Search results for "blended"
showing 10 items of 94 documents
The Patras blended strategy model for deep and meaningful learning in quality life-long distance education
2019
Life‑long learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to t…
Encouraging blended learning and ICT use at Universitat de València to improve the learning process with the .LRN platform
2007
The Universitat de Valencia, one of the largest, oldest and most varied in Spain, concerned about the efficiency of the learning processes in the context of the convergence process towards the Higher Education European Space, has conducted educative innovation experiences in several degrees, diversifying learning activities.Interested in enhancing traditional classroom learning by use of ICT (with progressive blended learning introduction) has established a learning management system to enhance the learning and communication processes for the whole university. The overall goal was to build skills in ICT use in order to improve learning process quality and student participation.This paper de…
Supporting Learning Groups in Online Learning Environment
2015
In this paper, we report on the initial findings on how to effectively support learning groups in online learning environments. Based on the idea that learning groups can enhance effective learning in online learning environments, we used qualitative research methods to study learning groups (interviews and observation of learning group interactions in online learning environments) and their facilitators. Preliminary results reveal that in order to have effective learning groups you need to take care of the following online design issues: develop comprehensive study guides, train online tutors, motivate learners through feedback, and foster high cognitive levels of interaction through quest…
Measuring, monitoring, and managing for productive learning? Australian insights into the enumeration of education
2017
This article reflects upon how teacher learning is currently construed under conditions of increased measurement of student learning outcomes, and the effects of advocacy for such enumeration processes. It draws upon a broad range of literature on the practice of education, measuring learning, and its effects on teachers? learning. To help ground the analysis, the paper analyses the meeting transcripts of an ongoing, long-term teacher learning initiative in a school in northern Queensland, Australia, and how processes of measurement influenced such learning. These reflections reveal teachers? practices as deeply influenced by the ways in which schooling is construed under conditions of inc…
Flipping and Blending : An Action Research Project on Improving a Functional Programming Course
2016
This article reports on an action research project on improving a functional programming course by moving toward a practical and flexible study environment—flipped and blended classroom. Teaching the topic of functional programming was found to be troublesome using a traditional lectured course format. The need to increase students’ amount of practice emerged while subsequent challenges relating to students’ independent practical coursework were observed. Particular concerns relating to group work, learning materials, and the attribute of flexibility were investigated during the third action research cycle. The research cycle was analyzed using a qualitative survey on students’ views, teach…
Learning Groups in MOOCs : Lessons for Online Learning in Higher Education
2017
when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC) run in 2015 and 2016. Qualitative (interaction on the platform) and quantitative (survey) methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual par…
Dall'asincrono al sincrono: buone pratiche per l'apprendimento on-line
2009
La diffusione degli ambienti di blended elearning nei corsi universitari è sempre maggiore Sorge la necessità di individuare delle pratiche che possono consentire il raggiungimento di adeguate competenze anche tramite una interazione più assidua e diretta tra studenti e docenti/tutor. Si è ritenuto di esaminare più in dettaglio i risultati di apprendimento e l’acquisizione di competenze analizzando percorsi sostenuti da interazioni ( a distanza) solo asincrone e percorsi sostenuti da interazioni (a distanza) sincrone. La ricerca ha messo a fuoco le caratteristiche della comunicazione asincrona, in ambiente blended e-learning, più significative ai fini degli obiettivi di apprendimento; quind…
La metodología de la Flipped Classroom (FC) en la práctica didáctica de los docentes universitarios. Hacia una definición del modelo didáctico a part…
2022
El trabajo de investigación que se presenta aborda el tema de la implementación del Flipped Classroom, o clase invertida, en el contexto universitario. Flipped Classroom es un método formativo activo, que consiste en invertir los tiempos y espacios de aprendizaje. Al implementarlo, el profesor prepara y proporciona al alumnado los contenidos a estudiar con antelación, de manera que, en el tiempo de clase, hay más posibilidades para hacer ejercicios y practicar los conceptos aprendidos durante el autoestudio. Además, en este proceso juega un papel fundamental el feedback que el docente da a sus alumnos sobre su nivel de comprensión, así como los resultados del aprendizaje y los comentarios q…
Structure and performance assessment in traditional face-to-face and blended learning statistics courses
2014
Abstract In recent years the number of higher education institutions offering blended learning courses has increased notably. Blended learning is understood as the combination of traditional face-to-face teaching with online and distance learning. During the 2012- 13 academic year, for the first time, the Information and Documentation degree course at the University of Barcelona included a blended learning format in its course in statistics. The blended learning course combined biweekly face-to-face classes and online work between sessions. This study describes the organization of the blended course in comparison with the traditional face-to- face course and presents preliminary data on stu…
Co-evolution between trust in teachers and higher education toward digitally-rich learning environments
2017
Based on a powerful notion that the quality of higher education is crucial for innovation in digital economy and that such quality is subject to a conception of trust in teachers to deliver good education and advancement of information and communication technology (ICT), the dynamism of co-evolution between them was analyzed. Using a unique dataset representing the above system consisting of the rate of trust in teachers providing good education in the context of quality of education and their social status, of the level of higher education and the state of ICT advancement toward digitally-rich learning environments, an empirical numerical analysis of 20 countries was attempted. These count…