scholarly journals Blended Learning in University Education: Activities, Results and Quality

10.5772/7285 ◽  
2009 ◽  
Author(s):  
J.C. Jimenez-Saez ◽  
S. Ramirez
Keyword(s):  
Blended Learning ◽  
University Education

WeBCEIS - A Scenario for Integrating Web-Based Education into Classical Education

2011 ◽  
pp. 398-414
Author(s):  
Muge Klein ◽  
Daniel Sommer ◽  
Wolffried Stucky
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
University Education ◽  
Traditional Classrooms ◽  
Delivery Methods ◽  
Web Based ◽  
Trade Off ◽  
Classical Education ◽  
Face To Face ◽  
Web Based Education

Web-based education implies many advantages for teachers and learners, such as independence of time and place, personalization, and interactivity, but an important factor in learning, namely, face-to-face communication in traditional classrooms, cannot be adequately emulated. Students in a classical university education would lose many important social interactions in a purely Web-based education scenario, which would have important repercussions on their university education. The trade-off is a “blended learning” scenario, which is the integration of assorted learning delivery methods to benefit from both education scenarios. We are, therefore, arguing for an integration of Web-based and classical education, and present WebCEIS— our blended learning scenario for integrating Web-based education into classical education—looking at the organizational and the technological aspects of teaching and learning, and present our strategy for the implementation of WebCEIS.

Blended Learning in Nigeria

2011 ◽  
pp. 190-207 ◽  
Author(s):  
Nwachukwu Prince Ololube
Keyword(s):  
Blended Learning ◽  
Quantitative Assessment ◽  
Positive Impact ◽  
University Education ◽  
Sub Saharan Africa ◽  
Chi Square ◽  
Assessment Design ◽  
Sub Saharan ◽  
And Performance ◽  
University Setting

Blended learning requirements are increasing, in part because of the population explosion and policies pertaining to the democratization of education. Yet, thousands of students and faculty remain deficient in the use of blended learning to advance technology in developing countries, especially sub-Saharan Africa. This research employed a quantitative assessment design aimed at improving best available practices, processes, and performance in terms of the blended learning offered in a university setting. A six-point Likert-type questionnaire was used to gather data. Multiple statistical procedures were employed in the subsequent analysis—percentage, mean point values, chi-square, and ANOVA. Majority of the respondents to the questionnaire agreed that the teaching of MIS to students is effective and has a positive impact on their academic achievements. This groundbreaking research presents a realistic resource for the practical application of blended learning in university education in Nigeria, as well as a comprehensive view of the benefits and problems of the applicability of blended learning.

scholarly journals ENSURING THE QUALITY OF UNIVERSITY EDUCATION IN CONDITIONS OF BLENDED AND DISTANCE LEARNING

2020 ◽  
pp. 7-13
Author(s):  
Svitlana Martynenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Natural Extension ◽  
Learning Technologies ◽  
Educational Process ◽  
University Education ◽  
Face To Face ◽  
Distance Learning Technologies

In modern conditions of reforming the system of higher education, the introduction of time-based blended and distance learning, the mission of higher education is to ensure the efficiency and quality of university education. Therefore, the problem of using blended and distance learning technologies becomes relevant, which, taking into account the peculiarities of the conduct, should ensure the quality of educational services for students. Blended learning is defined as a hybrid of traditional face-to-face and online learning so that instruction occurs both in the classroom and online, and where the online component becomes a natural extension of traditional classroom learning. The article highlights the peculiarities of the introduction of mixed and distance learning at the university, analyzes and clarifies the essence and content of the concepts of « blended learning», «distance learning», identifies the main approaches, methodical principles underlying the organization of the educational process, the priority tasks and advantages of the introduced forms of education are singled out, the tendencies of their development are outlined, in particular in modern conditions. The methods, organizational forms and means used during blended and distance learning are described, specific examples of their introduction at Kyiv International University are given, as well as the schematic structure of the methodical system of the proposed forms of education that ensure the quality of university education. It is proved that blended and distance learning solves the problems of individualization, intensification and optimization of education, is the most effective evolution of the traditional model of learning7

Asynchronous Online Role-Plays Using a Blended Learning Design

2010 ◽  
pp. 53-71
Author(s):  
Belinda Johnson ◽  
Kathy Douglas
Keyword(s):  
Blended Learning ◽  
Role Play ◽  
Theory And Practice ◽  
University Education ◽  
Learning Approach ◽  
Learning And Teaching ◽  
Face To Face ◽  
Reflexive Practice ◽  
Face To Face Learning ◽  
Design Options

The use of online role-plays has grown in university education as an increasing number of teachers in a variety of discipline areas utilise role-play simulations in the online environment. The focus of this chapter is on design options for asynchronous online role-plays that may assist students to integrate theory and practice and develop skills in reflexive practice. The design options discussed in this chapter adopt a “blended” learning approach where online learning is used to complement face-to-face learning. Five models of online role-plays are discussed and various learning and teaching strategies canvassed to assist those teaching in the human services area to adopt and adapt these design options to meet their curriculum objectives.

scholarly journals Reflections On Music Therapy Training Within E-learning Education Contexts

2016 ◽  
Vol 16 (1) ◽  
Author(s):  
Imogen Nicola Clark ◽  
Grace Anne Thompson
Keyword(s):  
Music Therapy ◽  
Blended Learning ◽  
Rapid Expansion ◽  
University Education ◽  
Future Research ◽  
Teaching Staff ◽  
Learning Technology ◽  
Teacher Student ◽  
E Learning ◽  
The University

