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This paper offers an overview of general results and of longitudinal aspects of the data collected to date from student populations which generated from the #VLEIreland project. We argue how results shed light on common misconceptions around VLE usage, and what VLEs can offer from a pedagogical perspective. Building on previously published research results; this […]
This paper describes a three-stage process of developing a webinar integration tool to enhance the interaction of teaching and learning in blended environments. In the context of medical education, we emphasize three factors of effective webinar integration in blended learning: fostering better solutions for faculty and students to interact virtually; enhancing blended learning using webinars […]
This article shows how a group of language teachers use Twitter as a tool for continuous professional development through the #MFLtwitterati hashtag. Based on data collected through a survey (n = 116) and interviews (n = 11), it describes how this collective of teachers use the hashtag and evaluates the impact of their Twitter network […]
A number of researchers have explored the role and nature of design in education, proposing a diverse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As […]
In this paper, we propose a framework for the design of massive open online courses (MOOCs) based upon the principles of self-determination theory, which posits a relationship between intrinsic motivation and the basic psychological need for autonomy, competence, and relatedness. We also report the results of design-based research that evaluates the application of the framework […]
A pair of online instructors revisit the assumption that web-based classes are fundamentally better at accommodating a range of students and teachers. University Affairs
Abstract Background Faculty is inseparable from the design and implementation of competency‐based programs. Yet prior research on competency‐based education (CBE) has mainly focused on program design and implementation, paying less attention to the faculty roles and perception of their involvement. Aims This paper explores faculty perceptions of their own roles relating to the design and […]
In the autumn of 2015, to extend its leadership in science, technology, engineering, and mathematics (STEM) education and to reach a wider range of lifelong learners, Worcester Polytechnic Institute embarked upon a pilot program to assess the value of a competency‐based education (CBE) pedagogy. The authors converted two graduate‐level Systems Engineering courses to a CBE […]
This article examines the nature and evolution of the term blended learning (BL), which encompasses numerous connotations, including its conception as a strategy, delivery mode, opportunity, educational shift, or pedagogical approach. Although much has been said in this field, very few studies examine the different types of blends behind their implementation. To address this gap […]
This study investigated a blended synchronous learning environment (BSLE), which was designed for a group of master’s students taking a course at a teacher education institute. The BSLE was created for the majority of the students to attend the course face-to-face and at the same time allowed the rest to join the identical sessions using […]