scholarly journals A Blended Learning Experience for Teaching Microbiology

2006 ◽  
Vol 70 (5) ◽  
pp. 120 ◽  
Author(s):  
Pilar Sancho ◽  
Ricardo Corral ◽  
Teresa Rivas ◽  
María Jesús González ◽  
Andrés Chordi ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Experience

scholarly journals Design for learning – a case study of blended learning in a science unit

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 898
Author(s):  
Roslyn Gleadow ◽  
Barbara Macfarlan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Scientific Practice ◽  
Learning Experience ◽  
Science Students ◽  
Face To Face ◽  
Design For Learning ◽  
Learning Management

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21st century.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Exploring Active Blended Learning Through the Lens of Team-Based Learning

2021 ◽  
pp. 172-192
Author(s):  
Rachel Maxwell ◽  
Roshni Khatri
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Learning Technologies ◽  
Learning Spaces ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
The Core ◽  
Team Based Learning ◽  
Core Concepts

This chapter showcases how the collaborative learning and teaching strategy known as Team-Based Learning™ (TBL) can deliver against the conceptual components within active blended learning (ABL), through exploration of different case studies from the authors' university. It begins by detailing the core concepts and theories underpinning each pedagogic approach before considering how adoption of TBL is consistent with the wider implementation of ABL. Case histories are used to highlight how these approaches enhance the student learning experience and how learning technologies can enable staff to do more of what they value within the classroom. The value of different learning spaces to facilitate TBL and augment the learning experience for both staff and students is considered. Finally, the chapter explores some of the more difficult questions around the lack of broader uptake of TBL within an institution committed to ABL as its standard approach to learning and teaching.

A BLENDED LEARNING EXPERIENCE APPLYING PROJECT-BASED LEARNING IN AN INTERDISCIPLINARY CLASSROOM

2017 ◽  
Author(s):  
Francisco Medeiros ◽  
Paulo Júnior ◽  
Márcio Bender ◽  
Lukese Menegussi ◽  
Mark Curcher
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Project Based Learning

The Vignette TaBLE

2018 ◽  
pp. 259-279
Author(s):  
Susan Elwood ◽  
Robin D. Johnson ◽  
Cary Perales
Keyword(s):  
Blended Learning ◽  
Collaborative Design ◽  
Teacher Candidates ◽  
Learning Experience ◽  
Mobile Technologies ◽  
Promising Practices ◽  
Flipped Instruction ◽  
Preliminary Results ◽  
Mobile Learning Environment ◽  
Micro Learning

This chapter investigates the research and recommendations regarding the collaborative design of the joint, flipped-instruction micro-learning vignettes for classroom mentors and teacher candidates regarding promising practices of flipped instruction within a mobile learning environment. The focus of the chapter relates to pedagogies that incorporate active learning within mobile technologies that are most likely to enhance meaningful learning. The Vignette Team-based, Blended Learning Experience (TaBLE) will be presented, based upon its research-based rationale, design, preliminary results, and future implications.

Web Conferencing and Remote Laboratories as Part of Blended Learning in Engineering and Science

2012 ◽  
pp. 246-263
Author(s):  
Steve Mackay ◽  
Darrell Fisher
Keyword(s):  
Science Education ◽  
Blended Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Web Conferencing ◽  
Science And Engineering ◽  
Remote Laboratories ◽  
Remote Labs ◽  
E Learning ◽  
The Impact

The purpose of this chapter is to provide an overview and subsequent application of research into the impact web conferencing and remote laboratories have on engineering and science education within the context of blended learning. The impact is examined especially in assessing the reaction and achievement of learners in using these new technologies compared to that of a traditional classroom or (the currently popular approach of) asynchronous e-learning. In recent years, there has been a significant increase in the level of remote or distance learning (or e-learning) using the Internet. One of the gaps in current research is the examination of the impact of web conferencing and remote science and engineering laboratories on the learning experience. The chapter is commenced by defining e-learning, synchronous, asynchronous and blended learning. Hereafter, web conferencing and remote laboratories are then defined and reviewed in detail. The impact that web conferencing and remote labs have on the e-learning experience as compared to the classroom and asynchronous approaches is then examined. The chapter is concluded by an examination of our research into what the perceived requirements are for web conferencing and remote laboratories and suggestions are given on how to apply web conferencing and remote labs to engineering and science education.

Evaluating Learning Experience through Educational Social Network Support in Blended Learning

2016 ◽  
pp. 1-16
Author(s):  
Marva Mirabolghasemi ◽  
Noorminshah A. Iahad
Keyword(s):  
Social Network ◽  
Blended Learning ◽  
Social Presence ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Research Literature ◽  
Course Management Systems ◽  
Face To Face ◽  
Network Support ◽  
Social Network Support

The Community of Inquiry (CoI) model has been used for exploring various aspects of blended learning courses using technology such as Course Management Systems (CMSs). However, there is a lack of research literature evaluating CoI in environments where students use an educational social network in addition to a CMS and face to face teaching and learning. This study investigates a learning experience in blended learning that combines the usage of a CMS, Edmodo, which is an educational Social Network Site (SNS) and face to face teaching and learning. The results have shown a significant relationship and prediction of overall learning experience in relation to teaching, cognitive and social presence in blended learning. Moreover, social presence is the most significant factor to predict the overall learning experience of students.

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