The rapid expansion of e-learning technology is transforming the availability and delivery of university education. In Australia, e-learning offers opportunities for students to study music therapy while living in remote locations across a vast country. Students enrolled in the Masters of Music Therapy at the University of Melbourne may choose traditional on-campus learning or blended learning, which involves a combination of face-to-face intensives and e-learning. This article focuses on blended learning with reflections from music therapy students and teachers at the University of Melbourne. A description of the music therapy program is provided with a detailed explanation of one subject to illustrate how e-learning is managed. Our experiences of teaching blended learning students are discussed, and we identify key challenges including teacher-student rapport, regular communication, student-to-student engagement, and user friendly on line learning tools. We then reflect on student feedback from an informal evaluation, and explain students’ experiences of collaborative learning, interaction with teaching staff, and staying on track with learning. In conclusion, we discuss the future of music therapy education over an online forum, taking into consideration challenges and advantages for students, teaching academics and learning institutions, and offer ideas from which future research projects might be developed.

Using the technology of blended learning “flipped classroom” in foreign language teaching at the university

2021 ◽  
pp. 87-94
Author(s):  
Sergey S. Ulyanov
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Flipped Classroom ◽  
Research Problem ◽  
Educational Process ◽  
University Education ◽  
Interactive Methods ◽  
Learning Technology ◽  
New Organizational Forms ◽  
The University

We substantiate the need to use modern educational technology of blended learning “flipped class” in university education, introduce new principles of building the educational process in higher education, search for new organizational forms of education, interactive methods and technologies of teaching a foreign language. The solution to the research problem is based on theoretical, methodological and practical issues that are considered in the study. We focus on the fact that teaching a foreign language is based on the methodic potential of competence-based and personality-oriented approaches. We note the role of a foreign language teacher, who is a facilitator and consultant, who ensures successful communication of students in the process of performing interdisciplinary or metadisciplinary research projects that contribute to the development of metadisciplinary and communication skills. The obtained results of the pedagogical experiment suggest that the use of the “flipped classroom” blended learning technology increase the level of internal motivation of students to learn a foreign language. This technology allows to individualize and activate the educational process.

Towards a Technology- Enhanced University Education

2011 ◽  
pp. 1-16 ◽  
Author(s):  
Valia Spiliotopoulos
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Technologies ◽  
University Education ◽  
Effective Model ◽  
Institutional Level ◽  
Teaching Philosophies ◽  
Advanced Society ◽  
Learning Contexts ◽  
Regular Practice

Although Canadian universities have distinct cultures, research strengths, and teaching philosophies, many also share similar values and goals that respond to an increasingly multicultural, diverse, and technologically advanced society. The aim of this chapter is to demonstrate how learning technologies used in a blended learning environment can help to meet the goals of a contemporary university education. An understanding of blended learning as an effective model for meeting goals not only at the course and program levels, but also at the institutional level, is essential for the widespread, mainstream implementation of this model so that it becomes a part of regular practice by faculty from a variety of disciplines and learning contexts.

Placing Technology in Learner-Centered Design Through Blended Learning in Post-Secondary Education

2018 ◽  
pp. 630-645
Author(s):  
Doug Reid ◽  
John Ewing
Keyword(s):  
Blended Learning ◽  
New Technologies ◽  
Course Design ◽  
University Education ◽  
Post Secondary ◽  
Face To Face ◽  
Course Redesign ◽  
Learner Centered ◽  
Education Courses ◽  
Improve Student Learning

Two university education courses were converted from face-to-face delivery to a blended learning delivery model. Ideally the conversion took place to leverage new pedagogical understandings and new technologies to improve student learning. The redesign of the courses also came about for economic and scheduling reasons. The result of this conversion was the creation of two new blended learning courses that were designed to be learner centered, constructivist, and reflective. In theory, two different courses were created demonstrating the possibilities available when applying theoretical practices to course redesign. In practice, this allowed pre-service teachers to experience a pedagogically appropriate course that they can use as a model later in their own professional practice. It also emphasized the importance of giving learners control of their learning, their time and valuing their input into course design.

scholarly journals The use of blended learning technology in the training for students of pedagogical specialties

2021 ◽  
Author(s):  
Larysa Udovychenko ◽  
Nataliia Kuzminets ◽  
Olena Stadnik ◽  
Natalia Кosharna ◽  
Lada Petryk
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Blended Learning ◽  
Educational Practice ◽  
Educational Process ◽  
University Education ◽  
Theoretical Research ◽  
Learning Technology ◽  
Main Hypothesis ◽  
Innovative Concept

This article discusses the prerequisites for the implementation and ways of using blended learning technology in higher education institutions, with special attention to the sphere of training of students of pedagogical specialties in Eastern Europe. The innovative concept of blended learning requires thoroughness in preparation, the right attitude to the educational process, and the correctness of all participants in the educational process. That is why practical developments in this direction are relevant in modern education, where pandemic changes have contributed to the development of online education technologies. This study aims to establish the effectiveness of the use of blended learning technology, its impact on the success of higher education applicants, and the quality of education in general. Additionally, was evaluated the pedagogical technology by the participants of the educational process. The main methods are the method of pedagogical experiment and interviewing for theoretical research are used descriptive method, synthesis, and analysis. The main hypothesis is that blended learning is an effective, convenient, and efficient pedagogical technology, which is a necessary component of modern university education. The result of the pedagogical experiment should establish the level of blended education technology effectiveness for students of pedagogical specialties in the conditions of the modern educational paradigm. In the future, it is worth continuing to develop the innovative concept of blended learning in educational practice in a harmonious combination of online and offline learning.

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