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Archive for the ‘Blended Learning’ Category

Examining lived experiences in a professional development program for online teaching: A hermeneutic phenomenological approach

The increased number of courses taught in an online environment has led to more teachers in need of professional development for online or blended teaching. Although various professional development programs have been scrutinised, only a few studies integrate the feelings of teachers during their professional development process. Teachers’ feelings form an inherent part of their […]

Blended learning in large enrolment courses: Student perceptions across four different instructional models

Drawing on data from five large enrolment introductory courses in a public university, we compared students’ perceptions of blended learning on design, interaction, learning, and satisfaction in four different blended models. The models, which were the result of a course redesign initiative, had different combinations of face-to-face lectures, online sessions, and small group tutorial classes. […]

Download Report: Blended Learning for Quality Higher Education: Selected Case Studies on Implementation from Asia-Pacific

The rapid advancement of technologies and their ubiquitous use in our daily lives have dramatically changed the way knowledge is created and disseminated. As a technology-enhanced pedagogical approach, blended learning – the deliberate combination of online learning with face-to-face classroom-based learning – provides higher education institutions (HEIs) with the opportunities to enhance the quality of […]

Connecting physical and virtual spaces in a HyFlex pedagogic model with a focus on teacher interaction

This article highlights interaction within physical and virtual spaces in a higher education HyFlex learning environment with live streamed lectures and seminars. What kinds of learning spaces do we shape when we connect physical and virtual spaces? How do we interact in these spaces, and how do they affect our interaction? The perspective of ‘designs […]

Designing K-12 Student-centered Blended Learning Environments

Student-centered learning environments (SCLE) enable students to direct their own learning as they engage in authentic problem-solving. SCLEs may be designed using blended learning infrastructure present in many schools today. Using a qualitative single case study design, the researcher examined an alleged student-centered learning environment, with a focus on the environment’s core design values; and […]

Download Report: Blended Learning

The “one-size-fits-all” practices that defined yesterday’s thinking have given way to new opportunities in both curriculum and instruction. Blended Learning has given way to a spectrum of instructional models that redefine learning in the classroom. Increase Teacher Effectiveness Teachers are a district’s most valuable resource. Blended learning allows your teachers to integrate both traditional and digital content […]

Download Report: Using Technology to Promote Postsecondary Success and Savings

In 2013, the University of Texas at Tyler (UTT) began the implementation of the PATSS (Patriots Accessing Technology for Savings and Success) program, an initiative that seeks to increase the use of online technologies for instruction. A portion of a course’s classes — a third, half, or two-thirds, depending on the course — is held […]

Student Perceptions of the Most Effective and Engaging Online Learning Activities in a Blended Graduate Seminar

The principal concern of this research was to learn more about effective designs of learning activities in blended courses. A questionnaire was administered in three sections of a not-for-credit intensive blended graduate seminar in university teaching. The online activities included readings, videos, discussion forum activities and other activities using a range of web-based technologies. Students […]

Supporting decision-making processes on blended learning in higher education: literature and good practices review

This article seeks to support decision-making processes in higher education institutions interested in using blended learning (from now on bLearning) as a complement to other learning ecologies. It explores factors that could influence an institution’s decision to implement bLearning and addresses questions that should be answered in this regard. It aims to serve as a […]

Student Attitudes Toward Blended Learning in Adult Literacy and Basic Skills College Programs

Literacy and Basic Skills (LBS) programs in many Ontario colleges offer adult learners who have low literacy and basic skills with opportunities to improve their employment skills as well as results on prerequisite courses for entrance into post-secondary education. LBS students encounter many challenges and require extra interpersonal instructional support, which may be overcome through […]

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