environment. Our discussion is based on our observations of doctoral students’ interaction and engagement on-line, as well as our own embodied sensitivities about how we, as instructors, experience ourselves and our work in the pedagogical movement between our classrooms and virtual space.

scholarly journals The Impact of Integrating a MOOC Platform on the Teaching of Computer Science Course: A Case Study

2019 ◽  
Vol 5 (1) ◽  
pp. 44 ◽  
Author(s):  
Mohssen Hakami
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Hybrid Learning ◽  
Learning System ◽  
Traditional Learning ◽  
Face To Face ◽  
The Impact ◽  
Hybrid Learning Environment ◽  
Quantitative And Qualitative Methods

The present study reports an attempt to identify and evaluate the effectiveness of integrating teaching MOOC platform into traditional learning system to teach a face-to-face course. It investigated students’ opinions of Sharurah College of Science and Arts about the benefits and challenges based on their learning experiences in a hybrid learning environment. The researcher used both quantitative and qualitative methods to address the research questions. The study shows the following findings: a MOOC platform, as a new source for learning, supports teaching and learning in a hybrid learning environment; it can be used to support traditional learning; students like and are interested in a hybrid MOOC learning environment; and, finally, the most challenges affecting the hybrid MOOC environment are Internet drop/low speed connections and limited time for discussion in the MOOC.

Traditional to Hybrid

2013 ◽  
pp. 65-90
Author(s):  
Rowena Li
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Hybrid Learning ◽  
Psychological Needs ◽  
Face To Face ◽  
Social Media Tools ◽  
Hybrid Learning Environment

Drawn from first-hand teaching and learning experiences, this chapter seeks to explore social media tools and their unique features in adapting traditional face-to-face courses to the hybrid learning environment. It examines the transformed roles of instructors and students, as well as their changing pedagogical, social, and psychological needs. It also demonstrates how social media can be used to meet the challenges of both hybrid and online instruction in higher education. This chapter provides faculty, administrators, and practitioners a better understanding of the roles of the instructors and students in a hybrid setting and also offers guidance to instructors on how to involve social media tools in a hybrid learning environment to enhance students’ learning experiences.

scholarly journals A scale development study for assessing the effectiveness of blended learning environments

2013 ◽  
Vol 3 (3) ◽  
pp. 11-26 ◽  
Author(s):  
Emine Cabı ◽  
Yasemin Gülbahar
Keyword(s):  
Online Learning ◽  
Scale Development ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Reliability And Validity ◽  
Development Study ◽  
Online Learning Environments ◽  
Face To Face ◽  
Development Data

This study is conducted to develop a scale for assessing the effectiveness of blended learning environments based on the features of both face-to-face and online learning environments and provide suggestions for stakeholders. In the process of scale development, data gathered from 314 students were analyzed. The reliability and validity results for collected data were found to be acceptable since they were between or above the expected value. Based on the analysis it is found that the scale is composed of 55 items having a structure of 4 factors. Hence, it can be concluded that "Effectiveness of Blended Learning Environments Scale" is found as reliable and valid, and can measure what it aims to measure. Blended Learning Environment Scale, which was developed and analyzed for reliability and validity throughout this study, is expected to facilitate the further research studies that focused on blended learning environments.

scholarly journals Synkrone online læringsmiljøer – didaktisk design for synkron undervisning understøttet af digitale teknologier

2013 ◽  
Vol 6 (11) ◽  
Author(s):  
Karsten Gynther ◽  
Ove Christensen ◽  
Rasmus Jørnø
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Research And Development ◽  
Learning Environments ◽  
Three Dimensions ◽  
Online Learning Environment ◽  
Online Learning Environments ◽  
Face To Face ◽  
Synchronous Learning ◽  
Synchronous Learning Environments

Synkrone online læringsmiljøer muliggør realisering af en didaktisk praksis, der synkront kobler forskellige kontekster. Forskning i og udvikling af didaktiske principper, som kan guide uddannelsesudviklere og undervisere i deres arbejde med at udvikle didaktiske designs for synkrone læringsmiljøer, er imidlertid kun i sin spæde vorden. I denne artikel introduceres til et overordnet designframework for synkrone onlinelæringsmiljøer samt en række konkrete didaktiske principper, som eksemplificeres med en række designeksempler. Det overordnede framework rummer tre dimensioner i et didaktisk design for synkrone læringsmiljøer, der i kort form kan præsenteres som: a) simulering af tilstedeværelsesundervisning, b) remediering af tilstedeværelsesundervisning og c) innovativ transformation af tilstedeværelsesundervisning.Abstract in EnglishSynchronous online learning environments allow the realization of a didactic practice that creates contextual couplings. Research and development of didactic principles to guide teachers and developers of education in developing designs for synchronous learning environments is however still in its infancy. This article introduces a series of new conceptual tools and didactical principles for online learning environment and includes a general design framework for synchronous online learning environments and concrete didactic principles exemplified through a set of design examples. The framework outlines three dimensions of a didactic design: a) simulation of face-to-face teaching, b) remediation of face-to-face teaching and c) innovative transformation of face-to-face teaching.

Flipping the Medical School Classroom

2018 ◽  
pp. 5800-5809
Author(s):  
Kristina Kaljo ◽  
Laura Jacques
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Hybrid Learning ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Content Acquisition ◽  
Hybrid Learning Environment

The preparation of today's physicians is a tremendous responsibility. For medical students to be successful, they must experience a multitude of opportunities to develop appropriate clinical skills, problem solving acumen, and medical knowledge. Due to various barriers, medical students may develop gaps in critical and foundational knowledge. The use of flipped lectures has the capacity to “mobilize” education and ensure for versatility and improved content acquisition through the implementation of both online and face-to-face teaching methodologies. This hybrid learning environment has the capacity to also address the increasingly diverse needs of today's matriculating medical student. This article identifies tools and strategies of how to incorporate flipped lectures into medical education.

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